zilongwang/ReadingBank huggingface dataset:
The Government’s own “official careers website” advising students on careers says this about Barrister’s pay and conditions: Salaries vary depending on a range 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 there 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. 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 there 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 £32,000 per annum. Those doing commercial or privately paid work can earn much more. The public have a perception of lawyers rich individuals milking the ‘gravy train’ of public money to line their own pockets. This is simply not true. The following is an extract for an article written by the wife of a criminal barrister. It paints an entirely honest, realistic and accurate picture of life for the vast majority of lawyers, criminal or family, who do legally aided work: “The vast majority of criminal defence lawyers do not earn anywhere like the amount of money that the government and media would have you believe that they do. Sure, my husband earns more than the national average, but it is hardly pots and pots. Not as much as a consultant doctor in the NHS, for example. We’re all in it together One thing that has been kept very quiet is that barristers’ wages have gone down a lot since 2010. Some might say they have already done their bit for the deficit. We always know more cuts are coming because we start seeing “fat cat” lawyer stories appearing in the gutter press. Rather than try to get the true facts some lazy journalists simply trial
BRIEFING NOTE FOR THE SUBJECT: FROM: <SENIOR EXEC NAME>, <SENIOR EXEC TITLE> RECOMMENDATION: That the Vice-Chancellor: <insert recommendation>. BACKGROUND: <Include concise dot points of information relevant to the subject and in support of the recommendation.> <sub-point style if required> KEY ISSUES: • <What are the issues impacting on the subject?> FINANCIAL CONSIDERATIONS: • <E.g. what is the budgetary impact of this decision? – insert ‘N/A’ if not applicable.> KEY STAKEHOLDERS AND CONSULTATION: • <E.g. who are the key players and how have they been consulted? – insert ‘N/A’ if not applicable> COMMUNICATION CONSIDERATIONS: • <e.g. who needs to know about this decision and how will it be communicated? – insert ‘N/A’ if not applicable> ATTACHMENTS:
The plan identifies 15 Wellbeing Steps to achieve their local objectives; there are no short, medium or long term interventions to indicate how these steps will be implemented. There is no reference to children’s rights within the Plan for Powys. Swansea References to: CYP - 102 Poverty - 3 Swansea’s Draft Well-being Plan has four key objectives: Years - To ensure that children have the best start in life to be the best they can be. Strong Communities - To empower communities promoting pride and belonging. Live Well, Age Well - To make Swansea a great place to live and age well. Working with Nature - To improve health, enhance biodiversity and reduce our carbon footprint. The Plan states that giving children the best start in life falls into three categories in Swansea: Promoting important messages and information to all Enhancing universal Early Years services through the availability of additional early intervention provision for expectant parents and young children to ensure strong foundations are in place for their future development Adding value to universal and early intervention services through the engagement and involvement of wider services and organisations to promote, signpost, co-plan and deliver community based support and activities. For each objective the Plan addresses aims, challenges, primary and secondary drivers and links these to the ‘5 Ways of Working’. For children and young people the primary aims are: Parents and families are well prepared for birth All children develop to full potential Support services are high quality and well integrated Children are safe from harm The Plan acknowledges that there are families living in poverty in Swansea living and states: “There are large inequalities between our most and least deprived neighbourhoods in Swansea. For those in poverty well-being is low, with households – especially digitally excluded or without access to information – subject to the ‘poverty premium’.” The Plan identifies what needs to happen to achieve the PSB’s objectives but does not contain any related actions they should be taking to move towards achieving the objectives. There is reference made in the Draft Well-being Plan to children’s rights.
305-754-7531 Distribution Room: Media Center Date: Tuesday, October 12, 2010 Time: 9:30 am – 4:00 pm Regions to be serviced: Regions 1, 2 and 3  If a school is not able to retrieve their books on the above dates, a representative must come to the District office to pick-up the materials.
STUDY DAYS AND WORKSHOPS FOR PGCAP 2016-17 Module Cohorts 2016/17 Module Study Day (s) Module-linked Workshops Title 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 Grant Proposals* date not yet confirmed 3 TCP001_3 Monday 03 April 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
Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Wedding Date: Name: Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date: Name: Phone Number: Email: Wedding Date:
Briefing Sessions: 18 July 2012 FAS/TL/PD/WRP/CON0435/Y13 Question 1: Previous bids have always asked for placement into workplace environments, this is the first time a bid seeks entry into higher education. What is meant by entry into higher education? Answer: This is not the first time Fasset calls for this type of programme. In previous years the bid was combined and included academic and/or work readiness leading to placement in employment and/or further education. The bid process has since been split in order to better compare similar programme offerings. For the NQF 5 bid, Fasset is calling for providers to put forward an academic programme that will help young learners to obtain better pass marks in their matric subjects, for example, Mathematics and Accounting and/or English. After the intervention, it is envisaged that learners would have obtained better pass marks which will allow them entry into an accredited University or a University of Technology. The provider will be required to assist learners to apply to the tertiary institution in question. Providers are reminded that programme offerings must still be guided by the Fasset scarce skills list. If learners are placed on a National Diploma in accounting for example, providers will need to justify that the National Diploma is going to lead to the learner fulfilling a scarce skills need within the Fasset sector. The same applies if the intention is for learners to follow the B Comm or BCompt study route. Sub question: Providers asked whether they should build in funding for the studies. Providers may request additional funding but it should be budgeted for separately, as this will greatly depend on the availability of funding. Providers must investigate whether the University of Technology or University have their own bursary schemes and are encouraged to pursue alternative routes of securing additional funding to support learners in their tertiary level studies. Fasset would like to see a plan that shows how these learners are going to be assisted to progress through the system. Question 2: The TOR mentions improvement of academic results of grade 12 learners. Does this mean learners must repeat what they did in Grade 12 or can it be any other programme that adds value to their Mathematics and other subjects? Answer:
2.4 References Quoted references: References to relevant literature will be suggested during the studio work. Other relevant references: Frey, H. 1999, Designing the city: towards a more sustainable form. Spon Press, New York. Reed, P. 1999, Glasgow: The Forming of The City, Edinburgh University Edinburgh. References for working instructions: Porta, S. Morello, E. 2006, Students’ work at Urban Design Course, Politecnico di Milano, Facolta’ di Architettura Civile.
