zilongwang/ReadingBank huggingface dataset:
Select New from the PREORDER Tab. To execute an Telephone Number inquiry, complete the following fields on the PreOrder Initiation screen: TXNUM – The system will pre-populate this field with a numeric value. RECOMMENDATION: The user can override this information with the PON to be used during ordering to better their inquiries. TXTYP – Select B = Telephone Number Inquiry Select the Initiate button. A new Telephone Number Inquiry screen will display. Note that the TXNUM field displays the PON entry rather than the system generated TXNUM. Complete the following fields for an initial TN inquiry = A). NOTE: Directions for Selection, Reservation, and Cancellation (TXACT = K) will be provided later in this document. TXACT - Select A = New inquiry STATE – Enter appropriate 2 digit state code in upper case. TOS – Enter appropriate 4 digit Type of Service Code. LCS – Enter the Local Calling Scope. (Optional) Default is A = Local Service NOTE: This field will be addressed in more detail on a future implementation. QR – the quantity of numbers requested for this inquiry. (Optional) NOTE: If no entry is provided, a default of ten telephone numbers or the number presently available, based on the input, are returned. TNTYP – Select the appropriate entry from the pulldown: D = Specific Numbers N = New Random Number R = Range of Numbers S = Sequential Numbers LSO – Enter a preferred NPA/NXX for the telephone number(s) requested. (Optional)
The VCSR field indicates whether the CSR includes information for pending service orders as of the date entered in the CSR DATE field. On the response when the VCSR entry is YES, the ORDER NUMBER, ORDER DUE DATE, and MERGE INDICATOR fields will be populated. VCSR – If this field returns a YES value, it inidicates that there is pending order activity for the time up to the CSR DATE entered and the following fields will be populated. PENDING ORDERS GRP – This group of fields may repeat depending on the number of order pending against this CSR. NUMBER – This entry represents the service order number of the pending order. ORDER DUE DATE – This entry represents the due date of the pending order. MERGE INDICATOR – If this entry is Y, it indicates the pending order(s) was merged with the current CSR and the detail provided is a result of the merged order(s). EASE Loop Qualification (Loop Qual) Inquiry (TXTYPE = H)
DUEDT Due date Select Save/Printable Version/Close or Change. Successful Responses If a response is successful, RESPD and PRESPD messages are displayed in the GUI or returned via UOM/XML. Unsuccessful Responses If no CFA detail is available in TIRKS, an errror message is displayed in the GUI or returned via UOM/XML.
STATE PROPERTIES COMMISSION DISPOSITION REQUESTS Easement or Grant of Revocable License Agreement (RLA) From State ***Legislative Approval Required For all Easement Dispositions*** 47 Trinity Avenue, S.W., Suite G-02 Atlanta, GA 30334-9006 404-656-5602 Direct inquiries to Clark Wong (404) 656-2360; ; or to J. Wade (404) 463-6161; INSTRUCTIONS
As pointed out in the proposition in Rainbowforce at paragraph [74] the requirement that the easement be “reasonably necessary” does not mean that there must be an absolute necessity and “This reduction in the quality of necessity to what is reasonable means that an easement may be able to be imposed although another means of right of way may exist….or possibly even when the land could be effectively used or developed without the easement…”. Cases such as Stepanoski involve competing alternatives, with the defendant advancing the argument that there is a preferable alternative. Naturally, these are issues to be explored at the conclave. The questions the experts should answer looms large in the proper management of such cases. Give your opponent’s case theory an adjectival designation In Stepanoski, two competing routes for storm water pipes were in sharp focus . I wanted to give the defendant’s proposal a name that would by the end of become an epithet. The alternative storm water route proposed by the defendant run diagonally underneath another neighbour’s property, bisecting it and hence crimping any possible future development (as Councils generally will not permit building over a storm water pipes) . I came up with the designation “diagonal bisection” to express that what the defendant proposed was clumsy . See [35] ff where his Honour commented as follows (re-ordered for this lecture): “The plaintiffs' proposal is the shortest and simplest and involves the least engineering work and it is unlikely to involve significant
land not part of the dominant tenement. Access to the additional rooms was merely ancillary to access to the cottage. On the other hand, in Das v Linden Mews [2003] 2 P&CR 58 the UK Court of Appeal took a much more restrictive view of what constitutes permissible ancillary use. The owners of two houses in a London mews, which enjoyed rights of way over the mews, acquired plots at the end of the mews where they proposed to park their cars. The court rejected the argument that parking at the end of the mews was ancillary to enjoyment of the easement. The learned authors in a leading text, Gale on Easements, say the principle seems to be that access to land that is ancillary to the use of the way for the purposes of the grant is permissible; but access to land which is ancillary to the enjoyment of the dominant tenement is not. In Wilkins v Lewis [2005] EWHC 1710 (Ch) a right of way benefitted a core estate but the Court could not see that using the way for the further purpose of gaining access to 800 additional acres of land forming the neighbouring land was merely ancillary to the use of the core estate. These decisions are not easy to reconcile. Ancillary rights –turning circles In Berryman & Anor v Robert Sommenschein & Anor , the issue was whether an easement co joined with a portion of the dominant tenement, permitted turning. It was held that (on the facts of that case) turning was permitted on the co-joined easement.
EASE VFO Log On EASE VFO Access Take the following steps to log on to EASE VFO. Step Action 1 Click the EASE VFO link provided by your Supervisor or located on the Local Wholesale Web site. Result: The EASE VFO Homepage appears. 2 Click the VFO tab. 3 the Virtual Front Office link. 4 Type the Username and Password provided to you and click the Sign On button. Result: The Virtual Front Office Login window appears. 5 Type your user name in the User Name and press Tab. 6 Type your password in the Password field and press Tab. Continued on next page , Continued (continued) Step Action 7 Use the following table to determine the next step.
Eczema Area and Severity (EASI) case report form - age≥8 years Area of Involvement: Each body region has potentially 100% involvement. Score 0 to 6 based on the following table: % involvement 0 1-9% 10 - 29% 30 - 49% 50 - 69% 70 - 89% 90 - 100% Region score 0 1 2 3 4 5 6 Severity of Signs: Grade the severity of each sign on a scale of 0 to 3: 0 None 1 Mild 2 Moderate 3 Severe Scoring table: Body region Erythema (0-3) Edema/ Papulation (0-3) Excoriation (0-3) Region score (0-6) Multiplier Score per body region Head/neck ( + + + ) X X 0.1 Trunk ( + + + ) X X 0.3 Upper extremities ( + + + ) X X 0.2 Lower extremities ( + + + ) X X 0.4 The final EASI score is the sum of the 4 region scores: ____________ (0-72)
speaking community) Belgium (French speaking community) 3.58 2.86 Croatia 0.11 0.14 Cyprus 0.18 0.13 Republic 1.40 1.80 Denmark 1.05 0.98 Estonia 1.59 1.48 Finland 0.52 0.38 France 0.54 0.08 Germany 1.27 2.45 Hungary 0.89 1.43 Iceland 0.20 0.14 Ireland 0.67 0.31 Latvia 2.10 1.41 Lithuania 0.40 0.78 Luxembourg 0.29 0.26 Malta 0.04 0.07 Netherlands 1.40 1.78 Poland 0.83 0.85 Portugal 0.07 0.02 Slovakia 1.80 2.33 Slovenia 1.40 0.38 0.34 0.19 Sweden 0.53 0.44 Switzerland 1.13 1.04 United Kingdom (Northern Ireland) 0.66 0.70
For more information please contact Richard Meadows email: richard.meadows2005@tesco.net or mobile: 07748152785 Thanks for reading and good luck if you have a go :-) Look out for more upcoming fund raising and social events on the club website Easington Sports Lucky 7s Saturday – Sample!!! MATCH A LIVERPOOL V ARSENAL MATCH B BLACKBURN V ASTON VILLA MATCH C QPR V EVERTON MATCH D WEST BROM V CHELSEA MATCH E FULHAM V WOLVES MATCH F NEWCASTLE V SUNDERLAND MATCH G TOTTENHAM V MAN UTD Name........................................... Team ………………..................... Winners pot currently stands at £ Name A B C D E F G
1g. Please state the local government area in which the premises are situated (see guidance note on p4 – where applicable please select ‘outwith Scotland’). CONTACT DETAILS 1h. Please provide details about the individual that we may contact about the application (see guidance note on p5) Name: Address: Postcode: Email Address: Telephone No: Position/Designation: 1i. Please provide details of the contact and billing address for invoices to be sent (see guidance note on p5) Name: Address: Postcode: Telephone No: Email Address: Position/Designation: SEPA account number (if REMITTANCE INFORMATION Please provide payment details for the application (see guidance note on p5) Please ensure you submit the correct fee for your application. This fee is reviewed every year. For latest fees please consult the latest on the SEPA website ( and search for ‘charging schemes and summary charging booklets’) or contact your local SEPA office. BACS Sort Code 83-34-00 IMPORTANT! When paying by BACS or direct transfer you MUST submit remittance advice or proof of payment with your application form. If this is not received the application will be deemed invalid and returned to you, as SEPA is unable to process your application without this. A/C Number 00137187 Credit/Debit Card Payment is accepted by all major credit/debit cards. Please include payment contact details below so that we can take payment securely Name Tel: Cheque Made payable to “SEPA” and must be included with a printed application form Amount payable £ Reason for non-payment: DECLARATION Please read the declaration and complete the boxes below (see guidance note on p5)
Don't know 1 Refused 2 ASK ALL Could you provide a brief summary of the issue you contacted the EASS about in [MONTH AND YEAR OF FIRST CONTACT]? IN Don't know 1 Refused 2 And to summarise, was it an issue you were having..? At work 1 At school, college or university 2 With a service provided by government or local government 3 Accessing premises, including parking issues 4 Gaining membership of a club or association 5 Something else (specify) 6 DO NOT READ OUT: None of the above 7 DO NOT READ OUT: Don’t know 8 And which characteristics did your equality issue relate to? PROMPT IF NECESSARY. Age 1 Gender 2 OUT. MULTICODE MULTICODE ASK
Tell you about another organisation or someone else who could help 4 4 Contact the organisation you were having issues with on your behalf 5 5 Take legal action on my behalf 6 6 Something else (specify) 7 7 None of these 8 8 Don’t know 9 9 (C2=4) Who were you told could help? ACAS 1 Citizens Advice 2 Community Legal Advice 3 Disability Rights UK 4 Equality and Human Rights Commission 5 Job Centre (including advisor at the Job Centre) 6 Law Centres Network 7 Legal representative 8 Council 9 MIND 10 Royal Association for Deaf People 11 Trade Union 12 Voice Ability 13 Other (specify) 14 Don’t know 15 ELSEWHERE ASK MULTICODE
Anchor Organization: Oakland Chamber of Commerce Hub Three-Year Goals: To strategically develop and implement the East Bay Linked Learning Hub of Excellence, designed to support and scale regional education adoption of the Linked Learning approach and enable greater industry involvement. To strengthen and expand political and public will for the Linked Learning approach and cultivate champions to advance regional Linked Learning policy, programs and systems change. To institutionalize partnerships between education and industry that are dedicated to preparing students with the skills and knowledge necessary to pursue a viable career in the region. Annual Measurable Objectives: Measurable Objective Year One Year Two Year Hub Governance Partnership holds semi-annual meeting to actively engage industry and education leaders in institutionalizing Linked Learning pathways. 2 meetings 2 meetings 2 meetings Three sub-regional Nodes establish coordinated systems to engage industry and promote best practices Hub & sub-regions align industry engagement practices; establish baseline for WBL activities 30 % increase in WBL activities 50 % increase in WBL activities Primary Partners strengthen LL pathways in their District Establish baseline for K-14 LL pathways 10 % increase in LL Certified or otherwise validated pathways 10 % increase in LL Certified or otherwise validated Affiliate Partners advance LL in their district with support from Primary Partner Mentor and professional development District has solid “baseline” pathway programs or in planning stages 10 % increase in baseline and continual progress towards strengthening career pathways 10 % increase in baseline and continual progress towards strengthening career pathways Increase in employers partnering in Linked Learning pathways Establish baseline Increase by 20% Increase by 20%
18 Date Section 2 sent. Populated with system date when continue button clicked on common details screen NB. This date is only applicable to Social Care Teams Generated label 19 Referral accepted label Defined 20 Date referral accepted. Populated with system date when continue button clicked on common details screen Generated label 21 Date referral accepted. Populated with system date when continue button clicked on common details screen Generated 22 Date referral accepted. Populated with system date when continue button clicked on common details screen Generated 23 Section 5 label Defined 24 Date Section 5 sent. Populated with system date when continue button clicked on common details screen Generated label 25 Date Section 5 sent. Populated with system date when continue button clicked on common details screen Generated label 26 Date Section 5 sent. Populated with system date when continue button clicked on common details screen Generated 27 Confirmation of services label Defined 28 Date services confirmed. Populated with system date when continue button clicked on common details screen Generated label 29 Date services confirmed. Populated with system date when continue button clicked on common details screen Generated label 30 Date services confirmed. Populated with system date when continue button clicked on common details screen Generated label 31 Suspend button User selects this if there is a need to suspend the discharge process. eg. if patient situation changes. A NOTIFICATION is sent to the casework informing them to; If assessment in progress, suspend their assessment process If assessment complete, start re-assessment If confirmation of services notification sent, suspend activation of services Button 32 Reason label Defined label 33 Activate button. Only active if "Suspend" button has been used When clicked, a notification is sent to the case worker If assessment was suspended, reactivate
button actions (and subsequently the unsuspend button action) informing the referral recipient and allow them to take the appropriate action Requirement 3.2.8.i Where a referral is subject to any of the special actions noted above, a notification email must be created and sent to the referral recipient, based on the name provided in the caseworker field in the Acknowledgment of acceptance screen. PLEASE TO WIDGET TABLE FOR FIELD LEVEL FUNCTIONALITY NB. INFORMATION BUTTON AND HOVER OVER CONTENT TO BE CONFIRMED A This appendix contains process maps for the overall hospital discharge process and for the Section 2 and Section 5 notifications. Process Maps
What will Resources Regulation do to support compliance? We are committed to ensuring authority holders are given up-to-date regulatory information in a timely way, to ensure they understand how to achieve compliance. We will do this through the following ways: during primary approval processes, for example, we assess a business’s capacity to comply intelligence sharing between regulators and past performance of authority holders informs our decision making publication of case studies and examples of ‘what good looks like’, and provision of tools. Our goal is that site authority holders understand what compliance looks like. To help with this we will: provide on-site feedback during inspections and audits distribute compliance alerts develop fact sheets to outline how we assess applications including information about the risks posed by the proposed activity and the environmental outcomes to be met through conditions publish case studies contribute to industry publications host information sessions. How will Earth Resources Regulation measure the effectiveness of its Compliance Strategy? Governance Earth Resources Regulation has resources dedicated to the planning and delivery of risk-based compliance, engagement, education, regulation and enforcement programs. It aims to ensure authority holder compliance with all statutory obligations, including all mining, extractive and petroleum authority holder approvals, the payment of rents and royalties, offence management, and bond setting and submission. In 2016 the Australian Environmental Law Enforcement and Regulators neTwork (AELERT) released its Modern Regulator Improvement Tool (MRIT), see Figure 8. We are using this framework to increase its capabilities. To provide a consistent and proportional response to compliance and enforcement activities across Victoria, Earth Resources Regulation’s Governance Committee and Chief Inspector: reviews and documents compliance action decisions reviews and documents the compliance plan effectiveness ensures internal guidance documents, standard operating procedures and authorised officer training are in accordance with DEDJTR training standards. The Chief Inspector is responsible for maintaining a register of all compliance actions and decisions, and an account of how the decisions and risks fit into this compliance strategy, our annual plan and
For safety reasons it is recommended that an additional adult accompany the teacher and team tournaments. Teachers who volunteer their time coaching should accompany the team to TCSAA events. safety is a priority for all participants. Bring a first aid kit and have an Emergency Action Plan (Excursion Handbook appendix D & E). event Ensure that opening prayer and Student Plea has been presented to all schools. TCSAA TOURNAMENT SIGN-IN FOR COACHES Sport: _____________________________________________________ Host Site: __________________________________________________ Site Convenor: ______________________________________________ Date: ______________________________________________________ School Coach Name(s) Coaches & Students are aware of their responsibilities according to the TCSAA Responsibility Poster (√) Coach’s Signatures(s) For Reference, please see the TCSAA Responsibility Poster OPHEA safety guidelines (Volleyball) - Elementary - Interschool 2016 Equipment A fully stocked first aid kit must be readily accessible. A working communication device (e.g., cell phone) must be accessible. Determine that all equipment is safe for use. Poles must be safely stored when not in use. Nets must have no frayed wires. Ball must be appropriate for age and ability of athletes. Protective padding must be placed around the poles (including cranks and supports, extending from the floor up to the bottom of the net) as well as referee stand (including chairs, boxes, benches) and, where appropriate, scorer’s table.
Auburn University Baylor University Belmont University Bethune-Cookman College Cornell University Eckerd College Embry-Riddle Aeronautical University DeVry University Duke University Flagler College Florida A&M University Florida Atlantic University Florida Gulf Coast University Florida Hospital College of Health Science Florida International University Florida Institute of Technology Florida Southern College Florida State University Georgia Institute of Technology Harvard University Hofstra University Iowa State University Johnson & University Massachusetts Institute of Technology New College of Florida Northwestern College Notre Dame Ohio State University Pennsylvania State University Rice University Ringling College of Art Rollins College Savannah College of Art & Design Stetson University St. John’s University St. Leo’s University The Citadel University of California Berkeley University of Alabama University of Central Florida University of Florida University of Miami University of Michigan University of New Hampshire University of North Florida University of South Carolina University of South Florida University of Tampa University of West Florida University of Wisconsin United States Air Force Academy United States Military Academy West Point
1424H Labour Power, Population 1432H Cultural Studies Seminar 1433H Populations in East Asia and in Theory 2020H Approaches to East Asia 2323H Chinese Cultural History 3380Y and Culture 1130H Rethinking China's Cultural History, Politics and Theory​ 1140Y Republic to People's Republic: The Chinese Revolution from 1895 to the Present 1175H Century East Asia in Comparative World History 1297H Images, and Objects in East Asia 1411H and Archaeology of Early China 1412H in Archaeology of Ancient China 1173H,Y Korean History Seminar 1174H,Y Empire in East Asia 1425H of Everyday Life and Capitalism 1427H Contingency and Capitalism 1428Y and Marx 1429H in Marxism and Japan 1430H to the Countryside 1431H Culture, Capitalist Crisis, Fascism in Modern Japan The Structure of World History and the Politics of Marx in Chinese Social and Intellectual History 1500–1950 2008H Imperial System 1115Y for Graduate Purposes (Credit/No Credit) 1301Y Standard Japanese I (Credit/No Credit) 1302Y Standard Japanese II (Credit/No Credit) 1303Y Standard Japanese III (Credit/No Credit) 1304H Standard Japanese IVa (Credit/No Credit) 1305H Standard Japanese IVb (Credit/No Credit) 1321H I for Students with Prior Background (Credit/No Credit) 1621Y Standard Korean I (Credit/No Credit) 1622Y Standard Korean II (Credit/No Credit) 1623Y Standard Korean III (Credit/No Credit) 1624Y Standard Korean IV (Credit/No Credit) Modern Standard Chinese I (Credit/No Credit)​ 1802Y Standard Chinese II (Credit/No Credit) 1803Y Standard Chinese III (Credit/No Credit) 1804Y Standard Chinese IV (Credit/No Credit) 1137H,Y Poetics 1151H Poetry I 1152H Poetry II 1182H as Technology in Modern China 1345H Readings in Japanese Literary Criticism​ Modern Literature Modern Modern Topics Topics EAS
due to the approximate 23.5 degree tilt and revolution of the Earth due to the gravitational interaction between the Earth and moon Describe Earth's shape C. What is our main source of electromagnetic energy?_________________ D. True or False. Energy produced by the Sun is transferred to earth by radiation. ________________ E. Explain Nuclear Fusion. F. Explain Nuclear Fission. Explain how incoming solar energy makes life possible on Earth. What is photosynthesis? Explain how the suns energy through the food chain Explain how processes and forces affect the lithosphere Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere. Match the type of rock that forms due to the following ___Igneous ___Metamorphic ___Sedimentary Melting and Cooling Heat and pressure Weathering/erosion and compaction
C. Earthquakes: 1. What are some causes of damage during or an earthquake (at least 5)? 1) _________________________________ 2) _________________________________ 3) _________________________________ 4) _________________________________ 5) _________________________________ 2. How can we predict earthquakes? ___3. Which of the following affects the amount of destruction caused by earthquake vibrations? a. The design of structures b. The nature of the material on structures are built c. The intensity and duration of the vibrations d. All of the above 4. What is the minimal number of seismic stations that is needed to determine the location of an Earthquake’s epicenter? a. One b. Two c. Three d. Four Explain the hazards to humans from an earthquake ---> ___________________________________ ___________________________________ ___________________________________ D. Volcanoes: ___1. The particles ejected in volcanic eruptions are called _____. a. Calderas b. Volcanic stocks 2. List the types of volcanoes and explain each of them.
List of Optometrists Participating in the Glaucoma Repeat Readings Service in East Cheshire Practice Contact Details Alderley Eyecare 61 London Road Alderley Edge SK9 7DY 01625 582030 L. Thompson Optometrists 5-7 West Street Congleton CW12 1JN 270941 Specsavers Congleton 3A Bridestone Centre Congleton CW12 1XD 01260 299395 Vision Express Congleton 17A Bridge Street Congleton CW12 1AS 01260 299300 Bramwells Opticians 8 Macclesfield Road Holmes Chapel CW4 7NF 01477 533169 The Toleman Practice The Health Centre London Road Holmes Chapel CW4 7BB 01477 537587 Wendy Diddams Optometrist 3 Minshull Street Knutsford WA16 6HG 01565 651121 Oldbury & Cruickshank Optometrists 73 Pickford Street Macclesfield SK11 6JD 01625 615002 Park Lane Opticians 141 Park Lane Macclesfield SK11 6UB 01625 432777 Specsavers Macclesfield 6 Grosvenor Centre Mill Street Macclesfield SK11 6AJ 01625 501111
Opticians 46 Mill Street Macclesfield SK11 6LT 0345 1253758 Specsavers Wilmslow 47-49 Grove Street Wilmslow SK9 1DT 01625 418930 Boots Opticians 16 Alderley Road Wilmslow SK9 1JX 0345 1253758 Wheeldon Opticians 11 Hawthorn Lane Wilmslow SK9 5DD 01625 524311 James Doyle 53 Alderley Road Wilmslow SK9 1NZ 01625 548848
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Fall 2016) Expected Graduation: (ex. Spring 2020) Advisor: Total Required Credits for this Degree Program: 60 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Required Courses (5 units required) * ENV 555 The Environmental Science-Policy Interface * EES 605 Regional Topics in Earth and Environmental Science and Policy * EES 606 Research Methods in Earth and Environmental Science Professional Experience (6 units required): Any experience that significantly broadens knowledge and skills, and advances the student’s career objectives. The requirement can be satisfied through regular coursework or through individualized study that expands the student’s skills in an area outside his/her dissertation but in a professional area related to his/her career goals, or research experiences within the context of the dissertation. See your advisor. * *
Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree
East Crompton St. George’s CE Primary School LGB Academic Year 2016- 2017 Governor Governor Category/Appointed by Date of appointment Term of Office Date stepped down Attendance 16-17 Carol Poll Academy Principal (Ex Officio) 1 September 2015 n/a 24 July 2017 1/1 Linda Baldwin Acting Headteacher. 3 meetings 3 meetings 24 July 2017 3/3 Linda Baldwin Staff Governor (elected by staff) 1 September 2015 Ends 9/10/18 24 July 2017 1/1 Nicola Lord Governor 16 Nov 2016 2 meetings 28/06/17 2/2 Emma O’Donnell Elected Parent Governor (elected by parents/carers) 23 October 2015 4 16/11/2016 1/1 Michelle Fitton Elected Parent Governor (elected by parents/carers) 23 October 2015 4 24 July 2017 3/4 Christopher Dodd Trust Board Appointed Governor (nominated by the CEO and the LGB) 1 September 2015, appointment confirmed 8 Feb 2016 4 years 24 July 2017 3/4 Hazel Gloster (CHAIR) Foundation Governor (Diocesan ) 1 September 2015 4 years 24 July 2017 4/4 David Budd Foundation Governor (Ex-Officio) 1 September 2015 n/a 24 July 2017 4/4 Simon Cane Foundation Governor (appointed by Foundation Members) 1 September 2015 4 years 24 July 2017 3/4 Miller Foundation Governor (appointed by Foundation Members) 1 September 2015 4 years 24 July 2017 2/4 Rosemary Richards Foundation Governor (appointed by Foundation Members) 1 September 2015 4 years 24 July 2017 3/4 Emma O’Donnell Foundation Governor (appointed by Foundation Members) 16 Nov 2016 4 years 24 July 2017 3/3 Emma Greenfield Foundation Governor (appointed by Foundation Members) 16 January 2017 4 years 24 July 2017 0/2
School Number of pupils Number of votes Teacher’s name Teacher’s email address Bearsden Academy 1211 Boclair Academy School 885 Douglas Academy 1015 Kirkintilloch High School 764 Lenzie Academy 1321 St Ninian's High School 779 Bishopbriggs Academy 1158 Turnbull High School 641
Other Requirements: Occasional work in locations when required. Working on Saturdays and Sundays in certain locations There will be a need to lift, on a frequent basis, items of various sizes and weights. Committed to supporting Woking and Sam Beare Hospices in their role of provision of Palliative Care. Flexible approach to working hours/days able to help out when necessary and cover the store.
East LSCG Members List Name Organisations/ Agencies Position Contacts Tracy Whittaker (Co-Chair) Children's Services, County Council Head of Social Work Operations (East) Robert Mack Norfolk & Suffolk Foundation Trust Children, Families & Young People Service Manager robert.mack@nsft.nhs.uk Mark Adams Dee Kirk Head Teacher Safeguarding Lead St Nicholas Priory CE VA Primary School Michelle Ackroyd Carolyn Cain School Nursing East, NHS Locality Manager Team Leader Ruth Allerhand Children's Services, Norfolk County Council Independent Chair ruth.allerhand@norfolk.gov.uk Christina Barnett Cambridgeshire Community Services NHS Trust Head of Locality (covering East for Marisa Fox) .net Philip Beck Children’s Services, Norfolk County Council Head of Services & Partnerships (East) Trevor Chaplin Yarmouth Borough Council Group Manager, Housing Services Rachel Cogman Children’s Services, Norfolk County Council Safeguarding Officer Costello Ines Simoes GYROS (GY Refugee & Outreach Support) Development Manager ines@gyros.org.uk Rebecca Crook Norfolk Youth Offending Team Senior Social Worker Rebecca.crook@norfolk.gov.uk Adam Dabin Martham Primary & Nursery School Deputy Head Teacher
Isabel Davidson NSCB Monitoring & Evaluation Officer Isabel.davidson@norfolk.gov.uk Andrew Forrest Emily Land Great Yarmouth Community Trust Executive Director Paula Driscoll Colin Dutton MAP MAP Senior Youth & Community Worker Tania Fulcher Children’s Services, Norfolk County Council Interim Area Manager, YOT .gov.uk Eve Hart Matthew Project Michaela Hewitt Adult Services, Norfolk County Council Operational Head of Integrated Care (East) Margaret Hill Leeway Community Services Manager Alan Hopley Voluntary Norfolk Chief Executive Gareth Jackson Norfolk & Suffolk Community Rehabilitation Company Senior Probation Officer Ali Jennings East Coast Community Healthcare Named Nurse .net Julie Johnson Norfolk Constabulary Tracey Jones Yarmouth Borough Council Partnerships Officer Emily Land Great Yarmouth Community Trust Senior Family Support Manager/Safeguarding Lead Nikki Lane Great Yarmouth College Head of Student Wellbeing & Progression .ac.uk Sue Loades GFS Platform .org.uk Fiona Lomax Public Health Joint Commissioning Officer .gov.uk Nicola Lovett Paget University Hospitals NHS Foundation Trust Nurse for Safeguarding Children Sarah Lovelock Broadland Housing Association Area Team Leader Angela Lumley Caister Academy Deputy Assistant Vice Principal Sue Robinson Children’s Services, Norfolk County Council Help Practitioner, Early Years Nicola Rossage Ormiston Venture Academy Assistant Principal
NAME TYPE OF GOVERNOR APPOINTED TERM OF OFFICE COMMITTEE MEMBERSHIP SPECIAL ROLES OR CHAIRING RESPONSIBILITIES OTHER EDUCATIONAL INSTITUTIONS AT WHICH A GOVERNOR BUSINESS INTERESTS AND DATE NOTIFIED RELATIONSHIP TO ANY MEMBER OF THE SCHOOL STAFF MEETING ATTENDANCE OVER THE PREVIOUS ACADEMIC YEAR Reem Briggs Staff Governor Staff 08/09/2016- 07/09/2020 SDC N/A N/A Nell Bank 05/10/17 N/A N/A Rev Mike Cansdale Foundation Diocese 03/12/2009 – 31/08/2016 P&PM Vulnerable Groups governor SMSC governor N/A Riddlesden, St Mary's Primary School St Luke's Church N/A FGB=4/5 P&PM=2/4 Phil Clarke Co-opted LGB 09/07/2015 08/07/2019 SDC Governor Forum N/A N/A N/A N/A FGB=4/5 SDC=4/4 Hopla Parent Parents 01/12/2016 05/10/2017 resigned SDC Curriculum Governor SIP 4 * Chair of SDC N/A N/A N/A FGB=2/5 SDC=2/4
Katie Savage Headteacher Ex officio Ex officio SDC F&GP N/A N/A Focus Education 05/10/17 Husband for BDAT FGB=5/5 F&GP=5/5 SDC=4/4 P&PM=4/4 Linda Wallsgrove Parent Parents 01/03/2014 28/02/2018 SDC Pupil Outcomes Governor SIP 1* N/A N/A Beckfoot Trust 05/10/17 N/A FGB=3/5 SDC=4/4 Mollie Whitcombe Foundation Diocese 01/09/2016 31/08/2020 SDC SMSC Governor N/A N/A N/A 05/10/17 N/A N/A Kim Whitley Parent Parents 01/12/2016 20/11/2020 F&GP ALC Governor Vice Chair of Governors N/A Lloyds Banking N/A FGB=5/5 F&GP=5/5 P&PM 3/4 NAME TYPE OF GOVERNOR APPOINTED TERM OF OFFICE COMMITTEE MEMBERSHIP SPECIAL ROLES OR CHAIRING RESPONSIBILITIES OTHER EDUCATIONAL INSTITUTIONS AT WHICH A GOVERNOR BUSINESS INTERESTS AND DATE NOTIFIED RELATIONSHIP TO ANY MEMBER OF THE SCHOOL MEETING ATTENDANCE OVER THE PREVIOUS ACADEMIC YEAR James Wood Foundation Diocese 12/03/2015 11/03/2019 F&GP Breakfast & After School Club Governor SIP 3* N/A N/A Lloyds Banking Group N/A FGB=3/5 F&GP=3/5 Emma Petts Deputy Head Ex officio Ex Officio SDC N/A N/A N/A N/A FGB=4/5 SDC=4/4
Voting rights on SDC F&GP=2/5 Tracey Lister SBM Ex officio Ex Officio F&GP Voting rights on F&GP N/A Sandal Primary School Listers News N/A FGB=4/5 F&GP=5/5 Rev Tony Walker St Lukes 05/10/17 LGB denotes Local Governing Body SDC denotes School Development F&GP denotes Finance & General Purpose P&PM denotes Pay and Performance Management
List of Optometrists Participating in the Glaucoma Repeat Readings Service in East Cheshire Practice Contact Details Alderley Eyecare 61 London Road Alderley Edge SK9 7DY 01625 582030 L. Thompson Optometrists 5-7 West Street Congleton CW12 1JN 01260 270941 Specsavers Congleton 3A Bridestone Centre Congleton CW12 1XD 01260 299395 Vision Express Congleton 17A Bridge Street Congleton CW12 1AS 299300 The Toleman Practice The Health Centre London Road Holmes Chapel CW4 7BB 01477 537587 Wendy Diddams Optometrist 3 Minshull Street Knutsford WA16 6HG 01565 651121 Oldbury & Cruickshank Optometrists 73 Pickford Street Macclesfield SK11 6JD 01625 615002 Park Lane Opticians 141 Park Lane Macclesfield SK11 6UB 01625 432777 Specsavers Macclesfield 6 Grosvenor Centre Mill Street Macclesfield SK11 6AJ 01625 501111 Boots Opticians 46 Mill Street Macclesfield SK11 6LT 0345 1253758
Involvement of parents/carers • Include the policy for informing and involving parents/carers about incidents involving illegal and other unauthorised drugs. • Outline the school’s approach to encouraging parental involvement in developing and reviewing the policy and in their child’s drug education. The role of governors • State the arrangements for ensuring that governors are well informed on drugs issues as they affect the school. • Outline the role of governors (or a designated governor if appointed) in policy development and overseeing the drug education programme, and contributing to any case conferences called, or appeals against exclusions. Liaison with other schools • Explain where schools are working together, for example: the drug education curriculum, the management of incidents, training opportunities and transitions between schools. Liaison with other agencies • negotiated and agreed procedures for collaborating with local agencies that can offer targeted and specialist support to pupils needing either. Staff conduct and drugs • State the arrangements for ensuring that staff are aware of their responsibilities in relation to drinking and other drug use in school hours and on school trips References
Area of learning ELG Profile 1 Profile 2 Profile 3 Profile 4 Profile 5 Profile 6 Profile 7 Profile 8 Profile 9 Communication and language ELG 01 Listening and attention ELG 02 Understanding ELG 03 Speaking Physical development ELG 04 Moving and handling ELG 05 Health and self-care Personal, social and emotional development ELG 06 Self-confidence and self-awareness ELG 07 Managing feelings and behaviour ELG 08 Making relationships Literacy ELG 09 Reading ELG 10 Writing Mathematics ELG 11 Numbers ELG 12 Shapes, space and measures Understanding the world ELG 13 People and communities ELG 14 The ELG 15 Technology Expressive arts and design ELG 16 Exploring and using media and materials ELG 17 imaginative EYFS Profile judgements Individual comments on each profile Are judgements consistent and accurate, in all classes, in all areas of learning and in reference to the characteristics of learning? Yes No Comments Is the evidence supporting the children’s attainment appropriate and does it match the band descriptor? Does it show an appropriate child initiated/adult directed ratio? Yes No Comments
Name of School/Setting: Practitioner(s) Name(s): Class: Moderator(s) Name(s): Date of re-moderation: Actions taken since moderation Area of learning ELG Profile 1 Profile 2 Profile 3 Profile 4 Profile 5 Profile 6 Profile 7 Profile 8 Profile 9 Communication and language ELG 01 Listening and attention ELG 02 Understanding ELG 03 Speaking Physical development ELG 04 Moving and handling ELG 05 Health and Personal, social and emotional development ELG 06 Self-confidence and ELG 07 Managing feelings and behaviour ELG 08 Making relationships Literacy ELG 09 Reading ELG 10 Writing Mathematics ELG 11 Numbers ELG 12 Shapes, space and measures Understanding the world ELG 13 People and communities ELG 14 The world ELG 15 Technology Expressive arts and design ELG 16 Exploring and using media and materials ELG 17 imaginative
Class: Teacher/Practitioner: 2012/13 Progression Autumn Spring Summer Phase 1 continuous through Phase 2 - 6 Show awareness of rhyme and alliteration. Distinguish between different sounds in the environment and phonemes. Explore and experiment with sounds and words. Phase 6 (Yr 2) Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise and spell an increasing number of complex words. Y2 Phase 5 (Yr 1) Working on: weeks 8-30 alternative spellings for phonemes Y1 Working on: weeks 5-7 alternative pronunciations for graphemes Working on: weeks 1-4 alternative graphemes for reading Progression Autumn Spring Summer Phase 4 (YR/Y1) Working on: Segmenting adjacent consonants in words and apply this in spelling. Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts YR/Y1 Phase 3 (upper) (Early Learning Goal) Children can read and spell a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes, Phase 3 (upper) Graphemes ai, ee, igh, oa, oo ar, or, , ow, oi ear, air, ure, er Phase 3 (secure) (Early Learning Goal) Children can read and spell CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters, ch, sh, th, ng Phase 3 (lower) (Early Learning Goal) Children can read and spell CVC words using letters and short vowels Letter progression: Set 7: y, z, zz, qu Set 6: j, v, w, x Progression Autumn Spring Summer 2 (40-60 months) Children working within Phase 2: know that words are constructed from phonemes and that phonemes are represented by graphemes have knowledge of 19 common consonants and vowels which they can orally blend for reading and segment for spelling simple CVC words, Letter Progression Set 1 - 5 Phase 1(30-50 months) Children working within Phase 1: explore and experiment with sounds and words distinguish between different sounds in the environment and phonemes show awareness of rhyme and alliteration begin to orally blend and segment phonemes
East Village Structure Plan Community Forum Meeting 24 May 2017 6.30pm-8.30pm Duncan Mackinnon Reserve Pavilion Attendees: 64 Draft vision - ‘East Village will be a thriving, mixed use precinct with a focus on employment, innovation, education and housing affordability'. Table 1 Vision Too broad Affordability – what does that mean? Commission houses? Diversity (not affordability) and equity – local houses for local people Complimentary – buildings need to fit in with surrounding areas Focus on education Open space Table 2 Vision Stay as a commercial and industrial site – providing future employment opportunities for our children No school Not too crowded Supportive of mixed development – residential, commercial, open spaces Traffic is an issue – even more car parking won’t solve the problem because people need to move around! Open space Community facilities - library, shopping village, cinema, restaurants Aged care/retirement village – affordable for elderly people Should make it clear that this is only a proposal – need clarity about proposal moving forward Priorities and actions Provide local jobs encourage people to walk to work Car parking not the solution from North Road to Centre Road Art Street present the work of local young people Table 3 Vision Innovation mean anything (needs more clarity) – take out Thriving isn’t clear Focus on education and employment Safety - lighting Community focus – caters for all sectors of the community Sustainable Something to be of Green boundary to hide/block tall buildings Housing affordability – what does that mean?? Congestion – concern – take this into consideration especially if there is a school High quality buildings Area to be of
Table 5.9.21.A——Coorparoo district neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change East Brisbane—Coorparoo district neighbourhood plan code 5.9.21.B—East Brisbane—Coorparoo district neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change East Brisbane—Coorparoo district neighbourhood plan code Table 5.9.21.C—East Brisbane—Coorparoo district neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change East Brisbane—Coorparoo district neighbourhood plan code Table 5.9.21.D—East Brisbane—Coorparoo district neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change East Brisbane—Coorparoo district neighbourhood plan code
Condition Yes No Catchers Equipment Yes No Backstop/Fence repair Shin guards Home plate repair Helmets Bases secure Face masks Bases repair Throat Protector Pitchers Mound Catchers cup (boys) Batter box level Chest protector Batters box marked Catchers mitt (boys) Grass Surface Gopher holes Infield fence repair Safety Equipment Yes No Outfield fence repair First-aid Kit each team Foul marked Medical Release forms Sprinkler condition Ice for injuries Warning track Safety Manual Coaches box level Injury report forms Coaches box marked Cell Phone available Dirt Needed Dugouts Yes No Players Equipment Yes No Fencing needs repair Batting helmets with face guards Bench needs repair All Jewelry removed Roof needs repair Bats inspected Bat racks Shoes checked Helmet Uniforms checked (shirts tucked in) Trash cans Athletic cups (boys) Clean up needed guards (optional) Drinking water available Spectator Areas Yes No Bleachers need repair Parents available for medication No Smoking Parking area safe Protective screens OK Bleachers clean Safety First Be Alert Check Playing Field for Hazards Players Must Wear Proper Equipment Ensure Equipment is in Good Shape Maintain Control of the Situation Maintain Discipline Be Organized Know Players’ Limits and Don’t Exceed Them MAKE IT FUN! Safety First! be
Oxted Health Centre – Easter Opening Hours 2018 Thursday 29th March - 8am – 6.30pm Friday 30th March – CLOSED Saturday 31st March – CLOSED Sunday 1st April – CLOSED Monday 2nd April – CLOSED Tuesday 3rd April – 8am-6.30pm PLEASE SEE SEPARATE NOTICE REGARDING GP SERVICES AT CATERHAM DENE FOR OUT OF HOURS/EASTER PERIOD FOR URGENT MEDICAL EMERGENCIES PLEASE CALL 999 Pharmacy Opening Times over festive period - locally East Surrey Community pharmacy opening times Easter 2018 Trading name Address 1 Address 2 Address 3 Good Friday 30th March Easter Sunday 1st Easter Monday 2nd April Boots the Chemists 34 Church Walk Caterham CR3 6RT 346257 Closed Closed Boots the Chemists 8 High Street Horley RH6 7AY 782497 Closed Lloydspharmacy 96 Victoria Road Horley RH6 7AB 01293 773665 Closed Closed Tesco Instore Pharmacy Reigate Road Horley RH6 0AT 0345 6779292 Closed Boots the Chemists 48 Station Road East RH8 0PG 01883 712620 Closed the Chemists 9-13 High Street Redhill RH1 1RD 01737 761037 Morrisons Pharmacy Bell Street Reigate RH2 7BA 01737 249132 Closed the Chemists 34-36 High Street Reigate RH2 9AT 01737 242833 Closed Lloydspharmacy 631 Limpsfield Road CR6 9DY 01883 623605 Closed Further information is available from NHS 111 (dial 111) or on the internet at NHS 111 is available 24 hours a day, 365 days a year. Calls are free from landlines and mobile phones. Other pharmacies may be open voluntarily on bank holidays. Opening times are correct at time of publishing – please check with the pharmacy before travelling
April 11 Wednesday 6:30 — 7:30 pm April 12 Thursday 6:30 — 7:30 pm April 15 Sunday 2:00 — 3:00 pm April 18 Wednesday 6:30 — 7:30 pm April 22 Sunday 3:00 — 4:00 pm To RSVP or request a private meeting Call or email capitalcampaign@stgacc.org
Plugging in the numbers, we get: What is the total amount of CO2 emitted? We want the answer to be in Gigatons — that’s a billion tons, and in the metric system, one ton is 1000 kg (1e6 g or 106 g), which means that 1Gt = 1015 g (1e15 g). So, the result is 31.8 Gt of CO2, which is very close to recent estimates for global emissions. It is more common to see the emissions expressed as Gt of just C, not CO2, and we can easily convert the above by multiplying it by the atomic weight of carbon divided by the molecular weight of CO2, as follows: And remember that this is the annual rate of emission. Let’s quickly review what went into this calculation. We started with the annual global energy consumption at the present, which we can think of as being the product of the global population times the per capita energy consumption. Then we calculated the amount of CO2 emitted per MJ of energy, based on different fractions of coal, oil, gas, and non-fossil energy sources — this is the emissions rate. Multiplying the emissions rate times the total energy consumed then gives us the global emissions of either CO2 or just C. We now see what is required to create an emissions scenario: A projection of global population A projection of the per capita energy demand A projection of the fractions of our energy provided by different sources Emissions rates for the various energy sources In this list, the three are variables — the 4th is just a matter of chemistry. So, the first three constitute the three principal controls on carbon emissions. Here is a diagram of a simple model that will allow us to set up emissions scenarios for the future: