zilongwang/ReadingBank huggingface dataset:
practice nurse will review your new patient questionnaire once completed and if a new patient medical is deemed appropriate, arrangements will be made to contact you. Health Checks During a routine health check the nurses will monitor your blood pressure, test your urine, measure your height and weight and give general lifestyle advice. If you are over 45 and haven’t consulted with a medical professional in the last 3 years, we recommend that you make a health check appointment. For those patients over 75 years, we recommend an annual appointment. Pre-conceptual Counselling and Family Planning If you are thinking of starting a family and wish to talk to someone keeping fit and well for baby's sake, please see your doctor in routine surgery or your health visitor. A full range of family planning services including emergency contraception is available. You may ask your doctor or nurse for advice at any surgery. Antenatal and Maternity Care An antenatal clinic is held every Friday morning for Kincardine patients and every second Wednesday morning for Clackmannan patients. This is run by the midwives from the maternity department at NHS Fife and NHS Forth Valley. Baby (Child Health) Clinic This is held every Tuesday afternoon for residents in Clackmannan and every 2nd and 4th Wednesday for patients resident in Kincardine. Members of the health visiting team will be present to give advice and to perform development checks. Details of timings are available from reception. Childhood Vaccinations It is important that your is fully immunised against all childhood diseases. Recall of children for immunisation are routinely done by the health visiting team with vaccinations administered by the practice nurses. Development checks will be made by the health visitors. Those who are overdue may be sent reminders. Nuts and bolts! How the practice works: Making an Appointment You may consult with any of the clinicians available by appointment only. Appointments can be made by phone or in person at reception. You will be offered the earliest appointment available or at a time suitable for you when there are available appointments.
School Number of pupils Number of votes Teacher’s name Teacher’s email address Alloa Academy 821 Alva Academy 918 Lornshill Academy 1130 Dollar Academy 1201 Please add any other groups that returned ballots to the list above I certify these ballots have counted and checked independently Name Role Signature Date Please bring a copy of this to Convention 2. If you aren’t attending Convention 2 please return by email no later than 9th Oct to
Ref. No .COE/C10/UG/PG/ Date: Memo of work done in connection with Question Paper Setting / Preparing key for the B.E./B.Tech./ B.Arch./M.E./M.Tech./ M.Arch./ MCA./MBA./M.Sc. Degree Examinations ____________________________ ANNA UNIVERSITY : CHENNAI – 600 025 OFFICE OF THE CONTROLLER OF EXAMINATIONS CLAIM FOR QUESTION PAPER / KEY SETTING Office : 044-2235 7273, 2235 7274 044-2235 7275, 2235 7276 044-2235 7277 Fax : 91-44-2230 1134, 2235 0291 Email : coeannaunivc10@gmail.com Name (In Letters) BANK BRANCH Designation A/c. No Department / Division IFS Code College Name and Address Phone / Mobile No E-Mail ID Sl.No Subject Code Subject Name No. of Rate per Amount QP Key QP KEY 1. 2. 3. 4. 5. (Rupees ……………………………………………………………………………………..only) Claim amount will be shown in my IT statement. Total One Rupee revenue stamp is to be affixed if total claim is Rs. 5,000/- and above. Station : Date: Signature ……………………………………………………………………………………………………………………………………. For Office Use only Entered in page No........................of the payment Register for the year 20 - 20 Passed for payment of Rs. ……………. (Rupees……………………………………………………………………………………. ) Assistant Superintendent Controller of Examinations
DETAILS OF CLAIM Name of claimant: ………………………………………………………………………………… Staff number: ……………………………………………………………… Name of student: ………..…………………………………………………………….……….…. Student’s Personal Identifier: ………………………………………….. This claim relates to (please delete as appropriate): the student’s supervision / the student’s examination / other (please specify) Date Route or Destination Purpose of Journey No of Car Other Travel Cost of Other Travel Duration of Trip, in Subsistence Expenses Incidental Expenses £ p Details £ p Details £ p TOTAL
Application Form completely filled in and duly signed Annex 1 – Copy of the documentation that demonstrates that the applicant has been granted an approved certification. Annex 2 – a confirmation from the accreditation body that conducted the first time audits, due diligence or verification service confirming that the date when the service was rendered and that the verification was carried out in relation to a new certification and was not related to a renewal (or any other similar occurrence); Annex 3 – De minimis Declaration. The purpose of this annex is to report all de minimis aid received, outlining the date, the scheme, and value of aid in Euros. The declaration form may be downloaded from: . Annex 4: The consultant’s contract of service as specified in Section 3.5 of the Incentive Guidelines. 6: Fiscal invoices or fiscal receipts for all costs claimed. Annex 7: Proof of payment (as per Section 5.1 of the Incentive Guidelines) in relation to all the eligible costs. Annex 8: Copy of the Audit Report. 6. Declaration 6.1 Personal Data Protection
& Training Corporation (ETC), the Malta Council for Science & Technology (MCST), the Regulator for Energy and Water Services (REWS) and government funded schemes operated by other entities (such as JAMIE financial instrument). Schemes funded through ERDF, ESF, Cohesion Fund, TEN-T Budget, EFF, LIFE+; Horizon 2020 and other European Union programmes/instruments. 6.4 Outstanding Recovery Order The undersigned confirms that the applicant is not subject to an outstanding recovery order following a previous Commission decision declaring an aid illegal and incompatible with the internal market should be excluded from the scope of this Regulation. 6.5 Transparency Obligations For any individual aid awarded in excess of €500 000, the details of the beneficiary; the aid awarded; and the project details; shall be published as provided for in Article 9 of the COMMISSION REGULATION (EU) No 651/2014 of 17 June 2014 declaring certain categories of aid compatible with the internal market in application of Articles 107 and 108 of the Treaty. By submitting this application, I hereby acknowledge that the Corporation shall abide with any applicable transparency rules and may publish and make available to third parties information as required by such rules.
ATTACHMENT 4 GENERAL CERTIFICATIONS FORM Check the box below, if agreed, and sign this attachment. Please note that the JBE will reject a proposal from a Proposer that does not indicate acceptance of these clauses. Conflict of Interest. Proposer has no interest that would constitute a conflict of interest under California Public Contract Code (PCC) sections 10365.5, 10410 or 10411; Government Code sections 1090 et seq. or 87100 et seq.; or California Rules of Court, rule 10.103 or 10.104, which restrict employees and former employees from contracting with judicial branch entities. Suspension or Debarment. Proposer certifies that neither Proposer nor any of Proposer’s intended subcontractors is on the California Department of General Services’ list of firms and persons that have been suspended or debarred from contracting with the state because of a violation of PCC 10115.10, regarding disabled veteran business enterprises. Tax Delinquency. Proposer certifies that it is not on either (i) the California Franchise Tax Board’s list of 500 largest state income tax delinquencies, or (ii) the California Board of Equalization’s list of 500 largest delinquent sales and use tax accounts. Conflict Minerals. Proposer certifies that either (i) it is not a scrutinized company as defined in PCC 10490(b), or (ii) the goods or services the Proposer would provide to the JBE are not related to products or services that are the reason the Proposer must comply with Section 13(p) of the Securities Exchange Act of 1934. (Note: PCC 10490(b) defines a “scrutinized company” as “a person that has been found to be in violation of Section 13(p) of the Securities Exchange Act of 1934 by final judgment or settlement entered in a civil or administrative action brought by the Securities and Exchange Commission and the person has not remedied or cured the violation in a manner accepted by the commission on or before final judgment or settlement.”) Check box to indicate acceptance of the clauses above. BY (Authorized Signature) PRINTED NAME OF PERSON SIGNING TITLE of person signing
2.11 Signature. Date. Part. 3 Deceased Details NOTE: (a) If the deceased was a NANTU member, fill in all sections under Part 3. (b) If the deceased was not a NANTU member, do not fill in sections 3.11 – 3.14 under Part 3. 3.1 Is the deceased a NANTU member? Yes No 3.2 Surname. 3.3 Full Name(s). 3.4 Title. [Indicate with a cross (x)] Mr Mrs Miss Dr Proff. Other : 3.5 Marital Status . [Indicate with a (x)] Single Married Divorced Widowed 3.6 Date of Birth. 3.7 Date of 3.8 ID Number. 3.9 Deceased relationship to member. 3.10 Postal Address. [Private] 3.11 Employee Code. 3.12 Date of Last Contribution. 3.13 Last Working Day 3.14 Name of School/Institution. Part. 4 Banking Details of Funeral Service Provider (FSP) 4.1 Account Name. 4.2 Bank Name. [Indicate with a cross (x)] Bank Windhoek First National Bank NedBank Standard Bank NamPost 4.3 Branch Name. Branch Code 4.4 Account Number. 4.5 Account Type. Cheque Savings Other: : 4.6 Postal Address. 4.7 Telephone No.
4.8 Signature of Beneficiary. (Financial Service Provider) Date. Part. 5 Banking Details of Beneficiary 5.1 Surname. 5.2 Full Names. 5.3 Relationship to deceased member. 5.4 Account Name. 5.5 Bank Name. [Indicate with a cross (x)] Bank Windhoek First National Bank NedBank Standard Bank NamPost 5.6 Branch Name. Branch Code 4.7 Account Number. 5.8 Account Type. Cheque Savings Other: : 5.9 Postal Address. 5.10 Cell phone and Telephone No. 5.11 Signature of Beneficiary. Date. Part. 6 Next of kin to the deceased, other than the beneficiary (if the member is the deceased) 6.1 Full Names and Surname. 6.2 Title. [Indicate with a cross (x)] Mr Mrs Miss Dr Proff. Other : 6.3 Marital Status [Indicate with a cross (x)] Single Married Divorced Widowed 6.4 Date of Birth. 6.5 ID Number. 6.6 Residential Address. 6.7 Telephone No. - work 6.8 Telephone No. - home 6.9 Fax No. 6.10 Signed at (place) 6.11 Claimant’s Signature Date _________________________________________ ___________________________
Claim of Presidential Power Constitutional Claim of Power Constitutional Checks on Power Past Presidential Actions as Precedent Limits by the People or Politics President controls nation’s foreign policy President controls the military as Commander in Chief President’s duty to faithfully execute the Office of the President and laws
ANSWER KEY Claim of Presidential Power Constitutional Claim of Power Constitutional Checks on Power Past Presidential Actions as Precedent Limits by the People or Politics President controls nation’s foreign policy Article II executive powers: Receive foreign ambassadors Submit treaties to Senate Congress passes laws, e.g. trade sanctions Congress appropriates money Senate ratifies treaties with 2/3 vote Judicial branch—courts, judicial review FDR recognized Soviet Union Nixon recognized Communist China Obama uses executive agreement with Iran and European nations to limit Iran’s nuclear capacity Elections Public opinion Protests Media Democratic principles Economy President controls the military Article II executive power: Commander in Chief Congress declares war Congress appropriates money Congress passes laws, e.g. War Powers Act Judicial branch—courts, judicial review Kennedy, Nixon, Johnson military action in Vietnam Kennedy, Cuban Missile Crisis Direct and secret negotiations with Kruschev Elections Public opinion Protests Media Democratic principle—control of the abuse of power President’s duty to faithfully execute the Office of the President and laws Article II executive powers: Oath of office Appointment power Congress passes laws Congress appropriates money President nominates with “advice and consent” of the Senate Judicial branch—courts, judicial review T. Roosevelt—executive orders promoting conservation and reserves of federal land Obama executive order prioritizes INS resources to deportation of criminals Elections Public opinion Protests Media Democratic principle—rule of law
REFERENCE LOCATION LOCATION MUNICIPALITY/UTILITY CODES MIRMA MIR ALB ARN AVA AVA BEL-NOR BLN BELLEFONTAINE NEIG BLF BTH CABOOL CAB CAN CARL JUNCTION CJN CHL UTIL CHLU CLARENCE CLR CLV COUNTRY CLUB CCV DE SOTO DES FESTUS FREDERICKTOWN FRE FUL GALLATIN GAL HANLEY HILLS HHL HAN HANNNIBAL UTIL. HANU HERMANN HER HIGGINSVILLE HIG HOLTS HLT HUN JACKSON JAC KAHOKA KAH KENNETT KEN KENNETT UTIL. KENU LAMAR LAM LICKING LIC LINN CREEK LIN MACON MAC UTILITIES MACU MAD MAL MNF LOCATION MUNICIPALITY/UTILITY CODES MARYVILLE MAR MOBERLY MOB MILLS MCM MOUND CITY MDC MOUNTAIN MTG MOUNTAIN VIEW MTV NEW HAVEN NHV NEW NLD NEW NMD NORTHWOODS NTW PACIFIC PAC PAL PAR PERRY PER PLATTE CITY PLT RIC ROCK PORT RKP ROLLA ROL ROLLA UTIL ROLU SAV SEY SHELBINA SHE SLATER SLA STC JAMES SJM STANBERRY STA TARKIO TAR THAYER THA TIPTON TIP TRENTON TRN TRENTON UTIL TRNU UNI UNIONVILLE UNV VANDALIA VAN WEST PLAINS WTP WCH WOODSON TERRACE WOT
STANDARDS COMPLIANCE CHECKLIST This document shall accompany all agency compliance submissions consisting of agency directive(s) and proofs of compliance documentation specific to each standard. The agency directive and associated compliance documentation shall: 1) Adequately cover each standard and associated bullet; 2) Be clearly marked with each standard number and bullet, and; 3) Include an explanation in the space provided for any areas where compliance could not be met. Any submissions not meeting the above criteria will be forwarded to a subject matter expert for assistance and may result in a delay in the agency obtaining Ohio Collaborative Certification. STANDARD 8.2015.1 USE OF FORCE / DEADLY FORCE The agency maintains a Use of / Deadly Force written directive that includes: a. policy statements in support of the Ohio Collaborative guiding principles; b. when a written report shall be conducted; c. investigation / report reviews for policy compliance; and d. annual read and sign and testing over directive content for sworn agency personnel. GUIDING PRINCIPLES USE OF FORCE Employees may only use the which is reasonably necessary to effect lawful objectives including: effecting a lawful arrest or overcoming resistance to a lawful arrest, preventing the escape of an offender, or protecting or defending others or themselves from physical harm. USE OF DEADLY The preservation of human life is of the highest value in the State of Ohio. Therefore, employees must have an objectively reasonable belief deadly force is necessary to protect life before the use of deadly force. Deadly force may be used only under the following circumstances: 1. to defend themselves from serious physical injury or death; 2. to defend another person from serious physical injury or death; or 3. In accordance with U.S. and Ohio Supreme Court decisions, specifically, Tennessee v. Garner and Graham v. Connor. For agency completion: Agency compliance feedback for Use of Force / Deadly Force Written directive meets all bullets (if no, explain): Supporting compliance documentation all bullets (if no, explain): STANDARD 8.2015.2
This is an official NIGALA document and should not be edited in any way Title: Claims Management Policy Policy Author(s): Lesley Allen, Communication & HR Officer Policy Replacement: Yes No Title (inc Date/ Version): Target Audience: Managers Corporate Services Guardians Administration Self-Employed Guardians Date Approved by SMT: 4 April 2017 Consultation Dates with Staff: n/a Date Approved by JCC: 15 June 2017 Date Screening sent to Equality Unit: 27/06/2017 Date PPI Screening: 27/06/2017 Date Approved by Board or Sub-Committee: Board Audit Committee Health & Safety Committee Information Governance Committee Risk Committee Remuneration Committee Social Care Governance Committee SMT Operational Date: Review Date: To be completed by the Communication & Engagement Officer Date Issued to Target Audience: Date added to Staff Website: If applicable, policy replaced removed from staff website: Yes n/a Date Policy schedule Updated: Yes Date: Executive Summary: Claims Management Policy
© Commonwealth of Australia 2014 All material presented in this publication is provided under a Creative Commons Attribution 3.0 Australia () licence. For the avoidance of doubt, this means this licence only applies to material as set out in this document. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence (). Use of the Coat of Arms The terms under which the Coat of Arms can be used are detailed on the It's an Honour website (http://www.itsanhonour.gov.au/coat-arms/index.cfm). Contact us Inquiries regarding the licence and any use of this document are welcome at: Production Services Comcare GPO Box 9905 Canberra ACT 2601 Ph: 1300 366 979 Email: production.services@comcare.gov.au Document number Version 2.0 Release Date 11 March 2014 Release Status Cleared draft Approval Status Approved Prepared by Authorisation and Audit Confidentiality Category Unclassified
Did anything on the list below happen to you? You might get more money if you write about it on this form. If you already wrote about it, or if you write about it now, then you must sign page 26 in front of a commissioner, Notary or lawyer. You were hurt so that you went or should have gone to the doctor, hospital or infirmary You had broken bones or an injury that lasted a long time You had an injury that changed how you look You passed out or went unconscious You were hurt so that you needed to rest for some days
34 Narbonne Ave No/ ‘23/11/16’ Ron Barden ‘Low’ No smoking signage No ‘Med’ Mortice lock removal No ‘Med’ Self-closing device on No ‘Med’ Anti-fire paint on walls for escape route No ‘Med’ Electrical cupboard in hall not fire rated No ‘Med’ Automatic fire detection system No Oaklands Estate Valentine Yes/ 18/05/17 Mohammed Miah ‘P4’ (P3/2 elsewhere) No fire action notices No Selby House Yes/ 19/05/17 Mohammed Miah P1 Letters, leaflets and flyers in electrical rooms to be cleared Yes P2 Flat 9 – needs FD30 fire rated door No P3 Walls peeling in communal stairs need fire resistant paint No P3 No fire action notices No Normanton House No/ ‘08/05/17’ Ron Barden P2 Flat 9 door requires mechanism No P3 Walls peeling in communal stairs need fire resistant paint No P3 No fire action notices No Parrington House No/ ‘02/06/17’ Ron Barden P2 Repair letterbox to flat 10 No P3 peeling in communal stairs need fire resistant paint No P3 Install emergency lighting No P3 No fire action notices No Savill House Yes/ 16/05/17 Mohammed Miah P4 (P3/2 elsewhere) Combustibles on escape route No P3 Flat 5 door grille take down No P4 (P3 elsewhere) No fire action notices No Notre Dame Estate Pepys House Yes/ 19/05/17 Mohammed Miah P4 (P3 elsewhere) No fire action notices No George Bear Lodge No/ ‘08/05/17’ Paul Barker P3 No smoking signs on common parts No P3 No fire action notices No Westbrook House 1-32 Yes/ 09/05/17 P3 Remove items from electric cupboard stairwell next to flat 32 Yes
To investigate the possibility of converting the workshops in the Olympic playground to arts and crafts as part of our expanded programme of experiential learning (see above). This will help to extend the opportunities that are well established in Foundation Stage and Key Stage One, through child initiated play based learning and through our forest school curriculum. The need for these new learning opportunities has been strengthened by my visit to Finland (sponsored by The British Council, Comenius Scheme) where I observed the value of vocational learning. Finnish children that I interviewed (in Years 5 and 6 – Finnish Grades 3 and 4) felt pride in craft work that they designed, discussed and made. These opportunities also allowed pupils to learn about risk and to be responsible. The current classroom environments at Clapham Manor do not lend themselves to these practical/vocational learning experiences. Following food technology statutory regulations for September 2013 we need to provide an area for cooking. The best suited area is the discovery room next to the top hall. Given the national epidemic of childhood obesity, this area would be an ideal place for family learning experiences with regard to healthy meals. To develop a charter stating that all children will have opportunities for the following experiences: a 24 hour camping trip a week outward bound course to learn to play a musical instrument to experience places of worship of all major religions to learn a foreign language. Add/Delete? To further develop the infant, junior and Olympic playgrounds to facilitate outdoor learning, thus enabling cross curricular interactive learning. Proposals to be considered: Extension of Reception Natural Environment into the junior playground Weather Station Outdoor musical instruments Replacement of climbing in infant playground Integration of Nature Garden into infant playground Writing wall in infant playground (chalkboard) Opportunities for pupils to perform outdoors – stage area. Process of consultation: Initial agreement by governing body to consult with the school community and to seek the views of the stakeholders - October 2013 Involvement of the governing body to gather their ideas for future development of the school through their three committees - October/November 2013 Collect pupils’ ideas, through the School Council, following discussion and activities within class and in assembly - November 2013
standing? What is the purpose of requiring “imminent” injury? What does the majority say about allegations of future harm as a basis for standing? What cases do they cite that we have discussed? What is long of causation that the majority says must occur before plaintiffs have an injury? The majority criticizes respondents for claiming an injury when they have not actual knowledge of who will be targeted the amendments. (46) Why must plaintiffs speculate – what prevents them from getting the information necessary to make concrete claims of injury? What does the court want plaintiffs to produce to resist the motion for summary judgment? Even if they can show that their clients are likely to be targeted, why does this still not prove that §1881a will be used? What other methods can it use? What do plaintiffs claim is their concrete injury? How did the Second Circuit panel find that this injury is “fairly traceable” to amendments? What limits did the Second Circuit put on standing based on fears of surveillance? What does the majority say plaintiffs could do under the Second Circuit’s holding? How did Judge Raggi say plaintiffs might do this? Given all the other ways the government says it could get the info,
that prospective students take into consideration. Apart from employability, students interviewed mentioned having looked at student satisfaction ranking tables rather than academic ones as the later one tend to rely on research potential which students do not deem relevant at the undergraduate level. So, also they do not seem to relay their opinions through channels run by the university, they do impact the university image by giving their feedback and thus the university would be more likely to adapt itself to students' needs. Students do not seem to be particular responsive neither invested in of actively providing feedback in order to improve the quality of teaching they are getting. One of the reasons for that is because from the start, students do not know exactly what to expect and thus only general expectations have to be met by the University of Manchester. An additional one seem to be that students are satisfied with the education they are provided with for the price they are paying and thus do not feel the need to heavily use feedback channels such as course surveys or students representative. Finally, students seem to base themselves on the university's reputation which students' opinion contribute to rather than critical research that could lead to them expressing feedback later. Consequently, respondents do not express a behaviour of customer in this manner. Discussion Results obtained through this study of each hypothesis are influenced by students' opinion of fees. However, the biggest reason as to why students do not act as the customers they could be, is that most do not actually realise the amount that they are paying. It is most obvious among students who are on a loan however students paying their tuition fees directly cannot still be considered as receptive. As previously mentioned, students are first considered as customers because they purchase a service (Kanji and Tamb, 1999; Eagle and Brennan, 2007;
Collini, S. (2010). LRB · Stefan Collini · Browne’s gamble: The future of the universities. Available at: (accessed: 25/04/2016). Eagle, L. and Brennan, R. (2007). "Are students customers? TQM and marketing perspectives", Quality Assurance in Education, 15(1), pp. 44–60. Emery, C., Kramer, T. and Tian, R. (2001). "Customers vs products: adopting an effective approach to business students", Quality Assurance in Education, Vol. 9 No. 2, pp. 110-15. Geven, K. (2015). "How Did the Latest Increase in Fees in England Affect Student Enrolment and Inequality?", The European Higher Education Area, pp. 479–500. Harrison, A. (2012). University tuition fees ‘affecting applications’ says panel. Available at: http://www.bbc.co.uk/news/education-19182000 (accessed: 12/10/2015). The Telegraph (2014). How have tuition fees affected students? Available at: (accessed: 12/10/2015). Kanji, G.K. and Tambi, M.A. (1999. "Total quality management in UK higher education institutions", Total Quality Management, Vol. 10 No. 1, pp. 129-53. Pennell, H. and West, A. (2005). "The Impact of Increased Fees on Participation in Higher Education in England", Higher Education Quarterly, 59(2), pp. 127–137.
COMMUNICATION How We Are Communicating With Students, Staff and Parents To support a whole school approach, the school will communicate with staff, students, and parents. Communication methods include: Student: -Discussions/conversations -Announcements -Learning Journey in entry way -Monthly Assemblies -School and Board Websites -Newsletter -Student agenda Staff: -Discussions/conversations -Staff meetings -Professional Development Days -Weekly memo -E-mails -Committees Parents: -Review of procedures at SCC meetings -Bulletin Board displays -Letters sent home -Discussions/conversations -School and Board websites -Parent engagement activities -Twitter -Student agenda -Newsletters -Synervoice CONTINUOUS IMPROVEMENT Monitoring Our Progress As part of the continuous improvement model, the Bullying Prevention and Intervention Plan will be monitored regularly through: -Safe and Accepting Schools team meetings -Staff meetings, Lead teacher meetings -future survey data
Week 8 – Bronze Cross (10am - 1pm daily Monday through Friday) Other courses that are available are as follows; Assistant Instructor Combined Lifesaving Society Swim and Lifesaving Instructor Advanced Instructor and Examiners Standard First Aid with CPR-C These courses will be scheduled when there is adequate demand – please enquire *Minimum number of 4 participants required for courses to run Courses will be cancelled two prior to start date if there are insufficient registrations Summer 2018 – Pricing Schedule Lesson Type Price per week, per swimmer Semi-Private (1/2 hour) $95 Private (1/2 hour) $140 Rookie/Ranger/Star Patrol $180 Swimming Camp (4 day week) $350 Courses Bronze Star $200 Bronze Medallion + Emergency 1st Aid (includes manual) $250 Bronze $210 Instructors – Swim and Lifesaving (includes manuals) $300 Standard 1st Aid with CPR-C (includes manual) $165 Standard 1st Aid with CPR-C recertification $100 Registration Registration is done on a first-serve basis. If you would like to book a semi private lesson, but do not know another swimmer of similar ability, we will attempt to match you up with another swimmer. However, as we cannot guarantee that this match will be possible, you must be willing to pay the private rate should a suitable match not be found. If you would like to be placed on a wait list until a suitable match registers for lessons, this is also possible. Please e-mail and indicate which lessons/times you are interested in. You will then be notified if that time is available. Payment will be required in order to confirm your requested time. Spots will be temporarily held for a period of 2 weeks, to allow adequate time for payment to be delivered to Clare's Swim School. If payment is not received within 2 weeks, your timeslot will be released and offered to other registrants. Weather Lessons will run in all weather except thunderstorms! In the case of a thunderstorm, classes will be moved indoors where age-appropriate water safety and first aid lessons will be taught. If your class is cancelled due to inclement weather, we will try to fit in a make-up class, however, this cannot be guaranteed as it depends on finding a mutually convenient time slot, instructor availability and pool space. Please apply sunscreen at least 30 minutes prior to arriving to your lesson to allow adequate time for it to soak into the skin, and provide maximum protection from sunburn.
Question: I have one more question. According to the brief made by Japanese Government, they said SG told that the reporter's view do not necessarily reflect opinion… opinion of the United Nations. Is this true? Spokesman: I think I just answered your question. There are independent rapporteurs who have specific mandates, and they report to the Human Rights Council. Evelyn? Link: https://www.un.org/press/en/2017/db170530.doc.htm _
Bid Sum or a Duly Signed Bid Securing Declaration form. 9 Please clarify on the payment terms for the GE and GM Locomotive Spares? The GE and GM Locomotive Spares are on 60 days payment terms. 10 Please provide guidance regarding the following part with invalid or obsolete part number. Please refer to Table no. 1 below regarding the requested information Table No. 1 Invalid and Obsolete Part Numbers. S/N. DESCRIPTION PART No. NEW PART NUMBER SUB ASSEMBLY UOM QTY Queries ZRL Response 1 BREAKER CCT 100 AMP 41A203032P2 TK60A100 ELECTRICAL Each 2 Obsolete New Part Number Provided 2 FUEL VALVE 140X1267 - 3 ENG. Each 4 Invalid Item Removed from the Tender 3 G2 SUPPORT BEARINGS 41C6300965G2 41C633819G2 BOGIE Each 12 Invalid Item New Part Number Provided 4 GOVERNOR PLUG 2131292 ELECTRICAL Each 2 Invalid Item Removed from the Tender 5 H.P HEAD GASKETS 518296 C / EXH Each 2 Invalid Item Removed from the Tender 6 OIL PUMP 585870 C / EXH Each 1 Invalid Item Removed from the Tender 7 REPAIR KIT 8924 – 238 GOV Each 6 Invalid Item Removed from the Tender 8 WATER PUMP INSTALLATION KIT 41A215495P21 ENG. Each 4 Invalid Item Removed from the Tender 9 BUFFER PISTON 136X1058 GOV Each 2 Obsolete Removed from the Tender 10 TRIAGULAR 136X1708 GOV Each 2 Obsolete Removed from the Tender 11 NOZZLE WITH VALVE AND TIP 123X1034 INJ Each 20 Obsolete Removed from the Tender
How Do Biological Organisms Use Energy? The Importance of ATP All organisms use a two-step process to provide the energy needed for most of their biological activities: First, chemical energy from organic molecules like glucose is used to make ATP. This process is called cellular respiration. Then, ATP provides the energy for most biological processes. These two steps are illustrated in the figures. First, energy from cellular respiration is used to make ATP (adenosine triphosphate, with 3 phosphates) from ADP (adenosine diphosphate, with 2 phosphates) plus a phosphate. (Figures from Belk and Borden, Biology: Science for Life, 2007) The reverse reaction (breakdown of ATP to ADP and a phosphate) releases energy which is used for many different cellular processes. Questions 1. Explain why the reaction, ADP + phosphate -- > ATP, requires energy (Hint: Review the top figure on the previous page and remember that opposite charges repel each other.) 2. Explain why all biological organisms need to carry out the reaction, ATP -- > ADP + phosphate. How is this reaction useful? Using Energy from Organic Molecules to Make ATP -- Cellular Respiration Cellular respiration is the process that transfers some of the chemical energy in glucose or another organic molecule to chemical energy in ATP molecules. Cellular respiration is a complex process with many steps. The following two chemical equations give a simplified overview of the cellular respiration of glucose to produce ATP. C6 H12O6 + 6 O2 --------> 6 CO2 +6 H2O \/ energy \/
………………………………………………………………………………………………… Signed: …………………………………………… Date action taken: ……………….....
5 Note that if assessors are not crossed with assessees (which they are often not in operational AC data), then any variance attributable to assessor main effects (e.g., assessor leniency/severity differences) will also be reflected in general factor variance estimated by CFA models of aggregated or single-assessor PEDRs.
Any one of: Hommage to Bach Hommage to M de Falla Hommage to Strauss Hommage to Kodaly May be played on A or B flat clarinet PIAZOLLA, A Tango Etudes Nos 1 or 4. Note this work must be performed unaccompanied. Any edition 3:30 4-3:45 RAE, J 40 Modern Studies for Clarinet, 32 ‘Latin Jive’ and 35 ‘Meditation to be played as one work Universal Edition STANHOPE, P SNAP any 2 pieces to count as one work Reed 2:00 1:00 1:00 STRAVINSKY, I THREE PIECES FOR SOLO CLARINET any 2 pieces to count as one work May be played on A & B flat clarinets OR all on B flat clarinet Any edition 1:50 1:15 1:15 THURSTON, F Passage Studies Volume 1, No.5 Allegro or No. 15 ‘Variations on a Russian Folk Song’ Boosey & Hawkes Accompanied works in 20th- and 21st-century styles Composer Title Publisher Duration ARNOLD, M Sonatina for clarinet and piano, op. 29, 1st or 3rd movements only Alfred Lengnick no. 1 – 2:30, no. 3 – 2:30
HOROVITZ, J Sonatina, any movement Novello 5:50 4:00 4:10 HUGHES, E Scherzo tarantella from Sonata Cappriccioso Emerson 3:00 KATS-CHERNIN, Elena Russian Rag for clarinet and piano Australian Centre, www.amcoz.com.au 3:30 LUTOSLAWSKI, W Dance Preludes, any two to count as one work Chester 1:00 2:45 1:20 3:15 2:30 McCABE, J Three Pieces for clarinet and piano, op. 26, any one Reference recording: Music for Clarinet and Piano, Nicholas Carpenter (cl.), Herald AV Publications HAVPCD 152 Novello No.1 – 4:30 No.2 – 1:40 No.3 – 3:35 MUCZYNSKI, R Time Pieces, any one Theodore Presser no. 1 – 2:40 no. 2 – 5:00 no. 3 – 2:15 no. 4 – 5:15 ORLOVICH, M Flight of Fancy Reed www.reedmusic.com 3:20 POULENC, F Sonata for clarinet and piano, any one Chester no. 1 – 5:15 no. 2 – 4:10 no. 3 – 3:20 READE, P The Victorian Kitchen Garden Suite, prelude Reference recording: Encores, Emma Johnston Dorn Publications, W Elkin Music 2.30
IMPORTANT Please refer to your machine’s user manual to set your machine up properly for free motion quilting. Alpha 4005 Low 526 Low American Beauty Low Babylock: Most are LOW shank – Exceptions noted below: Cresendo, Destiny, Aria, Unity, Journey, Spirit and Ellageo – High Shank Babylock BLQC “AKA JANE”, BLQCP, BL500A – Use High Shank - CRF Bernina 500, 600, Most others Low with Bernina shank adapter 700, 800, 820, 830, 880 – Low with Bernina shank adapter Old Style Presser Foot Type use Bernina shank adapter – Use Low foot with adapter. Brother: Most are LOW shank – Exceptions are noted below: Brother: ULT2001, ULT2002,ULT2003D, XE-VM5100, XV8500D, VE2200, VM6200, VQ2400, VQ3000, VM1500, Shank PQ1500S – High Shank CRF foot Brother Nouvelle 1500 – High Shank CRF foot Capital Low Consew Low Domestic Low Dressmaker Low Elna: Most are LOW shank – Exceptions are noted below: Elna 700 Series, 800 Series, Super 64B, 580, 680, 7100, 7300 Pro – High Shank Elna 900 Expressive – High Shank EnVision 9006 High Elnita Low EuroPro Shark Low
compulsion(s), I can still manage with effort. 3 Even with effort, I find it very difficult to work or socialize with others because of behavioral or mental compulsion(s). 23. 0 I do not avoid certain places, people, activities, or objects for fear they will trigger obsessions or compulsions. 1 I occasionally (less than weekly) avoid certain places, people, activities, or objects for fear they will trigger my obsessions or compulsions. 2 I frequently (several a week) avoid certain places, people, activities, or objects that may trigger my obsessions or compulsions. 3 I very frequently (daily) avoid particular places, people, activities, or objects that may trigger my obsessions or compulsions. 24. 0 Even if I feel an urge to engage in mental or behavioral compulsion(s), I can decide not to give in to them. 1 When I feel an urge to engage in behavioral or mental compulsion(s), I am able to exercise voluntary control over them, although with great difficulty. 2 I have little voluntary control over my behavioral or mental compulsion(s) when I feel compelled to engage in them. 3 I have very little voluntary control over my behavioral or mental compulsion(s) when I have the urge to engage in them. 25. 0 Even if I engaged in a behavioral or mental compulsion, I would not feel anxious or distressed. 1 I feel slightly anxious or distressed when engaging in a behavioral or mental compulsion(s). 2 I feel anxious or distressed when engaging in a behavioral or mental compulsion(s). 3 I feel very anxious or distressed when engaging in a behavioral or mental compulsion(s). Subtotal 2
Department of Political Science, Email: Sandra K. Davis, Ph. D. Department of Political Science, State University (970) 491-5281 Nina Burkardt, M.A., Research Social Scientist Policy Analysis and Science Assistance Program United States Geological Survey, Fort Collins Science Center 2150 Centre Avenue, Bldg C Ft. Collins, CO 80526-8118 (970) 226-9100 Email: Gary Gianniny, Ph.D. Department of Geosciences, Fort Lewis College 1000 Rim Dr. Durango, CO 81301 (970) 247-7254 Email:
“A Chaotic Vote and a Secret U.S. Exit Poll,” New York Times (front page), January 30, 2009, by Mike McIntire and Jeffrey Gettleman. “U.S. Poll: President Lost Kenya Election,” Chicago Tribune, January 15, 2008, by Shashank Bengali. “Controversial Poll Generates More Heat,” The Daily Nation, January 31, 2009, by Samwel Kumba. “U.S. Poll: President Lost Kenya Election,” Chicago Tribune, January 15, 2008, by Shashank Bengali. “Revisiting Kenya’s Tarnished Election,” Africa Matters, , January 31, 2009. “Meddling in Kenya’s Elections,” The Nation (Kenya), December 29, 2008, by Karen Rothmeyer. “Wrong Candidate Won in Kenya, Exit Poll Indicates,” McClatchy Newspapers, July 9, 2008, by Shashank Bengali.
Curriculum Vitae Bradley T. Last updated: 16 September 2016 Department of Political Science Office: 970.247.7316 Fort Lewis College 1000 Rim Email: clark_b@fortlewis.edu Fort Lewis College Durango, CO 81301 Academic Positions Held 2013 – present: Associate Professor of Political Science; Affiliate Faculty in Environmental Studies, Fort Lewis College 2007 – 2012: Assistant Professor of Political Science; Affiliate Faculty in Environmental Studies, Fort Lewis College 2006: Visiting Lecturer of Political Science, Fort Lewis College 2006, 2009, 2012: Instructor of Public Policy, University of Colorado at Denver, Center for New Directions in Politics and Public Policy, Master’s Degree Program 2002 – 2005: Instructor of Political Science, Colorado University 1999 – 2001: Graduate Teaching Assistant, Colorado State University Education Ph.D., 2007, COLORADO STATE UNIVERSITY Political Science – Areas of Concentration: American Politics; Public Administration and Policy; US Environmental Politics; Western US Water Policy Dissertation: River Restoration and Dam Removal in the American West: An Examination of Policy Change across Political Jurisdictions M.A., 2000, COLORADO STATE UNIVERSITY Political Science – of Concentration: American Politics; US Environmental Politics and Policy Thesis: The Central Arizona Project: History, Political Trajectory, and Subsystem Decline B.A., 1995, NORTHERN ARIZONA UNIVERSITY Political Science Minor Degrees: Ecology; German Teaching and Research Interests
Gwin, Minrose C. The Feminine and Faulkner: Reading (Beyond) Sexual Difference. Knoxville: The University of Tennessee Press, Knoxville, 1990. Irigaray, Luce. Speculum of the Other Woman. Trans. Gillian C. Gill. Ithaca: CUP:1985. Roberts, Diane. Faulkner and Southern Womanhood. Athens: The University of Georgia Press, 1994. Page, Sally R. Faulkner’s Women: Characterization and Meaning. Florida: Everett/Edwards Inc. Deland, 1972.
they have any issues accessing the documents. Because some steering committee members have indicated that they are not able to access dropbox, meeting materials will also be distributed as email attachments. The phase 1 jurisdictional annexes have been distributed to the planning partnership. Any questions on the templates should be directed to Ms. Gelino. a brief discussion, the steering committee determined that a December steering committee meeting will be held on December 16, 2015. The steering committee was approved by an online vote of the planning partnership. Mr. Wheeler indicated that the planning partnership had expanded to include the Port of Vancouver. He indicated that the Port also have a representative on the steering committee, Scott Ouchi. Public Involvement Strategy Ms. Gelino provided an overview of public involvement for the hazard mitigation planning process. She indicated that public involvement occurs throughout the planning process, but is typically referred to as two phases: phase one is designed to gage the public’s perception of risk and phase two is a presentation of the draft plan and request for comments. Public involvement in the planning process has already been initiated through non-governmental stakeholder involvement on the steering committee. Mr. Wheeler reported that he had conducted a big publicity push the prior week. A press release announcing the process was distributed and picked up by several local media outlets, the project website was launched, social media announcements were made, a hazard mitigation related post was made on the CRESA blog, and an interview with the local public access channel was posted on YouTube. Mike Soliwoda reported that an announcement about the process was included in the annual outreach mailer sent to properties in the floodplain. Ms. Gelino requested that if any outreach was done by planning partners or steering committee members, a screenshot or link to the information be forwarded to the planning team. Ms. Gelino went on to describe what phase one of the public involvement strategy will entail. She indicated that at least two public open house events will be held and a mitigation-focused survey may be deployed depending on steering committee preferences. The steering committee was open to Steering committee members and planning partners should send links or screen shots to any social media posts about the HMP.
“IT’S A DISHONEST CON!”: REALIST FILM AND TV AFTER ALAN CLARKE HUMANITIES RESEARCH CENTRE UNIVERSITY OF YORK 11 JUNE 2014 PROGRAMME 9:30am Registration: Berrick Saul Building (BSB) Foyer 10:00am Welcome & Introduction: Bowland Auditorium (Bow) I Framing Clarke: Politics in Film and Television 10:30am Robert Brocklehurst (Loughborough), ‘Roadworks Ahead: Epic Politics in Alan Clarke’s Road’ 11:00am James Ballands (York), ‘Terence Davies & the Working-Class Art Film’ 11:30am Questions 11:45am Break (BS/008) PANEL II Clarke and Televisual Institutions 12:00pm Brian McAvera (Queens, Belfast), ‘Elephant: a context, an analysis, and a conclusion in relation to the socio-political in art, literature, television or film’ 12:30pm Hannah Andrews (York), ‘Play to film: a matter of aesthetics or semantics?’ 13:00pm Questions 13:15pm Lunch (BSB Foyer) PLENARY ADDRESS 2:00pm David Tucker (Chester), ‘Apparitional Social Realism’ 2:30pm Questions 2:45pm (BS/008) PANEL III After Clarke: Autobiography and 3:00pm Andrew Pope (Portsmouth), ‘Thatcher’s Men: Authorship, Masculinity & the in Nick Love’s The Firm’ 3:30pm Alexis Brown (Oxford), ‘Rita, Sue & Bob Too and The Arbor: Restaging Social Realism in the Biopic’
The student will turn in their letter, if finished, at the end of the period. If the letter is not finished, it is homework and will be expected to be turned in the next morning when school starts. Advance Preparation by Teacher: Copy of Paul Bunyan by Steven Kellogg. Example letter Writing rubric Writing letter paper Writing music Procedure: Introduction/Motivation: “Does anyone know how we got so many in the United States? Does anyone know how the Grand Canyon was formed?” (Give students time to reflect and answer) (Bloom’s: Comprehension) “Well, as the legend goes, these were created by Paul Bunyan. Of course, this is fantasy. Can someone tell me again what fantasy means?” (Choose a student to answer) (Bloom’s: Knowledge) “That is correct. Fantasy means that it is false, or not real. However, it is an interesting folktale and these stories made Paul Bunyan a hero.” Step-by-Step Plan: read Paul Bunyan by Steven Kellogg. (Gardner’s: Verbal-Linguistic) After reading the book, ask students about certain parts of the book and if they think these parts could happen in real life. (Bloom’s: Analysis) Then, ask students why they believe Paul Bunyan is known as a hero. Next, discuss reasons why someone may be a hero and some qualities that heroes have. (brave, kind, intelligent, loving, famous) (Gardner’s: Interpersonal) Ask several students to who their heroes are and why. Send students back to their desks. Hand out writing paper and rubric. Tell students that they are going to write a letter to their hero. Put rubric on the projector and read it to students. The teacher will put her example letter on the overhead projector and will read to class. (Gardner’s: Visual-Spatial) Give students time to work independently on their letters. (Gardner’s: Intrapersonal) Turn on classical music low so they can listen as they work (writing music). (Gardner’s: Musical) Walk around and answer questions. Closure: (At the end of the time, have the students who are finished with their letters turn them in. Other students, who are not finished, instruct them to take it home as homework and turn it in the next morning.)
Hero Letter Writing Rubric What You Need Points You Got Total Points Possible Have an introduction. (Example: Dear ______,) 1 Have at least three reasons why this person is your hero. 3 Have a closing. (Example: Sincerely, Your name) 1 Total Score: 5
The Jar Students will have their own savings jar to save for school necessities Rondo in C Play “Rondo in C” for the students and have them paint what they envision while listening to it The Pain and the One Create a book telling one story from two points of view Jingle Dancer Each student will do an interpretive dance to powwow music Genre: Historical Fiction TITLE OF BOOK ACTIVITIES Jed’s Barbershop Create a mobile over the Depression America’s White Table Create a Veteran’s Day wall and set up our own table in the class Coming on Home Soon Write a research paper over the role of women during World War II Working Cotton Create a timeline Don’t You Know There’s A War On? Create a petition about a cause Genre: Non-fiction TITLE OF BOOK ACTIVITY The Man Who Walked Between the Towers Create a memorial poster of the Twin Towers What to Do About Alice Write a week’s worth of diary entries Just a Few Words, Mr. Lincoln Write a speech and present it to the class Sarah Morton’s Day Fill out a chart of all the things Sarah does in a day and glue it next to the chart of all the things the students do in