Instead of more cuts, Ontario needs a multi-faceted approach to the crisis in care, aging and population growth that will increase capacity in LTC, home care, and hospital care. Hospitals need to be funded at their real costs, 5.2% annually, otherwise we lose capacity in a system already an outlier in terms of fewest beds and staff to population. We need to open hospital beds to meet the challenge of an aging population. We need, at the very least to increase our bed numbers to meet the average of other provinces – i.e. another 8,400 beds. Home care and Long-term Care funding needs to be increased to recognize the acuity of the patient population, as thousands of patients with complex medical conditions have already been deposited there from the hospital system. We need legislation guaranteeing a minimum average of 4 hours of direct nursing and personal care per resident per day in long-term care. We need to increase home care capacity and we need over thirty thousand public Care beds just to offset aging. This will not offset growing need for hospital or home care services. It will not even make up for the loss in LTC capacity over the last 14 years. Mental Health and addictions has long been neglected and need a substantial investment to meet current Restructuring of hospitals has proven to be hugely expensive and is unaffordable and ineffective. Privatization of infrastructure and services has proven to be inefficient and unaffordable.
Hon’ble CIM visit at Chemical (Agrochem & Cosmetics) Stall during ‘ASEAN – INDIA Investment Meet & Expo’ held on 22nd -23rd January, 2018 at The Ashok Hotel, New Delhi Hon’ble CIM visit at ‘ASEAN – INDIA Investment Meet & Expo’ held on 22nd -23rd January, 2018 at The Ashok Hotel, New Delhi
8. People would say that I have iron □ □ □ □ □ 9. Pleasure and fun sometimes keep me from getting work done. □ □ □ □ □ 10. I have trouble concentrating. □ □ □ □ □ 11. I am able to work effectively toward goals. □ □ □ □ □ 12. Sometimes I can’t stop myself from something, even if I know it is wrong. □ □ □ □ □ 13. I often act without thinking □ □ □ □ □
Nature 9. Color spectrum What colors (their number) of the brand do you consider to be the most appropriate? 10. Examples Please give examples of logos and other brands’ styles you consider to be successful in terms of desired image of the brand and give your reasons for it.
SECTION 1.1: EXERCISE and TRAINING 1.1 : Reasons for taking part in activity SOCIAL MENTAL PHYSICAL Develops friendships and social mixing Co-operation Competition Physical Challenge Aesthetic appreciation Helps relieves stress/tension relieve stress related illness Helps individual to feel and look good Enhances body shape Contributes to good health and enjoyment of life
1.4: Assessing your health and fitness: PAR-Q: Before starting any exercise programme, you need to know that you are ready to do so. PAR-Q = PHYSICAL ACTIVITY READINESS QUESTIONNAIRE. This type of questionnaire is designed to ask questions on your general health to find out if there any health issues. Questions asked are likely to be: Do you suffer from high blood pressure? Do you smoke? Do suffer from any long term illness? Fitness Tests: How Cardiovascular Endurance is Measured There are many ways of measuring Cardiovascular Endurance using maximal and sub-maximal tests such as: The Multistage Fitness Test (maximal) – progressive 20 meter shuttle run in time with bleeps. Measure the level of bleeps you reached The 12 minute Cooper Run (sub-maximal) – run a measured course for 12 minutes work out the distance covered The Harvard Step Test (sub-maximal) - stepping on and off a bench at a rate of 30 times per minute for 5 minutes. Check recovery rate every minute for 5 minutes. How Muscular Strength is Measured How Flexibility is Measured Flexibility is measure using the Sit and Reach Test which is described below.
1.5: Your personal health and wellbeing Diet We all need to eat a balanced diet to maintain good health. It is that athletes have all the nutrients they need to help them perform at their best. There are 7 components (food types) in a balanced diet: Food type How does it help? When do we need it in sport? Where do we get it? Carbohydrates Provides quick energy. 60% of our diet should comprise 'carbs'. Running. Athletes in training will eat more 'carbs'. Marathon runners will 'load' before the event. cereals and potatoes Fats NB Unsaturated fats are healthy. Too much saturated fat from animal products can lead to heart disease. Provides slow energy. 25% of our diet should be fat. Walking and low impact exercise - it produces energy too slowly to be used when working hard. Oils, dairy products, nuts and fish
Overweight Oxygen debt -Q Physical activity readiness questionnaire Personal Exercise Programme Peptide hormones Performance How well a task is completed PESSCL PE and School Sport Club Links Physical activity Any form of exercise or movement; physical activity may be planned and structured or unplanned and unstructured – PE = planned and structured Power The ability to do strength performances quickly (power = strength X speed) Progressive overload Reaction time The time between the presentation of a stimulus and the onset of a movement Reversibility Recovery Rest RICE Self-esteem SMART Somatotypes Specificity The differential rate at which an individual is able to perform a movement or cover a distance in a period of time Stimulants Stroke volume Target zone Training
ANTHONY So you agreed? Naima sits back in her chair. NAIMA I guess, but the timing stinks. Feels like I’m abandoning dad … and Themba’s fucken livid - doesn’t trust me … ANTHONY Your dad’s be upset, dude. Frank hates surprises. Uh huh, I reckon Themba’s fed up with the secrets. ANTHONY (yawning and stretching) And yet he still wants to marry you … The heart’s a crazy thing. And you just keep stringing him along, breaking his little heart ... Rubbish man! Shut up! ANTHONY Whoaw, relax dude. I’m just saying … maybe you shouldn’t go if you have all these responsibilities … or concerns or whatever ... Plus you’ve got your mom issue. BEAT. I’ve go, Ant. This mission’s bigger than my domestic crap.
Sites in Selby District – Details correct as of July 2017 AREA SITE NAME GLASS PAPER CANS PLASTIC TEXTILES BEVERAGE CARTONS SHOES Camblesforth Black Dog PH, Selby Road X X Chapel Haddlesey Chapel Haddlesey Primary School X Drax Drax Sports & Social Club, Off Main Road X Eggborough Whitley Bridge Station X Hillam Community Centre, Old Vicarage Lane X X X X X Hirst Courtney Hirst Courtney Primary School X Kellington Kellington Corner Shop, Main Street X Monk Fryston Monk Fryston Primary School X Newthorpe Squires Café, Gorse Lane X North Duffield Duffield Village Hall X X X X X Osgodby Wadkin Arms, Sand Lane X X X X Riccall Regen Centre, Landing Lane X X X X X Scarthingwell Highfield Care Home X Selby Morrisons, James Street X X X Tesco, Portholme Road X
Bringing the Dead to Life: how to display museum natural science Room G22 LT, Pearson Building (North East Entrance), UCL, 22nd September 2017 Time Speaker 9.30 – 10.00 REGISTRATION 10.00 – 10.05 WELCOME 10.05 – 10.35 Kelly Richards (University Museum of Zoology, Cambridge) 10.35 – 11.05 Jon Clatworthy (Lapworth Museum of Geology) 11.05 – 11.35 Sophie Forgan (Captain Cook Memorial Museum) 11.35 – 11.55 BREAK 11.55 – 12.25 Raphael Chanay (Natural History Museum) 12.25 – 12.55 Ebony Andrews (Calderdale Museums) 12.55 – 1.45 BREAK 1.45 – 2.30 Jan Freedman (Plymouth Museums) 2.30 – 2.50 Euan’s Guide (disabled access reviews) 2.50 – 3.05 BREAK 3.05 – 3.35 Nick Marsden (Science Museum) 3.35 – 4.05 Michelle Davis (Horniman Museum) 4.05 – 4.30 BREAK/END 4.30 – 5.15 Tour of Grant Museum of Zoology including new exhibition “The Museum of Ordinary Animals” (please book at registration, limited places) Richards University Museum of Zoology, Cambridge Renovate! Innovate! Redisplaying zoological specimens at the University Museum of Zoology, Cambridge. The University Museum of Zoology, Cambridge is reaching the end of a project to redevelop the museum building, displays and adjoining research facilities. The redevelopment is an exciting opportunity to renovate and update the main displays in line with current scientific understanding and interpretation. While the former interpretive narrative and layout of the museum is maintained in the new designs, a number of new displays explore other themes that support the narrative. Two such displays are the ‘Circle of life’ case and the ‘Insect ecology and evolution’ case. Together these cases pose redisplay challenges such as awkward case dimensions, specimen conservation and mounting requirements, specimen limitations, access issues and interpretation restrictions. These case studies detail two different approaches using input from public evaluation, academic curators, artists, AV designers and specialist mount-makers to produce two displays which serve to enrich the museum environment and visitor experience in different ways.
BRINGING SPECIMENS AND LIVE ANIMALS TO THE CLASSROOM IN ORDER TO MAXIMIZE LEARNING By: Saverio Lumia Over the past three years, I have had the pleasure of volunteering and working at the Hands-on Biodiversity (HOB) Gallery at the Royal Ontario Museum. One of my many responsibilities is to use specimens and live animals to teach students about biodiversity, ecology, evolution, and anatomy. As a result of my experiences at the HOB gallery, I have become a strong advocate of hands-on inquiry learning and the importance of students experiencing science. By using specimens in this informal setting, students are able to learn about specific biological concepts in a unique and memorable way. One day, I aspire to incorporate hands-on learning with specimens and live animals in my own classroom, and hopefully, my fellow biology teachers will do the same. As soon as one enters the HOB gallery, teaching and learning are evident in the voices and actions of staff, volunteers, and visitors. A majority of teaching and learning occurs at the themed touch tables such as the skeleton table and feeding table. Although I teach informally at the touch tables, I am still capable of creating mini-lessons with three distinct components. At the table exploring feeding mechanisms of various organisms, for instance, I constantly begin with a quick introduction to the theme of the table. Next, students will participate in a guided inquiry process with open-ended questions. At this table, in particular, students will compare the teeth of a black bear and a white tailed deer and note any differences and similarities. Lastly, students will arrive at their own conclusion that a black bear is an omnivore and a white-tailed deer is an herbivore. At the touch tables, differentiation, accommodations, and modifications are also evident. For instance, visitors are able to listen to staff and volunteers explain biological concepts related to the specimens. Alternatively, visitors can read the text presented on the back panel of
Background-My idea for this project came from my observation trip to the local Kroger in Athens, GA. While in the store I noticed how many people were in the produce section in comparison to other parts and isles. This led me to think about produce and how it is a necessity in almost every American home. Continuing to look around the produce section I saw an abundance of fruits and vegetables, so many in fact it led me to realize that probably only a small portion of these foods would be purchased in-store before they go bad. Continuing to think about this brought up the idea of how many resources and energy were spent on growing and distributing all of these products, such as water, fertilizer, and manpower. Many of these items also were grown in other areas of the country, very far away from Athens, expounding on the energy that goes into these products. I also realized how my food log fit into the overall consumer’s food consumption, and came to the conclusion that they were very similar. I as well tended to purchase the cheaper option versus the quality option, and ate all similar to the ones that I saw being purchased. The foods that I chose mainly had a longer shelf life that were not too difficult to make, such as the frozen waffles (appendix) which is what the majority of the foods I saw being purchased. Overall I think that my food choices closely resembled the public’s food choices on what they chose and also how much they spent. When developing my posters the first thing that came to my mind was to immediately give the viewer a visual to grab their attention and quickly let them know what the poster is about. I gathered many facts from multiple websites such as , and others all sourced in the bibliography. This gave the viewer some quick facts about food waste energy, and how it affects them as well as the rest of the country, some including that the U.S. wastes forty percent of its food every year (Marketwatch). I made sure the facts were short and impactful to keep the viewer’s attention while informing them. Methods-I developed the main message for my poster campaign by thinking about the overall idea of my research and what I think best represented food energy waste. I wanted the poster to be visually appealing, attention getting, and
REGISTRATION & GENERAL HEALTH QUESTIONNAIRE Please click on grey sections to complete form Name Date of birth Occupation Address Postal address (if different) Mobile Email address Next of Kin Next of Kin Mobile Medicare Card Number Medicare Card Reference No. (next to your name) Health Insurance Provider Referring Doctor Usual Doctor Physiotherapist Other therapist (if applicable) Home Phone Work Phone Relationship Expiry Date Policy Number Suburb Suburb Suburb Suburb
Palliative Medicine - B3 Co-ordinators: Phillip Goode, Patsy Yeates 7.00pm ‘til late – Gala Dinner, Sky Room, Brisbane Convention and Exhibition Centre 30th November 2018 Plenary Friday am – Boulevard Auditorium 8.00-10am - CRC-B grant project: whole genome sequencing from EBUS FNAs of lung cancer – David Fielding 10.00am – Tea and Coffee Friday am workshops Brain tumours - A1 Chairs: Mark Pinkham Novel Immunotherapies - A2 Rajiv Khanna; Riccardo Dulcetti Thoracic Malignancies - B1 Chairs: Brett Hughes Survivorship B2 Chairs: Ray Chan; David Wyld GU malignancies – B3 Chairs: Ian Vela; Jeff Goh – Boulevard room Chair: Lewis Perrin; Monika Janda Pharmacy – Boulevard auditorium Chair: Dan McKavanagh; Emily Wenta 12.00pm – Tea and Coffee Plenary Friday lunch-time – Boulevard auditorium Chairs: Frank Gannon & Stephen Ayre 2.00pm – Tea and Coffee Small 3D cancer models - A1 Chair: Laura Bray; Jacqui McGovern Breast cancer - A2 Co-ordinator: Rik Thompson Melanoma and skin cancer - B1
ECTA Julie Cross Regional Tour ECTA Brisbane Regional Group Tax Invoice / Registration Form ABN: 31 930 635 743 Date/Time: 5pm 27 February, 2017 (Note new session times) Griffin State School RSVP Due: 20 February, 2017 IMPORTANT: This form is your tax receipt upon payment. School/Centre/Organisation: ECTA Qld Membership No: To be paid by: Order Number if applicable: Contact name for these registrations: Contact Phone Number: Email address for receipt confirmation: Personal details for each attendee Session 1 Leadership an inside Job 5pm-6.30pm Session 2 It’s all about You! 7pm-8.30pm Session 1 & 2 5pm - 8.30pm What rate are you paying? One / Two sessions ECTA QLD ($10 / $15) Regional Group ($20 / $30) Non-Member ($40 / $50) Name: Email: Name: Email: Name: Email: Name: Email: Name: Email: Name: Email: Name: Email: Name: Email: Name: Email: Total Payable $ Please return the completed registration form via to brisbanenorthrg@ecta.org.au or post to Terrianne Loth c-/ Samford State School, Samford 4520 Payment Details
Streamline Taxis: Tel 01273 202020 There are free taxi phones that can be used to call a taxi inside the venue A member of staff can call for you Buses The nearest bus stops are outside Churchill Square shopping centre, which is up the hill City buses are accessible. You can use a ‘Helping Hand’ card to tell the driver your needs. To get a yellow card use this link: Getting into the venue
The first tranche of TTL was open for ideas from 9 December 2016 to 24 February 2017. We received nearly 400 submissions from individuals and organisations across Australia. We took some of the most promising and refined these ideas through with idea proponents, members of the priority groups, and other experts. Slide 4 – Progress of tranche 1 The Minister for Social Services approved around $23 million for 14 projects from tranche 1. Projects are currently being rolled out across Australia. The projects take varied approaches to helping members of the priority groups transition into work (I’ll provide some examples shortly). Projects have been selected, in part, based on the kind of evidence they will produce. They will be robustly evaluated to produce high-quality policy evidence about the effectiveness of interventions, for whom, and under what circumstances. The fund will allow us to identify projects that work, and use the evidence we have gathered to transform our investment in existing programs or make the case for new investments. Additional info Fact sheets on the individual projects are on the DSS website. Slide 5 – Tranche 1 project overview Tranche 1 projects have a split of 4 young parent projects, 3 young carer projects and 7 student and unemployed former student projects. Parents projects: Supporting expecting and parenting teens Career readiness for parents In-school parenting employment services Train and Care projects: Data-driven job opportunities Skills for micro-enterprise Carer Achievement Pathway Student or former student projects:
………………………………………………………………………………………………………………………………………………………………………………… I would like to attend the BRISC & Normal Development Course for practitioners working within early years on Wednesday 16th August Name: ………………………………………………… Contact No: …………………………………… Address: ……………………………………………………………………………………………………. ………………………………………………………………………… Post Code ……………………… Email address: …………………………………………………………………………………………….. Please return to: Gaby Smith, Speech and Language Therapy Services, Salt Way Centre, Pearl Road, Middleleaze, Swindon SN5 5TD
In order to apply for a Charles J. Briscoe scholarship, you must be a current member of Paseo Baptist Church, have been a member for a minimum of six months and have plans to enroll in an institution of higher education. Upon acceptance to the institution of your choice, please present the appropriate documentation to the scholarship committee. You will receive written notification if you are awarded a scholarship. Remember, if you are hand delivering your application to a committee member, the deadline for returning the application and all supporting documents is April 15, 2018. If you are mailing your application to the scholarship committee, your application must be postmarked by Sunday, April 15, 2018. It is advisable that you make a copy of your completed application for your personal files. Please note: Information will not be accepted after the Sunday, April 15, 2018 deadline. Incomplete applications will not be considered. If you have any questions, please contact one of the scholarship committee members. Scholarship recipients will be recognized on Sunday, May 20, 2018 at 3:00 pm. followed by a light meal reception. Should you be a scholarship recipient, your presence is required. Sincerely, Dr. Charles J. Briscoe Achievement Scholarship Committee Members
You can get into the Brighton Centre by: The front door on Kings Road From here there are lifts to take you to all the floors The rear entrance on Russell Road From here there are lifts to take you to any floor You can get into the Syndicate Wing here too Getting around the venue You can get around the Brighton Centre by using the lifts You can also use the stairs
*SPRACK ‘fidgety (of children)’ [also north Somerset, SED VIII.9.1; known to be a word of the south and west, originally ‘active, brisk (esp. of children)’ in a general sense (OED)] SPREETHED or *SPREAZED ‘chapped (of skin, hands)’; cf. spreed SED VI.7.2 in Gloucestershire and other south-western counties THE KIDDIES ‘the best’ (set phrase used like the bee’s knees, the tops) TOPPER ‘end crust (of bread)’ TURBO ‘kind of local home-brewed cider’ [cf. Turbo Island in Stokes Croft, used by street cider-drinkers] (TO) TWAT ‘to hit’ (MV sceptical whether it’s Bristolian; he mentions Red Dwarf as possible source of it as a slang word) Richard Coates with the help especially of Brian Iles and Matthew Vicker, and the unwitting assistance of others (RC’s direct observations are marked ∆) 26 May 2010, revised 14 February 2013, 18 March 2014, 14 October 2014, 8 December 2014 References to printed linguistic sources Breeze, Andrew (1993) Welsh baban ‘baby’and Ancrene Wisse. Notes and Queries 40, 12-13. Kester, M. W. H. (1979) The Bristol dialect: a comparison between age-groups. Dissertation, University of Bristol. [No longer available. A copy used to be held in the English department.] OED = Oxford English dictionary, online edition. Harold, Stewart Sanderson and John Widdowson (1978) The linguistic atlas of England. Beckenham: Croom Helm, etc., for the University of Leeds. Harry’, and ‘Vinny Green’, pseudonyms (2005) A dictionary of Bristle, 2nd edn. Bristol: Broadcast Books. [Contains lots of dubious material and some gems.] Upton, Clive, Stewart Sanderson and John Widdowson (1987) Word maps: a dialect atlas of England. London, etc.: Croom Helm.
Bristol NanoESCA Laboratory proposal Project title: Date: Proposer(s): Email(s) Required number of days: Don’t know Approx. time per sample (days): XPS XPS + charge neutralizer XPS imaging 0.25 0.5 1.5 SPA-LEED NanoESCA NanoESCA with LHe 1 1 2 Analyses for: EPSRC grant Preliminary test before Diamond synchrotron Industry grant Other academic grant (Please state): First time analysis Other (please state): Sample features Chemical composition: Sample size in x, y & z (mm): Number of samples: Material state: Single crystal Film Powder* * Only the responsible of the laboratory can evaluate the quality of the powder deposit BEFORE it is introduced in the fast entry lock. Conductivity: Good for XPS Good for UPS Insulating Don’t know Surface finishing: Mirror-like Rough part(s) of the facility do you want to use: Annealing Sputtering Vacuum suitcase XPS XPS + charge neutralizer XPS imaging NanoESCA* NanoESCA with LHe* SPA-LEED**
Blue Badge holders can also park in this lay-by for up to 3 hours for most shows, as long as you set the clock on your badge and ensure this is clearly displayed. Please do check with the venue beforehand though, as occasionally parking in this area is suspended, and some shows will be longer than 3 hours. Please also note that this area can become very congested, especially at the end of an event when everyone is leaving at the same time. Blue holders can also park for up to 3 hours on any other single or double yellow line near the venue as per usual Blue Badge regulations, as long as you are not on a corner or causing an obstruction, and as long as you set the arrival time on the clock on your Blue Badge. If you need to book an accessible taxi we recommend the following taxi firms, all of which have accessible taxis in their fleets: Brighton & Hove City Cabs: Tel 01273 205205 www.205205.com Brighton and Hove Radio Cabs: Tel 01273 204060 www.brightontaxis.com Brighton & Hove Streamline Taxis: Tel 01273 202020 There are free taxi-phones that can be used to call a taxi inside the venue. Buses If you are coming to the venue by local bus, the nearest bus stops are outside Churchill Square shopping centre in Western Road. This is approx. 700 metres from the rear entrance to the venue. Please note that access is via West Street which is on a hill. All city buses operated by Brighton & Hove Buses are accessible for wheelchair users. They also operate a “yellow card” scheme where you can alert the bus driver to any specific needs (eg please tell me when I get to my stop/please wait for me to sit down before you set off). More information is available on the . Train If you are arriving by you need to exit the station via the main exit at the front leading to Queens Road. From here there is step free access to the seafront and the Brighton Centre. This is approx. 950 metres from the rear entrance to the venue. There is also a taxi rank outside the station should you need one. PhotoRoutes
Day Room No Violations Noted Cells 105 CMR 451.321* Cell Size: Inadequate floor space in all cells C Wing Bathroom No Violations Noted Bathroom Janitor’s Closet No Violations Noted Shower No Violations Noted Day Room No Violations Noted Cells 105 CMR 451.321* Cell Size: Inadequate floor space in all cells D Wing Bathroom 105 CMR 451.123 Maintenance: Mold on walls Bathroom Janitor’s Closet No Violations Noted Showers No Violations Noted Day Room No Violations Noted Cells 105 CMR 451.321* Cell Size: Inadequate floor space in all cells Observations and Recommendations The inmate population was 73 at the time of inspection. During the inspection, the Department recommended that all showers and cells be identified with a numbering system. This will assist the Department and correctional employees to better recognize where issues exist. This facility does not comply with the Department’s Regulations cited above. In accordance with 105 CMR 451.404, please submit a plan of correction within 10 working days of receipt of this notice, indicating the specific corrective steps to be taken, a timetable for such steps, and the date by which correction will be achieved. The plan should be signed by the Superintendent or Administrator and submitted to my attention, at the address listed above. To review the specific regulatory requirements please visit our website at and click on "Correctional Facilities" (available in both PDF and RTF formats).
Access to Performance The Brighton Centre is committed to offering access to performance services such as British Sign Language interpreters, Captioning, Audio Description and Relaxed Performances and we are working very hard with concert promoters to provide these services if required. For War Horse in January/ February 2018 we have programmed in assisted performances with support from the event promoters - a Captioned performance will take place on War Horse: Monday 29 January 2018 @ 7:30pm an Audio Described performance will take place on War Hose: Thursday 1 February @ 7:30pm, with a touch tour @ 5:30pm a BSL Interpreted performance will take place on War Horse: Thursday 8 February @ 7:30pm Tickets are available to purchase now via the Brighton Centre Box Office. Please refer to the ‘Tickets’ section under ‘Booking Tickets and Accessible Areas’ on page 9 for information on how to book. We aim to provide access-upon-request to our customers who require an accessible provision to be put in place for them to be able to attend a performance but this will be subject to the request being made within a reasonable timeframe (minimum 6 weeks before the event date) and approval from the event promoter. Please contact us if you require this service and we’ll do all we reasonably can to help. We aim to have an induction loop available on all live performances, for more information see page 32.
Sound Levels We have little influence in the running of live music events when it comes to sound levels. Artists generally travel with their own sound and lighting systems and their engineers control them throughout the event. We do monitor both sound quality and decibel output and we will advise production crews when necessary, although we will not be able to turn the volume down unless it is breaching legal limits. Ear plugs are available on request. Strobe Lighting Please also be aware that some shows will contain strobe lighting or smoke effects. Signage will be available in the venue to advise customers of this. Please contact us before booking tickets if this is an issue for you, and we will contact the promoter on your behalf to check. Quiet Spaces The Brighton Centre is a compact venue and therefore does get very busy however, some areas are quieter than others on show nights. Entering via the back of the venue on Russell Road is the quietest option and usually has little to no queues. Of the main bars the West Bar is generally quieter and seating is available. The medical room is also located off the West Bar and can be used as a quiet space. If you are feeling uncomfortable or like to be shown to a quiet space please ask a member of stewarding staff or security who will be happy to assist you. Customers with Medical Requirements We welcome attendees who need to bring medicines, food or drink to manage a medical condition. You are welcome to contact us in advance of your visit for advice, prior written acknowledgement from the venue of your requirement, or should you have any concerns or questions; you are also welcome to bring any supporting documents to the venue with you should you wish.
Parking Dispensation for Location Filming - Application Please contact parking service for the current scale of charges for parking dispensation. All sections with a red asterisk must be completed. Production Company*: Contact*: Invoice Address*: Purchase Order Ref*: Street Name* & First Part of Postcode Type of Bay* (limited waiting / pay & display) Dates & Times* From To Parking Meter Ref Numbers No of Bays* Type of Vehicles* & Reg. Numbers Dispensation will only be valid for the Locations, dates and specific vehicles listed above. Please submit this form ASAP to parking.operations@bristol.gov.uk Signed: Print: Position: Date:
Vision & Leadership An overriding desire to make and grow disciples who make and grow disciples (i) An overriding desire to see Church among young people thrive and impact society (i) Able to play a significant part in the Transforming Wigan initiative to help achieve the key objectives of the ‘One in Ten vision (i) Able to lead and work with a team (i) Able to lead in mission with conviction and enthusiasm (a,i) Able to stimulate, motivate, enthuse, challenge and open eyes to new vision (i) Able to engage, connect, encourage and develop young people and young adults An effective communicator and teacher with the ability to share Christian teaching and the Christian gospel skilfully and appropriately (a,i) A people-person with a strong missional-pastoral instinct (i) Able to minister to young people appropriately (i) Experience of leadership and of leading teams, particularly teams of volunteers & interns (a,i) Experience of establishing and developing new ways of mission amongst young people and young adults (a,i) Managerial Able to think strategically and creatively (i) Have good time-management and self-organisation skills, including achieving a balance between working and recreation (i) Able to delegate (a) Able to manage the administration of projects and dimensions within a team (a) Financial Awareness of financial issues and procedures (a) IT Skills Have a functional level of computer literacy (a)
To strengthen the links between the MHLT and mental health rapid response service through further awareness raising. And to scope out the possibility of the police having more direct access to both teams prior to a Section 136 being put in place. To consider whether any of the principles of the street triage model could be embedded into the existing urgent care pathway once the proposed integration of the mental health rapid response service and ATS has taken place. This could for example include considering whether there is scope for a member of the community based mental health rapid response service being more available to support the police at key times over the weekend . To further review the case for street triage using by developing a data set to support an economic evaluation of the urgent care investment activities including the Lighthouse and combination of Enhanced BURS and the ATS duty service. To complete this work in conjunction with the evaluation of the national street triage pilot and other actions to increase the usage of the hospital place of safety. SPFT/CCG commissioners/Sussex Police SPFT/CCG commissioners Ensuring that adults and young people picked up by the police under S136 are generally conveyed to the place of safety by ambulance and not a police vehicle To negotiate with SECAMB that this activity is incorporated into the 2015/16 contract with clear timescales for delivery For inclusion in SECAMB contract from 1 2015 CCG commissioners and SECAMB Put in place crisis response arrangements for children and young people so that they have information about and access to support As part of the Joint Strategic Needs Assessment for children and young people’s emotional health and mental wellbeing, current crisis response and care will be considered and recommendations made to improve the service accordingly. A whole system review, consultation and service improvement for children’s emotional health and mental wellbeing services for Spring 2015 2015/16 Public Health CCG Commissioners
Trainings – Please choose your Centre BR2 Certificate in the study of the Couple Relationship – February 2019 BRISTOL Personal Details Surname Forenames Title Mr/Mrs/Miss/Ms/Dr/Prof Date of Birth Address Post Code Home tel. Number Mobile Number Work tel. Number Email Address Emergency contact name & relationship Emergency contact tel. number Domicile Status Home: EU/EEA International Country of Birth Nationality Country of Permanent Residence Have you been a UK/EU resident for the past 3 years? Yes No Current Occupation: English Language Proficiency Is English your first language? Yes No Was English the language of instruction of other degrees you have completed? Yes No If you answered “no” to both questions above, please provide information below on which English qualifications you hold and at which level (e.g. IELTS 7.0). In the case of applicants whose first language is not English, IELTS 6.5 or equivalent is required with a minimum score of 6 on ‘writing’. Education and Professional Training Academic Qualification (e.g. BA, BSc, MA, A-Level) Course/award title Name of Awarding Institution Course Duration Result Year of completion/ expected completion
Britain Today Project 3. Distinguished (13) 2. Proficient (8.668) 1. Needs Improvement (4.334) Pamphlet: (multiply column by 4.334) Pamphlet is of publishable quality and offers insight into the Pamphlet is neat and covers a basic understanding of the topic. Pamphlet is of poor quality and/or missing topic components. Portfolio of Articles: (multiply column by 4.334) The portfolio contains reliable articles with thoughtful and complete bibliography entries. The portfolio meets basic requirements, but may raise questions of reliability and/or completeness. The portfolio does not contain the correct number of articles and/or bibliography entries. Alternative Reading Project: (multiply column by 4.334) The project goes above and beyond the required elements to add further understanding and appreciation of the book. The project contains the required parts but may be of poor or insufficient quality. The project does not meet the basic requirements as outlined in the project description. Synthesis of Products: (multiply column by 1) product follows the correct order and has a professional appearance. Final product may contain slight errors in order or have room to improve on appearance. Final product appears haphazard, is out of order, and/or is missing components.
15.30 – 16.00 ‘Caring in cold-blood: Sensing and responding to the needs of aquatic species in the laboratory’ Beth Greenhough, University of Oxford & Emma Roe, University of Southampton 16.00 – 16.30 “Blood calls blood”: naturist theses on pacifism and vegetarianism Nadia Farage, University of Campinas 16.30 - 17.00 ‘(Re)inscribing animality in cultural others’ Colin Salter, University of Wollongong 17.00 – 17.15 Closing Remarks: Mara Miele 18.45 – 10.30 Evening vegetarian buffet at The Urban Taphouse in Cardiff (£10 per head for food) all welcome. Event Schedule (Sat 10th Oct) 10.00 – 10.30 Welcome, tea, coffee & refreshments provided Third Plenary, Chair Jonathan Prior 10.30 – 11.25 ‘Herpetological Beauty’ Emily Brady, University of Edinburgh session: Chair Beth Greenhough 11.30 – 12.00 ‘Sharks and Humanity at The Oceanographic Museum of Monaco’ Wade, University College London 12.00 – 12.30 ‘Knowing fish: ‘Old Warriors’, ‘Wrong ’uns’, and the ballad of ‘Big Vern’ John Clayton, Cardiff University 12.30 – 13.25 Lunch (provided) Fourth session: Chair Emma Roe 13.30 – 14.00 ‘Cold-Blooded Animals in Therapeutic Spaces: Affective Encounters With Unfamiliar Species’ Richard Gorman, Cardiff University 14.00 – 14.30 ‘Heidegger’s Lizard, or the As-Such of the Sun’ Rodolfo Piskorski, Cardiff University 14.30 – 15.00 Coffee break – refreshments in committee rooms session: Chair Henry Buller 15.00 – 15.30 ‘Ant-ic Actions – an experiential exploration of the ethics of Fiona MacDonald, Artist
Describe the coaching environment (e.g. participants, craft): Describe any challenges (e.g. weather): Getting Help As a Level 1 coach you should have support and guidance to make sure that your planned sessions set you up to deliver a safe and enjoyable session, within a positive learning environment. This support will make sure that your session plan is suitable for the group you are working with, the venue/s used, and your own abilities. Checks should be made to make sure the technical content of your session is correct and suitable for the group, and that you have covered all the aspects that you need to. Support will come in many forms, for example: specific training having support on the water working with others receiving feedback on your coaching observing more experienced coaches
British Canoeing Level 2 Coaching Behaviours - Profiling Tool 6 5 4 3 2 1 Command Coaching Style Practice Coaching Style Reciprocal Coaching Self -Check Coaching Style Inclusion Coaching Style Guided Discovery Coaching Style Use of VAK Meeting Activists Needs Meeting Theorists Needs Meeting Pragmatists Meeting Reflectors Observation, Analysis, Evaluation TTPP Understanding Delivery right for Stage of Learning Demonstrations Use of Coach Given Feedback Use of Self-Gained Feedback Use of Massed Practice Use of Random/Distributed Practice Use of Variable Practice Use of Bi-Lateral Practice Session Coaching Structure and Methods Use of Questioning