zilongwang/ReadingBank huggingface dataset:
WORK EXPERIENCE (Most Recent First) (Include voluntary work and military experience) Employer Telephone Number ( ) - From (Month/Year) Address Job Title Number Employees Supervised To (Month/Year) Specific Duties (Maximum 350 characters) Per Week Last Salary Supervisor Reason For Leaving May We Contact This Employer? Yes No Employer Telephone Number ( ) - From (Month/Year) Address Job Title Number Employees Supervised To (Month/Year) Specific Duties (Maximum 350 characters) Hours Per Week Last Salary Supervisor Reason For Leaving May We Contact This Employer? Yes No Employer Telephone Number ( ) - From (Month/Year) Address Job Title Number Employees Supervised To (Month/Year) Specific Duties (Maximum 350 characters) Hours Per Week Last Salary Supervisor Reason For Leaving May We Contact This Employer? Yes No Employer Telephone Number ( ) - From (Month/Year) Address Job Title Number Employees Supervised To (Month/Year) Specific Duties (Maximum 350 characters) Hours Per Week Last Salary Supervisor Reason For Leaving May We Contact This Employer? Yes No I certify the information contained in this application is true, correct, and complete. I understand that, if employed, statements reported on this application may be considered sufficient cause for dismissal. Signature of Applicant_________________________________________________________ Date________________ Office use only Interview Date: Notes:
לְמֵ֥י נִדָּ֖ה חַטָּ֥את Translate the :רש"י וְהִנִּיחַ לַמַּחֲנֶה. לִשְׁלֹשָׁה חֲלָקִים מִתְחַלֶּקֶת, אֶחָד נָתַן בְּהַר הַמִּשְׁחָה, וְאֶחָד מִתְחַלֵּק לְכָל הַמִּשְׁמָרוֹת, וְאֶחָד נָתַן בַּחֵיל (ספרי קכד;פרה ג:יא). זֶה שֶׁל מִשְׁמָרוֹת הָיָה [חוּץ לָעֲזָרָה], לִטּוֹל מִמֶּנּוּ בְּנֵי הָעֲיָרוֹת [וְ]כָל הַצְּרִיכִין לְהִטַּהֵר, [וְזֶה שֶׁבְּהַר הַמִּשְׁחָה כֹּהֲנִים גְּדוֹלִים לְפָרוֹת אֲחֵרוֹת מְקַדְּשִׁין הֵימֶנָּה], וְזֶה שֶׁבַּחֵיל נָתוּן לְמִשְׁמֶרֶת מִגְּזֵרַת הַכָּתוּב, שֶׁנֶּאֱמַר "וְהָיְתָה לַעֲדַת בְּנֵי יִשְֹרָאֵל לְמִשְׁמֶרֶת" (תוספתא פרה ג:ח): פרק: יט פסוק: י Translate the פסוק וְ֠כִבֶּ֠ס הָֽאֹסֵ֨ף אֶת־אֵ֤פֶר הַפָּרָה֙ אֶת־בְּגָדָ֔יו וְטָמֵ֖א עַד־הָעָ֑רֶב וְֽהָֽיְתָ֞ה לִבְנֵ֣י יִשְׂרָאֵ֗ל וְלַגֵּ֛ר הַגָּ֥ר בְּתוֹכָ֖ם לְחֻקַּ֥ת עוֹלָֽם: פרק: יט פסוק: יא
Leti Wodajo, Ph.D. candidate, Department of Civil Engineering, University of Mississippi, Doctoral committee chair, Ph.D. expected 2016. Section 3.2 M.S. Students Section 3.2.1 M.S. Students Supervised Hamil C., Department of Civil Engineering, University of Mississippi, Master’s committee chair, June 2015 Jackson, J., Department of Engineering, University of Mississippi, Master’s committee chair, May 2013 Binyam, T., Department of Civil Engineering, University of Mississippi, Master’s co-advisor, Aug. 2012 Jared, C., Department of Civil Engineering, University of Mississippi, Master’s co-advisor chair, Aug. 2012 Kidd, J. (Cooper Tire), Department of Civil Engineering, University of Mississippi, Master’s committee chair, May, 2012. Wodajo, L., Department of Civil Engineering, University of Mississippi, Master’s co-advisor, May 2011. Duddu L., Department of Civil Engineering, University of Mississippi, Master’s co-advisor, Aug. 2007. Kim, J., Department of Civil Engineering, University of Mississippi, Master’s committee chair, Dec. 2006. Cho H., Department of Civil Engineering, University of Mississippi, Master’s committee chair, Dec. 2006. Pulijala, S., Department of Civil Engineering, University of Mississippi, Master’s committee chair, May 2006. Biplab, B (MACTEC), Department of Civil Engineering, University of Mississippi, Master’s co-advisor, May 2006. Section 3.2.2 M.S. Students Currently in Progress Gustavo Nunez, Department of Civil Engineering, UNL-Lincoln, completion expected Fall 2017
26.5.1. Mr. Chizabulyo made a statement on 29 September 2000. Mr. Chazabulyo was a police officer. In paragraph 1 of his statement Mr. Chizabulyo stated that he received reliable information about a suspected rebel who fled to Zambia after the attack of 02 August 1999. The suspected rebel was said to be Kennedy Simasiku Chunga. 26.5.2. Mr. Chizabulyo did not testify during the criminal as he passed on before the commencement of the trial. . 26.6 Bonifatius Kanyetu 26.6.1. Mr. Kanyetu made a statement dated 30 August 2000. Mr Kanyetu was a member of the investigating unit at Katima Mulilo. He stated that he received information from Chizabulyo about a suspect alleged to have participated in the attack on 02 August 1999. The said suspect was Kennedy Simasiku. As a result of the information obtained the plaintiff was arrested. 26.6.2. Mr. Kanyetu testified during the course of the criminal proceedings. 26.7 Christopher Masule Kalimbula 26.7.1. Mr. Kalimbula is a police officer and made his statement on 02 November 2000. He stated that the High Treason Investigation team received information that a suspected rebel was deported to Namibia by the Zambian Authority and he was hiding at the house of one Henry Buiswalelo at Caprivi College of Education. They found Kennedy Simasiku Chunga at the said college where was allegedly hiding in a vehicle with tinted glasses and he was arrested. According to Mr. Kalimbula he had information at his disposal that Kennedy Chunga assisted the cause of the rebels by providing a vehicle or served as a driver.
# Letters Correctly Recalled CAT or CATF Group # Letters Correctly Recalled CAT or CATF Group # Letters Correctly Recalled CAT or CATF Group # Letters Correctly Recalled CAT or CATF Group For each group (CAT or CATF) of data, create a dotplot. Your plots should be have the same scale, and be such that one is stacked above the other for easy comparison. Describe the shape, center or and variability of each dotplot. We can also compare the two centers by computing the observed difference in the means: Consider your answers from the previous two questions. Does the data suggest that one grouping of letters is easier to memorize than the other? Explain your answer.
The Grace UMW have pens available for purchase at $2.00 per pen. The pens have Grace United Methodist Church with address and phone number printed on the side. They are high quality with a rubber stylus top. Pens will be available for sale after church and during the coffee hour. October Calendar Tuesday, 10/10 – GMNS Committee 7PM/Rm#2 Tuesday, 10/10 – Worship Committee 7:30PM/BKR Sunday, 10/22 – Anna Grace Sjoberg Baptism Saturday, 10/28 – Far Rockaway Food Prep 10AM/K Saturday, 10/28 – Pack 109 Fundraiser 1PM/G-K Sunday, 10/29 – Youth Sunday Tuesday, 10/31 – HALLOWEEN November Calendar Sunday, 11/5 – Evangelism Committee after Church/UL Wednesday, 11/8 – Board of Trustees 7:30PM/BKR Sunday, 11/12 – UMW after Church/UL Tuesday, 11/14 – GMNS Committee 7PM/Rm#2 Thursday, 11/16 – Finance Committee 7:30PM/BKR Friday, 11/17 – Pack 109 Thanksgiving Dinner/G-K Saturday, 11/18 – UMW Luncheon 12N/BKR Sunday, 11/19 - Church Council Meeting after Church Thursday, 11/23 – HAPPY THANKSGIVING Saturday, 11/25 – Far Rockaway Food Prep 10AM/K Have a great week. Don't forget to buy a pen!! Eileen Grace United Methodist Church Church Office: Music Office: ; Nursery School: E-Mail: ; Website: 10 AM Worship Service; 10 AM Sunday School
UMC located at 42-15 104th St., Flushing, we are invited to attend Worship of Praise and Thanksgiving followed by a time of fellowship and refreshments. Please try to attend and represent our church. March Calendar Tuesday, 3/20 – Confirmation Class 6PM-7:30PM/BKR Wednesday, 3/21 – Blood Drive 2:30PM-8:30PM/G Wednesday, 3/21 – Book Study 7PM/Chapel Wednesday, 3/21 – Lent Service 8PM Thursday, 3/22 – Finance Meeting 7:30PM/Rm#2 Saturday, 3/24 – Evangelism Outreach Svc 9:30AM/Educ Bldg Sunday, 3/25 – PALM SUNDAY Sunday, 3/25 – UMW Bake Sale after Church Tuesday, 3/27 – Confirmation Class 6PM-7:30PM/BKR Thursday, 3/29 – HOLY THURSDAY 8PM Friday, 3/30 – GOOD FRIDAY 2PM and 8PM April Calendar Sunday, 4/1 – EASTER Services 9:15AM and 11AM Tuesday, 4/3 – Confirmation Class 6PM/BKR Friday, 4/6 – UMW Service at the INN 10AM-2PM Sunday, 4/8 – UMW after Church/UL Tuesday, 4/10 – Confirmation Class 6PM/BKR Tuesday, 4/10 – GMNS Meeting 7PM/Rm#2 Saturday, 4/14 – Memorial Service for Pastor Howard Tuesday, 4/17 - Confirmation Class 6PM/BKR Sunday, 4/22 – Church Council after Church Tuesday, 4/24 – Confirmation Class 6PM/BKR Saturday, 4/28 – Far Rockaway Food Prep 10AM/K Sunday, 4/29 – Youth Sunday Have a wonderful week. Don't forget the Blood Drive on Wednesday! Eileen Grace United Methodist Church Church Office: Music Office: ; Nursery School:
Rufiji, Tanzania Jun 4-14, 2016 Mike Nelson $4,100 Bagamoyo, Tanzania Jun 2016 Mike Nelson $4,100 2. Africa- (Evangelism) – Eppic Ministries 3. Malaysia- Fall 2016 (Childcare for missionaries and evangelism fishing villages)- IMB request 4. Philippians – (Prayer walking /Vision trip) – Goss Family Two other sponsored ministries: 1.Gideons International Purpose of Ministry: To financial support for Gideon Ministries around the world. Additional Information: More than Missionaries The Gideons International is an interdenominational association of Christian business and professional men who are members of Protestant/evangelical churches. Their members are dedicated to saving the lost through personal witnessing and the distribution of God's Word in more than 190 countries around the world. The majority of Gideons live and serve in their local communities, making us very effective and efficient because . . . They know the local language and customs. They know where the hotels, schools, prisons, hospitals and other locations where Bibles and New Testaments need to be distributed are located. Sometimes, we're able to establish local groups of Gideons in countries where traditional missionaries aren't allowed to go Important Note: Additionally, the Gideons Card Program offers the opportunity for church members to make donations to their ministry. Cards are found in the vestibule and free of charge.
MISTRESS OF CEREMONY Sister Charlotte M. Johnson CONGREGATIONAL HYMN Down at the Cross SCRIPTURE Sister Pat Beacham Matthew 28-16-20 PRAYER Sister Carolyn Brown-Lockett WELCOME Sister Mary Brown SELECTION Kyles Temple Inspirational Choir OFFERING OFFERTORY: All things come of Thee O Lord, and of Thine own have we given Thee. AMEN PRAISE DANCE Sister Magail Hayden PRESENTATIONS SELECTION Hilliard Chapel A.M.E. Zion Choir INTRODUCTION OF GUEST PREACHER Rev. Gloria Clemens –White, Pastor SELECTION Hilliard Chapel A.M.E. Zion Choir
But what isn’t a fad is the fact that the head of a church organization, whether it's the preacher, the congregational president, the chief administrator, etc., must have a high emotional intelligence and demonstrate mastery of the skills that fall under the umbrella of social capital. Those core capabilities are often misleadingly labeled as soft skills, but the hard fact is that they are critical to a leader’s success. Despite the sound of their name, they are basic competencies associated with the term ”felt leadership.” Would you name your church change leadership style ”felt leadership”? Ask, assess, then act. ! #7 One of my favorite quotations from Mark Twain is “The only one who likes change is a wet baby.” As a church change leader, you are defining the change you want to see: in your employees, in your church congregation, in your denomination's leadrship…or perhaps even in the Making change happen requires determination and rhetorical skill to persuade stakeholders to adopt your viewpoint. You’ll want to apply as many levers of change as you can muster to put those changes into effect and make them “stick.” , author of the book Collaboration, offers in Harvard Business Review online 10 approaches to get people to accept change. He categorizes approaches in four buckets: Sharpen the destination Activate social processes the situation Revamp traditional HR levers Are you pulling all of the levers and using all of the approaches you can to introduce change? Are you hesitating to do what needs to be done because some are ”crying out” in protest? Are they perhaps crying because they know they need changing? Ask, assess, then act. Photo credit: #8 trial.
This section provides a log into can be entered a record of all alterations, removals or repairs carried out during the Quinquennium. Description of and date Date of Faculty or List B authorisation Reference to Quinquennial Inspection Report Contractor Cost of Works including fees Details of grant aid, from charitable trusts and other bodies Whereabouts of specifications and drawings if not filed in the Log Book
Description of and date Date of Faculty or List B authorisation Reference to Quinquennial Inspection Report Contractor Cost of Works including fees Details of grant aid, from charitable trusts and other bodies Whereabouts of specifications and drawings if not filed in the Log Book Date of Faculty or Reference to Quinquennial Contractor Details of grant aid, from charitable Whereabouts of specifications and drawings if
Security the safe should never be left open and unattended all external doors should be locked when the building is vacated keys should be issued to identified holders only and should not be labelled in any way that associates them with the church suspicious activity should be reported to the Priest in Charge or the Church Wardens.  Use of the Church and Hall by Lone Workers and Small Groups For lone workers and small groups: at least one person on duty will need to be a key-holder. before leaving the building, ensure external doors and the door between the church hall and church are locked. Ensure that no-one is left in the building, electrical appliances and all lights are turned off In addition: Lone working: anyone in the building on their own should keep the main door locked it is recommended you have a mobile phone switched on and with you it is advisable to tell someone when you will be in the church, and let them know when you have left the building. Opening to the public when the church is open to the public, a minimum of 2 people should be on duty (3 allows one person to take a break) at least one person should be close to the main door at all times to welcome visitors and monitor them entering and leaving the building at least one person should have a mobile phone switched on and kept on their person be vigilant for theft of items from the church and personal possessions doors to the vestry should be kept closed, and preferably locked. Electricity faulty light bulbs are to be replaced as soon as practical and should not be left out of lamp holders leaving exposed live terminals any equipment that develops a fault should be reported immediately and not used until it has been repaired exposed sockets in rooms used for children’s activities must be protected by safety covers
Te Rerenga – The Pathway Record of Key Events in the Lead-up to the Signing of the Treaty of Waitangi Time Frame Historical Facts/Main Events Predictions Applications 1790s Mid 1830s 1835 1837 1839 Te Rerenga – The Pathway Character Profiles: Page 1
Show an increasing understanding of how texts are shaped for different purposes and audiences. Show an increasing understanding of ideas within, across and beyond texts. Show an increasing understanding of how language features are used for effect within and across texts. signing of the Treaty of Waitangi in 1840. Subsequent Reading/s To understand the rapport that the missionaries with the Maori people To gain historical perspectives about key British personnel and their respective motives when it came to the colonisation of New Zealand. To gain insights into the complexities faced by Maori and early British leaders/settlers. English: Speaking, Writing and Presenting Integrate sources of information, processes and strategies confidently to identify, form and express ideas. Show an increasing understanding of how are shaped for different purposes and audiences. Select, develop and communicate ideas on range of topics. Use a range of language features appropriately, showing an increasing understanding of their effects. Writing Suggestions Write a newspaper article set on February 3rd 1840, advertising the public meetings associated with forming the treaty. Choose a character from the story and write a journal entry from their perspective. Re-tell the story by writing a script for a play and present it to an audience. Compose a piece of persuasive writing that creates a strong argument for or against the conditions of the treaty. Present your case to an audience. Social Sciences Understand that events have causes and effects. Understand how exploration and innovation create opportunities and challenges for people and places. Create a webquest or inquiry project that allows students to deeper into the historical aspects that led to the development of the Treaty, and its continuing impact on NZ today. The Arts Initiate and refine ideas with others to plan and develop drama. (Visual Art) Explore and describe ways in which meanings can be communicated and interpreted in their own and in others’ work. Get creative by allowing the students to respond to the story through drama or visual art. Required Standard: “…by the end of Year 8…” Reading Integrate sources of information, processes and strategies confidently to identify, form and express ideas. Show an increasing understanding of how are shaped for different purposes and audiences. Show an increasing understanding of ideas within, across and beyond texts.
Thank you for caring about children and participating in this Church-School Connections project. Please keep one copy of your application, and then send one copy via e-mail () or mail (Minnesota Annual Conference, Attn: Lyndy Zabel, 122 W. Franklin Avenue, Ste. 400, Minneapolis, MN, 55404) to the Mission Promotion Team (care of Lyndy Zabel).
[The Church Name Goes Here] believes that the ideal world condition is that of peace and that it is the full obligation of the Christian Church to use its influence to seek such means as will enable the nations of the earth to be at peace and to devote all of its agencies for the propagation of the message of peace. However, we realize that we are living in a world where evil forces and philosophies are actively in conflict with these Christian ideals and that there may arise such international emergencies as will require a nation to resort to war in defense of its ideals, its freedom, and its existence. While thus committed to the cause of peace, the [The Church Name Goes Here] recognizes that the supreme allegiance of the Christian is due to God, and therefore it does not endeavor to bind the conscience of its members relative to participation in military service in case of war, although it does believe that the individual Christian as a citizen is bound to give service to his or her own nation in all ways that are compatible with the Christian faith and the Christian way of life. We also recognize that, as an outgrowth of the Christian teaching and of the Christian desire for peace on earth, there are among our membership individuals who have conscientious objection to certain forms of military service. Therefore the [The Church Name Goes Here] claims for conscientious objectors within its membership the same exemptions and considerations regarding military service as are accorded members of recognized noncombatant religious organizations. The [The Church Name Goes Here], through its general secretary, shall set up a register whereon those persons who supply evidence of being members of the [The Church Name Goes Here] may record their convictions as conscientious objectors. (2005) Creation The [The Church Name Goes Here] believes in the biblical account of creation (“In the beginning God created the heavens and the earth . . .”—Genesis 1:1). We oppose any godless interpretation of the origin of the universe and of humankind (Hebrews 11:3). (1, 5.1, 7) (2009) Creation Care With deep appreciation of God’s creation we believe we are to strive to exhibit the stewardship qualities that help preserve His work. Recognizing we have been given a stake in sustaining the integrity of our surroundings, we accept the individual and collective responsibilities of doing so. (2009) (Genesis 2:15, Psalms 8:3-9; 19:1-4; 148) Pornography
services around the world were addressing the same cultural issues with diversity recruitment. They were especially interested in the gender balance scorecard produced by WAFA and the progressive strategy of FRNSW to undertake 50:50 recruitment. The presentation for the Chief then rolled into a retirement presentation for the first woman hired by the Montreal Fire Department, Joane Simard who had served for 30 years. It was a fitting end to a day of diversity discussions and celebrations of women in the fire service. Afterwards, Anik arranged a meeting with representatives and the department’s working group for diversity. It was an informal discussion in which they shared their concern that governments could soon close fire stations to save money. They hope to educate firefighters that diversity will help provide better service delivery. They also try to encourage collaboration between the union and the department, to review policies and to put diversity into every decision-making process. Their recruitment now aims to target people who are happy to accept the diversity of the role which could soon be including medical calls. UNITED STATES OF AMERICA The USA experience dominated most of the pre-travel research I did into diversity and the recruitment of women in urban fire agencies. As I found 20 years earlier, whilst playing women’s rugby at Florida State University, women in America – at least sporting, educated women – enjoyed infinitely more opportunities to participate in traditionally male careers and activities, with less social judgment and more acceptances, than most other places in the world. When I became a firefighter in 2002, I was not surprised to discover that a large number of my American rugby friends had also become firefighters. In the infancy of this research, I can only put that down to time and the fact that the US (or at least parts of) has had more time for social change to occur.
Other committees 15. The council may appoint other committees for the purpose of the various branches of church work in the parish and may include therein persons who are not members of the council. The minister shall be a member of all committees ex-officio. Independent examiner or auditor 16. An independent examiner or auditor of the Council's financial statements shall - (a) have a of access with respect to books, documents or other records (however kept) which relate to the said financial statements; (b) have a right to require information and explanations from past or present treasurers or members of the council and, in case of default, the independent examiner or auditor may apply to the Charity Commissioners for an order for directions pursuant to section 44(2) of the Charities Act 1993 or any statutory modification thereof for the time being in force. Validity of proceedings 17. No proceedings of the council shall be invalidated by any vacancy in the membership of the council or by any defect in the qualification or election of any member thereof. PCCs and Charitable Status PCCs are charities established by the Parochial Church Councils (Powers) Measure 1956, which sets out the purpose of the PCC as "promoting in the parish the whole mission of the Church". The rest of the PCC’s ‘constitution’ is the Church Representation Rules (set out in Schedule 3 to the Synodical Government Measure 1969). As the annual income of most PCCs will be over £10,000 they should be registered on the Charity Commission website. The Charity Commission’s 6 core principles for charity trustees are as follows: 1. Ensure your charity is carrying out its purposes for the public benefit This is following the objects ie Mission, and it is essential to ensure that money is still being spent for public benefit – church is not a private club 2. Comply with your charity’s governing document ie PCC Measure and Church Rep Rules – and the wider law ie Church law, charity law and the range of other laws eg health and safety, safeguarding, employment (if applicable), planning etc 3. Act in your charity’s best interests
New housing/community developments The Venerable Martin Gorick Email: archdeacon.oxford@oxford.anglican.org Tel: 01865 208732 Building grants Berkshire Churches Trust Oxfordshire Historic Churches Trust Buckinghamshire’s Historic Churches Trust Your Archdeacon Your Parish Development Adviser (PDA) Email: secretary@berkschurchestrust.org.uk Website: www.ohct.org.uk This website also has useful links for areas outside Oxfordshire Mrs Penny Keens (penny@pkeens.plus.com) Tel: 242632 (see below for contact details) (see above for contact details) Oxford Diocesan Registry Winkworth Sherwood 297214/211 John Rees – Diocesan Registrar Darren Oliver – Deputy Registrar Sara Leader – Registry Helen Lambourne – Registry Clerk Issues about PCC, APCM, vacancy, churches, churchyards, filming in churches, or any other concerns – your relevant Archdeacon’s Office The Venerable Guy Elsmore Archdeacon of Buckingham Tel: 01865 208266 E-mail: archdeacon.buckingham@oxford.anglican.org PA: Helen Walker (helen.walker@oxford.anglican.org) The Venerable Olivia Graham Archdeacon of Berkshire Tel: 01635 552820 Email: archdber@oxford.anglican.org PA: Alison Taylor (alison.taylor@oxford.anglican.org) Revd Stephen Pullin Assistant Archdeacon of Berkshire Tel: 0118 957 1057 Email: stephen.pullen@oxford.anglican.org The Venerable Judy French Archdeacon of Dorchester Tel: 01865 208245 PA: Tanis Brookes (tanis.brookes@oxford.anglican.org) The Revd Canon Adrian Daffern Assistant Archdeacon of Dorchester Tel: 01865 208245 Email: adrian.daffern@oxford.anglican.org PA: Tanis Brookes (tanis.brookes@oxford.anglican.org) The Venerable Martin Gorick Archdeacon of Oxford Tel: 01865 208263 Email: PA: Claire Barratt (claire.barratt@oxford.anglican.org)
St Mungo’s, Midshire Income Survey 2015 Churchwardens’ and Deanery Treasurer’s Assessment Form Part 1 (To be completed by the churchwardens of the issuing parish) Number on the church’s active membership list Number of survey returned Certified by and Part 2 (To be completed by the churchwardens of the recording parish) All Income forms received less invalid forms = Total valid forms received Income Band Weighting Number of forms Parish Points Per Year Per Month Per Week A No income No income No income 0 0 B £1 – £5,000 less than £417 less than £96 2.5 C £5,001 – £10,000 £418 – £833 £97 – £192 7.5 D £10,001 – £15,000 £834 – £1,250 £193 – £288 12.5 E £15,001 – £20,000 £1,251 – £1,667 £289 –£385 17.5 F £20,001 – £27,500 £1,668 – £2,292 £386 – £529 23.75 G £27,501 – £35,000 £2,293 – £2,917 £530 – £673 31.25 H £35,001 – £42,500 £2,918 – £3,542 £674 – £817 38.75 I £42,501 – £50,000 £3,543 – £4,167 £818 – £962 46.25 J £50,001 – £60,000 £4,168 – £5,000 £963 – £1,154 55 K £60,001 – £70,000 £5,001 – £5,833 £1,155 – £1,346 65 L £70,001 – £80,000 £5,834 – £6,667 £1,347 – £1,538 75 M more than £80,000 more than £6,667 more than £1,538 80 Subtotals carried forward Certified by and
Church: Nature of the work (Please include photographs of the church/churchyard where possible) 2. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) Specific Church Information Is the Churchyard still in use? If in use, what is the average number of burials per annum over the last three years? Is the Church listed? If so, give grading Is the Church in a conservation area? Will any graves, vaults, monuments etc., be affected by the proposed works? Date of the last Quinquennial Inspection of the Church/Churchyard? How often is the church used for public worship? Is a need for:- Planning permission and/or Building Regulation approval? Listed Building/Conservation Area Consent? Faculty permission? Average Church income over the last 3 years – please evidence Is there a Church maintenance fund – if not, why is that? How much is currently in the fund – please evidence 3. Boundary Repairs Has it been established that the adjoining owner has no liability for the boundary? Has it been investigated whether repair costs could be recovered by insurance? Are any parts of the boundary separately listed? (eg., lych gate) If so, please give details
Signed by: ……………………………………………. Total grant amount£……………………………………….. Downloaded on …………………………….. via Signed ………………………………………………………. (Finance Team) For further information please contact Isabel Thompson on 01633 216098 or email ______________________________
Added desert for energy Snack Saltine crackers – 6 Peanut butter – 2 Tbs Saltine crackers, low sodium – 6 Peanut butter, unsalted – 1 T Tangerine – 1 whole Water – 2 ounces Replaced regular saltine crackers with low sodium Replaced peanut butter to sodium-free peanut butter and reduced to 1 T Added tangerine for energy and diet balance Current Diet Recommended Diet Goals Energy 1,629 kcal 2,091 kcal 2,226 kcal Protein 67.1 g 79 g 76 g Sodium 4,045 mg 2,646 mg 2,000 mg Potassium 2,653 mg 2,100 mg 2,000 mg Phosphorus 1,032 mg 1,298 mg 1,000 mg Water 860 mL 1,261 mL 1,300 mL 39. Using the renal exchange list, plan a 1-day diet that complies with your diet order. Provide a nutrient analysis to assure consistency with all components of the prescription. Energy (kcal) Fat (%) Protein (g) Na (mg) P (mg) K (mg) Water (mL) Breakfast: Corn flakes, 1 oz Milk 1% 4 fl oz White bread, 1 slice Margarine, whipped, 2 tsp Tangerine, 1 med Water, 2 fl oz Meal total 102 51 67 45 47 0 312 1.4 20.3 10.8 99.4 0.3 0 21.1 1.9 4.1 1.9 0 0.7 0 8.6 205 54 170 2 2 2 8.6 10 116 25 0 18 0 169 11 183 25 1 146 0 378 166 110 9 1 75 59 255 Snack: Bagel, white 1 small 177 16 5.7 10.5 6.9 0.4 309 0 60 9 52 46 25 26
½ cup Light cream cheese, 1 T Water, 2 fl oz Meal total 35 0 228 67 0 15.3 1.6 0 8.9 44 2 356 22 0 91 25 0 123 10 59 120 Rotini, 2 oz Olive oil, 1 T Chicken breast, 2 oz Broccoli, carrots with olive oil, 1 cup Plum, 1 med Water, 2 fl oz Meal total 246 119 98 64 30 0 558 4.9 100 23.5 64.7 5.1 0 35.4 9.0 0 17.5 2.2 0.5 0 29.2 2 0 44 19 0 2 66 90 0 122 35 11 0 259 69 0 140 143 104 0 456 97 0 37 91 58 59 341 Snack: Popcorn, unsalted 1 oz Margarine Water Meal total 146 67 0 214 56.1 99.4 0 69.8 2.4 0 0 2.4 1 3 2 6 66 0 0 66 61 2 0 61 1 2 59 61 Dinner: Salmon, 3 oz Rice, white, 1 cup Margarine, whipped, 1 T beans, canola oil, 1 cup 134 205 67 78 112 36.1 1.8 99.4 54 18.8 20.1 4.3 0.1 2.0 3.9 56 2 0 1 193 230 68 0 39 44 471 55 2 215 50 58 108 2 123 10
Pointed arches How did the Crusades begin? Pope heard of this & called for a “holy war” or Crusade to take back the Holy Land What were the goals of the Crusades? Pope wanted to: Get rid of troublesome knights Chance for riches and adventure Explain the events and outcomes of the First & Second Crusades. Pope promised that those who died on Crusades would make it to heaven Not prepared; no plan to retake Jerusalem Attacked for > a month July 15, 1099- Explain the events & outcome of the Crusade. 1187- Crusade led by (Argued with Richard and left) (Drowned on the way) 1192- Jerusalem remained under Muslim control Christians could visit the holy places Explain the events & outcomes of the last Crusades. 1204- Knights never reached holy lands 1200s-5th-8th Crusades 9th & 10th Crusades What were the Spanish Crusades? Moors (Muslims) controlled most of Spain until the 1100s
A) to consider the use of his termination powers as set out in the Funding Agreement if requested to do so in writing by the Diocesan Authority in consequence of (i) unacceptable standards as measured by the relevant statutory denominational inspection criteria equivalent to those triggering the right to serve a Termination Warning Notice under the Funding Agreement or (ii) a serious breakdown in the way the Academy is managed or governed such that the ethos requirements of designation or conditions set out in the Funding Agreement are no longer being complied with; and B) to maintain an open and frank dialogue with the Trustees and Diocesan Authority so that any matters that in the reasonable opinion of the parties may have a significant effect on the running of the Academy as a Church of England school shall be discussed in an appropriate manner recognising each party’s viewpoint. Whilst recognising the desire of the parties to work together in good faith and with mutual respect, nothing in this Agreement shall: a) grant the Company any interest in or control over the Land. b) interfere with the of each party to arrange its affairs in whatever manner it considers fit in order to perform its obligations under this Agreement in the manner in which it considers to be the most effective and efficient; c) oblige any party to incur any additional cost or expense or suffer any undue loss in the proper performance of its obligations under this Agreement; d) fetter the ability of any party to exercise or fulfil its contractual or statutory powers and duties including under the Diocesan Boards of Education Measure 1991; e) prevent the Company from teaching the tenets of the Church of England. PROTECTION OF PUBLIC INVESTMENT IN LAND ARE 2 ALTERNATIVE OPTIONS BELOW FOR CLAUSE 14. DELETE AS APPLICABLE.
was so cheap – and figure out later what he’d do with it or who he’d give it to. Buy cheap and figure out need, later. Finding a bahhhgain was always one of my dad’s favorite hobbies A man of glitz, and show, and “hey – look at me” As a member of the “Greatest Generation”, he flew below the radar, never caring for recognition of any kind. A front-page hero, running into a burning building to make a daring rescue, or winning a World Series He was a REAL hero, the common man’s hero. My dad fought the everyday Lohman fight, and won. Incredibly hard working, and completely devoted and dedicated to providing for his kids, and the wife that he adored so much. At the end of the day, my dad gave his kids and his beloved Lenore – happiness, a roof over their heads, opportunity, and in his unique way, loads of love. After that - what is there? A polished man of refinement and social grace No. My dad was “ya regulah guy” with a exterior He told it like it is. You didn’t like it? – too damn bad….. “Davy – this speech is too
DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ LEAVE MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families” DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ CHUTE BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ LEAVE MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families” DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ CHUTE BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ LEAVE MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families” DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ CHUTE BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families” DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ CHUTE BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ LEAVE MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families” DOME MINE – CHUTE PULLING CHECKLIST □ HOSE CONNECTIONS □ CYLINDER / BRIDLE CONNECTIONS □ CONDITION OF HEADBLOCK □ CHUTE BAR PROPER LENGTH □ GANGWAY FREE OF LOOSE MUCK □ LADDER PROPER LENGTH / SECURE □ LEAVE MUCK ABOVE CHAINS □ DO NOT OVERLOAD CARS □ CLEAN UP SPILLAGE □ WEAR DOUBLE HEARING PROTECTION “safe enough for our families”
Grading procedure – Each competency is graded separately using percentages: 80% of grade = Tests, rubrics for projects and presentations and other assignments 20% of grade = Participation (Homework, arrive on time, cell phone off/vibrate, active involvement in class) Late assignment policy – There will be weekly assignments including tests and homework that will be done outside of class. Class assignments will become available on Blackboard at 5 p.m. the day of class. Assignments are due on the following Monday at 11:59 p.m. (end of the day) and must be turned in on Blackboard. The student will have 5+ days to complete assignments. After that time, students will not be able to access the assignment on Blackboard and NO CREDIT will be given for missed assignments. Missed classes, tests/presentations, participation points – If the student must miss a class, the student is responsible to obtain the learning/materials missed. Circumstances determine eligibility to extend deadline. Contact Susie Williamson and your instructor immediately if you will miss in-class assignments like presentations. Partial participation points can be earned by completing in-class assignments on the students own time. Pre-class work – There will be reading assignments and other requirements prior to each class. Pre-class work will be available on Blackboard on Wednesdays at 5 p.m. Parking – Healthier Communities student parking is located off of Avenue. Off street parking is also an option. (See Healthier Communities parking map) Healthier Communities Parking Enter the covered doors near the patient parking area. Once you enter the building, Suite 110, Healthier Communities, is through the glass doors to your left.
Design of community participation policies and strategies A policy or guidance document that outlines principles of community engagement assists in budgeting for community participation and enhancing accountability. Such a policy should be developed with the involvement of government, NGOs, and society actors, as establishing buy-in and managing expectations at the national, district, and local levels are essential. and faith-based organizations often have a longstanding role in designing, implementing, and evaluating CHW and community participation programs which, together with other evidence bases, is advantageous for policy and strategy development. An abundance of vertical programs, however, should be avoided, as different CHW training, supervision, incentives, and monitoring systems can undermine a national CHW or community participation strategy. The role of community management structures Community management structures, such as village health committees, provide support for CHWs by assisting in community mobilization and communication between the health sector and local administration. The performance of these committees depends, like that of CHWs, on the method of selecting volunteers, role definition, training, supervision, program performance evaluation, and incentives. In addition, contextual factors, such as the extent of decentralization of the health system and power and trust relationships within institutions and among people in the society at large, influence strategies for community management structures. In conclusion, the authors of this chapter state that community participation is of critical importance for well-performing CHW programs. As every community is different and dynamic, there is no one-size-fits-all approach in designing, implementing, and evaluating community participation and elements of programs. In every context, partnerships, trust, and respect between actors at all levels in the health system are essential to enhance positive and sustainable contributions to community health. originally written by LeBan, MS, Henry Perry, MD, Lauren Crigler, MA, and Chris Colvin, MA, PhD Chapter Fourteen: Scaling Up and Maintaining Effective Community Health Worker Programs Summarized by Emma Sacks, PhD
Review of Minutes from Previous Meeting Question regarding ICER acronym “Advocacy” missing from description of CHW roles. Common Language for Roles and Responsibilities Discussion of draft of CHW Responsibilities document, March 17, 2014 Barbara described how she put the together using materials submitted by participants in the last Stakeholder meeting. Inclusion of and reference to CHW definitions from several states, including Minnesota and Massachusetts. Discussion of whether and how to develop definition of CHW roles in three tiers related to background, professional expectations/responsibilities. Focus today on developing Tier 1 – basic responsibilities. Review of suggestions from Bangor meeting regarding draft Maine definition. Definition as encompassing current and future for CHW activities/roles/place in health care system, not tied to roles/activity funded by CHWPP. Small group brainstorming and discussion for definition modifications, Group worked from MN definition and decided to step back from work/draft completed in February. Next Meeting Format Meeting Evaluation Nice having small group Glad I finally made it Nicer space than DHHS office Neutral space Suggestions for improvement: more involvement of CHW’s , share this work with working CHW’s, Public Comment New Actions Agenda Item Action Items Status Due By Common Language for Roles and Responsibilities Barbara to look for sample MA CHW job descriptions to accompany their definition. The work/ from the Bangor and Portland meetings will be merged into one document to be shared with the full stakeholder group. BG Barbara to present work completed so far by Stakeholder Group to CHWs in Portland and Lewiston. BG followed up with Bankole & Dd to set up meetings. BG 3/20
CHW Survey Indicators INDICATOR DEFINITION DATA SOURCE FREQUENCY CHW TRAINING 1 Proportion of CHWs who received ICCM training. Numerator: Number of CHWs who have received a government sanctioned training on ICCM at any point Denominator: Total number of CHWs surveyed CHW Survey, Question CB2 Annual 2 Proportion of CHWs who have received ICCM training in previous 12 months (initial or refresher) Numerator: Number of CHWs who have received either initial or refresher training in the 12 months preceding the survey Denominator: Total number of CHWs surveyed CHW Survey, Question CB3 and 4 Annual KEY HEALTH MESSAGES 3 Proportion of CHWs who are trained in WASH promotion who can state the five critical moments one should wash one`s hands Numerator: Number of CHWs trained in WASH promotion who can the five critical moments one should wash ones hands (before preparing food, eating, feeding an infant, after defecation and cleaning a child who has defecated) Denominator: Total number of CHWs surveyed CHW Survey, Question KP6 6 months 4 Proportion of CHWs trained in IYCF counselling who can what are the current recommended breast feeding practices Numerator: Number of CHWs trained in IYCF counselling who can state the current recommendations for breast feeding practices (exclusive breastfeeding for the child's first six months; thereafter, nutritious complementary foods and continue breastfeeding up to the age of two years or beyond. Breast feed as soon as possible after birth) Denominator: Total number of CHWs surveyed CHW Survey, Question KP7 6 months 5 Proportion on CHWs who can what advice should be given to a mother caring for a sick infant in the home Numerator: Number of CHWs who can state what advice should be given to a mother caring for a sick infant in the home (continue feeding, offer more fluids including breast milk) Denominator: Total number of CHWs surveyed CHW Survey, Question KP8 6 months 6 Proportion of CHWs who have carried out health promotion activities in last 1 Numerator: Number of CHWs who have carried out health promotion activities in last 1 month on at least one of the key health messages (can be adapted to local requirements but CHW Survey, Question KP5 6 months
analyze civilizations’ legacies. Not only have you been asked to identify innovations, aesthetic accomplishments, ideologies, and political, economic and social systems that world civilizations left for other historical peoples to continue to develop, but also analyze how these legacies still have relevance today. To prepare for your exam, recreate and fill in the Civilizations Legacy Chart” below in your notes. One era has been completed for you for exemplar purposes * You will not need to know anything from this Era* Greatest Legacy Explanation of Legacy Legacy Significance to Civilization/Era Legacy Significance to Modern Day Egypt Ancient Greece Rome Renaissance EXAMPLE Invention of the printing press by Johannes Gutenberg c. 1440s- 1450s in Germany Technological - Gutenberg devised a printing device that had moveable type. This meant that individual letter stamps were inserted into the printing device to create text as needed. They could be removed and then reworked to generate different pages of text. books, which were scarce prior to the 1450s (since they had to be hand-copied) were now easily reproducible. Textbooks now available = development of better education systems/people became more literate -as people became more educated = more writers emerged generating texts for entertainment (poets, playwrights) -reproductions of old Classic texts The printing press undoubtedly changed Renaissance Europe politically, economically, socially, technologically and aesthetically. However, its impact is still evidenced today in the presence of: -education expanse of literature -Christian denominations/churches that resulted from the Protestant Reformation – Anglican, Presbyterian, Lutheran etc.
Spelling Spelling Check on January 16, 2015 ch as chin wh as in white ell as in bell Sight Words to practice: would, make, like, him, into By Friday, be able to write three dictated sentences with correct punctuation, capitalization, handwriting and spacing. Your child needs to use each word pattern and spell them correctly. Please use this chart to brainstorm words that match each spelling pattern and write sentences on the back. ch_ wh_ _ell
spread and mixing of strains may reduce the risks of additional virulent strains appearing. 1.2 Susceptible species Most amphibians appear to be susceptible to infection. Many suffer severe morbidity and mortality laboratory conditions (Berger et al 2009), but not all innately susceptible species have declined in the wild. Life history of the host and the nature of the environment determine likelihood of exposure to and virulence of the pathogen as B. dendrobatidis is susceptible to desiccation and extreme cold and heat and amphibians are poikilothermic (Berger et al 1998, 2004, Piotrowski et al 2004, Murray et al 2011b). Therefore, only approximately half of Australia’s amphibian species have been shown or predicted to be infected (Murray et al 2010, Murray and Skerratt 2012). Infection with B. dendrobatidis has been recorded from 63 frog species in Australia. All infected species belong to the Hylidae, Limnodynastidae, and Myobatrachidae, except for the introduced cane toad of the family Bufonidae and one PCR positive individual of a species from the Microhylidae. A list of species reported to be infected are included in Murray et al (2010). Some of these species are resistant to mortality and serve as disease reservoirs and carriers. The number of species that occur in areas that are, or are predicted to be, severely impacted by the disease is further reduced to approximately a quarter of species (Murray et al 2011a,b). These are generally species that are associated with cool aquatic environments especially streams or ponds in habitats sheltered from climatic extremes such as wet forests. Batrachochytrium dendrobatidis is not zoonotic (Mendez et al 2008). 1.3 distribution The highly virulent lineage of B. dendrobatidis causing chytridiomycosis is widespread throughout the world although some countries remain free (Skerratt et al 2007, Berger et al 2009, global B. dendrobatidis website: