zilongwang/ReadingBank huggingface dataset:
WRAT 4 testing on admission BG Steem and Locus of Control Testing Behaviour watch points Social, Emotional, Behavioural and Mental Health Difficulties Whole school behaviour policy supported by the Behaviour Watch system. Access to Behaviour Support Manager and BASE (Behaviour and Supportive Environment) Behaviour Management Plan Class reward systems Behaviour watch green slips SEAL curriculum activities and resources SMSC (Identified spiritual, moral, social and cultural development sessions) Enrichment activities (Friday afternoon) Reward attendance trip Keyworker sessions Regular home communication Behaviour watch points to support engagement at school tuck shop In class support for supporting behaviour targets Support for unstructured activities (break time supported by all staff) Support from LCC Wellbeing, Prevention & Early Help Service Group counselling (Young Addaction, New Start) Designated Youth Worker from East Lancs Wellbeing, Prevention & Early Help Service. KS4 School Nurse Identified Wellbeing sessions Family involvement with on-site Pupil and Family Support Manager for family (as appropriate) Common Assessment Framework completion (CAF) Team Around the Family Meetings (TAF) KS4 - Work-related learning School Links (Trinity Hospice) ELCAS ADHD support Nurse Individual counselling(, Young Addaction) Individual support (various) Individual reward system Re-integration programme Advice from EP MARMM Sensory/Physical Flexible teaching arrangements aware of implications of mental/physical impairment Alternative writing implements Access to suitable resources that will remove barriers to learning Access to IT to support alternative learning Family involvement with Pupil and Family Support Manager for family (as appropriate) Physical Aids (hearing aids etc.) closely monitored to ensure effective utilisation Enhanced curricular activities
Speech, Language, Communication & Interaction Differentiated curriculum planning, activities, delivery and outcome Structured school and class routines Regular home communication Parent forum Parent open afternoon or evening Whole school/class rules Class reward systems Increased visual aids/modelling etc. Visual timetables Access to specific equipment to support learning (overlays, enlarged texts) Speech and Language support / advice Advice/ Input from outside agencies i.e. EP CCC-2 Independence and Self Help Taxi to school to support engagement and attendance School council representatives from each form group Keyworker sessions to support independence fortnightly Bus pass to support independence, engagement and attendance Cooking lessons Taylor made careers advice KS4 Designated Youth Worker from Wellbeing, Prevention & Early Help Service KS4
SECTION 4 CONDITIONS OF CONTRACT The Conditions of Contract that will govern the contractual relationship between WESTCOL and the successful bidder consist of the following documents: 1.1 Section 4.1 - General Conditions of Contract; 1.2 Section 4.2 - Special Conditions of Contract for the Supply of Goods; 1.3 Section 4.3 – Contract Form; and 1.3 Section 5 – Specification. The of the Conditions of Contract are firm. No additions, deletions or variations thereto shall be entertained. GENERAL CONDITIONS OF CONTRACT 1. Definitions The following terms shall be interpreted as indicated: 1.1. “Closing time” the date and hour specified in the bidding documents for the receipt of bids. 1.2. “Contract” the written agreement entered into between the purchaser and the supplier, as recorded in the contract from signed by the parties, including all attachments and appendices thereto and all documents incorporated by reference therein. 1.3. “Contract price” means the price payable to the supplier under the contract for the full and proper performance of this contractual obligation. 1.4. “Corrupt practice” means the offering, giving, receiving, or soliciting of anything of value to influence the action of a public official in the procurement process or in contract execution. 1.5. “Countervailing duties” are imposed in cases where an enterprise abroad is subsidized by its government and encouraged to market its products internationally. 1.6. “Country of origin” the place where goods were mined, grown or produced or from which the services are supplied. Goods are produced when, through manufacturing, processing or substantial and major assembly of components, a commercially recognized new product results that is substantially different in basis characteristics or in purpose or utility from its components. 1.7. “Day” means calendar day. 1.8. “Delivery” means delivery in compliance of the conditions of the contract or order.
The learner must know: Assessment Requirements Evidence Location 2.a Drawing and composition problems Learners should identify drawing and composition problems The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3 The learner will know about the characteristics of line The learner must know: Assessment Requirements Evidence Location
Drawing a Circuit – How can a pencil conduct electricity? Materials: Soft drawing pencil (6B is best) 5mm LED bulb 9 volt battery 9 volt snap connectors 330 ohm resistor Two insulated wire leads Create the following circuit.
Critical Analysis and Aesthetics Expressive Qualities * The learner will be able to analyze the effect of subject matter, technique, and medium on the expressive quality of drawings. Critique * The learner will be able to critique drawings using the processes of description, analysis, interpretation, and judgment. Analysis of Drawing The learner will be able to analyze drawings by significant artists and synthesize information gained into the production of drawings that express mood, motion, and energy. Self-Evaluation The learner will be able to evaluate, based on predetermined criteria, own performance and progress on skills and written and visual products. Relating to Major Artists The learner will be able to make informed responses by relating own drawings to drawings by major contemporary and traditional artists. VA.Draw.17 Art Evaluation The learner will be able to develop and appropriate criteria for making aesthetic judgments about a wide range of objective, abstract, and nonobjective drawings. Artistic Voice The learner will be able to begin to develop and describe artistic voice (own style, approach to art, and personal messages to communicate).
Expressionistic Style Rubric 1 Does Not Meet Expectations 2 Meets some Expectations 3 Meets Expectations 4 Exceeds Expectations Textured "Brush Strokes" Missing illustration of your concept Poorly illustrates concept. Illustration of concept was nicely done Illustration of concept was exceptionally drawn or captured Subject matter Confusing and/or incomplete subject Some irrelevant subject matter Mostly relevant Natural Landcape or Seascape Expressive Artist's description of mood does not match audience's perception Artist's description of mood somewhat matches audience's perception Artist's description of mood mostly matches audience's perception Artist's description of mood absolutely matches audience's perception Color Combinations Five or more glaring combinations Three or four colors seem to clash One or two slightly off combinations Colors seem natural together; no clashing, jarring combinations Deadlines Few deadlines met Some deadlines met Most deadlines met on line or All deadlines met on time or early.
QUARTER III Jan. 4-6 Introduction, Get-to-know-you, Semester-long project Jan. 9-13 Expectations, Drawers, Perspective Drawing Jan. 17-20 Perspective Drawing Jan. 23-27 Perspective Drawing, Chalkboard Art Jan. 30-Feb. 3 Chalkboard Art Feb. 6-10 Calligraphy Feb. 13-17 Calligraphy Feb. 21-24 Calligraphy Feb. 27-Mar. 3 Calligraphy, Printmaking Mar. 6-10 Printmaking, ROOM CLEAN-UP QUARTER IV Mar. 20-24 Printmaking Mar. 27-31 Radiant Names Apr. 3-7 Radiant Names, Tag, You’re It Apr. 10-13 Tag, You’re It Apr. 17-21 Serigraphy or Acrylic Packing Tape Painting Apr. 24-28 Art show preparation, Serigraphy or Acrylic Packing Tape Painting May 1-5 Serigraphy or Acrylic Packing Tape Painting
Bottom rollers Fig. 4 – Fluting of the bottom rollers; a) axial flutes, b) inclined flutes (spiral flutes), c) knurled fluting Bottom rollers are made of steel and are mounted in roller stands or in the frame by means of needle, roller or ball bearings. They are positively driven from the main gear transmission or by a separate drive. In order to improve their ability to carry the fibers along, they are formed with flutes of one of the following types (see Fig. 4): axial flutes (a), inclined flutes (spiral flutes) (b), knurled fluting (c). Knurled fluting is used on rollers receiving aprons, to improve transfer of drive to the aprons. Other rollers have axial or, increasingly, spiral fluting. The latter gives quieter running and more even clamping of the fibers compared with axial fluting. Rolling of the top rollers on spiral flutes takes place in a more even manner and with less jerking. The diameter of the bottom rollers can lie in the range of 20 - 90 mm, but normally diameters between 25 and 50 mm are used. A drafting arrangement includes three to six such rollers. In long machines (e.g. ring spinning machines) the bottom rollers are made up by screwing together short lengths. Distances between the rollers of the drafting arrangement are usually adjustable and can then be adapted to the fiber lengths. One of the tasks of the drawframe is dust removal. Release of dust occurs almost exclusively in the drafting arrangement and this should be totally enclosed so that dust does not pass into the surrounding atmosphere. The dust-laden air must be extracted by suction (as shown in Fig. 10 for the Rieter machine). Each roller of the arrangement has an associated cleaning device (scraping bar and suction tube) so that fly and fibers tending to adhere to the rollers can also be carried away. In addition, on the Rieter drawframe the scraping bars are lifted from the intermittently. Trash collections therefore pass into the dust removal system. The air extracted is passed via tubes directly to filters within the machine and then into the exhaust ducts of the air-conditioning system or directly into those ducts. Filters within the machine are cleaned manually or by a wiper. This latter arrangement has the advantage not only of easier handling but also of constant suction pressure, resulting in constant cleaning efficiency.
Author [last name, first name]. “Title of Article,” Name of Newspaper, Date [Day Month Year]. Accessed from [Database or URL]. Encyclopedia Articles Footnote: 1 “Title of Article,” Name of Encyclopedia. Date [Year]. Bibliography: “Title of Article.” Name of Encyclopedia. Date [Year]. E-Books Footnote: 1 Author name first], Title of the Book (Place Published : Publisher, Year Published), page number. E-book from Database Name. Bibliography: Author [last name, name]. Title of the Book. Place Published : Publisher, Year Published. E-book from Database Name. Academic Journals Footnote: 1 Author [first name first], ìTitle of the Article,î Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages Cited, Accessed from Database Name. Bibliography: Author [last name, first name]. ìTitle of the Article.î Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages the Article is On. Accessed from Database Name. Web Pages Web pages citations should provide as much of the following as possible: author, “title,” date posted, organization, and URL. Online Reports
2017/18 Improvement Objective: We will support local communities to develop community resilience for emergency planning. Corporate Plan Priority : PEOPLE We will ensure we engage with, and support, all local communities to deliver real social benefits Associated Corporate Objective: Develop more engaged, empowered and integrated communities Associated Big Plan for Ards and North Down outcome Outcome 3: All people in Ards and North Down are respected and live in communities where they are safe and feel secure. Why have we chosen this? The increasing risk of natural disaster, particularly from severe weather, necessitates actions to improve our community resilience, ie, the ability of communities to prepare for, withstand, and recover from disasters. What are we going to do this year? (Actions) What difference will it make? (Outcomes) Lead Officer Engage with local communities and form at least one Community Resilience Group Conduct a series of Community Resilience talks Update the Emergency Planning section of Council’s website to signpost to information and advice Enhanced community resilience, personal safety and the safety of property and place when challenged with emergency civil contingency events (eg severe weather). Director of Organisational Development and Administration How we will measure our progress. (Measures) 2016/17 Performance 2017/18 Performance to date 2018/19 Target No of talks completed 5 % attendees who report increase knowledge awareness 50%
Down as an attractive destination to do business and invest Create an Economic Development Forum PERFORMANCE: We will ensure we take time to understand our customer’s needs and manage our people, money and assets effectively so we can deliver on our objectives for the Borough. We will improve customer access to services and functions provided by the Council and improve their efficiency. We will improve customer access to services through: Launching an online application service for licensing Implementing an electronic Grant Management System Developing the Planning Service webpages to include FAQs on popular topic areas Introducing online reporting for environmental based issues We will improve the efficiency and effectiveness of internal systems and processes Implement Mobile working for Environmental Health Service Introduce a Purchase-2-Pay system Integration of back-office systems (HR, Payroll, Time and Attendance) Develop protocol with Building Control to ensure submitted applications have benefit of appropriate planning approval where necessary We will reduce staff absence levels across the Council. Continue to monitor and manage absence to reduce the average days lost per employee Delivery of Our People Plan Roll out of the Organisational Development Strategy
of my practice when it is no longer needed (e.g. when a patient moves and no longer receives care at the practice)? storage necessary. You are able to mark patients as inactive to designate when patients no longer receive care. Have I developed contingency plans so that my employees know what to do if access to EHRs and other EHI is not available for an extended period of time? drchrono is it can be accessed from the computer or iPad wherever there is an internet connection! Have I developed processes for securely exchanging electronic health information with other health care entities? Please review our terms of service online if you have any questions. Have I developed processes that my patients can use to securely connect to a portal? Have I developed processes for proofing the identity of my patients before granting them access to the portal? Patients must present a unique identifier captured in drchrono and go through a authorization process including patient and provider to enable access to OnPatient. Do I have a process to periodically test my health IT backup capabilities, so that I am prepared to execute them? Again, since drchrono is web-based, there should be no local storage necessary. If equipment is stolen or lost, have I defined processes to respond to the theft or loss? No PHI should ever be stored on local equipment, but it’s always smart to change your password in case of theft! Identifying Physical Safeguards
Question drchrono’s thoughts Comments Initials Do I have basic office security in place, such as locked doors and windows, and an alarm system? Are they being used properly during working and hours? We hope so! Are my desktop computing systems in areas that can be secured during non-working hours? With drchrono’s features, this should not be an issue. Are my desktop computers out of reach of patients and other personnel not employed by my practice during normal working hours? Make sure to verify the physical location of any new equipment you may purchase as part of your implementation. Is mobile equipment (e.g. laptops), used within and outside my office, secured to prevent or loss? Again, drchrono’s website and iPad platforms have functionality, so PHI is secure. Do I have a documented inventory of approved and known health IT computing equipment within my practice? Will I know if one of my employees is using a computer or media device not approved for my practice? Any activity is recorded in the Audit Log, but since drchrono is your users can access it from anywhere, regardless of physical computing equipment locations. Do my employees implement basic computer security principles, such as logging out of a computer before leaving it unattended? With drchrono’s features, this should not be an issue. Identifying Technical Safeguards
The people in the community are telling Martha she deserved to get HIV. They are saying it was her fault that she has HIV. Ignoring someone is stigma. The two women do not sit with Martha. They talk about her as if she is not there. Excluding someone from activities is stigma. Martha and her family were not invited. The man is telling them to go away. They don't want to "catch" HIV from Martha. Stigma affects everyone in Martha's family. Think of a time when you felt blamed, ignored, or excluded. How did it make you feel? Did you deserve this treatment? How does stigma affect those who are sick? It affects the way they feel. It affects the way that they work. It may affects services they receive from the government. It affects their income and their family members. Additional Information for the Trainer Impact of Stigma Stigma affects those with HIV in many ways. Stigma affects their emotions: they may feel guilty, ashamed, and depressed. These feelings may cause a lack of appetite. They may not feel able to do normal activities or chores around the home because of these feelings. Stigma affects their work: Stigma may put people's land at risk. If the community will not buy or sell to those with HIV, they lose income and sink into poverty. Children may be unable to attend school because of a parent's sickness and loss of income. Some property owners may send away a sick tenant. Stigma affects their social life: Community members may exclude those with HIV from social activities because of fear or misunderstanding. This separates those with HIV from normal activities. They may feel lonely, and disconnected from others in the community. Stigma affects their spiritual life: Sickness and guilt about the illness may separate them from religious institutions (churches, mosques, etc). Religious leaders may condemn the sick for sinful actions which caused the illness.
Self Service Center PROCEDURES FOR GETTING A DEFAULT DECREE WITHOUT A HEARING IN FAMILY COURT CASES THAT DO NOT INVOLVE MINOR CHILDREN REQUIREMENTS Sometimes a court hearing is not required to get a default decree. This procedure may be used if you meet the following requirements: Petitioner and Respondent both must be legally competent and sane. There are no minor children common to the parties or adopted by the parties during the marriage. Neither party is pregnant with the other party’s child. Neither party is making a claim for spousal maintenance/support (alimony). YOU CANNOT USE THIS PROCEDURE IF . . . the Respondent was served by publication, if the party is insane or incompetent, or if the other party has filed a response. For a list of requirements, read the “Motion and Affidavit for a Default Without a Hearing”. PROCEDURES BEFORE YOU REQUEST A DEFAULT DECREE WITHOUT A HEARING, CHECK TO BE SURE THAT YOU HAVE: Properly served the other party and filed the proof of service. (Service cannot be done by publication), AND Completed and filed the “Application and Affidavit for Default,” and mailed a copy to the other party; AND Completed and notarized “Service Member Civil Relief Act Waiver” if the other party is on active duty in the United State Military, AND Waited at least 61 days after the completion of service. COMPLETE the “Motion and Affidavit for Default Decree Without a Hearing” and make one copy. FILE YOUR MOTION: Hand the original “Motion and Affidavit for Default Decree Without a Hearing” and the copy to the at the filing counter. The Clerk will keep the original, date stamp the copy and return the copy to you.
Use space in boxes below for date, observer initials, and a short note. Name Moves arms or hands in basic ways Uses arms or hands to make contact with objects in the environment Grasps objects with entire hand Grasps objects with fingers and thumb Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body Manipulates objects with both hands doing different movements Manipulates objects, using hands, with strength, accuracy, and coordination Performs, with efficiency, a variety of tasks that require precise manipulation of small objects
Understanding the domain All of the levels for each measure follow a progression from preschool (on the left), to early first grade (on the right), like on the DRDP-K (2015) instrument. The DRDP-K (2015) instrument represents the developmental levels as equal intervals. Figure 1. Developmental progression for a sample measure. A group of measures forms each domain. Each domain scale reflects the psychometric transformation of the developmental levels of the measures within that domain into a scale that is based on the data collected during the calibration studies. Figure 2. Measures form a domain. Developmental levels on a domain scale that are represented with wider bars will typically take longer for children to master than developmental levels that are represented with thinner bars. The domain scale represents an overall developmental progression; however, it may take more or less time for an individual child to master a level. Figure 3. Illustration of how developmental levels are represented by different widths.
ATL-REG 1: Curiosity and Initiative in Learning ATL-REG 2: Self-Control of Feelings and Behavior ATL-REG 3: Engagement and Persistence ATL-REG 4: Shared Use of Space and Materials SED 1: Identity of Self in Relation to Others SED 2: Social and Emotional Understanding SED 3: Relationships and Social Interactions with Familiar Adults SED 4: Relationships and Social Interactions with Peers LLD 3: Communication and Use of Language (Expressive) LLD 4: Reciprocal Communication and Conversation LLD 6: Comprehension of Age-Appropriate Text LLD 8: Phonological Awareness LLD 9: Letter and Word Knowledge COG: MATH 1: Classification COG: MATH 2: Number Sense of Quantity COG: MATH 3: Number Sense of Math Operations COG: MATH 6: Shapes
E-30 ASSIS_COMP Character 1 Yes E-31 AREG1_RTG Character 6 Yes New E-32 AREG1_EMG Character 1 Yes New E-33 AREG2_RTG Character 6 Yes New E-34 AREG2_EMG Character 1 Yes New E-35 AREG3_RTG Character 6 Yes New E-36 AREG3_EMG Character 1 Yes New E-37 AREG4_RTG Character 6 Yes New E-38 AREG4_EMG Character 1 Yes New E-39 AREG5_RTG Character 6 Yes New E-40 AREG5_EMG Character 1 Yes New E-41 AREG6_RTG Character 6 Yes New E-42 AREG6_EMG Character 1 Yes New E-43 AREG7_RTG Character 6 Yes New E-44 AREG7_EMG Character 1 Yes New E-45 SED1_RTG Character 6 Yes New E-46 SED1_EMG Character 1 Yes New E-47 SED2_RTG Character 6 Yes New E-48 SED2_EMG Character 1 Yes New E-49 SED3_RTG Character 6 Yes New E-50 SED3_EMG Character 1 Yes New E-51 SED4_RTG Character 6 Yes New E-52 SED4_EMG Character 1 Yes New E-53 SED5_RTG Character 6 Yes New E-54 SED5_EMG Character 1 Yes New E-55 LLD1_RTG Character 6 Yes New E-56 LLD1_EMG Character 1 Yes New E-57 LLD2_RTG Character 6 Yes New E-58 LLD2_EMG Character 1 Yes New E-59 LLD3_RTG Character 6 Yes New E-60 LLD3_EMG Character 1 Yes New E-61 LLD4_RTG Character 6 Yes New E-62 LLD4_EMG Character 1 Yes New E-63 LLD5_RTG Character 6 Yes New E-64 LLD5_EMG Character 1 Yes New E-65 LLD6_RTG Character 6 Yes New E-66 LLD6_EMG Character 1 Yes New E-67 LLD7_RTG Character 6 Yes New
E-106 PHTH1_EMG Character 1 Yes New E-107 PHTH2_RTG Character 6 Yes New E-108 PHTH2_EMG Character 1 Yes New E-109 PHTH3_RTG Character 6 Yes New E-110 PHTH3_EMG Character 1 Yes New E-111 PHTH4_RTG Character 6 Yes New E-112 PHTH4_EMG Character 1 Yes New E-113 PHTH5_RTG Character 6 Yes New E-114 PHTH5_EMG Character 1 Yes New E-115 PHTH6_RTG Character 6 Yes New E-116 PHTH6_EMG Character 1 Yes New E-117 PHTH7_RTG Character 6 Yes New E-118 PHTH7_EMG Character 1 Yes New E-119 PHTH8_RTG Character 6 Yes New E-120 PHTH8_EMG Character 1 Yes New E-121 PHTH9_RTG Character 6 Yes New E-122 PHTH9_EMG Character 1 Yes New E-123 PHTH10_RTG Character 6 Yes New E-124 PHTH10_EMG Character 1 Yes New E-125 HSS1_RTG Character 6 Yes New E-126 HSS1_EMG Character 1 Yes New E-127 HSS2_RTG Character 6 Yes New E-128 HSS2_EMG Character 1 Yes New E-129 HSS3_RTG Character 6 Yes New E-130 HSS3_EMG Character 1 Yes New E-131 HSS4_RTG Character 6 Yes New E-132 HSS4_EMG Character 1 Yes New E-133 HSS5_RTG Character 6 Yes New E-134 HSS5_EMG Character 1 Yes New E-135 VPA1_RTG Character 6 Yes New E-136 VPA1_EMG Character 1 Yes New E-137 VPA2_RTG Character 6 Yes New E-138 VPA2_EMG Character 1 Yes New E-139 VPA3_RTG Character 6 Yes New E-140 VPA3_EMG Character 1 Yes New E-141 VPA4_RTG Character 6 Yes New E-142 VPA4_EMG Character 1 Yes New
Common Competences CC 1-25 ES sign off of Level 2 descriptors in 23/25 by end of DRE-EM training. File in ST3 portfolio File in ST3 portfolio Life support valid ALS, ATLS, APLS/EPLS provider by end of DRE-EM training Clinical governance activity Minimum of 1 x audit per year Safeguarding Children Holds valid Level 1, 2 & 3 certificate by end of training (must complete all to complete PEM) Attendance at regional teaching Evidence of attendance regional ACCS/ST3 teaching Evidence of attendance at ACCS ST1 Simulation Course and ST3 PEM Simulation course by end of DRE-EM training HEE YH Trainee Feedback Annually – upload confirmation code / email GMC Trainee Feedback Annually – upload confirmation code / email Sick leave Full declaration of sick leave in previous 12 months Complaints, Critical Incidents & SUIs Any involvement recorded in with actions taken and associated reflective summary available Form R (part B) Uploaded to your ePortfolio Email copy to: emsupport.yh@hee.nhs.uk for form & guidance
To get the most out of your affirmation, it to be stated as a FACT, and not as wishful thinking. You need to say it as if it’s happening right now. Remember – the belief comes first, then the reality. #2: Find Inner Peace and Clarity A cluttered mind is one of the most common problems people have with manifesting their dreams. This makes it hard to reflect on what you want in life, or instill those affirmations we just talked about. Also, getting sidetracked by the thousands of thoughts in your head every day can destroy your focus on the present moment. A good way to keep that static noise to a minimum is by learning the ancient art of meditation. Yes, ancient – people have been practicing the habit of sitting still and focusing on the present for thousands of years. And it’s only in the recent decades that the Western world has caught up to the benefits it has to offer. A study back in 2012 by the University of Manchester, Wake Forest School of Medicine and Max Planck Institute covered the effects meditation had on the brain. They found that those who meditated were literally rewiring their brain – and this helped them manage their pain better. And this is barely scratching the surface. Many other studies have documented how the habit of quietly observing the present moment unfold can boost the immune system, promote
To become a plumber you need to find an employer who will take you on and you. To find an employer you'll need to have reasonably good reading and maths skills and show that you'll do a great job. To become a telemarketer you need to have a good standard of English. Sales and customer service experience or any other work involving public contact is useful. To become a land surveyor you need to complete a four year university course in surveying. Useful school subjects are English, maths, geography, computer studies, physics, economics and graphics. Jobs in my community It’s a good idea to think about what type of work you might find interesting. Make a list of jobs that you know of. You can add to this list day by day. Circle the jobs that interest you. Jobs of people I know Jobs of people I see in my community Jobs I've seen on TV, read or about
Jobs I think will be important in the future There are many opportunities for you in the future that you may not know about now. For example, there are over 600 jobs described on the Careers New Zealand website, www.careers.govt.nz. A lot more than most of us could list! What changes can you see? We all change and so does the world around us including the working world. Read through these ideas about the way things might be in the future. Select and circle one of these changes or come up with one of your own. Then record your about what this change will mean to our lives and what kinds of work will grow or decline as a result of these changes. virtual driving replace driving tests on the road education until age 21 becomes compulsory for all paper is so expensive that recycling becomes compulsory a new product means you never need to clean your teeth new discoveries in health keep on extending people's lives Chinese becomes the main language of business there is a ban on eating meat 80% of all people work from home
How can these ideas help you research secondary schools? Subjects, subjects, subjects What do you know about the subjects you might be able to do at a secondary school? With your classmates, discuss what you know about each of the topics in the table below. Then, tick the subject where you think you could learn most about the topic in the future. A B C 1 the lives and ideas of the ancient Greeks and Romans English Classical Studies Mathematics 2 the process of erosion or the process of migration Art History Health Geography 3 big questions like 'What is truth?', 'What is happiness?' Health Philosophy English 4 making products from patterns or plans Technology Science Music 5 reporting an organisation's or group's finances Accounting Technology Social Studies 6 what makes people behave in certain ways Science Psychology Mathematics 7 loads on structures and machines Media Studies Physical Education Technology 8 the properties of different natural substances Studies Chemistry Health 9 how markets for goods and services work Economics Spanish Science 10 the unseen forces that make the world work Physics Mathematics Physical Education
“Dream is not that what you see in sleep, dream is the thing which does not allow you to sleep” “A dreamer is one step behind the achiever, and the achiever was once a dreamer.” Your dreams make the way for your achievements. So being a dreamer is the best because u simply have to dream.. For example u may dream of becoming miss world or a famous personality. Dreams have always been something of a common word for those who want to achieve something. These types of dreams can either be achieved or not depending on the individual. A person in his starting phase is called a dreamer because he has come up with a dream but that same person can be called an achiever only if he goes the extra mile to achieve it. It take time, effort, focus and hard work to get the title of an achieve
Review of the updated Radioactive Waste Programme 2016, together with the Plan for Research, development and demonstration and Cost estimates for decommissioning and disposal. See Section B.2. Review of Final Decommissioning Plan for Mühleberg NPP. See Section D.2.7 Implementation of the recommendations to the Government from the follow-up IRRS mission 2015. Not implemented, see Section K
Additional to this report… …ENSI has separate publications dealing with other aspects concerned with its work and supervisory responsibilities. Obtainable under www.ensi.ch © ENSI, Entwurf zur externen Anhörung, Juli 2017
Week 5 – Consequences of Residential Segregation by Race/Ethnicity (March 13) “Segregation and the Financial Crisis” Dream Revisited Discussion 18 Jacob Faber, Ngina Chiteji Patrice Ficklin, Stephen Ross “Explaining Ferguson Through Race & Place” Dream Revisited Discussion 11 John Mollenkopf and Todd Swanstrom, Christopher M. Tinson, Jennifer Hochschild, Jeff Smith “Segregation and Politics” Dream Revisited Discussion 23 J. Phillip Thompson, Patrick Bayer, Lawrence Bobo, and Xavier de Souza Briggs Ananat, Elizabeth, and Ebonya Washington. 2009. “Segregation and Black Political Efficacy.” Journal of Public Economics 5-6: 807-822. Ananat, Elizabeth. 2011. “The Wrong Side of the Tracks: The Causal Effects of Racial Segregation on Urban Poverty and Inequality.” American Economic Journal: Applied Economics 3(2): 34-66. Steil, Justin P., Jorge De la Roca, and Ingrid Gould Ellen. 2015. “Desvinculado y Desigual: Is Segregation Harmful to Latinos?” Annals of the American Academy of Political and Social Science 660(1). Policy Implications: What Should We Do Segregation? Week 6 —What Does it Mean to Affirmatively Further Fair Housing? (March 20) “The Future of the Fair Housing Act” Dream Revisited Discussion 13 Alan Jenkins, Richard A. Epstein, Dennis Parker, Susan Ann Silverstein “Affirmatively Furthering Fair Housing” Dream Revisited Discussion 16 Michael Allen, Angela Glover Blackwell, Edward Goetz, Michael Bodaken and Ellen Lurie Hoffman Leonard, Geoffrey. 2014. “In Our Back Yards: Dismantling Segregation by Incentivizing Regional Collaboration Under the Fair Housing Act’s Affirmatively Furthering Fair Housing Provision.” Georgetown Journal on Poverty Law and Policy.
dreams and the charity as a whole, attending meetings. Some out of hours work will be required for which time off in lieu will be given. Deputising for the Head of Dreams in his/her absence as necessary. PERSON SPECIFICATION Essential Desirable Experience Working in an administrative capacity in an office environment Yes Overseas travel Yes Background in Health or Social Care sectors Yes Qualifications Good general education (minimum GCSE Maths and English) Yes Knowledge Booking own or others travel arrangements Yes Health and social care sectors Yes Skills The ability to communicate clearly in letter and to families, social workers, medical professionals etc. Yes Leadership ability - to be able to lead both group and individual dreams and have confidence to deal effectively with unexpected situations Yes Ability to task Yes Able to communicate information clearly and consistently both verbally and in writing Yes Attention to detail in the recording of information both in hard copy and electronically Yes The ability to use initiative in researching and developing ways to achieve a child’s dream Yes Ability to represent the charity with those in the health and social care sectors Yes Negotiation and influencing skills Yes Able to handle figures in managing budgets for each dream Yes Proficient with email, word processing, accounting and database software Yes Familiar with MS Office especially Word, PowerPoint, Excel and Outlook Yes The confidence and ability to deal with people from all walks of life and to establish open and effective working relationships with families, social workers, medical professionals etc Yes
Belfast Container Terminal will accept containers with and without declaration of VGM. Will await the shipping lines confirmation of the VGM and if required will be able to weigh and verify at a cost to be determined Bristol Port Company will have a service available DFDS Immingham will have a service available DP World will be offering a service and have already written to all customers. Will accept containers with and without VGM, will await the shipper’s confirmation of the same and, if required, will be able to weigh and verify at a cost. Forth Ports Grangemouth will have service available Forth Ports London will have a service available.
Two arrows: Use up arrow to send the page you’re working on up to server Note: You can also FTP (put and get) from the Files panel (F8) You would select the file(s) to put, then click up arrow: End of Document Window Panels All adobe products have panels on the right, and most have a toolbox on the left: DW is no exception. Here is a panel, which has two tabs. Panel Management Showing missing panels Panel tabs Properties panel Panels as icons Panel Menus Properties Panel Accessibility Panel Screen Readers Two ways to insert content: Insert>Menu or Window>Panel>Insert
09:00 – 09:50 Agriculture and Food Security Dr Yahya Abawi: University of Southern Queensland, Australia: Climate and Agriculture – Key Challenges and Opportunities Dr N. Chattopadhyay, IMD : Current status of the use and needs for climate services and interfacing mechanisms Dr Ram Ghimire, Nepal: Delivery and Application of Climate Services in Agricultural Sector 09:50– 10:40 Water Dr Grabs Wolfgang, German Federal Institute of Hydrology: Water in the third pole region in the context of the Global Framework for Climate Services (GFCS) Mr Zin Than Kyaw, Myanmar: Implementation by Directorate of Water Resources and Improvement of River Systems (DWIR) in Myanmar 10:40 – 11:10 Health Break 11:10 – 11:30 Health Dr D.R. Pattanaik, IMD: Climate and health 11:30 - 12:00 Disaster Risk Reduction Mr Anand Kumar Sharma, IMD: Disaster Risk Reduction: Kedarnath Case Mr Maung Maung Win Tin: Hazards in Myanmar Ms Nyamjantsan Baljinnyam, Mongolia: Disaster Risk Reduction in Mongolia 12:00 - 12:20 Energy Mr B. Mukhopadhyay, IMD: Scope of Climate Services for the Energy Sector 12:20-13:00 Plenary discussion 13:00 – 14:00 Lunch SESSION V The Cryosphere Mr Karma Tsering Rapporteur: Dr Arvind Srivastava Description:Discuss the unique role of the cryosphere, its variability and change in the Third Pole region, along with the associated regional and global impacts, particularly highlighting the aspects of the cryosphere to be covered by the climate services. 14:00 – 15:00 Observation of the cryosphere and the Global Cryosphere Watch (GCW) Mr Bajracharaya, ICIMOD, Nepal: Observation of cryosphere Dr Peter van Oevelen, GEWEX: GEWEX Activities and Observations in the Hindu Kush Himalayan Region Ms Jambay Choden, Bhutan: Cryosphere Observation in Bhutan
ACTIVITY NAME: JOB PERFORMANCE INDICATORS: 2.1.1 – Demonstrate the ability to use different types of career information resources to identify the 16 Career Clusters and the career pathways within them. 2.1.2 – Locate specific occupational information to determine pertinent and relevant facts. 2.1.3 – Determine job growth and opportunities T1.2 – Demonstrate the use of templates and how to modify them. Instructions: Students will use one of the following resources to research information about a “dream job”. They may use the following resources O*Net OOH Arkansas Oscar Arkansas Works Career One Stop Career Watch Magazine Create one of the following and include ALL the info from the box Google or PowerPoint presentation Online poster in Glogster. See my example at: Blabberize character. See my example. Voki animated character Powtoon presentation
Appendix A: Case studies Several case studies are provided to highlight the issues and mitigation measures needed when encountering examples of dredge operations in acid sulfate soil. Case 1. Dredging and on-land disposal, Western Basin Reclamation Area, Gladstone, Queensland (prepared by Stuart Simpson, CSIRO). Case Study 2. Dredging acid sulfate soils during the drought in the Lower Lakes, South Australia (prepared by Luke Mosley, University of Adelaide, and Ben Zammit, Department for State Development, SA). Case Study 3. Removal and dewatering of pyritic sediment from a wetland (Western Australia) (prepared by Adkins, Department of Parks and Wildlife, WA (previously within ‘Swan River Trust’).
WA DCE 2011, Treatment and Management of soils and water in acid sulfate soil landscapes, West Australian Department of Environment and Conservation, Perth, Western Australia. WA EPA 2011, Environmental Assessment Guideline for Marine Dredging Proposals, Environmental Assessment Guidelines (EAG 7), Environmental Protection Authority of Western Australia, Perth, Western Australia. Yuan, C, Mosley, L, Fitzpatrick, R & Marschner, P 2016, ‘Organic matter addition can prevent acidification during oxidation of hypersulfidic and hyposulfidic material: Effect of application form, rate and C/N ratio’, Geoderma, vol. 276, pp. 26-32.
Appendix 1: Provisional list of vascular flora recorded at Dreeite Nature Conservation Reserve and adjoining areas. Taxon Common Name Source 1 2 Indigenous Species Acacia mearnsii Black Wattle + Acacia melanoxylon Acaena novae-zelandiae Blackwood Bidgee-widgee + + Carex appressa Tall Sedge + Clematis microphylla Small-leaved Clematis + Crassula sieberiana s.l. Sieber Crassula + Daucus glochidiatus Australian Carrot + Dichondra repens Einadia nutans subsp. nutans Epilobium spp. Geranium spp. Melicytus dentatus s.l. Oxalis corniculata s.l. Phragmites australis brownii Senecio pinnatifolius Urtica incisa Kidney-weed Nodding Saltbush Willow Herb Crane's Bill Tree Violet Yellow Wood-sorrel Common Reed Slender Dock Variable Groundsel Scrub Nettle + + + + + + + + + + + Introduced Species Acetosella vulgaris Sheep Sorrel + Aira spp. Arctotheca calendula Avena barbata Briza minor Bromus diandrus Bromus hordeaceus subsp. hordeaceus Cerastium glomeratum s.l. Cirsium arvense Conium maculatum Galium aparine Holcus lanatus Hordeum leporinum Hypochoeris radicata Lycium ferocissimum Polycarpon tetraphyllum Solanum nigrum Willis (1972) Sonchus s.l. Sonchus oleraceus Trifolium campestre var. campestre Trifolium dubium Trifolium repens var. repens Trifolium subterraneum Hair Grass Cape Weed Bearded Oat Lesser Quaking-grass Great Brome Soft Brome Common Mouse-ear Chickweed Perennial Thistle Hemlock Cleavers Yorkshire Fog Barley-grass Cat's Ear African Four-leaved Allseed Black Nightshade Rough Sow-thistle Common Sow-thistle Hop Clover Suckling Clover White Clover Subterranean Clover + + + + + + + + + + + + + + + + + + + + + + +
Taxon Common Name Source 1 2 Vic Status FFG EPBC spp. Vulpia spp. Vetch Fescue + + Total no. Indigenous spp. Total no. Introduced spp. Total no. Species 14 4 25 1 39 5 Key: Threat status follows DSE (2005). Source: - Victorian Flora Site Database Ref: M00546, Date: 16 December 1997. Site located on property directly adjacent (south) of Dreeite NCR. - Incidental flora observations at Dreeite NCR. Observer: G. Peterson, DPI (Peterson 2003).
Florida Community Development Block Grant Program Disaster Recovery Initiative Application for HUD Disaster Recovery Funding-Disaster Recovery Enhancement Funds Department of Housing and Urban Development [Docket No. FR-5256-N-01] Federal Register / Volume 74, Number 29, dated February 13, 2009 [Docket No. FR-5337-N-01] Federal Register / Volume 74, Number 156, dated August 14, 2009 2008 Supplemental CDBG Appropriations Robert T. Stafford Disaster Relief and Emergency Assistance Act Applicant______________________________________ (Name of Local Government) Rick Scott Governor Billy Buzzett Secretary Florida Department of Community Affairs 2555 Shumard Oak Boulevard Tallahassee, Florida
Professor Christine La Trobe University Cassandra Politanski, MIND Australia “Translating research into practice in an early childhood intervention service” Nicole Mahar and Dr Kate Davis, EPIC Centre RMIT University Dr Stella Koritsas, Scope Australia, and Rachel Vanstone, Carers Victoria “Guided self-determination: How people with intellectual disability have been supported to have choice and control.”, William Crisp, La Trobe University Claire Quillam, La Trobe University “Working with Indigenous Clients – it doesn’t have to be hard” Adrian Appo, OAM, Australians Capital, and Founding CEO, Ganbina 12:45pm Lunch – 1 hour 1:45pm – 3:15pm Inclusive research Workshop: “Involving people whose voices are not often heard in research and service development” Dr Sarah Pollock, Mind Australia, and Dr Erin Wilson, Deakin University Workforce “Precarious employment in the disability support workforce” Speaker TBC, RMIT University “Strategies to maximise support worker opportunities in NDIS environment” Dr Carmel Laragy and Wendy Taylor, RMIT University “Enabling the front line. Testing New ways of working: the evaluation of the High Performing Work Practices Initiative” Caroline Alcorso, NDS Models of community participation “Using different conceptualisations of community participation to support people with intellectual disability to make choices” Professor Christine Bigby, La Trobe University “Inclusion and capability – emergence through living systems” Lucy Murphy and Adam Schickerling, Annecto Interfaces between services “Hospital encounters of adults with cognitive disability – examining ways to strengthen a mainstream system” Dr Teresa Iacono, La University “Evaluation of the Baptcare LAC in the Tasmanian NDIS trial sites” Christina RMIT University and Rachel Breman, Baptcare “Working together to respond to violence and challenges and good practice across the disability and domestic violence sectors” Dr Patsie Frawley, Deakin University Housing and Supported Living “Bringing together students and people with disabilities: Utilising the University as a collaborative space for disability research” Dr Andrew Martel, University of Melbourne “Lake House: Seeing group homes differently” Lisa Hamilton, La Trobe University “Staff perceptions of organisational culture in group homes” Lincoln Humphreys, La Trobe University 3:15pm – 4:00pm Plenary and closing remarks, NDIA TBC Gordon Duff, Reflection on national developments of the Centre for Applied Disability Research Daniel Leighton, Chair of the NDS Victoria Research Advisory Group
Dressage Entry Form: Centyfield Eventing & Dressage Academy EVENT DATE:..................................................................................................... Class /Test & Section Rider’s Name Horse’s Name Time preference Ie Early / Late Fee £11.00/class Total £ Name Address Contact Phone Number Email address Signed (agreement to rules below) Postal entries close 5 days before the event – Late entries maybe accepted if space allows please call to confirm 07800 734082 Please send entries to: Centyfield Eventing & Dressage Academy, Glebe Farm, Whitestone, Exeter, EX4 2HP cheques payable to Centyfield Equestrian. Times will be available on Equo () and on our Facebook page.