zilongwang/ReadingBank huggingface dataset:
Ballyfermot Chapelizod Partnership Co Ltd 4 Drumfinn Park, Ballyfermot Dublin 10 Application Form for the Post of: Job Plan Project Worker Guidelines: Please complete accurately, giving as many details as possible of your skills and experience in relation to this job application. Short listing will be based on the information gathered in the form, please read in conjunction with the job description and key skills/competencies. Completion of all sections are mandatory, incomplete applications will not be considered. Please ensure that the finished form is typed and printed out using Microsoft Word. Applicants Details: Personal Information Title: Surname: First Name: Home Address: Contact Details Home Number Mobile: E-mail: Education
2 Employer/Organisation Name: Address: Job Title: Post From: To: Full Time Part Time Brief Description of Duties/Responsibilities and key achievements: Reporting To Reason for leaving/changing Current Salary 3 Employer/organisation Name: Address: Job Title: Post From: To: Full Time Part Time Brief Description of Duties: Reporting To: Reason for leaving/changing Salary 4 Current/recent employer/organisation Name: Address: Job Title: Post From: To: Full Time Part Time Brief Description of Duties/ responsibilities and key achievements
“Clearly, the biggest stressor in this job is that we are treated like a three year old by the bosses. We are micro-managed to death. They forget what it was like to do this job and then yet given the chance to get in the trenches with us refuse to do what we do daily!” She goes on to vent, “I am given the authority to have every key in this building, to carry a loaded gun, yet I must ask permission to go to the bathroom. I must justify my every move and thought. It is beyond ridiculous.” There is little autonomy and TR is smart enough to realize it. “ I spent the first part of my career jumping through hoops to stay ahead of inmates and now its management that has me jumping through hoops for them” How does the stress affect you and how do you handle it all? TR responds, “I am so tired. I am mentally worn out from being micro-managed. I am weary. I am tired a lot of the time. When I am at work there is the constant adrenaline of being tuned in to the moment. I get home and I am just weary of it all.” There were tears in her eyes and we both allowed it to be explained as allergies and we moved on with nothing more spoken of it. No words were needed. I know all too well what she felt. It is a moment of indulgence when we can let our guard down in the safety of one who understands without accusation. When asked how well she sleeps she openly laughed and said, “Sleep? What sleep?” and she openly admits “I can fall off to sleep in a matter of seconds if I hold still. It has happened in court during a boring divorce. Don’t you have a magic chair at home? You sit in it and sleep comes over you like a warm blanket. But I don’t dream anymore when I sleep and I miss that. I sleep light and wake up easy. If I get six hours of sleep a night it’s a good night.” Financial situations of a single mom don’t allow for room to date. “The lawyer couldn’t handle that I had a kid. Kids, even one, cost a fortune. I don’t have anyone to count on to share the load. Even during the marriage, her father couldn’t hold a job. He jeopardized mine by
Environmental Studies (p. 88) B.A. Film Studies (p. 91) B.A. Gender and Women’s Studies (p. 92) B.A. Geography (p. 93) B.A. Global Studies (p. 95) B.A. Health Sciences (p. 97) B.S. Dental Hygiene Completion B.S. Food Safety B.S. Human Services B.S. Medical Laboratory Sciences B.S. Respiratory Therapy Completion History** (p. 99) B.A. B.A. Public History Justice Studies (p. 103) B.A Liberal Studies (p. 106) B.A. Mathematics** (p. 107) B.A. Medical Imaging (p. 109) B.S. Certified RT Computed Tomography B.S. Certified Medical Imager Management B.S. Diagnostic Medical Sonography B.S. Magnetic Resonance Imaging B.S. Nuclear Medicine Technology B.S. Radiologic Technology Modern Languages (p. 111) B.A. Francophone Studies B.A. French B.A. Latin American Studies B.A. Portuguese B.A. Spanish Music* (p. 114) B.A. Music* (p. 115) B.M. Music Education B.M. Performance Philosophy (p. 119) B.A. Physics** (p. 121) B.S. Political Science (p. 122) B.A. Psychology (p. 125) B.A. Public Administration (p. 127) B.A. Sociology (p. 128) B.A. Theatre (p. 129) B.A. Design/Technical B.A. General Theatre B.A. Musical Theatre B.A. Performance *Art education and music education are designed for students seeking grades pre-K–12 teaching certification. **Students seeking grades 7–12 teaching certification in these majors should see Secondary Education (p. 155).
Example 1: Complete the following table, assuming that a “Small Atom” has a mass of 12 amu and that a “Large Atom” has a mass of 14 amu. Number of “Small Atoms” Number of “Large Atoms” % abundance of “Small Atoms” % abundance of “Large Atoms” Average Atomic Mass (amu) Example 2: Boron has 2 isotopes, B-10 and B-11. The % abundance of B-10 is 19.78%. What is the average atomic mass of boron? How do we know the percentage abundance for each isotope of each element? Unequal Numbers of Protons and Electrons: Ions In terms of electrons in energy levels, what is special about the noble gases? How is the overall energy state of noble gases affected by this? As a result, every atom “wants” to be as much like a noble gas as possible. Why can’t every atom be a noble gas? How could an element be similar to a noble gas?
City of Johannesburg 2006. Report on the ‘Rea Vaya’ Bus Rapid Transit (BRT) Scoping Study. COJ Council 23 November 2006 Competition Commission 2017. Publication of the Public Passenger Transport Market Inquiry Term of Reference. Government Gazette 40837 10 May 2017 CSIR 1984. “The Application of Strategic Marketing to the Management of Urban Transport”. National Institute for Transport and Road Research, CSIR. March 1984 Department of Transport 2007. Public Transport Strategy Ministry of Transport 2008. Joint Statement by Ministry of Transport and the Taxi Industry Leadership, 9 December 2008. Ngqaleni 2016. “The Public Transport Integration Challenge : What Role for the Fiscal System?” Malijeng Ngqaleni, Deputy Director-Generla for Intergovernmental Relations, National Treasury. SA Transport Conference 4 July 2016 Seftel 2013. “Pains And Gains of a Negotiated Contract: the Johannesburg Rea Vaya BRT Experience”. Thredbo 13 Conference, Oxford, 13-19 September 2013 Statistics SA 2013. National Household Travel Survey Von der Heyden et al 2015. Financing IRPTN Operations: Considerations for Cities Implementing I(R)PTNs In South Africa. C von der Heyden, K Laing, E Hastings, P Koch and T Reddy, Pegasys Strategy and Development. SA Transport Conference July 2015
2.1 No amendments to the Declarations of Interest were made. 3. Minutes of the previous meeting held Tuesday 21st May 2013 (CGB13/078) 3.1 Dr Hugh Freeman requested that members review the minutes for accuracy. PH asked that an amendment be made to item 13.1. 3.2 OUTSTANDING ACTIONS: Local Authority Report (CGB13/006) from 21st May 2013 meeting. Lisa Briggs asked David Rice that the following guidance issued from Sir David Nicholson, Chief Executive of NHS – England, entitled “Update and advice for CCGs on the process for approval of severance payments and wording in constitutions on whistleblowing” be considered by the next Remuneration Committee and then be brought back to the Governing Body for further discussion. All other actions had been completed. LB and DR 3.3 AGREED. The NHGB approved the minutes of the meeting held on 21st May 2013 as being a correct record and commended them for signature by the Chair. 4. Matters Arising 4.1 There were no matters arising. 5. Report from Chief Operating Officer (CGB13/079) 5.1 The report was noted. SHu presented the report in LB’s absence. SHu wanted to highlight, for the Governing Body, 4 items from the report: 5.2 Authorisation: The Wessex Area Team cannot discharge the remaining two conditions as the contract has yet to be agreed and signed with HHFT and there are still a number of outstanding risks around the CCG financial position. NS enquired whether other CCGs had these kinds of conditions over them. HF replied that there were approximately half a dozen other CCGs that have conditions around their budget deficit. SHu reiterated to the Governing Body that it didn’t stop NH CCG doing anything, it just ‘sits over us’. ACTION: HF to talk to LB regarding outstanding conditions. HF 5.3 New Staff: SHu reported that two new members of staff had been appointed within the last month and extended a welcome to them.
What were the two ceremonies that Mr. Hooper directed that same day? How did the veil affect the mood of each? Summarize the scene between Mr. Hooper and Elizabeth. How would you describe how both feel at their parting? (Note: She is called his “plighted wife,” which means “intended wife,” or fiancée.) What does Mr. Hooper mean when he says, “There is an hour to come when all of us shall cast aside our veils”? As the years passed, what were some of the negative affects of the veil of Mr. Hooper? What were some of the positive? Mr. Hooper is described as “a man apart from men” and that the veil had “kept him in that saddest of all prisons, his own heart”; explain. Why is described as a “faithful woman” in the final scene? Go through the story and count all the references to Mr. Hooper’s “smile.” How is his “smile” often described? Why does focus on this detail so much? Besides the veil on Mr. Hooper’s face, what other references to other types of veils are mentioned in the story? What does each mean? (Questions six is one example.) What is the attitude of the other minister’s toward Mr. Hooper on his death bed? What does this tell us about them? According to Mr. Hooper, why has he been wearing his black veil? Why is the story called “a parable”? The Song of Hiawatha & The Tide Rises, the Tide Falls Henry David Thoreau- Walden
NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program conforms to SUNY’s and SED’s policies. It must show how a student can complete all program requirements within , unless a longer period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree. Bachelor’s degree programs should have at least 45 credits of , with 24 in the major. It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of study (or 60 credits), no fewer than 30 credits in in the categories of Basic Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign Languages It must show how students can complete appropriate for the degree. When a SUNY Transfer Path applies to the program, it must show how students can complete the number of SUNY Transfer Path courses shown in the within the first two years of full-time study (or 60 credits), consistent with SUNY’s and . Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the campus to submit a –with compelling justification(s). EXAMPLE FOR ONE TERM: Undergraduate Program Schedule Term 2: Fall 20xx Credits per classification Course Number & Title Cr GER LAS Maj TPath New Prerequisite(s) ACC 101 Principles of Accounting 4 4 4 MAT 111 College Mathematics 3 M 3 3 MAT 110 CMP 101 Introduction to Computers 3 HUM 110 Speech 3 BC 3 X ENG 113 English 102 3 BC 3 Term credit total: 16 6 9 7 4 For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or concentrations, complete a Program Schedule for each one. NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from are met.
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.) Program/Track Title and Award:________________________________________________________ Indicate academic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe): Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course. Term 1: Term 2: Course Number & Title Credits New Co/Prerequisites Course Number & Title Credits New Co/Prerequisites Term credit total: Term credit total: Term 3: Term 4: Course Number & Title Credits New Co/Prerequisites Course Number & Title Credits New Co/Prerequisites Term credit total: Term credit total: Term 5: Term 6: Course Number & Title Credits New Co/Prerequisites Course Number & Title Credits New Co/Prerequisites Term credit total: Term credit total: Term 7: Term 8: Course Number & Title Credits New Co/Prerequisites Course Number & Title Credits New Co/Prerequisites) Term credit total: Term credit total: Program Total: Total Credits: Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if applicable: New: X if new course Prerequisite(s): list prerequisite(s) for the listed courses
Help person to tell others what they want Help person decide what they want, including all potential outcomes Establish person’s preferred outcome Help person access accurate information Help person understand outcomes Hear person’s story and clarify issue Positive ending when advocacy relationship ends Help person explore options, including processes involved in each
Dates: 1-3, April 2016 Venue: Hotel Royal Regency, Chennai-India. Registration Fee! Conference Registration Fee - Details Delegates can choose any of the options given below to participate at the Conference OPTION Registration Fee Early Bird Before 10th February 2016 Rs. After 10th February 2016 Rs. A Author 7000 7500 B Co-Author/Delegate 6500 7000 C Research Scholars 6000 6500 D Journal Publication (Online Only) Free Free E Conference Dinner Free Free Registration fee covers participation in all sessions of the conference, a copy of the proceedings, participation certificate, lunches, refreshments and gift items. A single registration covers one paper. For additional papers, please add another Rs. 2500. *Faculty members employed as full/part time in an institution/college/university but simultaneously pursuing M.Phil or Ph.D will be considered only as faculty members. Please do not negotiate on this. Cancellation Policy! There is a Rs.1500 fee for cancellations received prior to 20th February 2016. There will be no refunds on cancellations after this date. Our Principal Academic Partner: Shri Dharmasthala Manjunatheshwara Institute for Management Development (SDMIMD), Site No. 1, Chamundi Hill Road, Siddarthanagar Post, Mysore - 570 011.
Schedule PIN 10098 Company Name GLAM Schedule of Approved Vehicles: Schedule No. Make Model Name Model Code Category SEVS Entry No. 39TOYOTA ALPHARD HYBRID AYH30W MA C12/01 38TOYOTA VELLFIRE HYBRID AYH30W MA C44/00 37NISSAN SKYLINE CROSSOVER J50 MA 622/01 36TOYOTA ESTIMA WELCAB CAMPERVAN R SERIES MA B53/02 34TOYOTA VELLFIRE HYBRID ATH20 MA B43/00 33NISSAN CUBE Z12 MA C13/00 32TOYOTA ALPHARD HYBRID ATH20 MA B44/00 31TOYOTA MARK X ZIO GGA10 MA B35/00 30TOYOTA CROWN S18 MA B05/00 28TOYOTA NOAH WELCAB 70 SERIES MA A86/00 27TOYOTA VOXY WELCAB 70 SERIES MA A87/00 25MITSUBISHI EVOLUTION VIII CT9A MA 332/03 24TOYOTA ESTIMA CAMPERVAN R50 SERIES MA B36/02 22ROVER MINI MINI MA 078/01 21NISSAN ELGRAND E52 MA 766/01 20TOYOTA ALPHARD WELCAB MNH10W MA 644/03 19TOYOTA ALPHARD WELCAB ANH20W MA 657/03
18TOYOTA ALPHARD WELCAB ATH10W MA 643/03 17TOYOTA ALPHARD WELCAB ANH10W MA 789/02 16TOYOTA VELLFIRE WELCAB GGH20W MA A06/01 15TOYOTA VELLFIRE WELCAB ANH20W MA A05/01 14TOYOTA ALPHARD WELCAB GGH20W MA 658/03 13NISSAN ELGRAND E51 MA 732/00 12TOYOTA ESTIMA CAMPERVAN CR40 MA 527/01 10NISSAN SKYLINE V36 V36 MA 509/03 09NISSAN CUBE Z11 MA 507/00 08NISSAN ELGRAND CAMPERVAN E51 MA 502/00 07MITSUBISHI EVOLUTION V CP9A MA 521/00 06NISSAN SKYLINE V35 V35 MA 313/02 04NISSAN S13 S13 MA 006/01 03TOYOTA JZX 100 SERIES MA 002/02 02NISSAN SKYLINE R34 R34 MA 030/02 01NISSAN SKYLINE R33 R33 MA 042/01 35TOYOTA HIACE WELCAB 200 SERIES MB A23/01 26TOYOTA HIACE 200 SERIES MB A44/01 05TOYOTA HIACE WAGON 100 SERIES MB 050/05 29MITSUBISHI DELICA D:5 4WD MC A53/00 23MITSUBISHI DELICA D:5 4WD MC 534/01 11TOYOTA ESTIMA CAMPERVAN CR30 NA 611/00 Data Last Updated: 03-Sep-2018 07:04:23
Licensed Nurse Competency Checklist Name:______________________________ Title: ___________________________ Hire Date:_______________ Skill Area Evaluation (Check One) Method of Evaluation (Check One) D = Skills Demonstration O = Performance Observation W = Written Test V = Verbal Test Verification (Initials/Date) Competency Demonstrated/ Meets Standards Needs Additional Training D O W V Admission History and Physical Nursing Assessment Adjustment Charting Admission Readmission Room Change Catheters Catheterization – Female Catheterization – Male Foley Insertion/Removal Change of Condition Assessment
Weekly Summaries (cont.) Problem Charting Incident/Accident/Event Charting and Notification Allegation of Abuse, Neglect, Misconduct Assessment/ Documentation/ POC/Notification Fall Risk Pain Nutrition/Hydration/ Weight Restraints – Chemical/Physical Skin Color Diaphoresis Rash Reddened Areas Pressure Ulcers Non-pressure wounds Incisions Skin Tears Bruisiing
IV Therapy (cont.) IV Push Medications (RN Only IV Piggy Back Medications (RN Only) Central Venous Catheters Lab Specimen Collection Transcription of Orders Medications Administer and Record Oral Meds Administer and Record IM Meds Administer and Record Sub Q Meds Checks – apical, B/P, etc. appropriately Discontinue/Destroy Medications
Ref Procedures Standard factual finding Result (C / E / N.A.) recorded in the accounts of the third party and were supported with documentation. A.2 PRODUCTIVE HOURS To confirm standard factual findings 23-28 listed in the next column, the Auditor reviewed relevant documents, especially national legislation, labour agreements and contracts and time records of the persons included in the sample, to verify that: the annual productive hours applied were calculated in accordance with one of the methods described below, the full-time equivalent (FTEs) ratios for employees not working full-time were correctly calculated. If the Beneficiary applied method B, the auditor verified that the correctness in which the total number of hours worked was calculated and that the contracts specified the annual workable hours. If the Beneficiary applied method C, the auditor verified that the ‘annual productive hours’ applied when calculating the hourly rate were equivalent to at least 90 % of the ‘standard annual workable hours’. The Auditor can only do this if the calculation of the standard annual workable hours can be supported by records, such as national legislation, labour agreements, and contracts. BENEFICIARY'S PRODUCTIVE HOURS' FOR PERSONS WORKING FULL TIME SHALL BE ONE OF THE FOLLOWING METHODS: 1720 ANNUAL PRODUCTIVE HOURS (PRO-RATA FOR PERSONS NOT WORKING FULL-TIME) THE TOTAL NUMBER OF HOURS WORKED BY THE PERSON FOR THE BENEFICIARY IN THE YEAR (THIS METHOD IS ALSO REFERRED TO AS ‘TOTAL NUMBER OF HOURS WORKED’ IN THE NEXT COLUMN). THE CALCULATION OF THE TOTAL 23) The Beneficiary applied method [choose one option and delete the others] [A: 1720 hours] [B: the ‘total number of hours worked’] [C: ‘annual productive hours’ used correspond to usual accounting practices] 24) Productive hours were calculated annually. 25) For employees not working full-time the full-time equivalent (FTE) ratio was correctly applied. If the Beneficiary applied method B. 26) The calculation of the number of ‘annual workable hours’, overtime and absences was verifiable based on the documents provided by the Beneficiary.
Complete a genetic cross to show how a fruit fly with normal wings and a fruit fly with short wings can be crossed to produce the offspring shown. (4) 11. A gene may have two or more alleles. (a) What is meant by the term allele? (1) The allele for brown eyes (B) is dominant to the allele for blue eyes (b). People with brown eyes have at least one dominant allele. (b) Complete the table. (2) eye colour alleles present brown Bb or .......... blue ..................... (c) Draw a genetic diagram to show the inheritance of eye colour in the Smith family. Show all possible outcomes. (3)
Whereas, the citizens of the State of South Carolina desire to promote the principles and objectives of courage, patriotism, leadership, service, and sacrifice among the people of this State and the nation; and Whereas, an opportunity exists for the State of South Carolina to promote those principles and at the same time recognize the men and women of the nation’s military who have made the ultimate sacrifice in armed conflicts throughout the nation’s history; and Whereas, twenty-nine South Carolina residents and another four natives of the State have been awarded the highest level of recognition for their service to our country as members of the United States Armed Forces, the Medal of Honor; and Whereas, the State of South Carolina is the final resting place for nineteen Medal of Honor recipients; and Whereas, the State of South Carolina and the Patriots Point Authority have announced their desire to develop a national Medal of Honor Museum to preserve and present the extraordinary stories of individuals who have reached the highest level of recognition in service to the nation; and Whereas, the public-private partnership that will design, fund, build, and maintain the state-of-the-art facilities for the orientation, comfort, and education of visitors will preserve, protect, and acquire key artifacts and archival materials related to the Medal of Honor and its recipients and help to create a tangible link between visitors and the heroes who have sacrificed for the nation; and Whereas, the national Medal of Honor Museum will present exhibits, programs, and services designed to engage diverse audiences and enhance their understanding of and appreciation for the stories of the Medal of Honor, of Medal of Honor recipients, and of the values associated with the Medal; and Whereas, the Museum will raise awareness of and support for the work of the Medal of Honor Society and the Congressional Medal of Honor Foundation, including its Character Development Program. Education programs, onsite and through outreach, will
For #18-22, you may refer to the following relationships: Calculations: SHOW WORK and BOX your ANSWER with UNIT (ALL temperatures MUST be in K, NOT oC) 18. What is the volume of 2.00 moles of a gas at STP? PV = nRT (1.00 atm) V = (2.00 mol)(0.0821)(273 K) V = (2.00)(0.08206)(273) V = 44.8 L (1.00) OR 2.00 mol x 22.4 L = 44.8 L 1 mol 19. A 3.50 mol sample of a gas at 305 K and a pressure of 800 mmHg. What is the volume of the gas? 20. If 32.0 grams of a gas occupies 12.5 liters at 1.42 atm and 298 K, what is the molar mass of the gas? 21. Consider the reaction: N2(g) + 3 H2(g) 2 NH3(g) What is the total number of liters of NH3 produced when 11.2 liters of H2 reacts completely at STP? 22. Consider the reaction: Mg(s) + 2 HCl(aq) MgCl2(aq) + H2(g) When 48.6 grams of Mg(s) reacts completely, what is the volume of H2(g) produced if the reaction occurs at 22.0°C and 0.910 atm?
Volunteers needed in Butler County Volunteers needed to provide companionship for lonely hospice patients and family members. Volunteers visit individuals in nursing homes, assisted living facilities and patient’s private homes. Crossroads Hospice cares for patients in 7 surrounding counties and we have a need for volunteers in Butler County. Activities may include reading, listening, sitting and talking, playing board games, crafts, singing, sharing music, or other interests. A smile, a caring attitude and a compassionate heart is all that is needed to touch lives and make a difference... the life you touch may be your own. Volunteers must be at least 16 years of age and have a valid driver’s license. Volunteer interview, training, TB test and background check is required (all cost covered by Crossroads). Volunteering can be flexible. Contact Gretchen Eagle . (513)786-3752. The Caring Craftsmen could use you We do home repair, accessibility modification and general craftsmen projects for people with developmental disabilities and/or their families. We are an all-volunteer group and our projects are paid for through donations. We do our projects at no cost to families. We have site leaders that have expertise in what the project entails. Site leaders help volunteers learn the craft at hand. If you are a seasoned craftsmen or someone that would enjoy learning a new skill while helping others contact Dave Glock Jr. or This list compiled as a service of: Community Volunteer Force Check for updates at: Facebook.com/communityvoulunteerforce Questions: Dan Schlosser at
District Ministry Fund Operating Budget 17-18 proposed District Administration: 1 District Superintendent’s Professional Expenses 13,000 2 District Superintendent’s Auto [Maint./fuel] 4,500 3 District Superintendent’s Auto Replacement 0 4 District Superintendent Conferences 6,900 5 District Office Telephone 2,300 6 District Office Postage 500 7 District Office Supplies 1,600 8 District Office Equipment 4,000 8a Copier Replacement 3,000 9 District Boards and Committees 1,600 10 Life Long Learning 12,000 11 District Assembly Expenses 7,000 12 Benevolence and Gifts 500 13 Pastoral Care 1,000 14 District Secretary’s Expenses 2,700 14a District Admin Reimbursement 12,000 15 District Treasurer’s Expenses 1,000 17 Promotion and Advertising 1,000 17a P&S Speakers 0 18a District Commmunication Technology 7,500 19 Administration [other] 2,000 20 General Assembly Delegate Reserve 0 21 Insurances 10,221 22 Zone Facilitators 1,000 24 NWID Stewardship Fund (Dist. Tithe) 39,000 27 District Office Utilities 900 29 Total District Administration 135,221 33 Total Parsonages utilities/maintenance 11,000 40 Total Salaries/Honoraria 176,726 53 Total District Employee Benefits 80,530 58 Total Auxiliaries 31,750 67 Total District Budget for 2017-2018 435,228
Guide to Personnel Record Keeping This document is intended to provide a guide to the standardised record keeping of personnel records in the state. It should be read in conjunction with the MDA’s own internal filing and registry procedures. Chapter 1: Personnel Record Keeping Principles This chapter describes general principles governing the creation, maintenance, and disposition of records used to document personnel records, established by the Office of the Head of Service (OHOS) or other responsible ministry, department or agency (MDA).
7 Pedestal with key (430 x 560 x 660) 1 8 Pedestal with key (420 x 540 x 650) 1 9 Pedestal with key (420 x 550 x 650) 1 10 Pedestal with key (340 x 570 x 690) 1 11 Low wooden shelf (800 x 450 x 850) 3 12 Computer table with key (650 x 500 x 800) 1
13 1-seater sofa (purple) (620 x 770 x 700) 3 14 1-seater sofa (pink) (620 x 770 x 700) 3 15 Wooden coffee table (1070 x 540 x 400) 1 16 Wooden coffee table (1200 x 500 x 420) 2 17 Bench (1800 x 450 x 700) 1
PROJECT TEAM - ENDORSEMENT Project Role Name and Title Responsibilities What are they endorsing? Signature Date CDOI Signed Project Leader <insert name> Responsible to lead the project and for delivery of the overall project until handover to the business owner Coordinate the project team Prepare and review procurement documents Escalates issues Prepare, present and communicate advancement and recommendation across UNSW Manage integration/implementation/installation if part of the project (i.e.: if not performed by the business) Drives benefits delivery Project outcome (e.g.: supplier selected) Confirm that all information provided in this document is accurate <E-signature or scanned signed document is acceptable> <insert date> no yes Procurement Leader <insert name> Provide support to the Project Leader and guidance on procurement strategy and process (including probity) Provide procurement templates/tools as required Single point of contact to engage and negotiate with suppliers or for matters concerning the procurement process Confirm that the procurement process has been respected and that outcome of this procurement process is aligned with the business need and the Procurement Policy <E-signature or scanned signed document is acceptable> <insert date> no yes Core team / Evaluation Committee <Members should comprise of internal key stakeholders that will be affected or have an interest in the goods or services being procured> <insert name> Support Project Leader Document requirements Evaluates suppliers’ responses as agreed Makes recommendations for preferred supplier(s) Make recommendations for contract inclusion Agree with evaluation outcome <E-signature or scanned signed document is acceptable> <insert date> no yes <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name and add more row if required> <E-signature or scanned signed document is acceptable> <insert date>
Steering Committee Representative <to keep only if relevant> <insert name> Set and priorities direction Approve members of the project team Endorse the project team’s decisions for executive sponsorship and approval Ensure resources are committed from respective areas Remove obstacles or solve escalated issues Ensures compliance with overall company strategy Endorse procurement process outcome to be approved by Executive <E-signature or scanned signed document is acceptable> <insert date> no yes <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name> <E-signature or scanned signed document is acceptable> <insert date> <insert name and add more row if required> <E-signature or scanned signed document is acceptable> <insert date>
No. You may not allow an infant to sleep in a restrictive device. If an infant falls asleep in a restrictive device, the infant must be removed from the device and placed in a crib as soon as possible. §746.2427. Are infants required to sleep on their backs? Infants not yet able to turn over on their own must be placed in a face-up sleeping position in the infant's own crib, unless you have a written statement [the child's parent presents written documentation] from a health-care professional stating that a different sleeping position is medically necessary [allowed or will not harm the infant]. §746.2428. May I swaddle an infant to help the infant sleep? No. You may not lay a swaddled infant down to sleep or rest on any surface at any time unless you have a written statement from a health-care professional stating that swaddling a specific child for sleeping purposes is medically necessary. §746.2431. Must I share a daily report with parents for each infant in my care? You must provide a daily written or electronic report to the infant's [child's] parent when or by the time the infant [child] is picked up from the child-care center. The report must contain: (1) Times the infant [child] slept; (2) - (3) (No change.); (4) Infant's [Child's] general mood for the day; and (5) A brief summary of the activities in which the infant [child] participated. This agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt. Issued in Austin, Texas, on . Chapter 746, Minimum Standards for Child-Care Centers Subchapter H, Basic Care Requirements for Infants TAC Section Number(s) §746.2411 Proposed Action X Repeal Proposed Date of Adoption: X Other (Specify) 30 Days After Publication The repeal is proposed under Human Resources Code (HRC) §40.0505 and Government Code §531.0055, which provide that the Health and Human Services Executive Commissioner shall adopt rules for the operation and provision of services by the health and human services agencies, including the Department of Family and
Frith Manor Primary School KS1 Intervention Menu English in Class TA/Teacher supporting a targeted group of pupils to differentiate the curriculum and reinforce objectives, clarify instructions and rectify misunderstandings. Maths in Class TA/Teacher supporting a targeted group of pupils to differentiate the curriculum and reinforce objectives, clarify instructions and rectify misunderstandings. Booster Phonics A catch up phonics programme, designed to rapidly develop use of phonics and reading skills, for those who just need a boost. Reading 10-15 minutes per day of additional reading support, 1:1 with an adult (TA in class). Reading and discussing books in order to develop reading comprehension skills. Super Sentences An intervention to build sentence writing skills. Using images and jumbled sentences to generate grammatically correct sentences, then working together to extend these sentences using adjectives and adverbs, also looking at capital letters and full stops. Phonics Phase 5 Focusing on Phase 5 phonic words, practising segmenting, blending and decoding skills. Speech and Language An intervention working towards targets set by S&L Therapists, using strategies and ideas from S&L Toolkit. Write From the Start A programme designed to develop the fine motor skills and developing the muscles of the hand so that children can gain the necessary control to produce letter forms and the perceptual skills to orientate and organise letters and words. Fine and Gross Motor Skills Learning to develop small, fine movements and large, gross movements, through active games using a range of run resources.
A96 Inverurie to Kintore £74,000 Sustrans £74,000 £148,000 Feasibility and design of future cycle schemes in 5 Integrated Travel Towns £42,500 Sustrans £42,500 £85,000 Dyce Drive cycle route and Dyce Dr/ Dyce Av signal upgrade to include ped stage £23,000 Sustrans £160,250 £333,250 CWSS £50,000 Bus lane enforcement surplus £100,000 Parkway Extension (Balgownie – Fairview) £45,000 Sustrans £45,000 £90,000 River Don Southside path by Grandhome £30,250 Sustrans £60,500 £121,000 Aberdeen City Council £30,250 Various cycle path feasibility and design in Aberdeen £23,000 Sustrans £23,000 £46,000 Wellheads Cycle Link design £8,500 ACC Smarter Choices Smart Places grant £8,000 £16,500 Total £297,750 £628,500 £926,250 Health and Transport Action Plan Nestrans continued to fund 50% of the costs of a support manager for the Health and Transport Programme in partnership with NHS Grampian in 2016/17. Nestrans has also continued to contribute along with Aberdeen City, Aberdeenshire and Moray Councils and NHS Grampian to deliver the Transport to Healthcare Information Centre (THInC). The public transport unit within Aberdeenshire Council operates this dedicated telephone service to provide information on transport options for access to all NHS Grampian sites. Nestrans also contributed a third of the cost to continue provision of a community bus service for access to health and social care appointments within Aberdeen between January – March 2017 in partnership with Aberdeen City Council Joint Social Care/Health Transport. Strategic Transport Fund Supplementary guidance on ‘Delivering Identified Projects through a Strategic Transport Fund’ was reviewed in connection with the Aberdeen City and Shire Strategic Development Plan (2014) and statutory Supplementary Guidance was
Date Gross Amount Payee Subject-matter Overseas Travel Date Gross Amount Payee Subject-matter Hospitality & Entertainment Date Gross Amount Payee Subject-matter External Consultancy Date Gross Amount Payee Subject-matter Payments in Excess of £25,000 Date Gross Amount Payee Subject-matter
CASE STUDY EDUCATOR 1: Sixth-Grade Science Teacher Targeting Multiple Means of Representation Mr. Thompson has a sixth-grade science class of 25 students, including eight students with learning disabilities, one student on the autism spectrum, and two students in the gifted and talented range. Previous evaluators have noted Mr. Thompson’s reliance on teacher-directed instruction in which students listen to a lecture, take notes, and are invited to ask questions as needed. Demonstration of student understanding tends to be through short essay responses on worksheets and assessments. Although no attendance or behavior issues were observed, not all students in the class consistently complete the work that is assigned, and many struggle on the differentiated cumulative end-of-unit assessments. For example, only 12 of Mr. Thompson’s students earned a passing score of at least 75 percent on the differentiated Unit 1 end-of-unit assessment. Professional Practice Goal By April 2016, Mr. Thompson will incorporate at least one alternative method of representation of course content, appropriate for the individual needs within his classroom, into 100 percent of the lessons he teaches as measured by observation feedback, planning documentation, and student work samples. Student Learning Goal In order to improve student performance in his sixth-grade earth science class, Mr. Thompson will incorporate multiple means of representation of course content so that all students earn a passing score of at least 75 percent on the differentiated cumulative end-of-unit assessment by April 2016. Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
CPSS Scoring and Interpretation For scoring severity of PTSD symptoms, each of the first 17 items is rated on a scale from 0 to 3, with total score ranging from 0 to 51 by adding them up. Items 1-5 are re-experiencing symptoms, items 6-12 are avoidance symptoms, and items 13-17 are hyperarousal symptoms. The following is a guide to PTSD severity based on the total scores: 0 – 10 Below threshold 11 – 15 Subclinical – Mild 16 – 20 Mild 21 – 25 Moderate 26 – 30 Moderately Severe 31 – 40 Severe 41 – 51 Extremely Severe The additional seven items that inquire about daily functioning (e.g., relationships with friends, schoolwork) are rated as either absent (0) or present (1) and yield a total impairment severity score ranging from 0 to 7.
SB#332/HC#124 – Come, now is the time to worship HC#124-Come, now is the time to worship TB-596 – same HC-124 HCD11-T14 SB#335 – Great God, Your love has called us here TB-442 – Melita, HTD9-T11 (4 vs.) HC#27 – What the Lord has done for me HC-27 HCD2 – T7 HC#71 – Power in the Blood HC-71 HCD6 – T11 HC#105 – How Marvelous HC-105 HCD9 – T15 HC#146 – Here I am to worship HC-146 HCD13 – T16 HC#149 – In Christ Alone HC-149 HCD13 – T19 HC#161 – My great Redeemer’s Praise HC-161 HCD15 – T11 HC#164 – Before the throne of God above HC-164 HCD15 – T14 HC#248 – Amazing grace (My chains are gone) HC-248 HCD23 – T18 [NOTE: Option #1 (Scripture on DVD) and Option #2 (Scripture Alive!) are the same scripture. Do not use both—pick one or the other.] Option #1 – Scripture on DVD [DVD – Book of Acts (International Bible Society and Pathway Media present Acts, the only dramatization using the actual Scriptures…word for word from the NIV. The time codes below are for using the actual DVD or the YouTube version: DVD version Paul’s Farewell to the Ephesian Elders Start: [DVD Chapter 20 - 2:53 – Acts 20:13… “we went on ahead…” End: [7:37] – Acts 20:36 ….and prayed.” The link below is to a YouTube version of the movie which is not the best resolution. It is recommended that you buy the DVD and use the better version.] YouTube version Start: [2:14:00] – Acts 20:13… “we went on ahead…” End: [2:18:44] – Acts 20:36 ….and prayed.” Direct Link: Options #2 – Scripture Alive! [Edit if too long]
Congregational Prayers: [Prayers for the ministry featured in the testimony.] To the Ends of the Earth Message: Hope Unchained [Chapter 23] [Stay the Course, Chapter 23] Drama: Finish Strong SB#646 – How can I better serve Thee, Lord TB-15 – Here at the Cross Additional Optional Songs SB#317 – Burning, Burning, brightly burning TB-318 – Burning, Burning HTD1-T5 (3 vs.) SB#322 – Lord, give me more soul saving love TB-416 – Pembroke TB-417 – Praise NA SB#613 – O Jesus, I have promised TB-213 – Aurelia HTD3-T3 (3 vs.) SB#636 – All to Jesus I surrender TB-333 – I Surrender All HTD5-T9 (3 vs.) SB#649 – If crosses come, if it should cost me dearly HC#33 – I’ll Not Turn Back TB-490 – I’ll Not Turn Back HC-33 NA HCD2-T13 SB#672 – Savior, if my feet have faltered TB-325 – Face to Face HTD7-T6 (3 vs.) SB#682 – Thou hast called me from the byway TB-379 – South Shields HTD10-T13 (3 vs.) HC#30 – All That I Am TB-30 HCD2-T10 HC#35 – In the Secret of Thy Presence HC-35 HCD2-T15 HC#87 – Passion HC-87 HCD7-T17 HC#154 – Moved with Compassion HC-154 HCD14-T14 HC#160 – I Surrender HC-160 HCD14-T20 HC#173 – In This Quiet Moment HC-173 HCD16-T13 HC#172 – Here I am, Lord HC-172 HCD16-T12 HC#203 – They Need Christ HC-203 HCD19-T13 HC#205 – Closer Still HC-205 HCD19-T15 Benediction: HC#202 – O Church, Arise HC-202 HCD19-T12 Additional Optional Songs HC#99 – Shine, Jesus, Shine HC-99 HCD8-T19
MAIN CHURCH TESTIMONY January 10, 2016 Sonia – she was having fever and body pain for two days. With the mighty manifestation of the Holy Spirit during the service, the power of God touched her and healing on her body took place. She is now free from sickness and pain. Beatrice – she had a runny nose and a stomach pain when she came to came to the service. Through the word of knowledge, Pastor Dill pointed towards her declaring healing on the fourth row. That very moment, she felt the power of God and she was healed instantly. Praise to Jesus.
EXCEL 2003 CONTENT What’s Excel 2003? The Basics Open Excel 2003 Excel Interface Inside the worksheet Identifying a cell Activating a cell Activating a non-visible cell Entering Data Text and Numbers Dates and Times Formulas Working with cells Modify content Erase content Working with rows and columns Selecting, inserting and erasing a row or column Changing the width of a column Changing the height of a row Showing and Hiding rows and columns Working with Ranges What’s a Range? Selecting, moving, copying, erasing and renaming ranges Transposing a range Entering data in a range Text, dates, values, personalized list Formatting the worksheet Applying a specific format Aligning data Change orientation Sharing text in lines Combining cells Enhancing a range Adding Borders and Shadow Copying a format Defining and applying a style Assigning a conditional format Easy Operations Auto sum Average Other operations Printing the data Preview Printing a selected range
MOVING A RANGE Select the range to move ►Edit ► Cut ► select the cell from which the range will start ► Edit ► Paste COPYING A RANGE Same operation but using the command Copy instead of Cut. ERASING A RANGE Select the range and ► Supr ► Edit ► Erase RENAMING A RANGE It is very useful to give a name to a range, especially if we use it often. This way, whenever we want to refer to it, we can do it easily. Select the range and ► Insert ► Name ► Define ► write name ► Add ► Accept The name of our range will appear inside the Names Bar► If we want to find it later, we will look for it in this bar. TRANSPOSING A RANGE Transpose means to exchange rows by columns and viceversa Select the range and ► Edit ►Copy ► Click on the starting cell ► Edit ► Pegado especial ► Tick Transposing Box ► Accept *As we click on Pegado especial, a new menu will open. It shows us the different elements we can paste from our selected range: Todo All ►data and format, formulas...
Introduce the first date of the series in the format already explained ► select the range ► Edit ► Fill ► Series ►Tipo ► Cronológica ► write the incremento increase (for ex. 7) ► Accept ENTERING A SERIES OF NUMERIC VALUES Insert the first value in the cell ► select the range ► Edit ► Fill in ► Type ► Lineal ► each number is obtained by adding up sumando the increase incremento to the previous number Geometrica ► each number is obtained by multiplying multiplicando the increase by the previous number ► write the increase ► Accept LINEAL GEOMETRICA ENTERING A PERSONALIZED SERIES
McDonogh 35 Alumni Association P O Box 50306 New Orleans, LA 70150-0360 Website mcdonogh35alumniassociation.org Email General Membership Meeting McDonogh 35 Senior High School Library Thursday, December 1, 2016 6:00 – 7:30 pm A G E N D A ITEM ACTION Call to Order Meditation Roll Call Review/Approval of Agenda (Any additional items must be Approved by the Body then added under Other Business.) Approval Review/Approval of Minutes from Previous Meetings Approval Executive Board Reports President Vice President Financial Secretary Treasurer Discussion/ Updates 7)Committee Reports Membership Development/Fundraising Marketing Scholarship School Relations Centennial (Ad hoc) Financial Review (Ad hoc) Discussions/ Updates 8)Other Business a) School Performance Score – Principal John Green b) Classroom Observations (Discovery Walk Through) – Principal Green c) Wall of Fame Name Plates and Walkway Bricks d) Winter Social e)McD35 Website f) PTA Support g) School Wish List h)Other items for discussion Approvals, Discussions, Presentations or Updates 9) Action Items - Outcomes of the meeting agenda 10)Announcements: Winter Social, Dec. 23, 2016, Regency Reception Hall, 7300 Downman Rd. 8pm-12:00 Midnight Next General Membership Meeting, Jan. 12, 2017 11)Adjournment “Forever A Roneagle . . . Giving Back and Paying Forward”
College and Career Readiness Standards for English Language Arts and Literacy Reading Standards: Foundational Skills K-5 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness) A-RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Unpacking not needed a. Recognize and produce rhyming words. b. Distinguish long from short vowel sounds in spoken single-syllable words. c. Count, pronounce, blend, and segment syllables in spoken words. d. Blend and segment onsets and rimes of single-syllable spoken words. e. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity f. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). g. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. h. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (RF.K.2 and 1.2 merge) B-RF.2 No Content C-RF.2 No Content
length difference in terms of a standard length unit. (2.MD.4) 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity B-MD Relate addition and subtraction to length. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. (2.MD.6) 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity