zilongwang/ReadingBank huggingface dataset:
Wisconsin DOT- Traveling by Bike New York Bicycling Coalition Bicycle Institute of South Australia Bicycle Federation of America (also redirects to bikewalk.org) Cycling in Cities: Studying Cycling Motivators, Bikeability, and Injury Risk Factors European Cyclists’ Federation European Cyclists’ Federation- Scientists for Cycling Minneapolis Bike Love Minneapolis Bicycle Advisory Committee Hennepin County Bicycle Advisory Committee (BAC) Bike Bicycle Transportation Alliance- Oregon Ride Boldly! iciclebicycle Hub and Spokes Bicycle Network Victoria Interface for Cycling Expertise- Netherlands Department for Transport- CycleNetXChange Bikeability- Cycling Proficiency for the 21st Century
UCare Gundersen Lutheran Health System Medica PreferredOne Live Healthy Minnesota HealthyLiving Minneapolis Live Healthy America Healthy Living Innovation Awards Hennepin County Human Services and Public Health Department Minneapolis Department of Health and Family Support Healthy Living Rochester Minnesota Department of Health – WorkWell Healthy Minnesota Toolkit Public Health- Ramsey County University of Minnesota: School of Public Health MinnesotaHelp.info Active Living – Hennepin County Fit Minnesota Neighborhood Health Care Network
Some of statements can be interpreted by more than one theory. Remember, there are more than one way of interpreting these. The first one has been done for you. “Memes are a form of moral police, warning people if they are not conforming to what is seen as right.” Some feminists argue that patriarchal ideology is reinforced through new forms of social media. Other feminists challenge this view and argue that in fact social media enables some women to communicate in a way which was not possible before, enabling networks of support and empowerment. “In some contexts, social media allows women to challenge local rules about meeting new people and forming relationships.” “Social media is not making the world more homogenous.” “People often have a range of different identities online meaning identities are becoming more fragmented.”
Monthly Earnings TWP Impact EPE Impact SGA? Medicare $688.00 (20 hours per week at $8.00 per hour) No TWP months will be used Won't trigger EPE Not relevant Medicare continues as long as receiving check; EPMC not started until SGA is performed $1100.80 (32 hours per week at $8.00 per hour) Will continue to use TWP months EPE will begin after 9 months of work at this level Likely SGA unless IRWE or subsidy apply, cessation and grace likely to occur, three more months of checks, then payments ceased Medicare continues for at least 93 months after TWP $1376.00 (40 hours per week at $8.00 per hour) Will continue to use TWP months EPE will begin after 9 months of work at this level Likely SGA unless IRWE or subsidy apply, cessation and grace likely to occur, three more months of checks, then payments ceased Medicare continues for at least 93 months after TWP
HOSPITALS & AMBULANCE SERVICES IN & ADJACENT TO YOUR AREA City Hospital Frequency Phone Helipad Coordinates Helipad Basin/ Greybull South Big Horn Co. Hospital 155.280 307-568-3311 44º26.000 108º03.000 Land on lawn to the E, N, or W of hospital Billings St. Vincent’s Hospital 155.340 800-538-4357 406-237-4357 45º47.800 108º31.200 Roof of hospital Buffalo Johnson County Healthcare Center 155.265 307-684-6166 ER 307-684-5521 44º21.000 106º42.400 West side of hospital in the parking lot Casper Wyoming Medical Center 155.340 800-442-2222 800-822-7201 42º50.800 106º18.500 Roof of hospital Cody West Park Hospital 155.280 155.340 307-527-7501 800-654-9447 44º31.600 109°04.400 N side of hospital Jackson St. John's Hospital 155.340 307-733-3636 43º28.900 110º44.900 S side of hospital Lander Lander Regional Hospital 155.340 307-332-4420 42º48.900 108°43.800 Land at airport ~ 1/4 mile from, hospital Lovell North Big Horn Co. Hospital 155.280 155.340 307-548-5200 44º49.600 108º23.500 E of hospital on front lawn Powell Mountain View Medical Center 155.280 155.340 307-754-2267 800-428-1398 44º45.400 108º46.300 W side of hospital Riverton Riverton Memorial Hospital 155.340 155.280 307-857-3420 ER 307-856-4161 43º02.100 108º25.100 E side of hospital Sheridan Sheridan Memorial Hospital 155.340 307-672-1000 44º48.400 106º58.500 SE side in front of emergency department (45’X45’)
Thermopolis Hot Springs County Memorial Hospital 155.280 155.340 152.0075 Alt. 307-864-3121 43°39.800 108°12.600 Land at airport ~ 2 miles from hospital Worland Washakie Medical Center 150.000 WYOLINK FREQ 307-347-3221 44º00.700 107º56.900 SW corner of hospital BURN CENTERS State City Hospital Phone Address Colorado Aurora University of Colorado Hospital Burn Trauma Center 720-848-7583 12605 East 16th Ave. Colorado Greeley Western States Burn Center North Colorado 970-350-6305 970-352-4121 1801 16th St Utah Salt Lake City University of Utah Hospital Burn Center 801-581-2700 50 North Medical Dr This page intentionally left
3/4", and 1". Common widths are from 2" to 8", and in lengths of 10'. (g) Base course material is taken off as cubic feet on the MTO. A detailed description of the material must be annotated in the item of work description. (3) Masonry (i.e. CMU) (a) Masonry wall requirements are taken off on the MTO as the square footage of wall surface area to be constructed. (b) Masonry wall reinforcement is taken off as lineal feet on the MTO, for both vertical and horizontal reinforcement. (On CS #36) (4) Lumber: Lumber is taken off as the number of standard lengths, plywood and siding is taken off by the square footage of area to be covered, and finish trim work is taken off by the lineal foot. Sizes and grades of lumber and plywood, and trim styles must be noted in the takeoff lists. Lumber is broken down into two separate categories on a lumber MTO. (a) carpentry: 1 framing (lumber and plywood) 2 Wall framing (lumber and plywood) 3 Roof framing (lumber and plywood) 4 Wooden concrete forms (lumber and plywood) (b) Finish carpentry: 1 Siding 2 Trim work (On CS #37) (5) Finish Materials: Finish materials are those items needed to “finish” the exterior and interior of the structure.
Every decision made can and will impact the unit’s operational readiness. The impact will be positive or negative on a unit’s ability to perform the intended mission. To better understand the impact a risk decision will have on readiness, each mission must be broken down into logical segments. (ON SLIDE #99) (2) Part 2: Preliminary Hazard Analysis (PHA) Once the mission has been broken down into logical segments, the hazards associated with each segment need to be identified and listed in a logical order as they pertain to that segment of the mission. The identification of hazards during the PHA will require 30-40% of the total ORM time and resources in order to complete an accurate analysis of hazards associated with the mission. It is important to note that if all detectable hazards have not been identified, then unnecessary risks are being accepted. (ON SLIDE #100) (3) Part 3: Brainstorming “What If” scenarios All individuals responsible for any phase or segment of the operation will be involved in the brainstorming process. The brainstorming process must be conducted with common sense thinking and the hazards should pertain to the mission. For example a meteor falling to Earth during a construction project is possible, but this will happen whether there a construction project or not, so this hazard does not need to be listed, but a person getting crushed by a piece of equipment is also possible but is directly related to the project. (ON SLIDE #101) (4) Part 4: Change Analysis Every mission has events occur that are planned and unplanned. Planned events are evaluated throughout the ORM process. Unplanned events that occur can change the structure of the original plan and will need to be evaluated during the change analysis. A change analysis focuses on the differences between the original plan and the revised plan and how the differences will affect the safety of everyone involved in the mission. An example would be if you and several of your peers were going to a
(6) Select locations which avoid rock work or excessive clearing and grubbing if practical. (7) Avoid sharp curves and routes which require bridging. (On CS #17) d. Recording Reconnaissance Observations: While performing the site reconnaissance, make your notes as detailed as possible using a rough checklist as a guide to collect the information for the project site. SITE RECONNAISSANCE CHECKLIST Project Location Existing Drawings/Maps Project Officer Input Existing Design Specifications Combat Engineer Input Public Works Coordination Base Facilities Coordination Base Environmental Coordination Logistics Coordination External Support Requirements Soil Field Identification Test Hasty Runoff Calculations Existing Terrain Existing Vegetation Water Table Frost Line Natural Obstacles Manmade Obstacles Existing Roads Barrow Pit Location Existing Bridge Location Existing Buildings Existing Drainage Structures Existing Drainage Problems Ditching Requirements Culvert Requirements/Locations Erosion Control Requirements Preliminary Location Problems Final Location Justification Survey Support Coordination Survey Alignment Data Earthwork Volumes/BOM Foundation Drawings Structural Drawings
(b) Shipped in 26" long half sections, with a 24-inch effective length due to 2 inch overlap. (c) Bolted in every hole, threaded end alternated. (d) Cradled to prevent pipe shifting during back fill. (e) Place exhaust end, at the same grade as ditch, degrees off centerline. (f) Multiple must all be the same diameter. (g) Multiple pipe spacing is ½ the diameter of the pipe. (ON SLIDE #83) (3) Concrete Pipe Culverts: When available, concrete-pipe culverts should be used instead of CMP. Concrete has two advantages; first it is stronger and requires less cover than CMP to support the same load. Second, the interior surface of a concrete pipe is smoother than CMP allowing for smoother flow of water and less problems with debris restricting the flow of water. Because of these advantages, concrete pipe of the same diameter will carry a higher flow of water. The concern is once the water exits the pipe at a higher velocity, good erosion control methods must be in place to reduce erosion along the ditch past the pipe’s exit. Here are some general rules of thumb for the concrete pipe: (a) Can be constructed in any length or size. (b) Requires a concrete sealant when adjoining two sections or more of pipe together. (c) Substantial headwalls and exhaust are required to diminish the potential for separation at the joint ends. (d) Transportability will be slightly more difficult do to the weight of the concrete. (ON SLIDE #84, 85) b. Maximum Allowable Culvert Diameter. Permanent culverts are selected based on their diameter. There are two equations for determining the maximum diameter (Dmax) of a culvert. Both
Explorer Country Land Claims Effect on Native Americans Francisco Coronado Spain Southwest (New Mexico, Arizona, Utah) Spread diseases Conquered Pueblo Indians Forced Pueblo to convert to Christianity Robert de la Salle France Mississippi River Valley Traded furs Samuel de Champlain France Parts of Canada (Quebec) Traded furs John English of Eastern Canada (Newfoundland) Spread diseases
reports, to determine what available equipment. If external sup-port is needed, request external report. Order all supplies that may be needed. (ON SLIDE #17) (6) RETURN WRITTEN ESTIMATION TO PROJECT OFFICER: This can also be for in brief form, so be ready to make a presentation with the appropriate media. (7) PLAN ORDER OF WORK WITH THE CPM: Look at mission requirements and restrictions of job site. Plan the work as to where it can be conducted without confusion or unsafe working conditions. Make daily schedules and bar charts at this point off of CPM or GANT Chart. Ensure to plan routes of travel. (8) ISSUE THE ORDER TO THE NCO's TO EMPLOY EQUIPMENT: Once the order has been given by the officer, the chief relays the order to begin work. Remember to give a safety brief and map the way to the project. NCO'S RESPONSIBILITIES: START COMPLETE TASK REQUEST THE SUPPORT OF FUEL, OILS, AND OTHER REQUIREMENTS NEEDED. EMPLOY EQUIPMENT TO JOB SITE PERIODICALLY SUPERVISE CREWS AND TEAMS (ON SLIDE #18) EXPLANATION OF NCO's CHECK LIST (1) REQUEST THE SUPPORT OF FUEL, OIL, AND OTHER REQUIREMENTS NEEDED: The formulas to get this information are at the end of this handout. (2) EMPLOY EQUIPMENT TO THE JOB SITE: Moving the equipment is very dangerous. Be watchful of anything that may endanger personnel or damage the equipment. After
1 4 3 8 1 2 9 16 5) 11 8 --- 12 5 9 --- 7 4 12 --- 5 3 11 --- 4 3 2 --- - 8 1 3 --- - 2 2 5 --- - 9 7 8 --- - 10 6 13/24 6 3/14 7 26/45 3 1/20 6) 1 28 --- 6 3 15 --- 4 1 30 --- 4 3 19 --- 11 3 17 --- - 5 7 8 --- - 8 5 16 --- - 12 1 18 --- - 2 10 17/30 6 7/8 13 5/6 17/22 TRANSISTION: We have just discussed the operation of subtracting fractions. Are there any questions? (ON SLIDE #52) OPPORTUNITY FOR QUESTIONS: 1. QUESTIONS FROM THE 2. QUESTIONS TO THE CLASS: Q. In a mixed number fraction, what must be done if the subtrahend fraction is larger than minuend fraction? A. Borrow one from the whole number. Now that we understand the process of subtracting fractions, let’s move on to multiplying fractions. (ON #53) i. Multiplication of Fractions:
4 a 1 3 1 --- ÷ --- = 2 2 4 b 2 2 1 --- ÷ --- = 2 1/2 3 3 c 3 5 2 --- ÷ --- =1 13/20 4 3 d 1 2 4 --- ÷ --- = 19 1/2 3 9 5 a 1 1 7 --- ÷ 3 --- = 2 11/32 2 5 b 5 5 3 --- ÷ 2 --- = 1 221/387 9 19 c 5 5 5 --- ÷ 3 --- = 1 29/41 6 12 d 5 1 10 --- ÷ 2 --- = 4 13/18 8 4 (ON SLIDE #64) TRANSISTION: We have just discussed the operation of dividing fractions. Are any questions? OPPORTUNITY FOR QUESTIONS: 1. QUESTIONS FROM THE CLASS 2. QUESTIONS TO THE CLASS: Q. What must be done to the divisor when dividing fractions? A. The divisor must be inverted and change the division operation to a multiplication operation. Now that we understand the process of dividing fractions, let’s move on to decimals. (ON #65) k. Decimals: The representation of the fraction whose denominator is some power of ten. (ON SLIDE #66)
1) a .85 = 17/20 b .00324 = 81/25,000 c .375 = 3/8 d 9.86 = 9 43/50 e .0048 = 3/625 f 5.08 = 5 2/5 Change each of the following to decimals. 2) 1 2 --- = .25 --- = .4 4 5 5 1 --- = .63 --- = .33 8 3 3) 2 6 --- = .22 --- = .24 9 25 1 3 --- = .17 --- = .38 6 8 (ON SLIDE #73) Multiply the following. 4) 3.8 x 4 .92 x 9 59 x .09 86 x .4 19 x .06 15.20 8.28 5.31 34.40 1.14 5) 906 x .07 44.7 x 30 8.01 x 70 917 x 60 63.42 1,341 560.7 55,020 Subtract the following. 6) 4.2 - 3.76 = .44 .804 - .1673 = .64 5 - 2.493 = 2.51 Divide the following. 7) 9.6 8) 76.8 38 .7) 26.6 .7 .6) 0.42 6.9 .4) 2.76 (ON SLIDE #74)
(ON SLIDE #43, 44, 45) (d) Offset Stakes: Are placed as references to the location of the slope stakes. Offset stakes are used as a backup for surveyors to reestablish critical alignment stakes that may have been disturbed. (ON SLIDE #46) TRANSITION: We have just covered surveys and alignment stakes. Are there any questions? OPPORTUNITY FOR QUESTIONS: 1. QUESTIONS FROM THE CLASS 2. QUESTIONS TO THE Q. What are the three phases of a construction survey? A. Preliminary, final location, construction layout Q. What are the four types of alignment stakes? A. Centerline, grade, slope, and offset (BREAK – 10 Min) TRANSITION: We have just covered the phases of a construction survey and how to layout your construction site using alignment stakes. Now let’s discuss putting together a plan for your construction project. (ON SLIDE #47)
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other equipment. Therefore, the operator must ensure he/she looks in the direction of travel. (12) Hearing Protection. Hearing protection will be worn prior to operating the (EBFL-MMV). Hearing protection must be worn within 50 feet of an operating (EBFL-MMV). (13) Bulky Loads. Bulky loads will be carried in reverse direction, travel speed will be slow, and the carry height of 12-18 inches slightly tilted back. TRANSITION: Thus far, we have talked about Operator safety and Alert symbols. Are there any questions, thus far? If not than I have a question for you. Question: What does the signal word “Warning” indicate and the result of failing to comply? Answer: Warning indicates a potentially hazardous situation, which death or serious personal injury may occur by failing to comply. (ON SLIDE #16, 17) 2. CHARACTERISTICS AND CAPABILITIES. (30 MIN) a. Weight. The gross vehicle weight is 26,900lbs. This is without attachments on the machine. b. Lift Capacity. (1) Type I Fork Carriage. The (EBFL-MMV) equipped with a type I fork carriage, which can lift a maximum weight of 11,000 lbs. (2) Type II Fork Carriage. The (EBFL-MMV) equipped with a type II fork carriage, which can lift a maximum weight of 7,000lbs. (ON SLIDE #18) c. Lifting Height. The maximum lifting height of the (MMV-EBFL) is 42 feet 4 inches. This measurement applies to both the type I and type II fork carriages. d. Maximum Reach. The maximum reach forward is 30 feet. This measurement is from the front of the tires to the tip of the fork tines. e. Fuel Capacity. The (EBFL-MMV) fuel capacity is a total of 50 gallons. Its fuel tank is located directly behind the operators cab.
(2) a tactical scenario, a map, an operations order, commander’s intent, and references, identify items needed in a briefing packet relevant to a base camp plan per the FM 3-34.400 (FM 5-104). (3) a tactical situation, a map, operations order, commander's intent, a unit to occupy a base camp, and references, determine the feasibility of using existing infrastructure to satisfy the commander's intent per the FM 3-34.400 (FM 5-104). (1361-XENG-2002c) (4) a tactical situation, a map, operations order, commander's intent, a unit to occupy a base camp, and references, determine necessary survivability measures to reduce the effects of an enemy attack per the FM 5-103. (1361-XENG-2002d) (5) Given a tactical situation, a map, an operations order, commander's intent, the size of a unit to occupy a base camp, and references, determine a suitable location for the base camp on a map that satisfies the commander's intent per the FM 3-34.400 (FM 5-104). (6) Given a tactical situation, an operations order, commanders’ intent, the size of a unit to occupy a base camp, survey set GP, a computer work station, plotter, and references, design a base camp so that operational risk is minimized while meeting the provisions of the concept of operations and the commander's intent per the FM 3-34.400 (FM 5-104). (1361-XENG-2002f) (7) Given a tactical situation, survey set GP, a computer work station, design data and criteria for a base camp, and references, identify procedures to stake out a base camp site per the Trimble Navigation Ltd. (ON #6) 4. METHOD/MEDIA. I will teach this class using the lecture and practical application method aided by computer aided graphics.
3 Construction of 2no. 5stance lined pit Latrines at Nakirebe P/S under SFG Education Kiringente S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s 4 Road grading of 2.5km on Yonasani-Kaggwa Road Sekiwunga Works Kiringente S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s 5 Construction of a 5 stance lined pit latrine with a urinal at Bujuuko p/s under SFG Education Muduuma S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Completion of a 2 stance pit latrine at Muduuma sub county under DDEG Muduuma Sub county Project Muduuma S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s 6 Borehole drilled at Busaanyi , Tiribogo Parish Water and Sanitation Muduuma S/C All (A,B &C) A=LCV’s B=RDC’s C=CAO’s 7 Borehole drilled at Kolokolo , Lugyo Parish Water and Sanitation Muduuma S/C All (A,B &C) A=LCV’s B=RDC’s C=CAO’s Day 9/8/2017 Construction of a 5stance lined pit Latrines at Bunjakko P/S,Bunjakko Island under SFG Education Buwama S/C All (A,B &C) A=LCV’s B=RDC’s C=CAO’s Borehole drilled at Bugoma , Bunjako Parish and Sanitation Buwama S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Borehole drilled at Muge , Muge Parish Water and Sanitation Nkozi S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s
Borehole drilled at Luteete , Luteete Parish Water and Sanitation Nkozi S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Construction of teachers at Bukibira Primary School ,Nkozi sub County under SFG Education Nkozi S/C All (A,B &C) A=LCV’s B=RDC’s C=CAO’s Construction of a 4-stance pit latrine with a urinal &wash room at S/C headquarters Nkozi S/C Nkozi Sub county project S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s 10/08/2017 Borehole drilled at Magungu , Nkasi Parish Water and Sanitation All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Borehole drilled at Kitakyusa , Kantiini Parish Water and Sanitation All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Borehole drilled at Kasambya , Bukasa Parish Water and Sanitation kItuntu Sc All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Construction of 1no. 2 stance pit latrine at Bukasa H/C, Kituntu Health Kituntu S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s Supply of a Coffee Processing Machine with a diesel engine 20-24HP for Migamba Skyline Cooperative Society Kituntu Sub county under DDEG Production /Commercial Office Kituntu S/C All teams (A,B &C) A=LCV’s B=RDC’s C=CAO’s
5 th CIRCLE - PALAMPUR Sr. No Job No. Name of Project Date of receiving site Plan Date of requirments Date of issue of Drawings Date of feasibility Date of approval Status of Project Remarks 1 2 3 4 5 6 7 8 9 10 1 105 Additional Accommodation for 4 Nos. Class Room for GHS at Sarah, Dharamshala 24/7/2014 24/7/2014 12/9/2014 Sketch Drawing 1.10.2013 Work completed 2 Chairman residence (type-VI) for HP BOSE at Sidhpur, Dharamshala. 24/4/2015 30/4/2015 19/5/2015 layour plan and working drawing 12/10/2015 working drawings 3/10/2015 11/8/2015 Work completed
09-21551, dated: 30/03/2010 7 8048 I.T.I. at Sunni No. 3695, dated: 23/01/2014 No./14-5582-83, dated: 03/02/2014 No./ dated: 12/02/2014 dated: 30/06/2014 No./ dated: 15/03/2014 & No./ dated: 06/06/2014 Work completed.
LIST OF WORK (Health Department ) 5 th CIRCLE - PALAMPUR Sr. No Job No. Name of Project Date of requirments received Date of receiving site Plan & details Date of sketch drawing issued Date of approval Date of feasibility Status of Project Remarks 1 2 3 4 5 6 7 8 9 10 1 3056 6 Nos. Type-I and 1 No. Type - V qtr. for the staff of zonal hospital at Dharamshala. 3/2/2016 1/2/2016 25.05.2016 working drawings Std. drawing Work completed 2 Additional administrative block at CHC Shahpur 26/10/2015 8/10/2015 04.05.2016 sketch drawings - - Work completed
LIST OF WORK, 10TH CIRCLE – BILASPUR (HEALTH) Sr. No. Job No. Name of Project Date of received Date of receiving site plan & details Date of approval Date of feasibility Status of project Remarks 1 3117 C/o operation Theatre at Trauma Centre at Regional Hospital Bilaspur 15/07/2014 6213-14, dated: 16/08/2014 14857-58, dated: 28/01/2015 Working drawing issued vide Letter No. 2492-94 dated 07-09-15 Work Completed. 2 3390 C/o P.H.C. at Malyawar, Distt. Bilaspur 4278-80, 27/06/2013 Letter issued regarding site observations 1705-07, dated: 29/07/2013 Completed & handed over. Note :- Red portion shows deposit works Which are not counted in Total Projects
Sample Applicant Assessment for RDA activities RDA person Print name Qualification Date Name of County Region Time and place of assessment Names of people at assessment Applicant’s name DOB: 5ft 2 Weight 10 st 3 lbs kg Maximum weight carrying limit of available equines 14 st 7 lbs kg Action: Complete assessment √ Refer on to: Have you seen a completed Application form for this person, understood the medical information and sought help if required from county / regional officials listed in the current handbook? Y / N Are any contraindications/ precautions? (found on the RDA website - ) Is there anything that you need help with? If Yes then please seek help from your county and regional officials listed in the current handbook Y / N Y / N If Yes then list here: Has the person had any previous riding/equine contact (not only RDA)? Y / N If Yes then list here: Was a riding helmet worn? Y / N Did you see the person arrive? Y / N What did you notice? Car driven by his wife. Had to have left leg lifted out and needed to hold onto door for support. Can walk with just a stick Please tick all of the following that apply: Does the person use A self propelled wheelchair For distances A powered wheelchair No Any equipment such as leg / hand splints: Leg Splint on left leg Can the person Walk independently No With a wheeled walking aid No With crutches No With a No With physical support from another person Yes Walk on an uneven surface with help / without help still and balance without any support No Stand and balance on their left leg for a few seconds No Sit independently on a stool / chair without arms and without leaning on the back of the chair Yes but leans to right
SENCO Monthly Plan of Work Month……June 2015………. Child Action Date Outcome/Follow up Tim Smith Evaluate ABC charts. Observation and feedback to Red Room team. Non contact time 04/06 04/06 Triggers identified. Targeted Plan in place with Key Person. To be reviewed end of term 6. Completed 04/06/15. Sophie Ward Model strategy - now and then board to key person. Non contact time 04/06 Completed 04/06. To review with all staff at next staff meeting 14/07/15. Akinola Complete referral to speech and language. Contact physiotherapist, book date for next visit. Non contact time 21/06 17/06 Completed paperwork sent in post 21/06/15. Copy in Akinola’s file. Message left on voicemail 17/06/15. To follow up 21/06. Phoned 21/06/15. Next visit booked for 19/07/15. Alice Baker Review progress of targeted plan. Book date with parents/key person. 17/06 17/06 Progress reviewed with key person 17/06/15. Meeting with parents booked for 07/07/15. Toby Hobs Complete checklist and paperwork to present to LIFT. Attend LIFT meeting 14/06/15. Non contact time 04/06 LIFT 14/06 Completed paperwork sent 05/06/15. Attended LIFT 14/06/15. STLS visit booked 20/07/15.
if they required further support in this area. To increase the number of ipads and laptops available across the school Children’s participation increased in the use of new technology. Relationships with parents improved. Project Cost (£) FSM Objective Impact/Outcomes Service/Item that Supports Learning Assessment – Management Time – Pupil Premium Champion Established Support Staff for Children in most need Educational Psychologist Speech and Language HLTA Counselling Service Speech & Language 0.5 Teachers for Interventions Deputy Head teacher responsibilities Parent Support Advisor Met out of school budget £47,000 £36,000 £32,000 £18,000 + oncosts from school budget To continue to identify the progress of vulnerable children in order for them to make maximum progress and close the gaps in attainment across all Key Stages. To further strengthen teaching assistant support across the school, particularly for the younger children. To maintain our support for improving children’s mental health, and our commitment to additional support from the Educational Psychological Service and the Speech and Language Service To provide direct teaching support by three experienced member of the teaching staff on a one to one or small group basis for Pupil Premium Children. To work with hard to reach families, develop nurture groups, run TAC/TAF meetings, improve attendance across school. To maintain good attendance records, provide advice to parents and signpost parents to appropriate agencies. Progress of disadvantaged children is carefully monitored with measurable outcomes to ensure that the intervention is fulfilling the needs of the child. Teaching Assistant support for the younger children was increased to ensure more effective early intervention. 1:1 support is given to the most disadvantaged children in Maths 2 times weekly. Children’s needs are met by providing additional support and counselling for children. This has improved children’s everyday speech and language skills and their emotional well-being. KS2 progress indicates that Disadvantaged children make good progress 2.8 in reading, 1.7 in writing & 2.8 in maths. The gap at KS2 CRWM has been reduced from -55% to -29% There are no gaps at KS1 CRWM in attainment between disadvantaged and non- disadvantaged children Attendance is above LA at 96.3 % and children are arriving at school ready to learn. Advice and support for parents is readily available and positive relationships are being built.
Completed Staff Work: A Habit of Excellence We are what we repeatedly do. Excellence, then, is not an act but a habit Aristotle Americans United for Life is offering a series of seminars to train people to deliver recommendations to an organization’s leadership. Completed Staff Work is where nothing needs to be added. It is a finished product. Who: Individual contributors who assist the principals in an organization and who are looking to increase their value. Promotion into leadership is learned through demonstrated in Completed Staff Work. What: The seminars will the art and science of providing advice to the decision maker. The staffer will learn the steps in Completed Staff Work: the presentation of a path to solve a problem. At the conclusion the attendee will learn how to provide well thought-out support to the leader to accomplish organizational goals When: Last Thursday of every month March to June: March 26th, April 30th, May 28th, June 25th 11am to 1pm. Lunch will be provided. Where: Americans United for Life 655 15th St NW Suite 410 Washington, DC 20005 Phone 202.289.1478 Why: Leaders today have an overload of information and options. Good staff can act as a filter to separate the valuable ‘signal’ from the distracting ‘noise.’ Managers need mature researchers to gather, analyze and consider options then to make a signature-ready recommendation. Leaders do not have time to do these tasks. This takes training. However, quality instruction for staff is beyond the budgets of most not-for-profits. AUL is hosting these seminars to help sister organizations to become more effective the execution of their respective goals. How Much: The course is available at no charge, but space is limited. E-mail Twanna Spurgeon to hold your seat and to clear security. Contact Jack Yoest for questions. Instructor: John Wesley (Jack) Yoest Jr is a Clinical Assistant Professor of Management and Deltak Fellow teaching graduate business students at The Catholic University of America. He is also the president of Management Training of DC, LLC. Professor is a senior business mentor in high technology, medicine, non-profit and new media consulting. His expertise is in management training and development, operations, sales, and marketing. He has worked with clients across the USA and in India and East Asia.
Stage 1 – Desired Results Stage 1 is where we determine what we want the end results to look like. At the end of stage 1, we have a clear picture of what students should know and be able to do as a result of taking the course. Step 1: Established This refers to the broad ideas and themes you would like to address in the course. Examples: From a welding course: “Safely use equipment to perform Gas Metal Arc Welding to produce quality welds.” From a criminal justice course: “Introduce students to the fundamentals of police, correction, and courts with a on justice, duty, ethics, and societal issues.” From a surgical technology capstone course: “Prepare for the CST exam, complete a practice exam as well as sit for the certification exam, adequately prepare STC students for the CST exam.” Step 2: Topics: Major Topics are the important concepts that shape the course. They are timeless, so if we revisited them five years from now, they would still hold true. In this step, we brainstorm concepts about specific understandings a student needs to learn, in order to be successful in the course and in the world. These are the concepts and ideas we want students to take away from the course. Characteristics of Topics: Core to the subject Establish learning priorities Hold together the related content and abstract One or two Universal in application Timeless Uncover meaning or value Steps in Creating Major Topics: Brainstorm a list of possible ideas. Don’t worry if they aren’t perfect; first, concentrate on getting a good list of ideas together. Review Step 3: Essential Questions: Essential Questions are questions that foster inquiry, understanding, and transfer of learning related to the Major Topics. These are open-ended, thought-provoking questions. Students might disagree on the answers, and there might be more than one possible answer. Characteristics of Essential Questions: Broad in scope and timeless in nature Perpetually arguable Genuine and relevant to the Major Topics and core content Provoke deep thought, lively discussion, and the need to ask more questions Requires students to support ideas and justify their answers. “How” and “Why” questions are usually good questions because they lead to in-depth answers in Writing Essential Questions: Brainstorm possible questions. down all suggestions and review them later.
HANDBOOK OF RESOURCES AND SERVICES FOR PERSONS WHO ARE BLIND OR VISUALLY IMPAIRED PREPARED BY California Department of Social Services OFFICE OF SERVICES TO THE BLIND 744 P Street, M.S. 8-16-94 Sacramento, California 95814 (916) 657-3327 TABLE OF CONTENTS INTRODUCTION – Page 2 FREQUENTLY ASKED QUESTIONS – Page 4 SERVICES FOR PERSONS WHO ARE BLIND OR VISUALLY IMPAIRED – Page 6 SOCIAL AND SUPPORTIVE SERVICES – Page 15 FINANCIAL ASSISTANCE PROGRAMS – Page 17 MEDICAL ASSISTANCE SERVICES – Page 21 ORIENTATION AND MOBILITY – Page 25 RECREATIONAL OPPORTUNITIES – Page 28 ASSISTIVE TECHNOLOGY – Page 31 ORGANIZATIONS AND ASSOCIATIONS – Page 34 CALIFORNIA AGENCIES – Page 40
CITY AND COUNTY OF SAN FRANCISCO Department of Human Services (415) 557-5000 Website: SAN JOAQUIN COUNTY Human Services Agency (209) 468-1000 Website: SAN LUIS OBISPO COUNTY Department of Social Services (805) 781-1600 Website: SAN COUNTY Services Agency (650) 363-4000 Website: SANTA BARBARA COUNTY Department of Social Services (805) 568-3523 Website: CLARA COUNTY Department of Social Services (877) 967-3633 Website: SANTA CRUZ COUNTY Human Resources Agency (831) 454-4130 Website: SHASTA COUNTY Department of Social Services (530) 229-8400 Website: SIERRA COUNTY Social Services (530) 993-6700 Website: SISKIYOU COUNTY
COMPLAINTS POLICY AND PROCEDURES Policy Statement This Policy aims to ensure that: Parents/ Guardians know that the School takes complaints seriously and will respond in a courteous and efficient manner; An effective procedure for making and adjudicating complaints (including appeals) from parents/ guardians is established; Parents/ Guardians wishing to make a complaint know how to do so; is a separate procedure for dealing with parental concerns which fall short of a formal complaint; All those involved in handling a complaint make every effort to resolve matters quickly and amicably; Response to complaints will be made within a reasonable period of time, and where necessary appropriate action will be taken. 1. Raising concerns informally 1.1 Parents/ guardians can a concern informally by contacting the relevant member of staff. 1.2 This can be done by telephone, email or letter In the vast majority of cases, it is anticipated that, initially at least, the relevant member of staff will be the pupil’s Form Tutor or Head of Year. Making a complaint In serious cases, however, a formal complaint should be made in writing and referred directly to the Head Teacher. This provision will typically apply where: parent/guardian does not believe that the matter is suitable for informal resolution The Form Tutor or Head of Year has failed to satisfy the person making the complaint. Please note that complaints made anonymously will not be pursued. Parents/ guardians should note that, where the Head Teacher is the subject of the complaint, a separate procedure applies, details of which can be found in paragraphs 24 below MIHSG will take every reasonable step to ensure that a complaint made under paragraph 5 is resolved within ten working days of the complaint being lodged. Investigating Complaints As soon as possible after the complaint has been lodged, a senior member of staff appointed by the Head Teacher will contact the parents/ guardian concerned. The purpose of this contact is to make initial response and to explain how school intends to
Specific Experience of Consultants/Firm Relevant to the Assignment: General Qualification Weighted Score (Out of 30) Adequacy of Assignment Weighted (Out of 30) % age Total Weighted Score (Out of 30) The firm has more than ten years of experience in HR Consulting, HR Audits/Recruitment Audit/Performance Audit and has carried out projects of similar nature in firms with more than 5,000 employees 50% 15 50% 15 100% 30 The firm has more than seven years of experience in HR Consulting, HR Audits/Recruitment Audit/ Performance Audit and has carried out projects of similar nature in firms with more than 3,000 employees 40% 12 40% 12 80% 24 The firm has more than five years of experience in HR Consulting, HR Audits/Recruitment Audit/ Performance Audit has carried out projects of similar nature in firms with more than 1,000 employees 30% 9 30% 9 60% 18 The Committee can decide on scores of the firms falling in an overlapping category of the criteria given above. Evaluation of Adequacy of Methodology and Work Plan The recommended grades and percentage rating for the adequacy of the proposed approach, methodology and work plan shall be evaluated as: Grade Percentage Rating Weighted Score (Out of 30 Excellent 100% 30 Good 90% 27 Average 70% 21 Below Average 40% 12 Poor 0% 0 The sub-criteria for evaluating this component of the proposal should usually include the following: Technical Approach and methodology, Work plan Organization and staffing. Sample definitions of each grade are introduced below:
No smoking or using tobacco products in any form, drinking of intoxicating beverages, unauthorized use of drugs in any form on camp property. Any camper caught breaking this rule will be sent home immediately. Any medications should be registered with the Camp Nurse. There is to be no sexual immorality on campgrounds. Any camper caught breaking this rule will be sent home immediately. All campers are expected to conduct themselves in a Christ-like manner. There should be no swearing of any kind on camp property. Loud, boisterous rowdy conduct shall not be permitted at any time. Cell Phones, Video Games will be confiscated if abused. All campers assigned a room must use that room. no circumstances, will men campers be permitted in the ladies dorm area, nor lady campers allowed in the men’s dorm area. Campers will be sent home if this is violated. Dress – Modesty is our rule: Both men & women are to dress modestly & appropriately at all times while on camp property. T-shirts are to be worn over swimsuits during swimming, lake and river activates. Men are to wear shirts at all times outside of the dorms. Shoes are to be worn at all times. Campers are expected to dress neat & clean for all worship services and meals. Sun dresses, halter tops, tank tops, and muscle shirts are unacceptable unless you wear a jacket or shirt over them. Any damage to property will be charged to the offender. Any camper disciplined and suspended from any camp will be suspended for one year. Attendance is required at all classes, services, and sporting events. Public displays of affection will be limited to holding hands. Points from room sports will be deducted for individuals out of his or her room after lights out.
UNDO Undoes any changes made by the most recent dimensioning command. DIM UPDATE Dimensioning sub-command: Changes selected associative dimensions to use the current dimension variables, the current text and the current units setting. DIM VARIABLES Dimensioning sub-command: the settings of dimension variables associated with a particular dimension style. DIM VERTICAL Dimensioning sub-command: Draws a vertical linear dimension line DIST Finds distance between two points can be transparent DIVIDE Places points along a line, polyline, arc, or circle, dividing it into the specified number of equal parts B Uses a specified Block to divide the object instead of a point DONUT or DOUGHNUT Draws filled rings with specified inside and outside diameters DRAGMODE Allows control of dynamic dragging feature for copy and move commands can be transparent ON Makes dragging of object visible OFF Disables visual dragging A Auto mode -- enables dragging when possible DTEXT text "Dynamically" so that as you enter text letters or numbers, they are visible on the screen J Prompts for Justification options S Allows you to select text styles that are already created A Aligns text between two points, with style-specified width factor, AutoCAD
L Assigns linetype to named layer LO named layer M Makes a layer -- creates a new layer and makes it the current layer N Creates new layers with named names (comma separates a list of layers to be created, * can be used as a wildcard) ON named layers on if they were turned off (comma separates a list of layers to be turned on, * can be used as a wildcard) OFF Turns named layers off if they were turned on (comma separates a list of layers to be turned off, * can be used as a wildcard) LAYER or LA (Continued) S Sets named layer as the current layer T Thaws named layers which are frozen (comma separates a list of layers to be frozen, * can be used as a wildcard) U Unlocks named layer ? information about named layers, * can be used as a wildcard LIMITS Changes the imaginary boundaries of the drawing, and controls whether drawing can be made outside of the boundaries. If Limit-checking is ON, drawing cannot be done outside of limits. can be transparent <2 points> Sets lower-left and upper -right drawing limits ON Enables limit-checking OFF Disables LINE or L Draws straight lines <RET> In reply to From Point: prompt, line begins at end of previous line or arc
IMF(2012) Cameroon: 2012 Article IV Consultation. .[Online] Available at , [20 November 2014]. Independent Reviewer of Terrorism Legislature (2007) The Definition of Terrorism (Lord Carlile Report).Norwich:TSO International Crisis Group (2012) The Gulf of Guinea: The New Danger Zone. Africa Report no 195 International Terrorism and Security Research (2014) what is Terrorism?.[Online] Available at:http://www.terrorism-research.com/ [ Accessed 1 September 2014]. Institute for Security Studies (2013) Terrorism and the Threat Radical Islam Poses to Cameroon., .[Online] Available at [ Accessed 08 November 2014]. Islamic 2011)A Call To Service. .[Online] Available at: 17 November 2014]. ISS (2013) Terrorism and the Threat Radical Poses to Cameroon. .[Online] Available at 18September 2014]. Jackson, A. (2007). Nigeria: A Security Overview. The Table, Vol. 96(392): pp. 587 – 603. -Jacobsen.H.S (2012) The Question Under Investigation.[Online] Available at:.http://projekter.aau.dk/projekter/files/65554213/Master_Thesis_Final_Tibet_China.pdf; [Accessed 23 September 2014]. Kacovicz.A.M (2002) Case study Method in International Security Studies, eds Sprinz. D and Walinsky.Y, p119- KPMG (2012) Doing Business in Cameroon. .[Online] Available at: , [ Accessed 5 November 2014]. Kindzeka.M.E (2014), Cameroon's Villagers Flee Boko Cross Border Attacks. [Online] Available at: Voice of America,[Accessed 13 November 2014] Khadkiwala.N and Mishra.S (2014) Backgrounder: Nigeria’s Boko Haram. .[Online] Available at: , [6 December 2014]. Laqueur, W (1987). The Age of Terrorism (2nd ed.). Boston: Little & Brown, p. 143. Liolio.S.E (2013) Rethinking Counterinsurgency: A Case of Boko Haram in Nigeria. .[Online]Availableat:, European Peace University, Stadtschlaining, Austria p64-67[Accessed 17 November 2014].
Getting into Law Nine UK and two non-UK leading universities currently use LNAT as part of their admissions process to help them identify the very best students, regardless of background or education, from the thousands who apply to study undergraduate law each year. Law requires excellent critical reasoning skills which cannot be easily measured by a standard exam or coursework. The National Admissions Test for Law (or LNAT) was therefore developed to help university admissions tutors learn more about individual candidates and their aptitude for studying law. It does this by assessing a candidate’s intellectual abilities, rather than their knowledge of particular subjects including law, measuring their abilities in critical reasoning, comprehension and command of written English. The LNAT is not a substitute for A (or their global equivalent) results, applications, personal statements or interviews but is used by each LNAT University in the way that best suits its own admissions policy. Different universities place different emphasis on the multiple choice score and the essay question. Candidates receive their results only after the admissions process has completed. Which Universities use LNAT as part of their Admissions Process? Ten universities currently use the LNAT as part their admissions process for undergraduate law degrees. These are: * * * * * * * (mature entry only) * LNAT Consortium member. LNAT is operated by LNAT Consortium Ltd working in partnership with Pearson VUE, the world's leading computer-based testing and assessment business, with the assistance of Edexcel, the leading provider of internationally recognised qualifications. February 2012