zilongwang/ReadingBank huggingface dataset:
8. The Kingdom of Cambodia will grant Refugees settled under this MOU permanent residence status, with all of the rights and obligations of permanent residency in accordance with Sub-Decree No. 224. 9. The Kingdom of Cambodia will treat all Refugees settled under this MOU in accordance with its obligations under the Refugees Convention. Settlement arrangements 10. The Government of Australia will assist the Kingdom of Cambodia to establish appropriate arrangements and assistance for Refugees settled under this MOU, in accordance with the following principles: a. Refugees will be assisted to re-establish their lives so that they become self-sufficient; b. the level and type of support provided to each Refugee will be tailored to their needs; c. services and treatment will be commensurate with local community standards; d. the temporary accommodation of Refugees will be in Phnom Penh. The settlement services for the integration of Refugees into the Cambodian community under this MOU will be delivered at a location outside of Phnom Penh; and e. health insurance will be provided to Refugees as set out in the Operational Guidelines. 11. The Government of Australia will provide additional development assistance within the agreed bilateral development priorities, including to ensure benefits to local communities where Refugees are settled, as further determined by both Participants. 12. The Government of Australia will bear the direct costs of the settlement arrangements as mutually determined between the Participants in accordance with the principles in clause 10 of this MOU. Co-operation 13. The Participants will work closely with the United Nations High Commissioner for Refugees (UNHCR) in line with UNHCR’s supervisory responsibility under the Refugees Convention and Sub-Decree No. 224. 14. This MOU may be amended or revised in writing by mutual consent of the Participants. 15. Communications concerning the day-to-day operation of activities undertaken in accordance with this MOU will be between the Ministry of the Interior of the Kingdom of Cambodia and the Australian Department of Immigration and Border Protection, with activities to be reviewed as part of the Australia-Cambodia Immigration Forum. 16. Any dispute arising with respect to the interpretation or implementation of this MOU will be settled amicably through consultation between the Participants. 17. This MOU will come into effect on the date of signature by both Participants and will remain in effect for an initial period of four years. The MOU may be terminated by either Participant six months after written notice. In witness whereof, the undersigned, being duly authorised, have signed this MOU.
DAY ONE 9.00 Registration and coffee 9.15 Welcome 9.20 Meet the patient 9.40 Meeting your needs and networking 10.00 Structuring a pump service OR Latest updates in CSII 11:15 Tea/coffee break 11:45 Just carb counting? 12:15 Fashioning the pump 12.30 Lunch 1.45 Adult Focus: Managing exercise with a pump Both: Advanced Bolusing Paed Focus: Children and exercise 3.00 Tea/coffee break 3.30 Adult Focus: Managing exercise on a pump Both: Advanced Bolusing Paed Focus: Complex cases Main Room for summary and close 6.15 Before Dinner Speaker:Claire Duncan 7.00 Dinner DAY TWO 8.00 Breakfast Welcome back 9.00 Speaker – Partha Kar 10.00 Continuous Glucose Monitoring Or Making sense of download data 11.15 Tea/coffee break 11.45 Continuous Glucose Monitoring Or Making sense of download data 12.45 Lunch 1.45 Adult focus: Pregnancy Or Paediatric focus: Neonates, infants, and toddlers 3.00 Questions for the panel 3.15 Summary and evaluation 3.30
Unit R002 Using ICT to create business solutions (OCR Set task - Wizards and Templates CANNOT be used) Name: LO2: Be able to select and use software to handle data Lower Mark Band (1-6) Middle Mark Band (7-11) Upper Mark Band (12-15) P1 Creates a spreadsheet or database importing data with some accuracy which meets some of the specified requirements. M1 Creates a spreadsheet or database importing data mostly accurately which meets most of the specified requirements. D1 Creates a spreadsheet or database importing data with complete accuracy which fully meets the specified requirements. Sig Sig Sig P2 and manipulates data with some accuracy and provides some relevant information to meet particular purposes. M2 Edits and manipulates data mostly accurately and provides mostly relevant information to meet particular purposes. D2 Edits and manipulates data with complete accuracy and provides wholly relevant information to meet particular purposes. Sig Sig Sig P3 The choice of data-handling software used is of limited appropriateness to the audience and purpose. M3 The choice of data-handling software used is of sound appropriateness to the audience and purpose. D3 The choice of data-handling software used is wholly appropriate to the audience and purpose. Sig Sig Sig Content Learners must be taught how to use software to handle data, i.e.: Creating business spreadsheets: • Import/open csv files and save in an appropriate file type • enter title, column headings and row labels • enter2/import data, i.e.: o text o numeric o title o column/field headings o row labels o formulae involving arithmetic operators2, i.e. +.-,*,/ o simple functions2, i.e.: – SUM – AVERAGE – MIN – MAX – IF o cell references, i.e. relative, absolute Editing and manipulating data in spreadsheets: • insert and delete rows/columns • change/amend data in cells • amend formulae • change data to model outcomes • search data
Triple Entry Journal Name: Student Example, 6th Grade Common Novel & Author: Freak the Mighty by Rodman Philbrick Character: Which of the Cambridge Learner Attributes is the character displaying? Use text evidence and your own ideas to detail how this habit applies to the character(s). Specific Text Evidence: Max Innovative – Max clearly has an imagination that comes to life when he and his friend Freak are together. He even believes that he did not have a brain before he became friends with Freak. Max describes their partnership as Freak the Mighty, and together they believe they have the power to take on the world and the problems they may face. Chapter One, page 1-3 “Except I had a way of saying things with my fists and my feet even before we became Freak the Mighty, slaying dragons and fools and walking high above the world.” “’I’m Robot Man,’ little Freak would go, making these weird robot noises as he humped himself around the playground.” “…I never had a brain until Freak moved down the street.”
Triple Entry Journal Name: Student Example, 8th Grade Common Novel & Author: Code Talker by Joseph Bruchac Character: Which of the Cambridge Learner Attributes is the character displaying? Use text evidence and your own ideas to detail how this habit applies to the character(s). Specific Text Evidence: Kii Responsible – Kii Yazhi had been sent away to school at a young age. He did this because it was necessary to learn the language the laws were written in. Even though he and the other Navajo children were not treated well and did not know the language of the school, he understood his purpose for being there. He followed the rules and did what was asked of him, even though it was upsetting him. Chapter One, page 11 “Yes, Uncle,” I said. “I will try hard to learn for our people of our land.” Page 18 “But I can never forget how sad it made me feel when I learned enough English to understand what the angry, red white man, who name was Principal O’Sullivan, had to say about our sacred language and our whole Navajo culture.”
Public Open Evening on 1 November 2018 6.00pm to 7.30pm doors open at 5.30pm following the talks you can network with our researchers until 8.00pm An open evening where leading Cambridge scientists discuss how their research is changing the future for people with conditions associated with the brain How to book Please register on For any queries contact Georgina Norris t: 01223 254608 e: @CambridgeBRC Venue: CRUK Cambridge Research Institute, Li Ka Shing Centre, Robinson Way, CB2 0RE
Event 301 Event 302 Event 303 Event 304 Event 305 306 100 Freestyle 200 Backstroke 200 Butterfly 100 Butterfly 50 Backstroke 50 Breaststroke Male Female Male Female Male Female Event 601 Event 602 Event 603 Event 604 Event 605 Event 606 100 Freestyle 200 Backstroke 200 Butterfly 100 Butterfly 50 Backstroke 50 Breaststroke Female Male Female Male Female Male 15 minute break before Finals Session 3 Finals 15 minute break before Finals Session 6 Finals Event 307 Event 308 Event 309 310 Event 311 312 Event 313 Event 314 100 Freestyle 100 Freestyle 100 Butterfly 100 Butterfly 50 Backstroke 50 Backstroke 50 Breaststroke 50 Breaststroke Male Male Female Female Male Male Female Female Event 607 608 Event 609 Event 610 611 Event 612 Event 613 Event 614 100 Freestyle 100 Freestyle 100 Butterfly 100 Butterfly 50 Backstroke 50 Backstroke 50 Breaststroke 50 Breaststroke Female Female Male Male Female Female Male Male Session 4 – Saturday 29th September Warm-up tbc – Start tbc Session 7 – Sunday 30th September Warm-up tbc – Start tbc Event 401 Event 402 Event 403 Event 404 Event 405 Event 406 200 IM 50 Freestyle 50 Butterfly 100 Backstroke 100 Breaststroke 200 Breaststroke Male Female Male Female Male Female Event 701 Event 702 Event 703 Event 704 Event 705 Event 706 200 IM 50 Freestyle 50 Butterfly 100 Backstroke 100 Breaststroke 200 Breaststroke Female Male Female Male Female Male 15 minute break before Finals Session 4 Finals 15 minute break before Finals Session 7 Finals Event 407 408 Event 409 Event 410 411 Event 412 Event 413 Event 414 50 Freestyle 50 Freestyle 50 Butterfly 50 Butterfly 100 Backstroke 100 Backstroke 100 Breaststroke 100 Breaststroke Female Female Male Male Female Female Male Male Event 707 Event 708 Event 709 Event 710 711 Event 712 Event 713 Event 714 50 Freestyle 50 Freestyle 50 Butterfly 50 Butterfly 100 Backstroke 100 Backstroke 100 Breaststroke 100 Breaststroke Male Male Female Female Male Male Female Female
Saturday 4th June – Whittlesey Session 1 - 9:30 warm-up and 10:30 EVENT 101 – Girls 9/Over 400m Freestyle 102 – Boys 9/Over 200m Backstroke EVENT 103 – Girls 9/Over 50m Backstroke 104 – Boys 9/Over 50m Breaststroke EVENT 105 – Girls 9/Over 200m Butterfly EVENT 106 – Boys 9/Over 100m Individual Medley EVENT 107 – Girls 10/Over 100m Breaststroke EVENT 108 – Boys 10/Over 100m Freestyle Saturday 5th June – Whittlesey Session 2 - 14:30 warm-up and 15:30 Start - TBC EVENT 201 – Boys 9/Over 400m Freestyle EVENT 202 – Girls 9/Over 200m Backstroke EVENT 203 – Boys 9/Over 50m Backstroke EVENT 204 – Girls 9/Over 50m Breaststroke EVENT 205 – Boys 9/Over 200m Butterfly 206 – Girls 9/Over 100m Individual Medley EVENT 207 – Boys 10/over 100m Breaststroke 208 – Girls 10/over 100m Freestyle Sunday 6th June – Whittlesey Session 3 – 9:30 warm-up and 10:30 Start EVENT 301 – Girls 9/Over 400m Individual Medley EVENT 302 – Boys 9/Over 200m Individual Medley EVENT 303 – Girls 9/Over 50m Freestyle EVENT 304 – Boys 9/Over 50m Butterfly EVENT 305 – Girls 9/Over 200m Breaststroke EVENT 306 – Boys 9/Over 200m Freestyle EVENT 307 – Girls 10/Over 100m Butterfly EVENT 308 – Boys 10/Over 100m Backstroke Cambridgeshire ASA 2014 County Development Championships (Under ASA Laws and ASA Technical Rules) - Age as of 31st December 2016 Leisure - Whittlesey Surname: First Name: Dob: Address:
Local Enhanced Service Integrated Community Diabetes Service 2011-12 Offered to Health Local Commissioning Group Practices The aim of the Cam Health commissioned Integrated Community Diabetes Service is to deliver high quality and cost effective care closer to home. The Service will be responsive to patient need, enabling them to have equitable access to a range of professionals to support better self management and resulting in improved long term outcomes. Timely intervention and improved awareness by patients aims to reduce the numbers who require hospital referral and follow up, elective and non-elective admissions and the numbers developing complications. The model is an Integrated Community Diabetes Service, commissioned by Cam Health, and has a number of interrelated components: A monthly community consultant-led multi-disciplinary clinic to support the process of moving the care of diabetic patients from the hospital to the community and the practices Enhanced support to all practices with strengthened regular input from Community Diabetic Specialist nurses and dieticians, and the community Diabetologist, using virtual case discussions particularly of patients with poor control and/or complications, consultations within the practices and where needed home visits The Barriers Framework will be implemented and patients will have access to personal health planning and enhanced education programmes Primary care will provide the majority of care for patients with Type 2 Diabetes and support the care for patients with Type 1 Diabetes. The LES is intended to support Cam Health practices to engage in the initial implementation of the Integrated Community Service, and to encourage all Cam Health practices to fulfil the primary care element of the integrated service to ensure that a stepped improvement is achieved in management of diabetes patients, particularly those at most risk. All the elements formed part of the Cam Health Diabetes Business Case Contents:
ask me! Confused by a project or priority that the PIT is working on? Ask your team to explain the project, and how it fits with the team’s goals. Need to brainstorm? Get ideas? We will connect you to our community of patient partners. Looking for information about the work that your PIT is doing? CHA has a wealth of staff-only online resources that you can use. Just let us know how we can help! Your PIT leader and I will do what we can to make this work satisfying and positive. -Ziva Ziva Mann Patient Partner, Patient Lead for Patient Centered Medical Home Getting Started checklist Welcome to the Practice Improvement Team! This is a checklist for you to use to complete the paperwork and steps for becoming a PIT member. All forms need to be completed before your first team meeting. Allow 45 minutes before your first team meeting to fill out the onboarding forms and review basic concepts with the PIT leader. Patient Partner agreement: this describes your role as a member of a Practice Improvement Team. It also describes what the team’s responsibilities to support you. W9: this form allows Cambridge Health Alliance to pay you a monthly stipend. CORI: this form allows Cambridge Health Alliance to make sure that you don’t have a criminal record. If there is something in your past experience that may turn up on a CORI form, please consider discussing this with the PIT leader. Your experiences are part of what makes you valuable to the Practice Improvement Team, and that part may also be of value. Photocopy of photo ID Patient Partner Privacy/Security Agreement: this is your agreement that you will keep private any patient health information that you may learn while on a PIT team. Confidentiality and User Access Agreement: this is your agreement to protect access to Cambridge Health Alliance’s staff-only internet and online resources. Influenza Declination Form: as a patient partner, you are eligible for a free flu shot. If you choose not to get a flu shot from CHA, you should sign this form. Email or call Ziva Mann, Patient Lead (, 617 905-5905). *******************
patients. ZFNs have proved versatile for genome editing and now it is well used in a number of organisms and cells. ZFN’S are well suited for genome engineering (New England Journal of Medicine). Genetic Engineering is a personal, moral, ethic opinion. Genetic engineering is not advanced enough to proceed forward yet. There is a lot of scientific tools out there that are advancing and being practiced upon. There are people who want genetic engineering to become an actual resource for pure and moral reasons. But there are some people who would abuse genetic engineering and turn it in to gene editing-designer babies and use it for personal liking. Such as to pick and choose their child’s genes. Genetic engineering should be used only for causes such as curing diseases and being a positive way for a human’s safety, and to live longer without a disease.
Young people with substance misuse problems FOI S.1(1) Information Not Held Young offenders Doncaster and Lincs Care Group data 7 7 7 Children on Free School Meals FOI S.1(1) Information Not Held Children and people with a ADHD diagnosis 95 52 36 Children and young people with Autistic Spectrum conditions Diagnostic process only - post diagnosis not recorded/ captured by referral. 115 79 48 Children whose parents have a mental health condition FOI S.1(1) Information Not Held Additional information (i) Unaccompanied asylum seeking/refugee young people who are in the care of the Local Authority.
TITLE “Understanding & Managing Anger in Children & Young People” OBJECTIVES / DESCRIPTION Understanding Anger in Young People. Identifying the differences of Anger & Aggression. Identifying triggers & consequences Changing anger & aggressive behaviours. Managing Anger in Young People. OUTCOMES For Participants to gain knowledge & understanding relating to Anger management, in Children & Young people. TARGET AUDIENCE Staff working with children & young people TITLE “Practical Skills for supporting the emotional wellbeing and mental health children and Young People OBJECTIVES / DESCRIPTION To increase awareness of the five ways to wellbeing. To explore the “think-link” and the importance of helpful thinking. To increase awareness of CBT techniques behavioural activation OUTCOMES Awareness of and be able to use, the five ways to wellbeing. Understanding of the importance of the helpful thinking in helping children and young people to change the way they behave and feel. Understanding of how to help children and young people “stuck” with mild anxiety and depression. Understanding of the CBT techniques of desensitization and behavioural activation. TARGET AUDIENCE Staff working with children & young people
On completion of your placement you will be to provide an evaluation. Please take time to complete this openly and honestly as it is only with your feedback can we improved the quality of these valuable learning experiences. We hope you find the time on your placement enjoyable and productive. Date of production or last review and update 23th 2016 Author or reviewer Nicola Emrey Placement Induction and Details Team/service name: and Adolescent Mental Health Service (CAMHS) Address: Argyle Street Clinic Argyle Street Staffs B77 3EW Team telephone number/s: 51183 Team/service webpage: Team Other contact details: 01827 312098 (fax)
Nicola Nurse Nurse Prescriber, Mentalisation Based Therapy – Families, EMDR ADHD clinic Student mentor Sophia Malin Occupational Therapist sensory integration, occupational assessments Eating disorders Caomi Clinical Psychologist CBT Cognitive assessments Camilla Short Social Worker Parenting, social work advice, Families, Theraplay Jo Evans Psychiatrist Mental assessments, medication reviews Medical assessments Student Dr mentor Nicola Ball Nurse EMDR Tracey Liquorish Nurse Eating disorders Carrie Ambrose Psychologist Cognitive Analytical Therapy (CAT), EMDR Trainee clinical psychologist supervisor Lisa Whitehouse Psychologist Psychological Therapies lead, family therapy, EMDR Trainee clinical psychologist supervisor Parveen Kaur Family Therapist Family therapy Family therapy reflecting team Family therapy trainee, art therapy students Beverley Spencer Secretary Jane Coles Secretary Carol Hewitt Secretary Insert more row if required
Learning opportunities/experiences across the team: Groupwork, initial assessments, cognitive assessments, therapeutic intervention, attendance at TAC (team around the child) meetings, Core groups and Child Protection Conferences, ADHD monitoring and reviews, family therapy clinics Discipline specific learning opportunities: ADHD clinic Local links and networks: Local Support Team, School Nurses, Social Services Types of treatments interventions offered within the service Medication reviews and monitoring, CBT (cognitive behavioural therapy), social skills and parenting groups, initial assessments, (CAT) Cognitive Analytical Therapy, EMDR The frameworks and models of care used Several care pathways have been developed within the service, an eclectic approach is used in many cases due to differing family circumstances Site specific Health, Safety & Security Lone working,
MIND campaign for the rights of service A range of information on disorders, diagnosis and research The Sainsbury Centre for mental health Click on ‘bob the psychiatric nurse’ for a useful A to Z National Electronic Library for Health – National Service Framework (Mental Health). Staffordshire Mental Health Information web site CAMHS review
psychosis, affective disorder (formal or pro-dromal mental health issues) all ages inclusive of16 to 18 group, or cases where prescribing is required. Rona Borland Nursing (Paediatric Psychology) Bsc (hons) psychotherapeutic interventions (CBT). OxfordCBT children and families, workshops Various psychological models workshops including human givens Interest in working with adolescents. Young people with underlying medical conditions, non organic display of emotional distress though physical symptoms. Self harm. CFS/ME, Low mood , anxiety Intervention, Training, Advice & Consultation to other agencies. Sarah Hoyle Child and Adolescent Member of ACP Attachment Disorders Early Trauma Development Encopresis / Enuresis Separation Anxiety Autism Depression Anxiety Looked After Children Assessment, Therapeutic Intervention, Consultation
Drug misuse Eating disorder Intellectual disability/ Learning disability Legal highs Not sure Obsessive compulsive disorder Personality disorder Psychotic illness Post-Traumatic Stress Disorder Requiring crisis / emergency support Schizophrenia Self-harm Undiagnosed (please specify) Finally, we would like to ask you some questions relating to the person who has shared this experience. All responses will be treated within the principles of confidentiality and anonymity. Use of monitoring information will involve statistical summaries only. No information which could be used to identify you will be made available in any way. All responses are processed in line with our strict and robust data protection obligations Your Age: (✓) Under 10 years 11-18 years 19 – 29 years 30 - 39 years 40 – 49 50 – 59 years 60 – 69 years 70- 79 years 80 years + Prefer not to comment What is your country of birth? Northern Ireland England Scotland Republic of Ireland Elsewhere, write in the current name of country What is your ethnic White Chinese Irish Traveller Indian Pakistani Black Caribbean Black African Black other Mixed ethnic group Any other ethnic group Gender: Male Female Other (please specify)_________ Disability: In accordance with the Disability Discrimination Act 1995, a disability is defined as a physical or mental impairment which has a substantial and effect on a person's ability to carry out normal day-to-day activities. Under this definition, do you consider yourself as having a disability?
Research and Clinical Applications, (2nd edn), (pp. 436–455). New York: Guildford Press. 1. Mean and Standard Deviations for Explanatory and Response Variables with Standardised Norms and Effect Size Comparisons. Measure Variable Range of possible scores Present Study M (SD) (n = 203) Norms M (SD) Effect size difference (Cohen’s d) IPPA-R Parental Attachment -4 - 52 35.56 (9.14) 21.70 (8.71) 1.55 (Large) Peer Attachment -3 – 47 29.85 (8.13) 26.45 (7.94) 0.42 (Small) PSSM School 1-5 3.24 (0.65) 3.86 (0.72) 0.90 (Large) SDQ Conduct Problems 0-10 3.41 (1.86) 2.2 (1.7) 0.68 (Medium) Emotional difficulties 0-10 3.81 (2.26) 2.8 (2.1) 0.46 (Small) Prosocial behaviour 0-10 6.61 (2.11) 8.0 (1.7) 0.73 (Medium) Table 2. Bivariate Correlations between Explanatory and Response Variables in the Current Study. 1 2 3 4 5 6 7 8 1.Parental Attachment - .305** .306** -.451** -.242** .232** -.149* .169* 2.Peer Attachment - - .406** -.292** -.128* .444** .014 .463** 3.School Connectedness - - - -.239** -.149* .334** -.085 .126 4.Conduct Problems - - - - .315** -.178* .047 -.199** 5.Emotional Difficulties - - - - - .153* -.129 .065 6.Prosocial behaviour - - - - - - -.116 .426** 7.Age - - - - - - - .002 8.Gender - - - - - - - -
Table 3: Hierarchical Multiple Regression Models Assessing the Effects of Attachment Variables upon Mental Health Outcomes Model 1: Conduct Problems 2: Emotional Difficulties Model 3: Prosocial Behaviour Predictor variables ΔR2 β Predictor variables ΔR2 β Predictor variables ΔR2 β Step 1 0.042* 0.021 0.195*** Gender -0.199*** Gender 0.065 Gender 0.426*** Age 0.048 Age -0.129 Age -0.117 Step 2 0.193*** 0.091*** 0.111*** Parental Attachment -0.389*** Parental Attachment -0.243** Parental Attachment 0.031 Peer Attachment -0.126 Peer Attachment -0.106 Peer Attachment 0.224** School Connectedness -0.038 School Connectedness -0.051 School Connectedness 0.187** Total R2 0.235*** 0.112*** 0.306*** * = p < .05, ** = p < .01, *** = p < .001 Table 4: Regression Coefficients, Standard Errors, and Model Summary information for the mediator model of peer attachment and school connectedness on prosocial behaviour.
Camley Street Neighbourhood Development Plan October 2016 Table of Contents Page I. Introduction 3 the area 3 vision 5 Sustainability Zone Proposals 5 II. Core Objectives 6 III. Policies 7 IV. References 18 Introduction The Camley Street Neighbourhood Forum was designated by the London Borough of Camden in February 2013, following the Localism Act 2011. The Forum has since formed a Community Land Trust, now constituted as a limited company called Camley Street Sustainability Zone Limited. The Forum is in the process of developing the Camley Street Neighbourhood Development Plan (CSNDP). In support of the development of the CSNDP, an extensive survey was conducted in 2015 of Elm Village residents and of businesses in the adjoining Cedar Way Industrial Estate (see map and description below). The survey elicited residents’ and businesses’ comments on the area as it stands now, and on their desires for its future. These comments constitute part of the evidence base for the CSNDP, and have enabled the plan’s authors to identify the core issues the community wishes to address. These issues can be summarised as follows: reinforcing the role of the area as a place of employment, with the current range of businesses providing a core of established enterprises; stitching into the area the social infrastructure required to improve well-being and quality of life in the neighbourhood for residents; the provision of a range of housing that is genuinely affordable to local people; improvements to the quality and range of green infrastructure in the neighbourhood. The area
References . Camley Street Evidence Base, IV development, page 39 2. Evidence Base, IV development, page 38 3. Camden draft Local Plan 2015, Economy & Jobs, section 5.1 4. Evidence Base, V place of work, page 48 5. Camden draft Local Plan 2015, Economy & Jobs, section 5.33 6. The London Plan March 2015, chapter 4 London’s Economy, section 4.20 7. Camden draft Local Plan 2015, Economy & Jobs, section 5.33 8. The London Plan March 2015, chapter 4 London’s Economy, section 4.21 9. Aecom IE UK, London Industrial Land Supply & Economy Study 2015, page 1 10. IE UK, London Industrial Land Supply & Economy Study 2015, page 14 11. Social Infrastructure SPD, May 2015, London Plan 2015 Implementation Framework, pages 10, 38 12. Local Plan Submission draft 2016, page 44 13. Local Plan Submission draft 2016, page 53 14. London Plan, chapter 3, London’s People, page 127 15. National Planning Policy Framework page, glossary, page 50 16. Camden Planning Guidance, Housing, page 17
CAMP ADVENTURE 2018 SPIRIT DAYS WEEK 1 WEEK 2 Monday, June 4 Wear Your Camp Shirt Monday, June 11 Tuesday, June 5 CRAZY SOCK DAY Tuesday, June 12 Baseball Day Wednesday, June 6 Wednesday, June 13 Thursday, June 7 Wear Your Camp Shirt PICTURE DAY!! Thursday, June 14 Flag Day Wear: Red, White, Blue Friday, June 8 COLLEGE DAY Friday, June 15 Wear Your Camp Shirt
7 12 individual skills team play strategy Grades 7-9 (9:30 am - 3:15 pm) Grades10 –12 (3:30 to 9:15 pm) LOCATION All sessions for the EXCEL volleyball camp will be held at Winston Knoll Collegiate. Athletes will have full access to washrooms. INSTRUCTORS The EXCEL volleyball camp will include these experienced camp instructors: Dwight Fuhro Provincial Coach 2001-05 Coach U of R 2007-08 Tom Foster SVA Coach of the year for 2008 and 2011 Head Coach of 2003 & 2004 Team DATES The EXCEL Volleyball Camp will run from: Monday, August 18 to Thursday, August 21. Each day of training will feature 2 sessions for each athlete. …REGISTER EARLY…. THE CAMP ALWAYS FILLS TO CAPACITY AT EXCEL Each athlete will receive: 4 days of on court training a souvenir T-Shirt a written assessment In addition there will be prizes awarded daily. COST Early registrations - $ 150 Late (after July 1) - $ 160 Please complete the registration on this brochure and mail to: Tom Foster 7643 Discovery Road Regina, Sask S4Y 1E2 (Form and payment secures spot) (there will be a $20 cancellation fee) SORRY NO REFUNDS ONCE CAMP BEGINS REGISTRATION Please return this portion cheques payable to: COUGAR VOLLEYBALL CLUB NAME: ___________________________ GRADE: _________________________ (AS OF NEXT FALL) PHONE: _________________________ VOLLEYBALL IS
SUMMER DAY CAMP AGES 5-12 REGISTRATION, TUITION, AND FEES There is no reduction in tuition for partial or non-attended weeks. A two week written withdrawal notice is required to terminate all tuition contracts. Registration: Summer Camp Registration $20.00 per child with $50.00 family maximum (Non-Refundable) Tuition: (All costs listed are per student per week. No reduction in tuition for partial weeks) ($10 non-refundable deposit required in advance per week, goes toward weekly tuition) Full Time (Monday - Friday) $100.00 Age 5-12 Additional Fees This charge of $15 is per week for any changes to the original chosen schedule. The charge also includes withdrawal(s) for given week(s) in the camp program only with proper withdrawal notification; otherwise full tuition will be charged. All campers (ages 5-12) are required to bring a water bottle to help prevent dehydration. Discounts A $5 discount per additional will be given to families registering two or more full-time students for that week. I have read and agree to comply with the above tuition and fees of Rock Springs Christian Academy. I understand that tuition and fees may change at any time and I will be given written notice of any such change. Signature (Parent/Guardian) ___________________________________________________ Date ________________
SUMMER DAY CAMP AGE FULL TIME Monday - Friday Paid (Office use) Session 1: May 30th – June 2nd Monday Closed for Memorial Day Session 2: June 5th – 9th Session 3: June 12th – 16th Session 4: June 19th – 23rd Session 5: June 26th – June 30th Session 6: July 5th – 7th Monday and Tuesday Closed for July 4th ($75 for three days) Session 7: July 10th – 14th Session 8: July 17th – 21st Session 9: July 24th – July 28th OFFICE USE ONLY Registration + Deposits + Past Due Balance = TOTAL DUE Cash Credit Check
Red Light, Green Light For U6 and U8 Players. This drill will focus on dribbling with the ball close in order to stop quickly Sharks and Minnows This drill focuses on the U6 and U8 player and their ability to dribble out of pressure. This drill can be used to focus on the player using their body to protect the ball by placing their body in between the ball and the defender. Ouch! This drill should be used with younger players (U6 and U8) to introduce dribbling, looking up and properly striking the ball at a target. AND IT's FUN!
Jam-Packed Dribbling Drill This will give players confidence while dribbling through congested areas on the soccer field. Attack vs. Defence Shooting and Defending This is one that the kids love. The players will get to work on both attacking (shooting) and defending skills and if ran correctly, very fast paced.
Design (pre implemented toward beginning of first day of camp and post implemented last evening or last day of camp) Sampling: All in traditional overnight, specialty, and leadership camps (Pathfinder ages and older) invited to participate (during initial summer of evaluation activities; sampling recommended for subsequent summers) Current Parents: Design: Single Group Pre-test Posttest Design (pre-questionnaire items incorporated into the registration process; posttest mailed or emailed using an online survey platform 1 month following their child’s participation at camp OR 1 month following end of Camp Season; the first option is preferred as it keeps the time in between participation and questionnaire completion consistent across all respondents; if 7. Do parents and have preferences/ opinions relating to Camp Miller’s current programming approach (range of activities v. a specialized focus)? Current Parent (Pre) 1h, 1i Current Parent (Post) 1a, 2, 5, 6e, 6f, 6i, 6k Previous Parent (Post) 1H, 1i, 2, 4, 5 (Pre) 1b, 2, 3 (Post) 1, 2, 3, 6, 7
Enjoyment of outdoor activities Positive attitude towards challenge and adventure Environmental appreciation Outdoor skill development Skills for exploring the environment Skills for understanding the environment Skills for caring for the environment Attitudes and skills for lifelong physical activity Attitudes and skills for healthy eating Understanding the role of foods in healthy eating and healthy environment Interpersonal/Intrapersonal Skills (social awareness, communication, teamwork, respect, conflict resolution, self-confidence, self-esteem, perseverance, self-awareness, self-reliance) Positive relationships with others Openness to a wider range of environments, people, activities, and routines Sense of belonging and acceptance Values (Respect, Responsibility, Caring & Honesty) ______________________________________________________________________________ 3. Please respond to the following statement. If my child came home from camp having learned or experienced ______________________________________________________________________________ _______________________________________________, I would be very satisfied with my choice to have my child attend Camp Miller. ______________________________________________________________________________
Thank you for your help. We hope you have a great experience at Camp Miller! Post Questionnaire CAMP MILLER EVALUATION Now that your time at Camp Miller is coming to an end, we want to know a little more about your time here. Please answer the questions as honestly as you can. There are no right or wrong answers; we just want to know more about your experience. Thank you! ______________________________________________________________________________ 1. How would you describe your time this week at Camp Miller? (circle one) Not so good OK Good Great What about your time at Camp Miller made you choose the answer you did? 2. Is there something that would have made it a better experience for you? What would that be?
First Last 1 on 1 X - Out Mikan Hot Shot Foul Shots (10) Swish Ethan Chen N/A N/A N/A N/A 1 6 Aarthi Kondra N/A 1 2 N/A N/A 4 Nikolas Kravets N/A N/A 1 2 3 13 Akshar Matta N/A N/A 3 2 1 4 Drew Pearson N/A N/A 2 N/A 2 5 Ethan Xie N/A N/A N/A 5 N/A 3 Bryan Zou N/A N/A 1 1 N/A 5 Isabella He N/A 4 3 9 6 5 Rohit Mudduluru N/A N/A N/A 5 N/A 5 Alice Wang N/A 3 2 4 4 6 Megan Li N/A 1 6 N/A 2 13 Pranav Shankar N/A N/A 3 N/A 5 13 2 on 2 Results Neel & Sameer – 12 Isabella & Megan – 3 Rohit & Bryan – 2 Partner Elbow to Elbow Shooting Isabella He and Megan Li – 3 Bryan Zou and Rohit Mudduluru – 2 Ethan Chen and Ethan Xie – 1 Nikolas Kravets and Akshar Matta – 1 High School Contest Results
First Last 1 on 1 X - Out Hot Shot Foul (10) Swish Justin Choi 4 10 N/A N/A N/A 1 Joseph Cinque N/A 23 34 13 7 12 Shaan 9 2 6 8 1 2 Hemmige 15 12 11 14 5 5 Jeremy Hu N/A N/A 20 20 4 7 Alexander Hu 1 12 14 20 N/A 3 Avni Kondra 3 8 2 3 4 4 Wesley Liu 2 12 21 22 4 6 Anokhi Matta 1 10 12 11 3 8 Deven Patel 10 18 20 10 5 6 Zachary Patrone N/A N/A 16 N/A N/A 4 Siddhesh Raorane 5 7 14 6 1 4 Ashwin Sakthivel 3 17 19 16 5 2 Rishi Sappidi 10 11 14 16 6 8 Ian Xie 12 17 20 16 6 4 Zhang 14 24 22 26 7 9 Alexander Zheng 16 16 21 25 7 4 Christopher Zou N/A 6 9 12 6 5 Tarun Kandra 2 16 22 16 5 3 Johnathan Jen 10 18 25 12 5 N/A Alexander Li 25 17 32 22 7 1 Dennis Liu 31 21 22 33 7 12 Abishek Prakash 18 19 23 29 6 10 Alex Song 18 20 28 26 8 4 Prerna Shankar N/A N/A 6 N/A N/A 5 2 on 2 Results Joey & Deven – 16 Bryan & Alex – 10 Abishek & – 5 Alex Zheng & Justin – 5 Jonathan & Alex – 3 Ashwin & – 1 Anokhi & Avni – 1 Zach & Jeremy – 1 Partner Elbow to Elbow Shooting Deven Patel and Dennis Liu – 24 Alex Song and Jeremy Hu - 21 Bryan Zhang and Tarun Kandra – 17 Alex Li and Chris Zou – 16 Abishek Prakash and Ashwin Sakthivel – 16 Anokhi matta and Joe Cinque – 15 Rishi Sappidi and Wesley Liu – 13 Dhruv Hemmige and Ian Xie – 10 Siddhesh Roarane and Zach Patrone – 10 Alex and Shaan Dalal – 9 Johnathan Jen and Avni Kondra – 7 Justin Choi and Alex Hu – 3 Pro Contest Results
Zach & Alvin – 13 Rishabh & Roshun – 3 Chris & Zach – 2 Ali & Mekhi – 2 Evan & Josh – 2 Vishal & Ben – 1 Ishan & Raj – 1 John & Kristin – 1 Pro Partner Elbow to Elbow Shooting Zach and Raj Viliuchi – 15 Zach Atanasov and Vishal Rachapudi – 12 Alvin Cheng and Anthony Cillo – 6 Rishabh Shetty and Anirudh Prakash – 5 Ishan Hemmige and Ali Versi – 4 Kristin and Roshun Tiwari – 4 Mekhi Rainey and Caleb Kim – 3 Benjamin Kuchipudi and Joey Callari – 3 Evan Gladstone and Jonathan – 2 Josh Lavroff and Samuel Fang – 1
Kedziora Payton 11 11 Letts Zach 33 31 McAteer Mac 5 3 Michaels Brian 40 36 Nowlan Ross N/A 12 Rainey Mekhi N/A 11 Randazzo Skylar 11 17 Kim Caleb 12 33 Chung Eric 29 33 Vaidyula Vineeth N/A 14 Pro 1 on 1 Results Josh Lavroff – 2 Dennis Liu – 2 Matthew Eng – 7 Shannon Kedziora – 1 Eddie Sleeper – 6 Ryan Shaw – 2 Anthony Cillo – 1 Evan Gladstone – 18 Rishabh Shetty – 16 Zach – 24 Arya Trivedi – 8 Raj Vulichi – 18 Pro Partner X-Out Zach and Brian Michaels – 28 Mekhi Rainey and Raj Valici – 24 Ryan Shaw and Jason Zou– 19 Jacob Pearlman and Josh Lavroff – 21 Caleb Kim and Dennis Liu – 22 Malachy Morehead and Eddie Sleeper – 14 Howard Luo and Abishek Acharya– 18 Aaron Hu and Vineeth Vaidyula – 9 Charlie and Matthew Bemben – 10 Rainey and Michael Bernstein– 20 Pro Partner Hot Shot Results Shannon Kedziora and Skylar Randazzo – 6 Jason Zhou and Ryan Shaw – 19
Malachy Morehead and Sleeper – 17 Raj Vulichi and Dennis Liu – 22 Zach and Brian Michaels – 19 Pro Partner Elbow to Elbow Shooting Abishek Acharya and Aaron Hu – 5 Joe Garner and Mekhi Rainey – 6 Nikhil Golla and Michael Bernstein – 6 Josh Lavroff and Ross Nowlan – 4 Howard Luo and Vineeth Vaidyula – 7 Jacob Pearlman and Eddie Sleeper – 3 Ryan Shaw and Jason Zhou – 6 Raj Vulichi and Dennis Liu – 10 Zach Letts and Brian Michaels – 9
Mike Lentini and Ben Cousineau – 28 Casey Farrell and James McDermott – 26 Dhruv Hemmige and Sean Puthenchira – 20 Clay Kellam and Drew Hendrickson – 15 Kevin Wang and Joshua Xu – 14 Riley Devlin and Neha Prashad – 8 Zach Patrone and Alex Li – 10 Vanshika Yadav and Katelyn Sham – 7 Alex and Aarnav Shah – 15 Ian Xie and Hemmige – 12 McDermott and Ben Cousineau – 10 Casey Farrell and Justin Rondinone – 11 Johnny Magner and Mikey Lentini – 8 Siddhesh Raorane and Naik – 6 Daniel Gao and Sappidi – 6 Kevin Wang and Sean Puthenchira – 2 Ross and Arnav Shah – 2 Drew Hendrickson and Josh Xu – 1 Pro Contest Results Last Hot Shot Mikan I on 1 Ray Allen Swish Bhatt Shrey N/A 11 12 N/A 14 16 Cohen Maxx 25 15 4 4 7 17 Liu Dennis 18 16 10 6 8 17 WESSEL KEITH N/A 7 2 4 2 N/A Chan Emily 10 10 1 1 2 7 Ciarlante Devin 20 14 14 3 N/A 11
Josh Lavroff and Ryan – 16 Jeremy Hu and Jonathan Huang – 16 Evan Gladstone and Alec Whelan – 15 Mekai Nunez and Anthony Cillo – 14 Maxx Cohen and Keith Wessel – 14 Abishek Acharya and Raj Vuluchi – 13 Shaan Saxena and Tarun Trivedi – 13 Joe Garner and Emily Chan – 12 Dennis Liu and Raj Vulichi – 12 Xander Oakes and Mekhi Rainey – 10 Sam Cohen and Maxx Cohen – 10 Nunez and Anthony Cillo – 9 Josh Lavroff and Ryan Metch – 1
School: Backpack 1 Pencils 2-3 Chapter Book (No Library Books) 1 Flashlight with new batteries 1 Camera 1 Waterbottle 1 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Helpful packing tips: All items are to be packed in suitcases, canvas bags, or duffle bags. Garbage bags make terrible luggage for this trip… they never survive the trip down, much less the trip back! Write name or initials on every item- from toothbrushes to cameras. Essentials for Backpack: Folder (Students will receive the morning we depart.) Pencils Chapstick Tissues Camera Waterbottle Flashlight Poncho or Raincoat Gloves/ Mittens Scarf Hat Lunch (first day only)
Campers, Summer is just around the corner and we’re so excited to share some information about this year’s camp. The camp dates for this year are June 25-29. We will again be having both Youth and Children’s Camp on the Hill at the same time. Though the camps will be at the same time, they will be entirely separate camps, with separate activities. Please feel free to call or email with any concerns regarding this. Our theme for youth this year will be “Connected” . Colby Bridges will be the Youth Camp pastor and First Baptist Carl Junction will be leading worship. Both are exited to make this a week of growing more connected to Christ, team building, serving , and having a blast along the journey. Our theme for Children Camp is “Charged…Powered by God, C onnected through Christ”. JR slater will be camp pastor with First Baptist Carl Junction also leading worship. They are excited to join the kids in having fun while learning more about the power of God, building team spirit, serving others, and yes, I want to just say again while having fun! Included you will find children’s camp schedule, youth camp schedule , registration form, photo release form, junior group leader application and for counselors, a background check form has been included. Please complete all applicable forms and return by May 31st for early bird registation. There will be an additional charge for June registration. Also, if you turn in forms later that two weeks before camp we will not be able to guarantee t-shirts. So please return as soon as possible. Also inlcuded you will find a list of what to bring to camp. Please make a copy for campers and also there will be lice checks upon arrival at camp. PLEASE be sure and check ahead of time so treatment can be provided before check- in if neccesary. We want everyone to have a great camp experience! Compelled by the Love of Christ, Joshua Branham 417-850-2587 Children’s Camp June 25th-29th “Charged” Powered by God connected through Christ John 15:5-7
MONDAY, JUNE 25TH 10:00 A.M. CHECK IN 12:30 A.M. LUNCH 1:10 P.M. ORIENTATION 1:50 P.M. GROUP ACTIVITY 3:00 P.M. RECREATION 4:00 P.M. SWIM TIME 5:00 P.M. DRESS FOR DINNER 6:15 P.M. DINNER 7:00 P.M. GROUP ACTIVITY 7:30 P.M. WORSHIP 8:40 P.M. CANTEEN 9:15 P.M. SECRET CHURCH 10:15 P.M. GROUP TIME 11:00 P.M. LIGHTS OUT 2018 YOUTH CAMP JUNE 25-29 TUESDAY-THURSDAY 26-28 8:15 A.M. FLAG POLE DEVOTION 8:30 A.M. BREAKFAST 9:30 A.M. MORNING CHAPEL 10:25 A.M. REFLECTION TIME 10:50 A.M. GROUP ACTIVITY 11:45 A.M. BIBLE STUDY 12:30 P.M. LUNCH 1:15 P.M. GROUP ACTIVITY 3:15 P.M. RECREATION 4:00 P.M. SWIM TIME 4:00 P.M. DRESS FOR DINNER 6:15 P.M. DINNER 7:00 P.M. GROUP ACTIVITY 7:30 P.M. WORSHIP 8:40 P.M. CANTEEN 9:15 P.M. SECRET CHURCH 10:15 P.M. YOUTH GROUP TIME 11:00 P.M. LIGHTS OUT LAST DAY SCHEDULE
Camp Pendleton’s Manifest Instructions The Hazardous Section, Environmental Security, is the only personnel authorized to sign a Uniform Hazardous Waste Manifest and Waste Manifest for Marine Corps Base Camp Pendleton. Signature authority cannot be delegated. Hazardous waste being transported off Camp Pendleton must be accomplished by a hazardous manifest signed by Hazardous Waste Section personnel prior to leaving the base. To avoid signing delays and to ensure those manifests are returned to Camp Pendleton promptly, the following information must be applied/accompany the manifest. Generator Name and Address: Environmental Security, P.O. Box 555008, Camp Pendleton, Ca b. Generator Emergency Response Number: 760 725-3333 c. Generator US EPA ID CA2170023533 d. Land Disposal Restriction notice (LDR) if required. e. Analytical and/or completed and signed profile must accompany all manifests. f. Hours of operation: Monday -Friday 7:00 am to 3:00 pm Best practice is to call three days before shipment date to notify the office that there will be manifest(s) that need to be signed. For additional information concerning proper manifest operations procedures, please contact Luis Ledesma, Hazardous Section Head, Environmental Security at (760) 725-4375 Fax (760) 725-9746 luis.ledesma@usmc.mil Additional POCs are: M. Johnson: 725-0213 G. Tucker: 725-9745 R. Fisher: 725-9742 N. 725-0189 P. Styles: 725-1963
STEP3: PASSION FOR CAUSE-DRIVEN WORK Fact-Finding and Tips Let’s review one or two examples of your volunteer work. What did you do? Why did you get involved? What did you discover about yourself? Where did you volunteer? What did you like or dislike about it? How often do you get involved with volunteering? Describe what you did. Why did you do it? How did you feel about it? What does being inclusive mean to you? Describe a situation when you were intentional about being inclusive. How did you feel? What did you do? Describe your contribution. Why did you do what you did? Whom did you influence? What was the outcome? WHAT TO LOOK FOR Encourages others Displays ease and comfort with people of different backgrounds Seeks out and includes others in order to gather their points of view MAJOR ACCOMPLISHMENTS Fact-Finding and Tips I’d like you to tell me about a project or an accomplishment you’re very proud of. This could be school-related, a volunteer activity, or something work-related. Try to select something that lets me see your ability to work with others, commit yourself to a task, or something that gives me a sense of who you are and what you’re capable of doing. Now select something that is completely different from what you just told me. This could be with a team if your first example was as an individual, work if your first example was volunteer, etc. Describe the project and the circumstances. What did you actually do? What was the most satisfying part? What was the most challenging? Why was it significant to you? Give me an example of your taking the initiative as part of this project. How did you change/grow? Did you receive any recognition? What would you do differently? When I call your supervisor… SUGGESTION Listen carefully to the candidate’s response to ensure you’re able to determine his or her individual contribution to the accomplishment. Frequent use of the word “we” may indicate the candidate was part of a team, and that is important; however, probe further with questions such as “What was your role?” or “What did you learn as a result of that experience?”
Saturday Dinner main ____________________________ side _____________________________ side _____________________________ bread ___________________________ drink ____________________________ fruit ____________________________ extra ____________________________ extra ____________________________ (4 or more required) Preparation Instructions Sunday Breakfast main ____________________________ drink ____________________________ fruit ____________________________ (at least 1 required) Preparation Instructions PATROL GROCERY/SHOPPING LIST Item Quantity $ Per Item Total Cost