zilongwang/ReadingBank huggingface dataset:
You are able to access your personal information that you have provided by making a written request to the Director-General of Licensing. The information is required pursuant to the Racing and Betting Act. The Act requires that certain matters must be considered when deciding whether or not to approve an application. The information will be kept confidential except as follows: Information may be sought from Police, government agencies, interstate licensing authorities, or referees or persons nominated by you. Information may be released to those sources to the extent necessary to verify information about you and your application. If a hearing is involved, information will be released to the parties, Commission or the as required by the Act. Registers of licences and permits will be maintained and may be made available to the public on request. You do not have to provide information if you do not wish to do so. However, an application may not be approved if is insufficient information to properly determine the matter in accordance with the Act. Lodgement options Applications can be lodged at a Territory Business Centre with the prescribed fee at: Darwin Building 3, Darwin Corporate Park, 631 Stuart Highway, Berrimah GPO Box 9800 Darwin NT 0801 t: (08) 8982 1700 f: (08) 8982 1725 Toll free: 1800 193 111 e: territory.businesscentre@nt.gov.au Katherine Shop 1, Randazzo Building 18 Katherine Terrace Katherine PO Box 9800 Katherine NT 0851 t: (08) 8973 8180 f: (08) 8973 8188 e: Tennant Creek Shop 2, Barkley Cnr Davidson and Paterson Streets Tennant Creek PO Box 9800 Tennant Creek NT 0861 t: (08) 8962 4411 f: (08) 8982 1725 e: Springs Ground Floor, The Green Well Building 50 Bath Street Springs PO Box 9800 Alice Springs NT 0871 t: (08) 8951 8524 f: (08) 8951 8533 e:
Bowker | Holly Moore | Holly Williams | Holly and Scott Morehead | Homer and Myra Lupton | Hugh Spitzer | Hugh Bangasser | Hugh and Jayn Foy | Huy Vo | Hyeok Kim | Ilene Stark | Inge Strauss | Ingrid Holmlund | Irene Pasternack | Irene Hopkins | Irene Japha | Irene Yamamoto | Iris Okimoto Nielsen | Isabel D'Ambrosia | Isaiah Duncan Jackson | J. Truman | J. Shan Mullin Perkins Coie LLP | Jabe Blumenthal | Jabe and Julie Blumenthal | Jack Oharah | Jack Skanes | Jack Miller | Jack Whisner | Jack and Becky Benaroya | Jack and Karen Faris | Jackie Bezos | Jackie Pendergrass | Jackie Fojtik | Jacqueline Pendergrass | Jacqueline and Eldon Stuhr | Jacqui Beck | Jada Rupley | James Apa | James Collins | James Davie | James Faulstich | James Fugate | James Gore | James Harrington | James Harvey |
Structure The PAR workgroup will consist of individuals appointed by the chair of the Bree Collaborative, and confirmed by the Bree Collaborative steering committee. Individuals must have in-depth knowledge and expertise in at least one of the following: readmissions, payment reform, the health care delivery system, benefit design, and quality improvement. There must be at least one representative from each stakeholder group: employer, health plan, hospital, provider (including a specialist), and quality improvement organization. The chair of the PAR workgroup will be appointed by the chair of the Bree Collaborative. The Bree Collaborative project manager will staff and provide management and support services for the PAR workgroup. Less than the full PAR workgroup may convene to: gather and discuss information; conduct research; analyze relevant issues and facts or draft recommendations for the deliberation of the full workgroup. A quorum shall be a simple majority and shall be required to accept and approve recommendations to the Bree Collaborative. Meetings The PAR workgroup will hold meetings as necessary. The PAR workgroup chair will conduct meetings and arrange for the recording of each meeting, and will distribute meeting agendas and other materials prior to each meeting. PAR Workgroup Name Title Organization Susie Dade Deputy Director Puget Sound Health Alliance Sharon Eldoranta, MD Medical Director, Quality and Safety Initiatives Qualis Health Joe Gifford, MD Chief Strategy and Innovation Officer for Western Washington Providence Health and Services Mary Gregg, MD Director, Quality and Patient Safety Swedish Health Services Tony Haftel, MD VP Quality & Associate Chief Medical Officer Franciscan Health Systems Bob Mecklenburg, MD Medical Director, Center for Health Care Solutions Virginia Mason Medical Center Kerry Schaefer Strategic Planner for Employee Health King County Peter Valenzuela, MD Medical Director PeaceHealth Medical Group Committee Staff Steve Hill Chair Bree Collaborative Rachel Quinn Project Manager Bree Collaborative
LOCATION: Based in Bassetlaw Refuge, to work flexible to cover the needs of both Mansfield & Bassetlaw refuges HOURS: 28 hours per week flexible over 7 days The Refuge runs on a rota covering Monday to Friday 9 am – 7pm, Saturday and Sunday 9 am to 1.00 pm. Rota basis on call for out of hours cover RESPONSIBLE TO: Refuge Services Co-ordinator This post requires you to work as part of the Refuge Team and along side the services within the organisation. The refuge offers safe, temporary 24 hour accommodation with an out of office hours on call system that responds to the needs of women, children and young people who have experienced or are escaping domestic abuse. The refuge worker must ensure she works in a sensitive, flexible and non judgemental way in order to respond to the diverse needs of women, children and young people within the refuge setting and on the help line. MAIN DUTIES AND RESPONSIBILITIES: To offer practical and emotional support to women experiencing domestic abuse To key work and encourage regular one to one support sessions and group work To work alongside the Child Support Workers in ensuring that children’s needs are met and that all House Guidelines, Health and Safety and Fire regulations are understood. Support the aims and principles of the project including to empower and support women and children in making decisions and taking control of their lives To accompany women to relevant appointments/social and leisure opportunities as necessary in line with Nottinghamshire Women’s Aid Ltd policy and procedure and agreed with Refuge Service Coordinator. To respond to the needs of the service users on issues around: The provision of legal, housing and welfare rights advice and practical support Advocacy and liaison with other agencies e.g. housing departments, solicitors, courts, social services, schools, doctors, DSS etc Provision of information about local agencies and community resources Help with arranging furniture removals and storage and re-housing To ensure telephone support, information, resources, signposting and referring where necessary to families. Tenancy, license agreement, inventory and property review issues. Follow all procedures for the initial enquiry, referral and admission process To carry the Out Of hours On Call Emergency Phone on a rota basis as agreed with the Refuge Service Coordinator. Ensure the smooth running of the refuge to aid self contained and communal living Completing with the client Tenancy, Licence agreements, flat or room inventories and full property reviews. Set up and maintain accurate client records To liase and build up networks with other local agencies
State of Maine ARCHITECT / ENGINEER AGREEMENT Standard Department of Education Supplement B Concept Design through Completion of Project Consulting Services This Agreement amends and supplements the Core Consulting Services Agreement and subsequent Supplemental Agreements by and between insert name of school administrative unit hereinafter called the Owner and insert company name of Architect or Engineer firm hereinafter called the Consultant. BREM Project No.: none Other Project No.: For the following Project: brief name of project at facility or SAU name, municipality, Maine. Upper limit of Consultant's Compensation including reimbursables: $0.00 (from § 1.1). Consultant design fee: 5.00% (from § 1.1). Budgeted construction cost: $0.00 (from Attachment C – Project Budget). Budgeted project cost: $0.00 (from Attachment C – Project Budget). Target Issued for Bid date: 1 January 2000 (from Attachment B – Project Schedule). Target Substantial Completion date: 1 January 2000 (from Attachment B – Project Schedule). Revisions to the Agreement are as follows: Amend section 1.1 under Article 1 Compensation and Payments by adding section 1.1 below. 1.1 The Consultant's Compensation shall not exceed $0.00 and shall be computed as the sum of Basic Services, Additional Services and Reimbursable Expenses, as shown below. 1.1.1 Basic Services Fee (sum of items below) (Stipulated Sum) $0.00 Fee Credit amount () ($0.00) .1 Schematic Design Documents 15% = $0.00 + $0.00 .2 Design Development Documents 20% = $0.00 .3 Construction Documents 35% = $0.00 .4 Construction Procurement 5% = $0.00 .5 Construction Contract Administration 25% = $0.00 The Basic Services Fee for this Project is based on a negotiated fee rate of 5.00% of the estimated Cost of the Work, and includes the design of Alternate Bid items. The credit
an incomplete or inaccurate disclosure, you may face disciplinary action, up to and including dismissal. The school undertakes that all responses furnished by you in respect of the above questions will be treated as confidential, subject to any reporting obligations which may be imposed on the school, pursuant to “Children First” published by the Department of Children and Youth Affairs, the Child Protection Procedures for Primary and Post-Primary Schools published by the Department of Education and Skills or pursuant to any legal obligation imposed on the school to facilitate the effective investigation of crime. In the event of your being recommended for appointment to this position, the Board of Management is obliged to comply with the terms of current DES Circular Letters. The Board of Management’s policy is that all newly appointed teachers and support staff will be vetted and that the outcome of the vetting will be considered in the light of the school’s vetting policy. This applies in respect of appointments to teaching posts, principal and deputy principal positions where the person is not currently an employee of the school and applies irrespective of whether the individual has been previously vetted or not. SCHOOL ETHOS All applications are accepted on the understanding that the candidate has read and supports the school’s ethos as outlined in the Blueprint for Educate Together Second-level Schools and is prepared to carry out the role of principal as described in the Blueprint. REFERENCES Please supply the names and contact details of two referees, at least one of whom must know you in a professional capacity. In addition, references may be sought from your present/former employers if not listed below.
Lab 8 Inverters (NOT Gate) 1 - 0 0 - 1 Lab 9 Gate: Lab # / Name Input A Input B Output (LED) Lab 9 (NAND Gate) 0 0 1 0 1 1 1 0 1 1 1 0 Lab 10 Gate: Lab # / Name A Input B Output (LED) Lab 10 (NOR Gate) 0 0 1 0 1 0 1 0 0 1 1 0
37 37 37 37 37 SECTION II: MESM GUIDELINES 39 39 39 39 40 41 42 44 47 (POS) 47 51 52 MESM 52 52 53 SECTION III: PROGRAM GUIDELINES 55 55 56 56 56 57 57 58 58 58 STAGE 1: 59 STAGE 2: 60 STAGE 3: 61 STAGE 4: 63 64 SECTION I: GENERAL INFORMATION MESM STUDENTS The purpose of this guide is to present Bren School policies and procedures and other relevant information for Bren Master of Environmental Science and Management (MESM) and PhD students. While this guide references some University of California policies, procedures, etc. applicable to all graduate students, it does not duplicate all of the information in the UCSB . If you have any questions or concerns about any of the information below, please contact the Bren Student Affairs staff at . THE A A PROGRAM
37 38 38 38 38 38 38 SECTION II: MESM GUIDELINES 40 40 40 40 41 41 43 45 48 (POS) 49 52 53 MESM 53 54 SECTION III: PROGRAM GUIDELINES 55 55 56 56 56 57 58 58 58 STAGE 1: 59 60 STAGE 2: 61 STAGE 3: 62 STAGE 4: 64 65 SECTION I: GENERAL INFORMATION MESM STUDENTS The purpose of this guide is to present Bren School policies and procedures and other relevant information for Bren Master of Environmental Science and Management (MESM) and PhD students. While this guide references some University of California policies, procedures, etc. applicable to all graduate students, it does not duplicate all of the BREN A A THE PROGRAM
13 13 13 14 14 14 14 (EMS) 15 15 15 15 16 REGISTRATION & ENROLLMENT 16 16 16 16 17 17 17 17 ESM 595 18 ESM 596 18 19 19 19 19 20 20 20 20 S/U P/NP 21 21 21 (NG) & (NR) 22 22 22 22 ACADEMIC CONDUCT 23 23 23 23 24 CAREER DEVELOPMENT STUDENT PROGRAM A A ACADEMIC OR STUDENT AT FROM AND
bj danetra Senior Events Manager BH 2508 805-252-0552 bjdanetra@bren.ucsb.edu Sage Davis Building Manager BH 1021 805-448-0028 sage@bren.ucsb.edu Emily Cotter Program Manager, BH 3406 805-893-4583 ecotter@bren.ucsb.edu Jacy Brunkow Program Manager, Latin American Fisheries Fellowship BH 4526 jbrunkow@bren.ucsb.edu Leslie Sanchez Program Manager, Sustainable Water Markets Fellowship BH 4025 805-893-2607 lsanchez@bren.ucsb.edu Entrepreneurship
Notepad Backs Corrugated Cardboard Shipping Boxes Boxes (only if very clean) Pak Juice, Milk, & Soup Cartons Any Plastic Bottles Tupperware Utensils Packaging Bags Any Metal Food Glass Electronics, CFLs ( Compact Fluorescent Lights) Techno Trash 3L Kitchen Batteries Techno Trash 3L Kitchen CD’s, DVD’s, Diskettes Techno Trash 3L Kitchen Cell Phones Cell Phone Bin 3L Kitchen Waste Food No dairy, meats, or citrus – please tear or cut large pieces Food Collection Bin 3L Kitchen Refrigerator Staff Kitchen Refrigerator Compostable Food Ware Paper Towels, Tissues Pizza Boxes – Soiled Meats Compostable Food Serviceware - Yellow 3L Kitchen Refrigerator Kitchen Refrigerator SCF GIS Courtyard - Bertha Lab Glass – NOT RECYCLABLE Brown Bin w/ Red Top Autoclave Room – 2016 Bren Styrofoam (#6) – NOT RECYCLABLE Landfill - Brown Multiple Locations SECTION II: MESM GUIDELINES The Master of Environmental Science & Management (MESM) program is a two-year professional degree program designed for individuals who plan to work in interdisciplinary science and management or policymaking in the private, public or non-profit sectors. The program focuses on application and problem solving and has three parts: core courses, specialization electives, and the Group Project or Eco-Entrepreneurship (Eco-E) Project. Required Each student in the MESM program is required to complete a minimum of 80 units as a partial requirement for the MESM degree. The units include core courses (32 units), group project OR Eco-E project courses (12 units), and an approved set of elective courses (minimum of 36 units). MESM students may take up to 8 of their 36 required elective units as S/U (graduate courses) or P/NP (undergraduate courses) rather than for a grade if they choose. It is NOT recommended that students take primary courses for their specializations as S/U. Any
There are many different types of contracts. Some of the most likely types you may come across are: Contract type Why is it important to manage this? What are you buying? Likely governance approach Purchase Orders At the simplest level, any purchase order is a contract for services. You are unlikely to need a contract management structure for these services, though if you tend to buy this service regularly – a formal contract may need to be put on place. Defined quantities of goods or services, supplied at an agreed price, based on the Council’s standard terms and conditions. Transactional Spot Contracts Whilst not always relying on a regularly sourced service, these contracts are often needed when customer needs arise and need to be reliable and delivered at required standards – such as social care services and public health services. Goods or services purchased in set or agreed levels or quantities, usually at pre-agreed prices, and in reaction to contract managers calling for the service at “short notice” and therefore not always planned purchasing. Operational or Major Framework Agreements and “Call-off” Arrangements These agreements are put in place with a standard of service, where you have established how much you may want without providing a commitment to buy those volumes. Frameworks can have multiple providers, and potentially different sub-services or “lots”. The “contract” only exists when you buy from the framework agreement (i.e. Call-Off), though it is just as important to manage the framework agreement and your relationship with the provider(s). Having a framework does not constitute a commitment to buy. It does however give your Service Team opportunity to buy services from a defined of providers at prices that are usually pre-agreed, for a limited period (usually up to four years). Operational or Major Outsourced Service Contracts (including PFI contracts) Services delivered through contracts of this type often began as being delivered by the council in the past. Whilst we have now outsourced the delivery to a third party provider, the overall strategic or even statutory responsibilities may remain with the Council. Examples include waste management, highways maintenance, social care etc. Your service team may be receiving services here based on a previous decision to outsource what once may have been carried out in-house. Partnering Contracts When preparing to manage a contract, your Service Team will have decided that the best way to derive high quality services from the Partnering contracts have been used in construction and maintenance type services, and Major
CCN CCN ref Supplier Contract name Contract ref (if applicable) Requestor name Requestor dept Contract section or clauses impacted Fully approved date 0001 0002 0003 0004 0005 0006 0007 0008 0009 0010 0011 0012
Email: Secure email: For any queries please contact us: Tel: 0300 3034547 For WDP use only Date referral received: ……………………………………………………………… Referral received by: ……………………………………………………………. Nebula No.: ……………………………………………………………………………….
For Immediate Release May 7, 2018 BRENT COBB’S PROVIDENCE CANYON NOW STREAMING AT ALBUM OUT THIS FRIDAY, NOW CURRENTLY ON TOUR, WILL JOIN “CHRIS STAPLETON’S ALL-AMERICAN ROAD SHOW” THIS SUMMER/FALL “WHO WOULDN'T WANT TO BE AS COMFORTABLE IN THEIR SKIN AS COBB'S IS ON PROVIDENCE CANYON?” “CAN’T WAIT FOR THIS ALBUM, IT'S GONNA BE THE SUMMER SOUNDTRACK.” Brent Cobb’s highly anticipated new album, Providence Canyon, is now streaming in full at NPR Music’s “” series. Listen/share . “Nobody is more fluent in country-funk than Brent Cobb,” NPR Music’s Jewly Hight asserts. “His latest, Providence Canyon, is burlier, deeper in the pocket and even more satisfying…He applied as much wit and craftsmanship to the feel of the 11 tracks as he did to the songwriting itself, enhancing the textures of his down-home settings and characters.” Recorded at Nashville’s RCA Studio A with Grammy Award-winning producer Dave Cobb, Providence Canyon will be released this Friday, May 11 on Low Country Sound/Elektra Records and is now available for . Each digital pre-order comes with an immediate download of four album tracks: “,” “Mornin’s Gonna Come,” “” and “Ain’t A Road Too Long.” In celebration of the album, Cobb’s “Ain’t A Road Too Long” tour is currently underway, featuring special guest Savannah Conley. Following these headline dates, Cobb will once again join Chris Stapleton on his “All-American Road Show” this summer and fall including dates at L.A.’s The Forum, Chicago’s Hollywood Casino Amphitheatre and New York’s Madison Square Garden. See below for full details. Photo credit: Don Van Cleave The new album and tour follow a breakthrough few years for Cobb, who was nominated for Best Americana Album at the 60th GRAMMY Awards for his major label debut, Shine On Rainy
Board agendas allow space for discussion of hot topics and conclude with action plans to ensure direction to the work and measurement of impact. Independent Chair On-going 1.3 Strategic links with wider networks have been embedded and key shared work streams have been identified and taken forward. Appropriate representation and effective work with Brent Safeguarding Children Board, Health and Wellbeing Board and Safer Brent Partnership Independent Chair Dec 16 Effective with Healthwatch and organisations of service users and carers Community Engagement & Awareness Sub-group Mar 17 The sub-groups are effective, well supported by partner agencies and report quarterly to the Board. Sub-group chairs and Independent Chair On-going 1.4 Partner and agency engagement All agencies with a role in adult safeguarding are engaged in the management and oversight of practice. SAB On-going Non-engagement is identified and responded to by senior managers, with concerns escalated to the SAB Independent SAB On-going Representatives of GPs and social care providers make effective Independent Mar 17
Objective Action Lead Target date Progress (with particular reference to outcomes for adults at risk) RAG 5.1 Maintain a training and workforce safeguarding adults strategy that incorporates local/regional and national policy, procedures and learning, and meets the needs of stakeholders involved in the safeguarding process. Produce multi-agency Safeguarding Training Toolkit Learning & Development Dec 16 Ensure learning from Safeguarding Adults Reviews is embedded in single and training Learning & Development Sub-group Mar 17 Provider training for health professionals to qualify as Best Interest Assessors under DoLS procedure L&D Subgroup June 16 Provider training re safe handling and appropriate wound/ skin care L&D Subgroup Sept 16 Theme 6: Auditing and Competency Framework Objective Action Lead Target date Progress (with particular reference to outcomes for adults at risk) RAG
☐ Any other Asian background White ☐ English/ Welsh/Scottish/ Northern Irish/British ☐ Irish ☐ Gypsy or Irish Traveller ☐ Any other White background Black or Black British ☐ African ☐ Caribbean ☐ Any other Black background Other ☐ Arab ☐ Any other ethnicity ☐ Prefer not to say Dual background ☐ White & Black Caribbean ☐ White & Black African ☐ White & Asian ☐ Any other dual background Do you have dependent children aged 18 or under? ☐ Yes ☐ No ☐ Prefer not to say Do you have caring responsibilities, other than parenting? ☐ Yes ☐ No ☐ Prefer not to say What is your legal marital or same-sex civil partnership status? ☐ Married ☐ Divorced ☐ Widowed ☐ In a registered same-sex civil partnership ☐ Never married and never registered in a same-sex civil partnership ☐ Formerly in a same-sex civil partnership which is now legally dissolved ☐ Separated, but legally married ☐ Separated, but still legally in a same-sex civil partnership ☐ Surviving partner from a same-sex civil partnership
Do you have caring responsibilities, other than parenting? ☐ Yes ☐ No ☐ Prefer not to say What is your marital or same-sex civil partnership status? ☐ Married ☐ Divorced ☐ Widowed ☐ In a registered same-sex partnership ☐ Never married and never registered in a same-sex civil partnership ☐ Formerly in a same-sex civil partnership which is now legally dissolved ☐ Separated, but still legally married ☐ Separated, but still legally in a same-sex civil partnership ☐ Surviving partner from a same-sex civil partnership
☐ Bisexual ☐ Gay man ☐ Gay woman/ lesbian ☐ Heterosexual/ straight ☐ Other ☐ Prefer not to say What is your religion/belief? ☐ Buddhist ☐ Jewish ☐ Prefer not to say ☐ Christian ☐ Muslim ☐ Other ☐ Hindu ☐ Sikh ☐ No religion Please specify any other religion or belief: What is your ethnicity? Asian or Asian British ☐ Bangladeshi ☐ Pakistani ☐ Indian ☐ Chinese ☐ Any other Asian background White ☐ English/ Welsh/Scottish/ Northern Irish/British ☐ Irish ☐ Gypsy or Irish Traveller ☐ Any other White background Black or Black British ☐ African ☐ Caribbean ☐ Any other Black background Other ☐ Arab ☐ Any other ethnicity ☐ Prefer not to say Dual background ☐ White & Black Caribbean ☐ White & Black African ☐ White & Asian ☐ Any other dual background Do you have dependent children aged 18 or under? ☐ Yes ☐ No ☐ Prefer not to say Do you have caring responsibilities, other than parenting? ☐ Yes ☐ No ☐ Prefer not to say What is your legal marital or same-sex civil partnership status? ☐ Married ☐ Divorced ☐ Widowed ☐ In a registered same-sex civil partnership ☐ Never married and never registered in a same-sex civil partnership ☐ Formerly in a same-sex civil partnership which is now legally dissolved ☐ Separated, but still legally married ☐ Separated, but still legally in a same-sex civil partnership ☐ Surviving partner from a same-sex civil partnership
Thank you for your request for an application form. We hope that you will be apply for the post of the Headteacher of Brentfield Primary School. Our previous Headteacher has retired twenty years in the post and we have recently had an Ofsted inspection which rated us as good. We are looking for someone who has the knowledge, dedication and inspiration to take us forward to the outstanding status we deserve. If you have the qualities needed to work in the multi-cultural environment, apply strong leadership, management and communication skills, passion for teaching and learning, and with an ability to work with the depth of experience that our staff and students bring with them into school, then you could be the person who will provide them with the essential tools to reach their full potential. Our students enjoy learning, love the wide range of sports and participate in an exciting range of activities which range from English Pocket Opera to Tabla drumming. Our staff are hardworking, very committed and keen to become the very best they can be. If you would like to arrange an informal visit to the school with an opportunity to meet staff and Governors, please call the school on 020 8965 5326 to arrange a mutual convenient data and time. We look forward to welcoming you to Brentfield Primary School. The closing date for application is Monday 20th February at 12 o’clock noon. Shortlisting of the candidates for interview will take place on Wednesday 22nd February 2017 and interviews will be held on Tuesday 28th February 2017. I would like to thank you again for your interest in the post and look forward to receiving your application. sincerely Penny Witham Chair of Governors Brent – The place to be, the borough to work for Brent is a place of contrasts and a destination for thousands of British and international visitors every year. Home of the iconic Wembley Stadium, the world famous Wembley Arena, the new London Designer Outlet and the spectacular Swaminarayan Hindu Temple, it provides a stage for cultural, sporting and religious events of national and international importance. Our new Civic Centre is on Engineers Way (opposite Wembley Stadium and Wembley Arena); it provides residents with easy access to a variety of public services in one place. The majority of staff are based in the award winning Civic Centre, having recently won the best corporate workplace joint category in London and the South East at the annual British Council for Offices (BCO) Regional Property Sector Awards. The Civic Centre has also been
Mobile No: Note: Some e-mail accounts have high security settings so, to ensure we can respond to you, please make sure the domain “@rsacademics.co.uk” is on your safe senders list. Education and Qualifications Senior school(s) attended Dates: mm / yy From To A levels or equivalent, dates awarded Grades Other achievements/interests at school University or other Higher Education institution mm / yy From To Degree and Awarding Body, dates awarded Other achievements/interests at university Other awards, qualifications and courses attended (please include any CPD) College, Education Centre or Institution Dates From To Award/Course Title and Qualification Publications: Please include details of any publications, for example newspaper, magazine or website articles you have written or contributed to: Employment History Starting with your current / most recent position, please provide details of your employment since leaving full-time education. Note: To satisfy the requirements for safer recruitment we need to ask for your full employment record. Any gaps between jobs or between finishing education and first employment should be added in Section 4. Current Position of Employment Name and Address of Employer
Breaking Down the DBQ – 8 to Success! John P. Seven Lakes High School – Katy ISD Recent Publications: Instructors Resource Guide to The American Pageant (13/e) The Quizbook: A Test Manual for Instructors to The American Pageant (13/e) Edward Bellamy: Looking Backward (Fall – 2006: The Center for Learning) AP U.S. History Workbooks (revised edition, 3 volumes) – The Center for Learning, forthcoming Seven Lakes High School 9251 S. Fry Road Katy, Texas 77494 A Bit O’ Irish:
ACKNOWLEDGMENT I, {Name of Respondent} , acknowledge receipt of a certified copy of this Respondent ____________________________________ {Signature of Respondent}
Arts Studies School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) To positively impact student achievement, Brevard Virtual will implement the use of Essential Questions as a means for establishing the learning goal for students. Teachers will utilize various methods of formative assessment to assess students’ progress for achieving that goal and will improve our use of quality feedback for providing students with the guidance toward achieving the learning goal. The newly established school leadership team will lead this effort. Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure Establish a school leadership team (LT) consisting of team leaders, the mentor teacher, reading teacher and guidance counselor. Assistant Principal Meet biweekly Meeting schedules and agendas. Study the effective use of Essential Questions (EQ) as a LT. Assistant Principal (1st quarter) $100.00 Training materials Implement the use of EQ in one prep by each LT member. Leadership Team Members (2nd quarter) Pace Charts, lesson plans and reflections. Train full faculty on the use of EQ. Leadership Team Members $250.00 Training Materials Implement the use of EQ in one prep by every staff member. Assistant Principal February-May Pace Charts, lesson plans and reflections. Provide training to faculty on the value of formative assessment and strategies. Assistant Principal and Leadership Team September and On-Going Training materials October
have been asked to compute the following amounts and ratios for both this year and last year: a. Working capital. b. Current ratio. c. Acid-test ratio. d. Average collection period. (The accounts receivable at the beginning of last year totaled $350,000.) e. Average sale period. (The inventory at the beginning of last year totaled $720,000.) f. Debt-to-equity ratio. g. Times interest earned. 2. For both this year and last year (carry computations to one decimal place): a. Present the balance sheet in common-size form. b. Present the income statement in common-size form down through net income. 3. From your analysis in (1) and (2) above, what problems or strengths do you see for Modern Building Supply? Make a recommendation as to whether the loan should be approved. PROBLEM 13–12A Financial Ratios for Common Stockholders [LO2]
G9 Mobile Equipment Sublimit: $ G10 Are you interested in earthquake sprinkler leakage coverage? Yes No G11 Do you permanently store property (including brew stock) at premises not described on this Application? Yes No G12 Do you store brew stock or property for others? Yes No If yes, do you require them to purchase their own insurance? Yes No Please provide a copy of the contract used. COVERAGE ALLIED AUTOMATIC SUBLIMIT OPTIONAL SUBLIMIT INCREASE G13 Stock at Unnamed Locations $0 $250,000 $500,000 $1,000,000 $2,000,000 G14 Employee Dishonesty $50,000 $100,000 $250,000 $500,000 G15 Money & Securities – On Premises $25,000 $50,000 $100,000 G16 & Securities – Off Premises $10,000 $25,000 $50,000 $100,000 G17 Accidental Blending of Beer – Errors $0 $25,000 $50,000 $100,000 G18 Pollutants Clean Up and Removal $50,000 $100,000 G19 Accounts Receivable $250,000 $500,000 $1,000,000 G20 Valuable Papers & Records $250,000 $500,000 G21 Business Income, Extended Business Income, & Extra Expense Timeline (Not to Exceed the Coverage Extension Blanket Limit) 12 Months – Actual Loss Sustained 24 Months – Actual Loss Sustained G22 Personal Effects and Property of Others (other than Stock) $25,000 $50,000 $100,000 G23 Fine Arts (maximum $1,000 per item) $25,000 $ G24 Backup or Overflow of Water from Sewer, Drain, Sump $25,000 $100,000 G25 Utility Services – Direct Damage (this limitation does not to stock damage) $25,000 $50,000 $100,000 G26 Utility Services – Business Income and Extra Expense (this limitation does not to stock damage) $25,000 $50,000 $100,000 G27 Trellis and Hop Vines $100,000 $250,000 $500,000 $1,000,000 SECTION H: SUPPLEMENTAL INFORMATION
Brewing Stories with Sam Gayton Author Sam Gayton helps you to get started writing magical stories This resource is for: Getting your pupils motivated to start writing their own stories. Summary: Watch an excerpt from Sam Gayton’s 2017 Book Festival event and then use the creative writing prompts inspired by the event. Introduction: We’re not allowed to have favourite authors at Edinburgh International Book Festival, but if we did one of them would be Sam Gayton – and you’re about to see why! Watch his amazing 2017 Book Festival event based around his book His Royal Whiskers. Don’t be afraid to join in with the interactivity – shouting out answers and suggestions. Then, use our activities to help you get writing your own stories inspired by Sam’s event. Video link: Activities Part One: Ingredients for a Story During the event, Sam outlines 5 basic ingredients which your story needs: A “What If?” question – a magic question which kick-starts your imagination Some characters Something to go wrong A setting – somewhere your story takes place Something your characters find or discover at the end of the story – this could be anything from an amazing piece of treasure, to self-confidence, or something else…
DPAC – big reason here today, looking for problems in industrial base related to lightweight materials base, in order to do things that we’re not currently doing – not incorporating them into our current systems is the issue they’re attempting to address – overcoming barriers – “What is it that the DPAC should be investigating/focusing, due to what is achievable/realistic?” Material-specific to alloys, etc. “Demonstrators” – does a demonstrator address a gap? – Bring the “best of the best” into a single vehicle application to validate the mfg. abilities, performance of materials/system/sub-components Platforms for integrating many technologies (metals and FRP composites) Table-top/tangible products to demonstrate capability (body armor example) Looking for either specific components/sub-systems/vehicles – timeframe-critical (short-term) LM – Advanced carbon-composites aircraft – demonstrator application – minimize do – demonstrate the capabilities of new materials and processes – hard to push these items into/onto a mainline manufacturing Potential demonstrator (3 examples): mortar base-plate, Need to define a challenge for “everyone” to contribute to the final product Central-tenant – must have commercial applications (contributing to industry through either or processing of material(s)) End application? Or knowledge-base necessary to develop demonstrator – value to the public Requires cost-analysis Well-defined target for putting material into play “If a material isn’t called-out in a handbook, then it is not considered” (in looking for material properties for an application) “To get something into MIL-5 takes time (five years) and much funding” – take capabilities/resources and force something into MIL-5 (cooperative effort across the board) Implement a database of material properties - needs-based for a critical-mass of data – to inspire confidence in the use of the materials Investment in the modeling/manufacturing/materials infrastructure to accelerate Use modeling to accelerate incorporation into MIL-5
We need urgent clarity from the UK Government on transition and future plans for key areas including migration, agriculture, fisheries and ensuring our laws continue to work. But also in regard to health services. EU impact locally As with the rest of Scotland Glasgow and Govan have benefited significantly from EU support; examples include; Employability and Social Inclusion and Poverty Funding (ESF). ESF supports a range of employability, social inclusion and poverty support through Glasgow City Council which covers the Govan area. These support those who face multiple barriers to progressing in the labour market and includes unemployed, long-term unemployed, inactive and those in employment. The Glasgow City Council managed, and ESF supported Fairer Together project provides citywide coverage for vulnerable clients. To date the project has supported 56 clients in Govan. Support for Halfway Community Park through Southside Housing Association to develop a new community park in a currently underused and poor-quality area of open space next to Moss Heights high-rise blocks in the Cardonald area of Glasgow. The project will improve biodiversity, provide space for active and passive recreation and improve public safety through landscaping, tree and shrub planting, construction of a community growing space, a green gym, a natural play area and removing cars from the area in front of the flats. The total project cost is £2.2m of which the contribution from European Regional Development Fund (ERDF) is £901k. Govan-based DSL Business Finance‎ received £2.8 million ERDF support in September 2016 from the Scottish Government’s Small and Medium Enterprise Holding Fund to part-capitalise their £6 million Scottish Microfinance Fund which provides microfinance loans to start ups and small businesses across Scotland. As at December 2017, the Fund had supported 124 businesses and created 223 jobs Similarly Health and Social care provision in Glasgow and Govan benefits enormously from the contribution of staff from across the EU. Scotland greatly values non-UK and EU citizens and their wider contribution to our society, we are working to see that their rights and place in our nation are protected. SG are extremely concerned at the impact of leaving the EU, and in particular of ending the freedom of movement on the workforce in Scotland. Scotland needs to retain the ability to recruit staff from inside and outside EU. Cross-border mobility
Gray Matters: Creating a Space for Young Adult Literature in Faith-based Institutions Presenter: Autumn Schilleman, Southern Adventist University In today’s entertainment-saturated society, secondary English educators face the increasing dilemma of fostering student interest in literature both within the classroom setting and without. The growing popularity of young adult literature makes this genre especially attractive as a potential tool for stemming this decline. However, despite its wide acceptance in public school libraries and curriculum, young adult literature is often starkly absent from the shelves and libraries of faith-based institutions. Faith-based educators are in need of greater resources and encouragement to help them harness the power young adult literature has to offer their students. Room 464 Reimaging the Read Aloud Presenters: Leila Barber, Dawn Allison-Ruiz, Cobb County Schools- Bryant Elementary This session will focus on quality young adult literature to support standards based instruction. Do you find yourself worried about teaching all of the ELA standards? Let's look at how read alouds can be used to combine good literature with active learning and standards based instruction. This interactive session will provide take-away strategies for immediate implementation. Room 244 The Front Lines of Freedom: Finding and Fostering Freedom In and Through Young Children's Literature Presenter: Erin Adams, Kennesaw State University "It's hard to learn freedom inside a cage"-Carla Shalaby. In an increasingly unfree world, in a nation toying with extremism, teachers, librarians, writers and academics are on the front lines of freedom. In this session, we will discuss YA literature related to the theme of freedom as well as art and poetry. The novels Chains, Turtles All the Way Down, and The Hate U Give will be discussed, but participants are encouraged to bring ideas from their favorite literature and other media. Room 400 Getting the Most Out of Your Summer Reading Program Performer Presenter: A. Carey Huddlestun, Kennesaw State University In this presentation, a former Summer Reading Program (SRP) performer, now librarian, presents helpful ideas for working with SRP performers. Topics include practical recommendations for booking and working with performers. Time is included for group sharing. Participants will also be given themed, age- level bibliographies drawn from the PINES catalog. Room 174
Group 2: People Again it was reiterated that there needs to be cooperation between Government Departments. There also needs to be collaboration between agencies involved in regulation at ports. Fears were expressed that the dilution or disappearance of the common travel areas could cause problems for cruise ships crossing the Irish Sea and UK leisure craft sailing between small harbours around the Irish coast. It was felt that to some extent these are issues over which the Irish Government would have control and it would be important that mitigating measures be developed before these problems arise. The participants believe that the jurisdictional issues around Carlingford Lough and Lough Foyle may be more problematic, but these issues were outside the remit of DTTAS. Question 4: Identify Brexit issues for the Maritime Sector? Group 1: Ships is a need for early answers on maritime Brexit issues, to aid early preparation. Potential UK competitive advantage while outside the EU (re standards etc.). Impact of customs issues on ports – space for customs clearance, delays etc. Questions raised on whether or not there are any issues for search and rescue. Need for good co-operation with the UK in future as neighbours. Group 2: People The vulnerability of the fishing industry, where its activities could be constrained by territorial issues and their markets undermined by increased UK catches being sold at lower prices. The need for all fishing industry issues to be addressed as a single package. Mutual recognition between the EU and the UK of professional qualifications and certifications, and of equipment standards and certifications. The need for electronic solutions to any customs problems. The impossibility of returning to paper based customs procedures was emphasised repeatedly. The importance of retaining cabotage for vessels plying between ports within the UK and Irish ports. How to deal with the 70% of drivers on Irish RoRo trucks who are not Irish nationals. Group 3: Ports Customs and Revenue implications are unknown. Also, AGS, Immigration and Dept. of Agriculture (e.g. equine) implications are unknown. Customs clearance implications for goods transiting the UK are unknown. Infrastructural capacity issues (as detailed in Question 1, Group 3: Ports). New legal requirement for ports to provide facilities for immigration controls (International Protection Act 2015). Potential impact on cruise operations - security and immigration issues and potential delay for passengers clearing entrance, immigration etc. (Currently 128 liners are due in 2017 in Dublin Port.)
As part of the British School at Rome’s commitment to equal opportunities, the age, gender and ethnic origin of people who apply is monitored. We should be grateful, therefore, if you would complete this form. Any information that you give will remain confidential. The form will be detached from your application, will not form any part of the selection process, and will be used only for the purposes of monitoring. Please do not sign the form or give your name. you for your cooperation. Date of birth (dd/mm/yyyy) / / Female Male Prefer not to say Please show which group best describes your ethnic origin or descent by ticking ONE of the boxes below. The groups are derived from the 2001 census categories, as recommended by ACAS. Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background, please write in box Black or Black British African Caribbean Any other Black background, please write in box Chinese Chinese Any other, please write in box Mixed heritage White and Asian White and Black African White and Black Caribbean Any other mixed background, please write in box White British English Irish Scottish Welsh Any other White background, please write in box Other ethnic group Any other ethnic group, please write in box Decline to specify Do you consider yourself to have a disability? No Yes BRF 2016–17
Office use only Fee D/MS Tr I / S WF The Bridget Riley Fellowship (January–June 2019) APPLICATIONS SHOULD BE SENT TO THE REGISTRAR, BRITISH SCHOOL AT ROME, 10 CARLTON HOUSE TERRACE, LONDON, SW1Y 5AH, TO ARRIVE NO LATER THAN WEDNESDAY 31 JANUARY 2018. APPLICATIONS SENT BY E-MAIL WILL NOT BE ACCEPTED. Please ‘type’ or complete in BLACK ink. Please ensure that the pagination matches the indicators for the end of each page. The form is available as a Word document at www.bsr.ac.uk/awards/fine-arts. You may, if eligible, also for the Derek Hill Foundation Scholarship, the Rome Fellowship in Contemporary Art and the Sainsbury Scholarship in Painting and Sculpture (for which separate applications are required), and pay just one entry fee. 1. Name 2. Address 3. Tel. 4. E-mail 5. (a) Nationality (b) If you are not a British or Commonwealth citizen, give country/countries of residence + dates since 1 January 2015 6. Present Occupation 7. Further and Higher Education (College/University, Qualifications (with grades)) 8. Exhibitions Give details of exhibitions where your work has been shown publicly other than as part of any courses in question 7. If there is not sufficient space to list all your exhibitions, please limit yourself to selected exhibitions. Do not attach extra sheets. 9. Awards, Prizes and Publications End of page 1 10. Professional Experience
Childs name: _________________________________________ Signed: _________________________________________ Date: _________________________________________ Print name: _________________________________________ Relationship to _________________________________________ To be completed by Play Leader/Play Worker Signed: _________________________________________ Date: _________________________________________ name: _________________________________________ Position: __________________________________________ you for completing all sections of this form
This workshop will take place on the 22 October 2014, in Grosvenor House, Glengall St, Belfast. Registration To register your interest for this workshop please contact: or Tel: 028 9536 3399 by 8 October 2014. Reviews from Past Participants ‘I have met more individuals from all levels here today than I have in the last seven years. I feel more focused and motivated, thank you’ ‘Very interactive and engaging’ ‘The organisers are very informative and easy to listen to. Enjoyed meeting other researchers’ ‘All areas of the course were of value because it gave insight into researchers’ and public perceptions’ Further Information on PPI in Research