zilongwang/ReadingBank huggingface dataset:
Deputy responsible person details A person within the organisation nominated to supervise the administrators. The deputy responsible person will have access to reports documenting the activities of the administrators and Variable Direct Debit (VDD) account data. There is no limit on the number of deputy responsible persons an organisation can have. 2. Deputy responsible person details (Please place an ‘X’ in the appropriate box) Mr Mrs Miss Ms Other (please specify) *Delivery method of security credentials (Please an ‘X’ in the appropriate box) Postal Electronic VDD details Include VDD key numbers where known. If you are applying for a new VDD key number, enter the account name. This should correspond to the ‘Name(s) of account holder(s)’ that appears on the VDD mandate. A default key number will be allocated to the deputy responsible person. The lowest key number will be set as the default, unless you indicate otherwise in the space provided. Variable Direct Debit (VDD) details If you this section blank, all portal enabled VDD key numbers for your organisation will be allocated to this deputy responsible person. If you only wish to allocate specific VDD key numbers or account names to this deputy responsible person, please enter them all here. Enter the default VDD key number/account name Other VDD key number/account names This form must be signed and dated on behalf of the organisation by the responsible person. * Signature _________________________________________________________________________ *Print name *Date
You also may call the HR Consultant responsible for this area, , at if you have questions about the layoff process and bumping rights. I wish to thank you for your contributions to and I wish you success in your future endeavors. Sincerely, cc: Employee Benefits Layoff List Coordinator Personnel File Business Rep AFSCME #6
9. What is being done now to help coral? 10. What else needs to be done to support the health of coral reefs? 11. How has research helped us learn more about coral reefs? 12. In your opinion (and also that of your group), what was the most interesting thing you learned about coral? important ideas
Access for Success Guidance for Interpreting the Results of the Implemented ULDA you have tried and tracked the action(s) for the suggested time period, look for the overall trend. Generally, here’s how you can interpret the results. If student’s work approached task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN Continue the action for three more weeks to determine if the student can eventually meet the task expectations. If student’s work approached task expectations most of the time AND Work was not consistent with his/her skills and prior performance THEN Try another action. If student’s work met task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN Continue with this action in the classroom. If student’s work met task expectations most of the time AND Work was not consistent with his/her skills and performance, and it was a decline in quality THEN Try another action. If student’s work met task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was an increase in quality THEN Continue with this action in the classroom. If student’s work surpassed task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN This task may not have posed difficulty for the student in relation to the targeted challenge; the action impact was negligible. If student’s work surpassed task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was a decline in quality THEN Change the action during this task; it could be that task familiarity limited impact of action. If student’s work surpassed task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was an increase in quality THEN Keep up with this action! It’s a clear benefit to the student.
CERC will not pay for after-hours rides that exceed $1500*** Company Phone Hours Available American Medical Transit 541-317-3915 ALL ALL Cascade Medical Transport 541-408-2855 ALL ALL High Desert Transport 541-385-9238 ALL ALL
Summer Term 2018 (first half) After School Activities Pupil’s Name …………………………………………………………………. Year ………………………… Please tick the club(s) that your son/daughter would like to attend. Please note pupils may only select one club per night. Please assume that your son/daughter has a place at a club unless you hear differently. If the club is over- subscribed, you will be notified and your son/daughter will be placed on a reserve list. Please inform class teachers if for any reasons your son/daughter is unable to attend a session so that we know that they are safe. Collection of pupils will be from the Studio door. Day & Time Club Teacher Age Group Maximum number Venue Tick Monday 3pm – 4pm Grammar Booster (16.4.18, 23.4.18, 30.4.18) Mr Lewis Year 6 - Year 4 classroom Tuesday 3pm – 4pm Maths Booster (17.4.18, 24.4.18, 1.5.18, 8.5.18) Mr Spelman Year 6 - Year 6 classroom Tuesday 3pm – 3.45pm Languages Miss Faulkes Years 1,2 and 3 15 Nursery Thursday 3pm – 4pm Gymnastics Miss Devismes KS2 (Years 3 – 6) NO SPACES Studio Thursday 3pm – 4pm Choir Mrs Jones Years 3 - 6 40 Nursery Thursday 3pm – 3.45pm Yoga Mrs Jefferys Reception and Year 1 12 Reception classroom Friday TNS Football TNS R - 6 - Meet in the Studio My son/daughter will be collected by …………………………………………………. □My son/daughter will walk home unaccompanied. □My son/daughter would like to attend TNS Football coaching sessions on a Friday (we will send you the TNS form to complete). □My son/daughter will attend After School Club afterwards. Signed (Parent/Carer) …………………………………………… Dated: ………………………………………………………………………..
Performance Arts Day Physical Education Music Drama Monday Netball - years 7&8 - muga (ABS) Netball - years 9 &10 - sports hall (MPN) Production music (MOT) School production rehearsals (CWN) Tuesday Football – year 10 - astro turf (TBE) Wednesday Girls cricket – all years – sports hall (ABS) Football – years 7&8 turf (DCL/SIL) Football – year 9 - astro turf (AST) Year 7- music club (MOT) Music Tech Club/String group – room 111 (WDN/GWN) Year 7– drama studio (CWN) Thursday Rugby – all years - turf Friday Girls football – all years– astro turf (ABS) English
Monday BBC News School Report – room 206 (LCL) Wednesday Intro Film Club – room 207 (ACR) Day Monday Homework Support – all years – room 324 (AMA) Wednesday Robotics Club - years 7 & 8 - room 305 (DMS/GBL) Thursday UKMT – years 7&8 – room 329 (LHU&SKN) Business & Technologies Day Tuesday Family Cookery Club - room 233 (MSH) Tuesday 3d Printing Club (CWH/PLD)
Performance Arts Day Physical Education Music Drama Monday Girls football (Burnley football club) School production rehearsals MOT) School production rehearsals (MOT) Tuesday Year 9 Football Training (TBE) Brass group (Mr Balson) Jam night (MOT) Wednesday KS3 & KS4 Tennis (DCL, AST) School production rehearsals (MOT) Thursday Rugby (BRC) Strings group (Mr Williams) Homework Club Day Monday Library (LLR & MSS) Tuesday Library (LLR & MSS)
Free eBook – The Divine Plan – The New Jerusalem And The Two Witnesses – An Explanation Of Genesis, The Gospels And Revelation (Apocalypse) – Series: Mary Refuge Of Holy Love – Volume 1 (201 pages) Free – Love-Letters To An Unnamed Party – Meditations And Reflections On The Messages Of Our Lady Of Medjugorje And Holy Love Ministries – Series: Living In Holy Love, Volume 1 (91 pages) Free eBook – Memoir Of a soul In Holy Love – Writings Inspired By The Heavenly Messages Of The Blessed Virgin Mary – Series: Living In Holy Love, Volume 2 (166 pages)
Divide the students into the following groups they have all read the case. Their task is to address the issues described below and report out to the whole class. Discussion Questions: Group one: You represent administration in a high school in urban America. Two Native students have come to you with complaints about racial and stereotypical comments made in connection with the school’s “Redskin” mascot by students and a faculty member in their history class. Explain the manner in which you would respond to these students. Would you consider this a breach of diversity that needs to be discussed with parents, faculty, and students? If so, how would you do this? If not, why not? Group two: You are a superintendent of a school that is dropping the Redskins mascot. Explain what you do to facilitate the mascot name change on the following issues: 1.) How to choose a new name 2.) Identify at least three groups who should be involved 3.) Discuss how to cover costs 4.) Describe how to address those who mourn or disagree with the change 5.) How would you sell the change to the community and high school? Group three: Native American mascots and history: Discuss what Indian sports mascots and symbols say about racial, cultural, and spiritual stereotyping of Native Americans. Identify at least four examples where these mascots and symbols represent or misrepresent the history and traditions of Native Americans. Discuss how to best relate the traditions, culture, and history of Native Americans in your school. What can be done in terms of the curriculum, the teachers and staff, the physical space? Group four: As the new principal in a high school that is in the process of dropping its mascot, you are faced with infusing an indigenous studies curriculum as part of a school wide program to address issues of diversity. This need has been made apparent by the mascot controversy. What steps do you take to add this curriculum? Where do you find it? Identify key personnel who could help you with this. How do you sell this to the community? How do you promote this to the faculty and student body? How could local indigenous peoples aid you with this? Group five: Identify from the case study the stages of transition that need to be addressed to ensure a smooth and painless transition to the new mascot. Address and explain each of the five stages.
SANDWICH SELECTION Roast Turkey, Stuffing & Cranberry Roast Beef & Horseradish Cream Ham, Mustard & butter Smoked Salmon & Dill Crème Fraiche Free Range Egg, Crème Fraiche and Chive PASTRIES Spiced Apple Pie Christmas Pudding Crème Brûlée Lemon Drizzle Cake Christmas Fruit Cake Pistachio Fudge Raspberry Bakewell Tart SCONES 2 Freshly Baked Mini Cranberry & Clementine Scones Served with fresh cream and strawberry preserve CHRISTMAS AFTERNOON TEA Monday – Saturday SERVED 2pm– 5pm £12.50 per person TEA SELECTION Earl Grey All day Breakfast Blend Pure Rooibos Peppermint Green Tea Camomile Decaffeinated Tea COFFEE SELECTION Americano Cappuccino Latte Flat White Or A of Villa Jolanda Prosecco
Kids Tea £7.50 per child Half Scone with Clotted Cream, Fresh Cream & Strawberry Jam Selection of Two finger Sandwiches, Chicken Nugget, Sausage Roll, Freshly brewed English, Herbal or Fruit Tea or Soft Drink. Gentleman`s Afternoon Tea £14.25 per person Pint of Larger or Beer. Four finger sandwiches- Vegetarian or Meat option, Sausage Roll, Fish Fingers & Chips with mushy peas Mini Cake, Freshly brewed English, Herbal or Fruit Tea or Coffee Hatters Tea £8.25 per person Homemade Fruit & Plain Scone with Clotted Cream, fresh Cream & Strawberry Jam Four finger sandwiches Freshly brewed English, Herbal or Fruit Tea or Coffee
Sub-Steps: Develop protocol Secure IRB approval Identify patients Determine incentives Outline logistics (time, location, child care, etc.) and programs and fit with culture of patients. Explore institutional policies and practices (IRB, merit and promotion, etc.) around team science and team science. position relative to other groups. Attend to SON / SOM power dynamics. Attend to “competition” between community-based organizations. possibly multiple parties in focus groups; multiple focus groups. Bring in the experts and site leaders with attention to power dynamics. Treat all sub-steps as learning opportunities for partnership and stakeholders. community stakeholders results in: (1) A prototype patient-centered data collection system that better identifies inequities and suggest actions. (2) Ideas for how to test prototype system inform academic partners about important matters related to P’s and C’s relevant to mental health screening and referral. Academic and clinical partners inform patients and community members about mental health disparities and the initiative to collaboratively address them. members are more willing to engage in development, testing, and evaluation of new mental health screening and referral practices. Academic and clinical partners are more willing to incorporate patient and community feedback into their mental health screening and referral practices. academic and clinical stakeholders collaborate to increase validity, alignment, and utility of mental health screening data collected in community settings. Cross walk screening data and processes to identify areas of misalignment. Map current mental health referral processes and outcomes. MAIDAN Focus Group Action Evaluation Metrics Action Evaluation Directions: Action: the action that you chose to work on above. 3 I’s: In the shaded section of the grid, write a summary of the information outlined in the 3 I’s columns above.
Victorian Afternoon Tea At Belleek Restaurant Selection of Assorted Sandwiches Classic Egg & Spring Onion on Brown Bloomer Kilkeel Crab, Marie Rose Sauce, Granny Smith Apple & Micro Coriander on Fresh Dillisk Seaweed Bread Roast Sirloin of Beef, Horseradish Mayonnaise & Watercress on a Sourdough Baguette Smoked Salmon, Pickled Cucumber & Dill Cream Cheese on Homemade Soda *** Homemade Buttermilk Fruit Scone, Devon Clotted Cream & Strawberry Preserve Apricot Frangipane Homemade Spiced Carrot & Ginger Cake, Pistachio Icing Pastries Vanilla & Yoghurt Panna Cotta, Mango & Passion Fruit Gel Preserved Lemon Curd Tart with Fresh Raspberries Opera Chocolate Gateaux Assorted Macaroons *** Selection of Teas , Camomile, Peppermint, White Tea, Earl Grey, Green Tea, Oolong, Juniper Winter Warmer, Breakfast Tea -o0o- Selection of Teas -o0o- Speciality Coffees Espresso: £2.10; Double Espresso: £2.70; Americano: £2.10; Cappuccino: £2.75; Latte: £2.75
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 2 Leave at 10:30 – return 2:00 3 We will have the water slide *bring swimsuit and towel* 4 5 MAKE SLIME 6 *** BRING SOCKS *** Leave at 9:00 Return at 12:00 9 Leave at 8:30 – return 12:30 10 11 Leave at 8:00 Return at 11:30 12 PAINT STAINED GLASS 13 *** BRING SOCKS *** Leave at 9:00 Return at 12:00 16 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 17 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 18 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 19 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 20 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 23 Leave at 8:30 Return at 12:30 24 25 WINNERS CIRCLE PARK Leave at 8:30 Return at 12:00 26 CANVAS PAINTING 27 *** SOCKS *** Leave at 9:00 Return at 12:00 30 Leave at 8:30 Return at 12:00 31 1 Leave at 8:00 Return at 11:30 2 TIE DYED T-SHIRTS 3 *** BRING SOCKS *** Leave at 9:00 Return at 12:00
Core Capability for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability 1: [Capability Name] 1. [Area for Improvement] [Corrective Action 1] Core Capability 1: [Capability Name] 1. [Area for Improvement] [Corrective Action 2] Core Capability 1: [Capability Name] 2. [Area for Improvement] [Corrective Action 1] Core Capability 1: [Capability Name] 2. [Area for Improvement] [Corrective Action 2] Core Capability 2: [Capability Name] 1. [Area for Improvement] [Corrective Action 1] Core Capability 2: [Capability Name] 1. [Area for Improvement] [Corrective Action 2] Core Capability 2: [Capability Name] 2. [Area for Improvement] [Corrective Action 1] Core Capability 2: [Capability Name] 2. [Area for Improvement] [Corrective Action 2] This IP has been developed specifically for [Organization or Jurisdiction] as a result of [Exercise Name] conducted on [date of exercise].
* Reassure the that they will be cared for and you will be there for them. Tell them that even though you may feel sad right now, you will not always feel that way. What Helps People who have experienced a suicide loss have shared what has helped them. * Work at understanding that you have experienced a traumatic loss. * Be patient in allowing yourself your reactions and feelings of grief. * Seek out those persons who give you comfort. * Avoid or limit contact with people who complicate your grief or tell you how to feel. * It’s okay to let people know what you do and do not want to talk about; they may have questions but you do not have to satisfy their curiosity. * Practice self-care along with caring for others. * Gain information and skills through reading and available resources. * Discuss your feelings and responses with other loss survivors, such as in a support group. Local Resources [add local resources here] Crisis Resources Emergency Response: 1 Local Crisis Line: [ ] National Suicide Prevention Lifeline: (800) 273-8255 [TALK] Red Nacional de Prevención del Suicidio: (888) 628-9454 (Spanish) Regional Resources Compassionate Friends: (877) 969-0010 Friends for Survival: (916) 392-0664 Hope and Help After a Suicide Loss Survivors Brochure [add URL here] [Add logo]
Sandal Castle Primary School Lower School Upper School Hall Outside Hall Outside Pool Monday Gymnastics Key 2 Year 1 / 2 Football Miss Taylor Year 3 / 4 Bootcamp Mr Lightowler / Mr Hall Year 5 / 6 Hockey Mr Jones Tuesday Gymnastics Year 2 Year 4 Football Mr Lightowler / Mr Hall Wednesday Gymnastics Year 1 Year 2 Benchball Miss Taylor Year 5 Football Mr Lightowler / Mr Hall Year 6 AquaFit Mr Harper Thursday Year 1 / 2 Multi-skills Miss Aspey Year 3 Football Mr Lightowler / Mr Hall Year 4 AquaFit Mr Harper Friday Year 6 Football Mr Lightowler / Mr Hall Year 4 Netball Miss Taylor Year 5 AquaFit Mr Harper Sports School Clubs – Autumn 1
What is the Visual Resource Management (VRM) Class? (for BLM lands only) VRM ranges from Class I (most protective) objective is to preserve the existing character of the landscape. VRM Class IV (least protective) objective is to provide for management activities that require major modification of the existing landscape character. (Enter "NA" if not available or unknown) What is the Visual Resource Inventory (VRI) Class? (for BLM lands only) Represents relative value of the visual resources - Class I and II are the most valued; Class III represents moderate value; Class IV represents least relative value. Based on SQ, SR, DZ, and CMS. (Enter "NA" if not available or unknown) Scenic Quality (SQ) Rating (Enter "NA" if not available or unknown) Sensitivity Rating (SR) (Enter "NA" if not available or unknown) Distance Zone (DZ) (Enter "NA" if not available or unknown) Cultural Modification (CMS) (Enter "NA" if not available or unknown)
AFU Conference Engaging Ageing 2018: New Frontiers of Ageing: Research, Policy and Practice Final Programme Day 1: Tuesday March 13th 2018 Morning sessions Time EVENT 0800-0900 Registration 0900-0930 Welcome and opening remarks Mr. Trevor Holmes, Dublin City University Prof. Daire Keogh, Dublin City University 0930-1030 KEYNOTE 1: Prof. Alexandre Kalache, International Longevity Centre-Brazil 1030-1110 KEYNOTE 2: Dr. Áine Ní Léime, NUI Galway: Community Engagement, Education & Outreach 1110-1130 BREAK 1130-1315 PARALLEL SESSIONS 1 Community Engagement Initiatives and Partnerships 1 Education, Learner Engagement and Outreach 1 Research and Innovation 1130 Dr. Carrie Andreoletti, Central Connecticut State University “Building an Age-Friendly Campus: Collaboration among Continuing Education, AARP, and Gerontology Faculty and Students” 1130 Ms. Cathrina Murphy, Dublin Institute of Technology “Age Friendly Universities: The Potential to Collaborate with Day and Social Centres for Older People” 1130 Dr. PJ White, Institute of Technology Carlow “Designing Interdisciplinary Research for Ageing” 1200 Prof. Kate Irving, Dublin City University “Discourse and Ageism” 1145 Ms. Marlene Chan, McGill University “Mind the Gap: Exploring University Lifelong Learning and Living Opportunities from an Intergenerational Lens” 1145 Dr. Michelle Porter, University of Manitoba “Using the Our Voice Framework to Study the of a University” 1230 Ms. Barbara Sawyer-Koch, Michigan State University “Establishing AgeAlive at a Major University: An Illuminating Case Study” 1200 Dr. Catherine Eden, Arizona State University “Building Global Connectivity Among Older Adults through the AFU Platform: Advancing Advocacy, Public Policy, Lifelong Learning” 1200 Ms. Susan Hoffman, University of California Berkeley “Learning and Longevity: Teaching and Research Innovation at the University of California, Berkeley” 1245 Ms. Carolyn Triemstra, Niagra College “Evolving into an Age Friendly Post-Secondary Institution” 1215 Prof. Joann Montepare, Lasell College “AFU Opportunities and Challenges – Insights from Campus Leaders” 1230 Prof. Baldwin, Michigan State University “University Initiatives to Extend Academic Life and Retain Access to Valuable Retiree Resources” 1245 Dr. Breda Kenny, Cork Institute of Technology 1300 Dr. Trudy Corrigan, Dublin City University
The Schernoff Discoveries by Gary Paulsen A Murder for Her Majesty by Beth Hilgartner Who Was That Masked Man, Anywway? By Avi Castaways of the Flying Dutchman by Brian Jacques The Wednesday Wars by Gary Schmidt Jesse by Gary Soto The Fire Pony by Rodman Philbrick The Slave Dancer by Paula Fox Scrib by Davis Ives River Rats by Caroline Stevermer Victory by Susan Cooper Flunked by Jen Calonita It’s Like This, Cat by Emily Cheney Neville Homer Price by Robert McCloskey Count Karlstein by Philip Pullman Space Station Seventh Grade by Jerry Spinelli The King’s Shadow by Elizabeth Alder Misty’s Twilight by Marguerite Henry The Opal Deception by Eoin Colfer Mistress Pat by Lucy Maud Montgomery Half by Edward Edgar Pride and Prejudice by Jane Austen Five Little Peppers and How they Grew by Margaret Sidney The Girl Who Fly by Victoria Forester My Side of the Mountain by Jean Craighead George Jurassic Park by Michael Crichton The Andromeda Strain by Michael Crichton Brown Girl Dreaming by Jacqueline Woodson Dogs of War by Sheila Keenan Fish in a Tree by Lynda Mullaly Hunt The Iron by Holly Black Masterminds by Gordon Korman The Fourteenth Goldfish by Jennifer L. Holm (Summer Vacation Project) Dear Saint Monica’s student,
Category 8 5 3 1 Pictures 15 different and visually interesting pictures that capture your summer are glued securely to the descriptive paragraph. 12-14 different and visually interesting pictures that capture your summer are attached to the descriptive paragraph. 8-11 different pictures that capture your summer are poorly attached to the descriptive paragraph. Less than 8 pictures are included. Paragraphs 15 thoughtful, paragraphs (of at least 5 sentences each) that describe their corresponding picture are included. 12-14 paragraphs (of at least 5 sentences each) that describe their corresponding picture are included. 8-11 well-written paragraphs (of at least 5 sentences each) that describe their corresponding picture are included. Less than 8 paragraphs (of at least 5 sentences each) that describe their corresponding picture are included. Mechanics 5 or fewer misspellings or grammatical errors. 6-9 misspellings and/or mechanical errors. 10-13 misspellings and/or grammatical errors. 14 or more errors in spelling and/or grammar.
Presentation Makes excellent use of handwriting, colors, stickers, etc. to enhance the SVP. good use of handwriting, colors, stickers, etc. to enhance the SVP. Makes use of handwriting, colors, stickers, etc. but occasionally these detract from the SVP. Use of handwriting, color, stickers, etc. is either not present or distracts significantly from the SVP. Oral Presentation Delivery is interesting, well rehearsed and holds audience attention. Delivery is rehearsed and mostly holds audience attention. Delivery is not smooth, but able to hold audience attention some of the time. Delivery is not smooth and audience attention is lost. Total Points: /40
2. PERSONAL DATA (Address and telephone number where applicant may be reached between 3/1/2012 & 06/30/2012.) Address City/State/Zip Telephone Email A. ACADEMIC BACKGROUND (Post Secondary Schools Attended) College/University 1. From – To Expected Graduation Date Major Grade Point Average – Overall Hours Completed Grade Point Average – Accounting or Finance courses College/University 2. From – To Grade Point Average – Overall Hours Completed Grade Point Average – Accounting or Finance courses College/University 3. From – To Major Grade Point Average – Overall Hours Completed Grade Point Average – Accounting or Finance courses Attach one [1] official transcript. B. EXTRACURRICULAR ACTIVITIES AND HONORS Extracurricular Activities and Offices Held (include academic, professional, etc.)
Australian forest and wood products statistics March and June quarters 2015 Research by the Australian Bureau of Agricultural and Resource Economics and Sciences November 2015 © Commonwealth of Australia 2015 Ownership of intellectual property rights Unless otherwise noted, copyright (and any other intellectual property rights, if any) in this publication is owned by the Commonwealth of Australia (referred to as the Commonwealth). Creative Commons licence All material in this publication is licensed under a Creative Commons Attribution 3.0 Australia Licence, save for content supplied by third parties, logos and the Commonwealth Coat of Arms. Creative Commons Attribution 3.0 Australia Licence is a standard form licence agreement that allows you to copy, distribute, transmit and adapt this publication provided you attribute the work. A summary of the licence terms is available from . The full licence terms are available from . This publication (and any material sourced from it) should be attributed as: ABARES 2015, Australian forest and wood products statistics, March and June quarters 2015, Australian Bureau of Agricultural and Resource Economics and Sciences, Canberra, November. CC BY 3.0. Cataloguing data ABARES 2015, Australian forest and wood products statistics, and June quarters 2015, Australian Bureau of Agricultural and Resource Economics and Sciences, Canberra, November. ISSN 1449-1850 ISBN 978-1-74323-264-4 ABARES project 43559 Internet Australian forest and wood products statistics, March and June quarters 2015 is available at: Australian Bureau of Agricultural and Resource Economics and Sciences (ABARES) Postal address GPO Box 858 Canberra ACT 2601 Switchboard +61 2 6272 3933 Email Web Inquiries about the licence and any use of this document should be sent to . The Australian Government acting through the Department of Agriculture and Water Resources, represented by the Australian Bureau of Agricultural and Resource Economics and Sciences, has exercised due care and skill in preparing and compiling the information and data in this publication. Notwithstanding, the Department of Agriculture and Water Resources, ABARES, its employees and advisers disclaim all liability, including for negligence and for any loss, damage, injury, expense or cost incurred by any person as a result of accessing, using or relying upon information or data in this publication to the maximum extent permitted by law.
Management and Classroom Climate Related Knowledge, Skills and Attributes (Not all need to be addressed): KSA A: Teachers understand that contextual variables affect teaching and learning. KSA G: Teachers create and maintain environments that are conducive to student learning and understand student for physical, social, cultural and psychological security. KSA H: Teachers know the importance of respecting students’ human dignity by establishing relationships with students that are characterized by mutual respect, trust and harmony. Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement, leadership, transitions, etc.
* Groceries must be purchased every month – this is a definite need. ** If you don’t have these purchased each month you can’t collect any credits for a catch Work Task 2: Worksheet 3 Record Keeping Found on next page – page 9 First Month Second Month Third Month Fourth Fifth Month Month 4 Week’s Groceries Bait Fishing Net Fishing Rod Mobile Phone
Name: Peter Vandenberghe (Flanders) Subject: Painting and decorating: working with different colours allongside on a wooden surface Context: Vocational education : basic painting exercise for students in an education for painting en decoration. Description of the way the works = practical example Teacher explains the excercise Students start the exercise and get feedback on their work while they are working. Teacher and student can evaluate the exercise by compairing it to the learning objectives When learning objectives are evaluated both teacher and student evaluate the social skills of the student Documents included Exercise : Schilderen; afzetoefening Remarks / difficulties / implementation of the results In this line of vocational education the social skills could influence the result of the exercise. For example : students who are not concentrated on their work could take to long to paint a surface. Paint could dry faster than the student paints and has a negative influence on the quality of the paintjob. Schilderen : Afzetoefening Beschrijving van de opdracht Verticale lijnen uittekenen met een verschillende breedte en inschilderen met behulp van een borstel en een penseel.
DESIGN AUTHORING FIRE PROTECTION XYZ DESIGN APPLICATION DESIGN AUTHORING CIVIL XYZ DESIGN APPLICATION DESIGN AUTHORING ANTI-TERRORISM FORCE PROTECTION XYZ DESIGN APPLICATION DESIGN AUTHORING INTERIOR XYZ DESIGN APPLICATION SCHEDULING (4D) SCHEDULING (4D) MODELING SOFTWARE COST ESTIMATION (5D) COST ESTIMATION (5D) SOFTWARE EXISTING CONDITIONS MODELING EXISTING CONDITIONS MODELING SOFTWARE SITE UTILIZATION PLANNING SITE UTILIZATION PLANNING SOFTWARE CONSTRUCTION SYSTEM DESIGN CONSTRUCTION SYSTEM DESIGN SOFTWARE DIGITAL FABRICATION DIGITAL FABRICATION SOFTWARE 3D CONTROL AND PLANNING 3D CONTROL AND PLANNING SOFTWARE 3D COORDINATION 3D COORDINATION SOFTWARE DESIGN REVIEWS DESIGN REVIEWS SOFTWARE STRUCTURAL ANALYSIS STRUCTURAL ANALYSIS SOFTWARE LIGHTING ANALYSIS LIGHTING ANALYSIS SOFTWARE ENERGY ANALYSIS ENERGY ANALYSIS SOFTWARE SUSTAINABILITY EVALUATION SUSTAINABILITY EVALUATION SOFTWARE CODE VALIDATION CODE VALIDATION PROGRAMMING PROGRAMMING SITE ANALYSIS SITE ANALYSIS COBIE BIM and CAD Standards: Identify items such as the BIM and CAD graphical, naming, and protocol standards, BIM Workspace version, and the version of IFC, etc. The submitted BIM – The BIM shall be in a native file format with linked performance based specifications (via e-SPECS for Revit with SpecsIntact integration), interactive for the user, and the model shall be provided in the AF standard platform (Autodesk Revit) and interoperable file format like the Industry Foundation Class (IFC). IFC Coordination View – The Contractor’s selected BIM application(s) and software(s) must be certified in the IFC Coordination View (2x3 or newer. See www.iai-tech.org). Submit any deviations from or additions to the IFC property sets for any new spaces, systems, and equipment for Government approval. Autodesk Revit BIM Template for US Air Force projects Version 2010 http://www.wbdg.org/references/afbim_tools.php STANDARD VERSION BIM Workspace: Insert BIM software and version here
From till of work) Company (name of Company) Position (name of position) Responsibilities: Languages English of knowledge) Other language (please specify) (level of knowledge) Additional Skills Please describe if you have some other soft and technical skills Additional Information Do you have any work or study experience abroad? Describe it, please. Please, describe a situation when you worked in a team and needed encourage others to work harder to achieve a challenging goal. What is your main achievement by this moment? Why are you proud of it? Why have you decided to take part in Bosch Junior Managers Program? How did you learn about in Bosch Junior Managers Program? eGraduate.ru hh.ru/career.ru futuretoday.ru bosch.ru
BA – – Block BD – Bundle BE – Bale BF – Board Feet BG – Bag BK – Book BL – Barrel BO – Bolt BR – Bar BT – Bottle BX – Box CA – Cartridge CB – Carboy CC – Cubic Centimeters CD – Cubic Yard CE – Cone CF – Cubic Feet CK – Cake CL – Coil CM – Centimeters CN – Can CO – Container CS – Case CT – Carton CY – Cylinder CZ – Cubic Meters DR – Drum DZ – Dozen EA – Each EN – Envelope FD – Fold FT – Feet GL – Gallon GM – Gram GP – Group GR – Gross HD – Hundred HF – Hundred Feet HK – Hank IN – Inch JR – Jar KE – Keg KG – Kilograms KT – Kit LB – Pound LF – Linear Feet LG – Length LT – Liter LO – Lot MC – Thousand Cubic Feet ME – Meal MG – Milligrams MM – Millimeters MR – Meters MX – Thousand OT – Outfit OZ – Ounce PC – Piece PD – Pad PG – – – Pail PM – Plate PN – Panel PR – Pair PT – Pint PZ – Packet QR – Quire QT – Quart RA – Ration RL – Reel RM – Ream RO – Roll RY – Thousand Rounds SA – – Square Centimeters SD – Skid SE – Set SF – Square Feet SH – SK – Skein SL – Spool SM – Square Meters SO – Shot SP – Strip SU – Subscription SV – Sleeve SX – Stick SY – Square Yards TN – Ton TO – Ounce TU – Tube UN – Unit VI – Vial XX – Ten YD Yards Services JB – – Month QR – Quarter YR – Year
MEMBERSHIP OF PROFESSIONAL BODIES Name of Body PREVIOUS EMPLOYMENT (in chronological order beginning with the first) full or part-time Nature of Appointment FT or PT School/Establishment (state age range and type of school) Name of LEA or other employer Sex and no. of pupils on roll Age range taught by you Dates of Employment CURRENT EMPLOYMENT Present Salary: ______________________ Scale Pt: ________ TLR Allowance: ________ Nature of Appointment FT or PT School/Establishment (state age range and type of school) Name of LEA or other employer Sex and no. of pupils on roll Age range taught by you Date of INTERESTS (e.g. hobbies, sports, voluntary work) SUPPORTING STATEMENT
REVISION SHEET – ANIMAL FARM /WAG THE DOG. Linking words and phrases Although some of these words have already been mentioned as sentence connectors, they can also be used to develop coherence within a paragraph that is linking one idea / argument to another. Sequence Result Emphasis First / firstly, second / secondly, third / thirdly etc Next, last, finally In addition, moreover Further / furthermore Another Also In conclusion To summarise So As a result As a consequence (of) Therefore Thus Consequently Hence Due to Undoubtedly Indeed Obviously Generally Admittedly In fact Particularly / in particular Especially Clearly Importantly Addition Reason Example And In addition / additionally / an additional Furthermore Also Too As well as For Because Since As Because of For example For instance That is (ie) Such as Including Namely Contrast Comparison However Nevertheless Nonetheless Still Although / even though Though But Yet Similarly Likewise Also Like Just as Just like Similar to Same as Compare
Following a line of reasoning Therefore, ... Subsequently, ... Hence ... Consequently, ... Accordingly, ... As a result, ... As a consequence, ... To this end, ... Key areas of comparison Government / Authority Abuse of power Effect on ordinary people/animals Strategy Loyalty Symbolism Honesty Persuasion Betrayal of trust Reality Truth Oppression Chaos and order Sustainability of change Satire Use of the media / meetings Corruption Sacrifice Survival Leadership Justice
Procedures are in place that allow students and parents to report bullying incidents as well as procedures that outline the requirements for staff to report bullying in accordance with legislation. Student Reporting: Reporting bullying to a trusted (e.g., teacher, administrator, support staff, coach, police liaison officer) “Report Bullying Now” button on the school website Reporting: “The Education Act states that an employee of the board who becomes aware that a student at the school of the board may have engaged in a serious student incident shall report the matter to the principal as soon as reasonably possible” (PPM 144) When appropriate, complete and submit the “Safe Schools Incident Reporting Form – Part I” to the principal. The principal provides written acknowledgement to the employee the “Safe Schools Incident Reporting Form – Part II” (PPM 144) Parent/Community Reporting: Reporting bullying to the classroom teacher and/or administration Report to a school staff member “Report Bullying Now” button on the school Website How We Respond to Bullying at Our School Our school response to bullying follows a progressive discipline approach that may involve the following immediate and long-term actions: Ensuring the safety of all involved Responding to any student behaviour that is likely to have a negative impact on the school climate Using “teachable moments” with Progressive Discipline Following “A Restorative Approach to Handle Harassment in the Hallways in Three Minutes” (Stop the harassment, Identify the harassment, broaden the response, help the offender make amends, ask for change in future behaviour, check in with those impacted) Conducting a school-based investigation Contacting community partners, when necessary Contacting the parents of the person(s) who has been harmed and the parents of the person(s) who has caused harm in accordance with legislation Considering mitigating and other factors Developing an action plan that include Restorative Practice, Progressive Discipline, or other actions How We Support and Follow-Up With Those Affected by Bullying at Our School Support for the person(s) who has been harmed, the person(s) who has caused harm and the person(s) who has witnessed harm may include:
NOTICE OF REGULAR MEETING OF THE CITY COUNCIL OF MONDAY, OCTOBER 2, 2017 City Council of the City of Atlanta, Texas, will meet in a Regular Session on Monday, October 2, 2017 at 5:30p.m. in the Council Chambers located at City Hall, 315 N. Buckner Street, in accordance with the following agenda: I. Call meeting to order. II. Invocation. III. Public Forum Citizens to be heard must list their name on the sign-in sheet before the City Council Session. The purpose of this item is to allow citizens an opportunity to address the City Council on issues not listed on the agenda. IV. CONSENT AGENDA All matters listed under Consent Agenda are considered to be routine by the City Council and will be enacted by one motion without separate discussion. If discussion is desired, that item will be removed from the Consent Agenda and will be considered separately. Consider and Approve Minutes from the September 18, 2017 Council Meeting. Consider and Approve Nora Prestinari and Jennifer Plum to the Atlanta Public Library Advisory Board. Remove Lou Walls and Angie Roark Consider and Approve Travis Ransom as an Authorized Signatory on the City of Atlanta RLF-Revolving Loan Fund-Account at Morris County Bank V. REGULAR AGENDA: 1. Discussion, Consideration and Possible Action Adopting a General Use Policy for the Terminal Building at the Hall Miller Municipal Airport 2. Discussion, Consideration and Possible Action Regarding Authorization to Join with a Coalition of Municipalities as part of the Cities Advocating Reasonable Deregulation (CARD) to Review SWEPCO Request to Reconcile Fuel in a Proceeding Pending before the Public Utility Commission of Texas VI. Executive Session The City Council for the City of Atlanta, TX reserves the right to adjourn into an executive session at any time during the course of this meeting to discuss any of the matters listed above, as authorized by Texas Government Code Sections, 551.071 Consultation with Attorney), 1.072 (Deliberations about Real Property, 551.073 and Donations), 551.074 Personnel Matters), 551.076 (Deliberations about Security Devices), 551.086 (Economic Development).
Windbreaks Plantations usually made up of one or more rows of or shrubs Increased C sequestration in biomass and soils Reduced soil erosion Greater animal survival and health in livestock systems *, A more extensive discussion of the advantages and disadvantages of different management practices can be found in Stockwell & Bitan (2011)
Table 4 Advantages and disadvantages of common performance metrics Metric Advantages Disadvantages GHG flux per unit land area (e.g., flux / ha) Useful to entities that define policies or that manage large amounts of land (e.g., government agencies) Reflective of the overall level of GHG fluxes on farms Fails to consider efficiency of farm production GHG flux per unit product (e.g., flux / tonne beef) Better allows for comparisons within the same industry Better able to represent the effects of mitigation measures that have a relatively small GHG impact, but that nonetheless improve productivity Performance data are frequently sought by buyers on a per-product Calculation may be complicated by the variety of products that come from farms and the different allocation methods used to assign GHG fluxes (see below) Does not consider product value Does not reflect the overall climate impact of farms (which would vary depending on the volume of products produced) GHG flux per unit of farm input (e.g., flux / MJ metabolisable energy intake) Provides an understanding of the effects of feed type and amount on animal systems, or of the efficiency of nutrient use in cropping systems Calculation may be complicated by the need to allocate GHG fluxes GHG flux per unit of quality content in final product (e.g., per unit of fat, protein or metabolisable energy content) Considers a fundamental objective of most agricultural production – to provide food energy Calculation may be complicated by the need to allocate GHG fluxes
Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information: Animal Name: Beef or Dairy?: Information: Animal Breed Name: Beef or Dairy?: Information:
Animal Breed Name: Type of Enterprise: Information: Animal Name: Type of Enterprise: Information: Animal Breed Name: Type of Enterprise: Information: Animal Breed Name: Type of Enterprise: Information: nimal Breed Name: Type of Enterprise: Information: Animal Breed Name: Type of Enterprise: Information:
AgTech Industries RTSM Southern California AgTech Industries is a technology company with roots in production agriculture. Our revolutionary hardware and software solutions streamline a simple, cost effective way for farmers to manage their field-level operations. Our team provides farmers with simple new tools to increase productivity & sustainability as the world population grows. We are currently growing our team to support rapid growth in 2017 and are seeking a Regional Technical Sales Manager for Southern California (RTSM). We pride ourselves on our dedication to support local dealers and are looking for a team member who is excited to embrace our vision and wants the opportunity to advance as we continue to grow. The RTSM will be responsible for assisting independent dealers with customer service, grower relations and key accounts, sales and installation training, troubleshooting, and developing new dealers. Candidates should be proficient in the following: - Driven to help farmers improve their practices through technology integration and innovation - Desire to learn the background behind our technologies and how the combination of science and data help growers hone their traditions to grow more efficiently - Self motivated while taking pride in success through achieving milestones - Personable, phone skills, and able to build customer relations - Quick learner - Teaching/training skills - Fluent in today’s smart phones, tablets, computers etc. - Flexible schedule to work extended hours & weekends as needed - Proficient in time management - Clean driving record Preferred Experience: Commercial agriculture Sales CRM Basic mechanical or construction skills
GENERAL COUNCIL BYLAWS 10. What is the minimum of credentials required for election as a GC (General Council) officer? 11. How many elective ballots are needed before the field of qualified candidates for the election of General Superintendent and Assistant General Superintendent is narrowed to 3 candidates? 12. Who or what serves as the nominating committee for the Executive Director of AG World Missions? 13. One of the duties of the General Council Credentials Committee is to issue annual fellowship cards to persons who have received _________________ endorsement. 14. What is the minimum number of churches needed to form a New District? How many of that number must be General Council Affiliated? 15. Must a District Superintendent serve full-time in that role? Cite your answer? 16. Do language/ethnic districts have any special privileges within the framework of the GC Constitution and Bylaws when compared to geographic districts? 17. Who or what determines whether an assembly has reached the stability to recommended to become a GC Affiliated Church? 18. Who or what provides the Mandatory Screening for all ministerial applicants by evaluating basic qualifications and educational requirements?
Vacancy Details Job title Creative Sync Assistant & Administration Employer Name A&G Songs Ltd Vacancy Location Unit 23 Tileyard Studios, Tileyard Road London N7 9AH About the Apprenticeship The key responsibilities would be: Maintaining the company digital platforms, social medial and assisting in creative searches for both artists and for commercial briefs The Department is: The Sync music licensing department The role is important the operations and efficiency of the department. It’s is a growing role that allows the applicant to learn the many areas of sync and be involved the creative process. Weekly Wage £346 per week 18,000 per annum Working Week Mon – Fri 10am-6pm Future prospects description Upon completion of the Apprenticeship and evaluation by the company’s supervisors, the successful candidate may be offered a job at the end of the Apprenticeship. Employer Details Employer Description A&G Songs Ltd is a ten-year-old independent music publishing company signing and developing artist, writers and composers and also provides publishing administration for international publishing rights owners for the UK and European markets. A&G Sync, is the sync agency arm of A&G and secure international placements of music copyrights in film, TV, advertising and Games. It has won awards for TV commercials and we are successful in helping new and up and coming artists form the UK and around the world. Employer website About the Candidate
"A person who never made a mistake never tried anything new." -Albert Einstein "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." -Maya Angelou “A Picture is worth a Thousand Words and a Video is worth a Thousand Pictures” – Greg Martinelli “Put Them in the Driver’s Seat” – Greg Martinelli Stage 3: Position Goal Establish enough value in you, your product or your service that you can close Establish yourself as the best solution to their need Show them you want and will appreciate their business Show them that you either have a solution or are willing to do what it to find one Position your brand with the customer Why is this so important? Why Position & not Present To Position, you have to have a need before you can proceed To Present, you talk about your product Subtle difference that may seem like it’s the same thing, but it means so much more to the customer Process Prepare Know your company – what you can and can’t do with products, pricing, promotions, etc.
St Ives Town Council Planning Schedule for meeting date 1 February 2018 Ref No. CC Ref Site (Applicant) Proposal 3181 Wood Cottage, Hain Walk, St Ives (Mr and Mrs C Morris) Phased proposed development of 1 No. new detached dwelling and demolition of existing 3171 PA17/12017 1 Restcot, Tyringham Road Lelant (Quita Clark) Proposed new dwelling with parking and garden