zilongwang/ReadingBank huggingface dataset:
proves even more astounding. However, the convent plays still followed the Aristotelian unities of time, place and action: the events occur within less than one day (in almost they are all set in one general locality, they have few subplots, the servants play the wise yet comic roles whilst the middle to upper class characters are more serious and all drama is resolved at the end. We can therefore conclude that whilst revolutionary in terms of breaking taboo and inspiring a new style of theatre; the setting in literature was by no means original at the time of the Revolution; and the plays retained several fundamentally traditional elements. Convent Theatre and Revolutionary Ideology Culture during the French Revolution generally became increasingly politicized therefore we must look at the ways in which convent theatre reflected revolutionary politics. The theatre became a means by which actors, writers and producers could ‘vouchsafe their revolutionary credentials,’ especially during the Terror. In terms of the plays’ content, it would be difficult to argue, however, that Les Dragons et les Benedictines was decidedly more radical than Les Victimes Cloitrées. Hyslop explains that this lack of radicalisation was not limited to convent theatre. Even during the Terror, the theatre was ‘moderate in tone… if one wished bloodshed and revenge against ci-devants and priests, one could go to the Place de la Révolution or watch the victims of the guillotine’. We also should consider that whilst we have the dates when the plays were first performed, we do not know when exactly they were written (with the exception of les Visitandines: first submitted in 1790 but only accepted in 1792). The theatre was revolutionary because it became accessible to people who had attended before 1789. Les Victimes cloitrées was often performed for free, ‘“par et pour le peuple”’. Furthermore, the theatre became a tool for educating audiences on the Revolution and its ideology, particularly as illiteracy remained widespread. As Maslan puts it, ‘the
International-Select Examples Beijing, “Folic acid the key to neural tube defect prevention”. International Birth Defects Conference, September, 2016. China, Beijing, “Neural Tube Defect Prevention in China- Next Steps”. National Birth Defect Conference, September, 2017. Zhengzhou, “Second Child Policy-Increase in Neural Tube Defects - Call to Action to Prevent”. Regional Birth Defect Conference, September, 2017. China, Shijazhuang, “Role of Health Care Providers in Preventing Neural Tube Defects in China”. Regional Birth Defects Conference, September, 2017. Argentina, Buenos Aires, “Folate Status as a Predictor of Neural Tube Defect Risk”. International Nutrition Congress, October, 2017. Bolivia, Santa Cruz (1) “Folate in health and Disease”; and (2) “Folic Acid and Neural Tube Defect Prevention”. Universidad Evangelical Boliviana Nutrition Conference, November, 2017. Columbia, Bogota, “Folate status in women and neural tube defect prevention”. International Conference on Birth Defects and Disabilities in Developing Countries, November, 2017. Canada, Ottawa, “Folate Status and Neural Tube Defect Prevention: Next Steps”. Micronutrient Forum Technical Consultative Group on Folic Acid and Neural Tube Defect Prevention, April, 2017. Canada, Ottawa, “Roadmap to Prevent Neural Tube Defects Globally”. Micronutrient Forum, December, 2016. Geneva, WHO Guideline: “Optimal blood folate concentrations in women of reproductive age for prevention of neural tube defects”. Biomarkers for Development: BOND Folate Panel Process and Conclusions, September, 2012. Rica, “Biomarkers for Nutrition and Development”. International Conference on Nutrigenomics, October, 2012. Atlanta, GA, “Biological and Contextual Determinants of Folate Status”. WHO/CDC Joint Meeting, Optimal Blood Folate Concentrations in Women of Reproductive Age for Prevention of Neural Tube Defects, August, 2012. Brazil, Rio de Janiero, “Folate-related Genetic Polymorphisms and Effect on Birth Defect Risks”. Third International Conference on Birth Defects in Developing Countries, June, 2007. Bejing, “Folic Acid Fortification Policies Globally”. Second International Conference on Birth Defects in Developing Countries, September, 2005.
Chierchia G.B., de Asmundis C., Muller-Burri1 S.A. et al. 2009. Early recovery of pulmonary vein conduction after cryoballoon ablation for paroxysmal atrial fibrillation: a prospective study. Europace, 11(4): 445-449. Bhargava M., Di Biase L., Mohanti P., et al. 2009. Impact of type of atrial fibrillation and repeat catheter ablation on long-term freedom from atrial fibrillation: Results from a multicenter study. Heart Rhythm, 6(10): 1403-1412. S.K., Bharati S., Lev M., Marcus F.I. 1987. Electrophysiologic and histologic observations of chronic atrioventricular block induced by closed-chest catheter desiccation with radiofrequency energy. Pacing Cling Electrophysiol, 10: 805-816. Fujino H., Thompson R.P., Germroth P.G. et al. 1993. Histologic of chronic catheter cryoablation of atrioventricular conduction in swine. Am Heart J, 125(6): 1632-1637. Furnkranz A., Chun K.R., Metzner A. et al. 2010. Esophageal endoscopy results after pulmonary vein isolation using the single big cryoballoon technique. J Cardiovasc Electrophysiol, 21(8): 869-874. Aldhoon B., Wichterle D., Kautzner J. et al. 2013. Complications of catheter ablation for atrial fibrillation in a high-volume centre with the use of intracardiac echocardiography. Europace, 15(1): 24-32.
Names of Schools From (d/m/y) To (d/m/y) Qualifications Obtained (please indicate Level, Awarding Body, Subjects and Grades) Date of Award(s) Further and Professional Education of Colleges/Universities From (d/m/y) To (d/m/y) Qualifications Obtained (please indicate Level, Awarding Body, Class Subjects and Grades) Date of Award(s) Current course of study (if any) and anticipated date of completion (this section can be completed as a separate attachment).
NSPCC Freephone 24 hour helpline 0800 800 5000 APPENDIX 2: BAFA Anti Bullying Policy Introduction It is important for all to recognise that this form of abuse is not just perpetrated by adults, but the abuser can often be another young person. Bullying is not easy to be defined, as it takes many forms and is usually repeated over a period of time. The actions of a bully arise out of a wish to deliberately hurt, threaten, or frighten another. The aims of the Policy are: To state clearly the BAFA's position on bullying and to provide a framework for parents, players and officials in dealing with bullying behaviour. To raise awareness of bullying with member organisations, players and parents. To ensure BAFA organisations encourage players to develop a positive attitude towards themselves and others. To ensure Coaches and Club officials maintain a consistent approach by clarifying the roles of individuals in the Club and to introduce procedures for investigation and prevention. To promote greater concern for the welfare of victims and bullies. To reduce the possibility of the incidents of bullying happening within BAFA. The purpose of the Policy is: To ensure BAFA member organisations safeguard the welfare of their members by providing the most possible safe and secure environment for all. To actively promote the Policy to BAFA member organisations, players and parents.
Director of Social Services – Bair Foundation – Lufkin As one of the nation’s fastest growing Christian foster care ministries, The Bair Foundation is currently seeking candidates for Director of Social Services in Lufkin,TX. Core Responsibilities: • Supervise and support social service workers and staff to assure that each child receives services in accordance with all laws, regulations and internal policies. • Facilitate the provision of safe, secure and nurturing living experiences in accordance with The Bair Foundation mission. • Assures the implementation of all applicable state regulations and organizational policies and procedures within the office. • Supervises treatment, planning and progress of clients. • Assures resolution of critical incidents for foster care/family preservation services. • Makes visits to foster homes annually and those homes that have more than three foster children a minimum of twice per year. • Develops budget for services to assure office is operating without financial loss. • Maintains communication with referral agencies regarding current children by monthly visitations for agencies with more than five children in care. • Must become proficient with The Bair Foundation’s treatment model and its application. • Supervises the Intake Staff ensuring placement goals are met. Position Requirements: • Bachelor’s degree in social services or a related field, and currently enrolled in a Master’s program in social services with two years of experience in a child-placing agency conducting child-placing activities, or a Master's degree in social services or a related field with one year of experience in a child-placing agency conducing child-placing activities. Must have a minimum of one year of experience in supervision of child-placing personnel and programs. Apply at
Finfish EHNV, EUS, VER, GUD, microsporidians, myxosporeans Fish Prawns GAV, SMV, WTD*, microsporidians Prawns, crayfish Crayfish & lobsters Viruses of freshwater crayfish, microsporidians Prawns, crayfish Crabs Microsporidians, Hematodinium spp. Crabs Oysters Perkinsus olseni, Bonamia spp., Marteilia sydneyi Abalone, clams, pearl oysters, edible oysters Abalone AVG Abalone Perkinsus olseni Abalone, clams, pearl oysters Annelids Marteilia sydneyi, myxosporeans As intermediate for edible oyster parasites Table : Disease risks posed by common frozen whole bait and berley commodities Frozen – Potential disease risks Susceptible species or groups Finfish EHNV, VER Fish Prawns Viruses Prawns Crayfish & lobsters Viruses Crayfish/lobsters Molluscs Perkinsus olseni Abalone, clams, pearl oysters Oysters Perkinsus olseni Abalone, clams, pearl oysters Abalone AVG Abalone Perkinsus olseni Abalone, clams, pearl oysters Table : Disease risks posed by common frozen portion bait and berley commodities Frozen – Portions Potential disease risks Susceptible species or groups Finfish Fillets EHNV Fish Finfish Heads EHNV, VER Fish Finfish offal & guts EHNV Fish Prawns Viruses Prawns Crayfish & lobsters Viruses Crayfish/lobsters Molluscs Perkinsus olseni Abalone, clams, pearl oysters Abalone AVG Abalone Perkinsus olseni Abalone, clams, pearl oysters
Nematodes – endoparasitic worms that mainly affect finfish. They colonise the gastrointestinal tract or encyst in flesh. Anisakis spp are a human health concern. Perkinsus olseni – parasitic protozoan of molluscs that causes ulceration and can cause death, particularly in abalone, clams and some oysters. Sacculina spp. – parasitic barnacles of crustaceans, particularly of crabs, infection results in sterility and no growth. SMV – spawner-isolated mortality virus, a virus of prawns, caused by a parvo-like virus. VER – viral encephalopathy and retinopathy, a virus of finfish, caused by a virus in the Nodaviridae family. The virus causes brain and retina damage and mortality of juvenile fish. WTD – white tail disease or white muscle disease, a viral infection caused by Macrobrachium rosenbergii nodavirus and its associate extra small virus. They cause a milky whitish appearance in larvae/post larvae/early juveniles, and are responsible for large scale mortalities in M. rosenbergii.
Carcharhinus dussumieri 0.07 0.17 0.60 89.03 Echeneis naucrates 0.10 0.21 0.58 89.78 Sillago sihama 0.21 0.07 0.56 90.50 Average dissimilarity, δ is average Bray-Curtis dissimilarity between fish assemblages Cumulative δ %is a cumulative contribution percentage. Species are listed in decreasing order of importance in contribution to δ. Table 4. Comparison of fish assemblages at site 1RM (50 m from Rick Mills artificial reef) and the most remote site 3RM (520 m from the reef), pooled 2011-2013 BRUVS survey data. Cut off low contribution: 90% Average dissimilarity: 78.2% Site1RM Site 3RM Average similarity: 30.5% Average similarity: 33.2% Species Average abundance Average abundance Average dissimilarity, δ Cumulative δ % Pantolabus radiatus 8.03 6.33 12.9 16.49 Pentapodus porosus 0.76 6.26 9.5 28.64 Zabidius novemaculeatus 4.86 0.7 9.32 40.55 Selaroides leptolepis 3.41 3.19 7.16 49.7 Caranx sp. 2.79 0.63 5.53 56.77 Upeneus tragula 0.55 1.26 2.44 59.89 Leiognathus sp. 0.62 0.85 2.09 62.55 Lethrinus atkinsoni 0.1 1.07 1.93 65.02 Gymnocranius elongatus 0 1.04 1.88 67.42 Lutjanus erythropterus 0.76 0 1.43 69.25
Course Requirements ………………………………………………………………………….. 18 Grading ……………………………………………………………………………………………….. 19 DCS Title IV-E Stipend Program…………………………………………………………… 19 Policies and Procedures ……………………………………………………………………… 20 Placement ……………………………………………………………………….. 21 Selection of Practicum Agency ……………………………………………………23 Selection of the Field Instructor ………………………………………………….23 Acceptance and Placement of Students in Field Practice …………… 23 Preparing for Agency Interview ………………………………………………… 24 Interview …………………………………………………………………………………… 24 Agency Reassignment Process …………………………………………………… 25 Night and Weekend Placement ………………………………………………….. 25 Use of Job as Practicum Site ……………………………………………………….. 26 and Responsibilities in Field Education ………………………………………. 26 Department of Social Work ………………………………………………………… 27 Director of Field Placement ………………………………………………………… 27
Field Instructor …………………………………………………………………………… 30 Evaluation …………………………………………………………………………………….32 Student …………………………………………………………………………………………32 Bachelor of Arts in Social Work Program Guidelines for Conduct …………..35 Academic Conduct ………………………………………………………………………. 35 Professional Behavior ………………………………………………………………… 36 Student Grievance Procedures …………………………………………………… 38 Ethical Conduct ……………………………………………………………………………40 Professional Boundaries ……………………………………………………………..41 Sexual and Racial Harassment ……………………………………………………………….41 Felony/Misdemeanor Convictions ………………………………………………………….41 Privacy Rights of Students ………………………………………………………………………42 Communication ………………………………………………………………………………………42 Holidays ………………………………………………………………………………………………….43 Transportation ……………………………………………………………………………………….43 Financial Remuneration ………………………………………………………………………….43
BA FINANCE, INVESTMENT AND RISK Induction Session 2014/15 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 Monday 15th September Principals Address Saltire Centre Campus activities throughout the afternoon Tuesday 16th September Welcome Session All Staff M404 Team Building S. Nawaz + F. Ngwu M404 An Introduction to the BA/BA(Hons) Finance, Investment and Risk Working in Groups Level 1 + DE Level 3 P. Ring + C. McCann M404 Wednesday 17th September Generic Introduction 9.00-10.30 M. Jones C001 Learning Skills S. Nawaz W118 IT Induction 1 + DE Levels 2 + 3 M. Brown M139 Please bring Log in + Password Writing Skills Level 1 + DE Levels 2+3 S. Nawaz W118 Thursday 18th September GSBS Induction event (10.30-12) C001 Own Group Working (Preparation for Friday) (14.00-17.00) (venue to be decided by groups on Wed pm) Friday 19th September The Financial Services Sector Round up and Q&A Lunch (S.Nawaz & S. Brahma) all FSstaff invited for lunch to meet students (W115) Student Association Chris Forster W115
CERTIFICATION The undersigned certifies that he has read and here by recommends for acceptance a dissertation entitled “Assessment of Employee Motivation toward job Performance the Case of Regional Commissioners Head Office Lindi” in partial fulfillment of the requirement for the award of the degree of master in Human resource management of open university of Tanzania. ……………………………… Dr. Salvio Macha (Supervisor) …………………… Date
- http://www.botham.co.uk/bread/history1.htm - http://es.wikipedia.org/wiki/Historia_del_pan -http://www.juntadeandalucia.es/averroes/vertie/motivadores/histopan. htm - http://www.gremipabcn.com/ ANNEXES: THE QUESTIONNAIRES BAKERIES QUESTIONNAIRE (Consumers) AGE: MALE / FEMALE TOWN AND NEIGHBORHOOD: 1. What type of bread do you consume? If you have more than one answer, please, put them in order of preference. Viennese Baguette Integral / with fibers English bread Ciabatta Rustic Others:_______ 2. How often do you buy bread? Daily 6 in a week 4 times in a week 3 times in a week Twice a week Once a week Twice a month Once a month Others:_______ 3. Which factors influence you when you buy bread? If you have more than one answer, please, put them in order of preference. The proximity to the habitat Seller kindness. The quality of the product.
BAKERIES QUESTIONNAIRE (Sellers) AGE: MALE / FEMALE NAME OF THE BAKERY: OPENING HOURS: TOWN AND NEIGHBORHOOD: 1. How many consumers do you attend in one day? Less than 50. Between 100 and 150. Between 50 and 100. More than 150. 2. How much bread do you sell in a week? Less than 500 loafs. Between 1000 and 1500 loafs. Between 500 and 1000 loafs. More than 1500 loafs. 3. Which day of the week do you sell more? Monday Tuesday Wednesday Thursday Friday Saturday Sunday 4. Which type of bread do you sell more? Put the ones that you sell in order of amount. Viennese Baguette Integral / with fibers English bread Ciabatta Rustic Others:_______ 5. Which part of the day is the best to sell bread? In the morning At midday In the afternoon At night.
____________________________________ Contact Information: Phone: ____________________ E-mail: ________________________________________________ Name Event # Time # Time # Time Event # Time OUT OF SCHOOL – INTO THE POOL BAKER PARK INVITATIONAL SATURDAY, JUNE 23, 2018 MEET ENTRY SUMMARY SHEET – MUST ACCOMPANY PAYMENT (Please include hard copy of Team Manager Entry Report.) Team: ____________________________________________________________________ Team Code: ______________ Head _______________________________________________ Phone: ______________________________________
Why did (or could) the class data cause you to reject the null hypothesis used in each case? How could we have made more accurate null models to test the idea that students in the class have the expected distribution by gender and month of birth? Part 3 – Genetics application crossing true-breeding yellow and green pea plants, Mendel allowed the F1 plants to self. He observed 6022 yellow and 2001 green pea plants resulting from this F1 self-cross. He used these data to develop his law of segregation. Write the genotypes for the true-breeding yellow and green plants, the F1 hybrids, and the green and yellow progeny from the F1 self-cross. Be sure to indicate which allele is dominant with your notation. Using a chi-squared test, determine if the 6022 yellow and 2001 green pea plants Mendel observed are consistent with his law of equal segregation. Be sure to set up a table of observed and expected data and record the chi-squared value, degrees of freedom, approximate p-value (use the table above), and indicate whether the null hypothesis should be rejected. Chi-square table:
2017 & your delicious offerings at Eaglesham Fair! Eaglesham Fair is delighted to announce a Fair Baking & Novelty competition for 2017. We ask that all items are dropped off for judging on the morning of the fair in the Montgomery hall between 9am and 9.45am. Entry – 50p. Judging will take place by Karin Gallacher of Lime Deli, Eaglesham. Doors will be open to the public at 10.15 am to view the entries. All entries to be collected from the Hall between 4.30pm and 5pm. Prizes generously sponsored by Lime Deli, Eaglesham DECORATED CUPCAKES (3) Age 8 and under FAVOURITE TRAYBAKE (3) Age 9 – 15 VICTORIA SPONGE Adults FAVOURITE FRIDGE MAGNET Open to all ages PRIZES - £5 - £3 - £2 BEST BAKER
Review the evidence to verify the Designated Entity has: Review monthly logs for past 12 months Verify the average ACE was within the BAs L10 for the last 12 months for at least 90% of the time periods monitored. (Finding Summary): Primary Documents Supporting Finding: Auditor Notes: R3 Supporting Evidence and Documentation R3. Each Balancing Authority providing Overlap Regulation Service shall evaluate Requirement R1 (i.e., Control Performance Standard 1 or CPS1) and Requirement R2 (i.e., Control Performance Standard 2 or CPS2) using the characteristics of the combined ACE and combined Frequency Bias Settings. Designated Entity Response (Required): Describe, in narrative form, how you meet compliance with this requirement. Designated Entity Evidence (Required): Provide the following for all evidence submitted (Insert additional rows if necessary): File Name, File Extension, Document Title, Revision, Date, Page(s), Section(s), Section Title(s), Description Compliance Assessment Approach Specific to BAL-001-MX-0, R3. This section must be completed by the Compliance Monitor Review the evidence to verify the Designated Entity has: Determine if the BA provides Overlap Regulation Service If so, verify the BA has incorporated the combined ACE and combined Frequency Bias settings into their CPS1 and CPS2 calculations
Compliance Assessment R12.2 Requirement & Measure Evidence Submission Evidence Description Evidence Assessment Approach Auditor Notes R12.2 The legal owner of a transmission facility must not filter: (a) MW metering data for synchronous interconnections; or (b) area control error signals transmitted to the ISO, except for the anti-aliasing filters of interconnections; MR12.2 Evidence of not filtering metering data or area control error signals as required in requirement R12.2 exists. Evidence may include data files showing that the MW metering data for synchronous interconnections or area control error signals transmitted to the ISO are not filtered prior to transmission. AR12.2 Please provide: Review the AR12.2 submitted evidence to determine whether the entity filtered MW metering data for synchronous interconnections or area control error signals prior to transmission to the ISO. (i) evidence of not filtering, except for the filters of interconnections, prior to transmission to the ISO of: (a) MW metering data for synchronous interconnections; or (b) area control signals transmitted to the ISO. Note: This evidence may include relevant documentation and/or data files. (ii) documentation of any filtering prior to R12.2 specified data’s transmission to the ISO. If any filtering was done, determine whether this is only done in conjunction to the filters of interconnections. Findings R17 Requirement & Measure Evidence Submission Evidence Description Evidence Assessment Approach Auditor Notes AR17 Please provide:
Change Date of change Issuer of change References to NC BAL updated based on structure of Regulation after comitology 1 July 2014 ENTSOG Addition of a table reflecting reference documents and status of these 1 July 2014 ENTSOG Addition of authorisation process for single sided nominations in point 3.3.3.3 Addition of optional time stamp to the forward nomination flow in point 3.5.3 Minor clarifications: Clarification on legal scope in lines 116-118 Clarification on content of nomination in lines 210-212 Clarification on submission of interruption notice in 480-482 27 May 2015 ENTSOG Inserted clarification of the Common Data Exchange Solutions Inserted the Common Data Exchange Solution Table and further explanation 12 April 2016 ENTSOG Updated clarification of Common Data Exchange Solutions Updated the Common Data Exchange Solution Table and further explanation 22 June 2016 ENTSOG
Common Data Exchange Solution Table This section describes the common data exchange solution for each data exchange identified in this process. Information Flow From Role To Role Confidentiality Level Common Data Exchange Solution Nomination Authorisation* Registered Network User Transmission System Operator Private Recommendation - Document Nomination Registered Network User (Initiating) Transmission System Operator Private Document Nomination Registered Network User (Matching) Transmission System Operator Private Document Based Forward Single Sided Nomination (Active) Transmission System Operator (Passive) Transmission System Operator Private Document Based Processed Quantities (Initiating) Transmission System Operator (Matching) Transmission System Operator Private Document Based Matching Results (Matching) Transmission System Operator (Initiating) Transmission System Operator Private Document Confirmation Notice (Initiating) Transmission System Operators Registered Network Users Private Document Based Confirmation Notice (Matching) Transmission System Operators Registered Network Users Private Document Based Interruption Information (Initiating) Transmission System Operator Registered Network User Private Document Based Interruption Information (Matching) Transmission System Operator Registered Network User Private Document Based * The data exchange solution indicated with (*) is to be negotiated between the transmission system operator and the registered network user. In case an electronic message is used, the Edig@s format is recommended.
and Taita Facundo is silent; both dreaming in the night and walking, walking. I bring them together. (823. 43-47) And the bringing together does not create silence, a certain harmony; instead, the friction between the two makes sparks and triggers the imagination: they possess for him equal power for inspiration: They embrace. They sigh, they raise their sturdy heads; both of equal size, a Black longing, a White longing. both of size, they scream, dream, weep, sing. They dream, weep, sing. They weep, sing. Sing! In the preceding manner, the two heritages of the mulatto culture inspire him to write.
15-30 Min. 1 Guided Reading with Teacher Daily 5 Activities: *Read to Self *Read to Someone *Listen to Reading *Word Work *Work on Writing Literacy DI Menu/or Novel Literature Study Tic Tac Toe Activities Rotation Catch-Up Day/Literature Circle Discussion Groups 15-30Min 2 5 Activities: *Read to Self *Read to Someone *Listen to Reading *Word Work *Work on Writing Guided Reading with Teacher *Super School gives you an opportunity to work with those students that need intervention which can provide time for you to work with a guided reading group. This may give you a window of opportunity to facilitate Literature Circles with your Tier 1 students. Guided Reading/Station Activity Rotation Schedule Tier 1 * Teacher may only visit with this group 1-2 xs a week Rotation ↓ Team C Team D Optional Team # Friday All Teams Min 1 Literature Circles Literacy DI Menu/or Literature Study Tic Tac Toe Station Activities Rotation Day/Literature Circle Discussion Groups 15-20 Min 2 Daily 5 Activities: *Word Work *Work on Writing *Read to Self (SSR) Daily 5 Activities: *Word Work *Work on Writing Read to Self (SSR)
Name of Organisation: Address of Organisation: Contact Person: Position held: Contact Number: Contact Email: Below is a list of requirements essential to the delivery of the programme in your childcare centre. Please mark X on YES or NO as appropriate: YES NO Safe & Secure storage for 10 Balance & 10 Helmets for the period of 2 consecutive weeks Indoor space on-site to facilitate the delivery of the programme (minimum 20 x 44ft – approximate size of badminton Flat tarmacked/concrete outdoor space on-site to facilitate the delivery of the programme (minimum 20 x 44ft – approximate size of badminton court) Commitment from a minimum of 2 pre-school staff to attend the Balance Bike training
Balanced Literacy Planning Week: Book of the week Guided Reading: Book of the week Shared Reading: Guided Reading Purposes 1 2 3 4 5 Self-Selected Reading resources for the term: Working with Letters/Words Letters of the week: Resources: Words of the week: Resources: Making words lesson: Writing Purposes 1 2 3 4 5 Predictable Chart Writing frame: Students in emergent Students in conventional group:
‘The Vision’ (What will the organisation look like / feel like / be doing in 3-5 years time?) Our Values (What is most important to us?) Key Performance Indicators Finance Perspective Year end? Turnover? Net Profit? Gross Profit Margin Sales / Overheads % Creditor / Debtor Days? Customer/Market Perspective Marketing Strategy / Tactics Sales Strategies / Tactics Internal Business Operations Performance management Job Chats / Appraisals Setting Objectives Planning development activity Evaluation of Development Activity Measures of Efficiency Effectiveness Productivity Innovation / Learning Training Plans in Place Management Development Performance management Delegation Time management Motivation Recruitment skills Recruitment / Induction New ideas / ways of working FINANCE PERSPECTIVE Action Responsibility Due Date Define Key Performance Indicators for this perspective Directors TBC Budgets up to date and in place Cash Flow forecasts up to date and in place
Balance sheet of Assets State if any assets are encumbered Date purchased Municipal Present value as at date Farm name / Name of bondholder / Annual capital Amounts owing Fixed property Gi ve parti cul ars of ea Farm name / Plot no. Size District / Suburb and price paid valuation Rand For Bank use only Mortgage bonds and/ or amounts Plot no. seller reductions date Rand property separately, statin whether freehold or leaseho and state if aff ected by a ser v i tudes, usu f ruct o fiduciary interests. Machinery, Plant, Implements, etc Specify important items only under deeds of sale under instalment sale / lease agreements To whom owing Instalment amount Vehicles make, model and of first registration Furniture and fittings Loans from Standard Bank Type of loan Interest rate Date repayable Instalment amount Other assets e.g. ant i ques, carpet jewell ery, stamp coll ectio coins, etc. Life assurance policies Date issued date Amount If ceded to whom Surrender value less loans Loans from other banks / financial institutions (Including insurance companies) State briefly the Name of bank / financial institution Interest rate Date repayable Instalment amount Surrender value of Lif e polici payable to the undersigned a not to any third party security given Owing on credit cards e.g Mastercard, Visacard, Garage Card, Woolworths, Truworths, Edgars cards, Type of card Name of company Limit Interest rate Instalment amount If security held please gi brief details Investments e.g Private company etc By whom due Interest rate Date repayable etc. Bills payable Sundry creditors Liability for income tax Other liabilities Description Period Terms of repayment Listed shares Including Unit Trust investments Company Number held Market Trading assets (applicable to firms only) Contingent liabilities as Guarantor, Surety or otherwise In favour of whom Which institution Amount Bank credit balances/ Deposits (specify the name of the financial institution and type of account) Cash on hand R Total liabilities R Your signature I / We declare that this is a full, true and correct statement of my / our position and that my / our assets are not encumbered other than as stated above. I / We that the bank may verify the information contained in this statement and may make any enquiries it considers necessary Your signature as at date 00049414 2001-06 Page 2 of 4 00049414 2001-06 Page 3 of 4
Church Name: Date: Balance Sheet - Summary of Years 1 to 3 chubalsh.xls Assets . Current Assets Present EOY - 20 EOY - 20 EOY - 20 101 Checking Acct 102 Checking Acct 103 Missions Checking 111 Savings 112 Savings 113 Missions Savings 114 Designated Funds 121 Books, Tapes etc. for sale 131 Pledges not yet received Fixed Assets 501 Land 502 Building 503 Parsonage 504 Other Houses 511 Furniture & Equipment 512 Autos, Vans, Buses Liabilities Current Liabilities (1 year or less) Present EOY - 20 EOY - 20 EOY - 20 801 Church Land & Building 803 Parsonage 805 Autos, Vans, Buses 811 Other Notes/Debt 812 Other Notes/Debt 813 Notes/Debt Long Term Debt 861 Church Land & Building 862 Vans, Buses 863 Parsonage 864 Other Notes/Debt 865 Other Notes/Debt 866 Other Notes/Debt (c) NFCU 2002
5 + 7x2 + 4x 4x2 − 2x2 + (−6) + 3 Copy each expression and simplify it. Be sure to show the steps you use to get the answer. Day 2 Homework Investigation 1: Simplifying with Zero Rewrite each percent as a fraction and each fraction as a percent. 20% 75% Write the expression as shown on the Expression Mats, then simplify by making zeros and combining like terms. Joan’s Candy Emporium is having a sale. Three pounds of gummy bunnies are selling for $4.00. How much will two pounds cost? How much will two pounds cost? What is the unit rate for bunnies? Evaluate each expression below for the given value. That is, find the value of the expression when the variable is equal to the value given. 2a − 7 when a = 3 10 + 4m when m = −2 9 + (−2n) when n = 4 when x = 6 Identify the length of the missing section of each line. Assume that the lines are divided into equal parts.
Bell Ringer/Hook Teacher Instructions (New Activity or Review) Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. homework and review all homework problems on the board. Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. Second 30 Minutes Guided Practice/Board Work Engagement Activities IA QUIZ on Absolute Value Inequalities IA QUIZ on Absolute Equations Review Absolute Value Inequality Rules Review Absolute Inequality Rules Absolute Value Inequality Quiz on IA Last 30 Minutes Independent Practice/ Review Assessment Quiz or Test Workbook page 26 Introduce Absolute Value Inequalities Workbook page 69 Workbook page 69
Bell Ringer/Hook Teacher Instructions (New Activity or Review) Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. Check homework and review all homework problems on the board. Second 30 Minutes Guided Practice/Board Work Engagement Activities Polynomial QUIZ on IA Review Factoring of Numbers, then introduce factoring of Monomials. Discuss the term GCF Review GCF Introduce Factoring polynomials. Discuss how it differs from factoring monomials. Review Factoring Last 30 Minutes Independent Practice/ Review Assessment Quiz or Test Get more math students must get 30 problems correct, 15 from the new topic and 15 in mixed review. Get more math students must get 30 problems correct, 15 from the new topic and 15 in mixed review. Get more math students must get 30 problems correct, 15 from the new topic and 15 in mixed review. Get more math students must get 30 problems correct, 15 from the new topic and 15 in mixed review. Get more math students must get 30 problems correct, 15 from the new and 15 in mixed review.
Sports Club Day Time Venue Coach Start Date Badminton (S1-6) Monday 3.45-4.45pm Sports Hall Paul Bathgate W/C 3rd September Boys Hockey (S1-6) Girls Seniors (S4-6) Girls Juniors (S1-3) Monday Boys: 6:15-7:30pm Girls Seniors: 3.45-5pm Girls Juniors: 5 - 6:15pm 2G Mrs Duncan (PE) W/C 27th August Dance Monday (S1) Tuesday (S2) Wed (S3-4) 1.15-1.50pm Small Gym Gym Drama Studio Miss Wright W/C 27th August Dance (S1-S4) Monday Tuesday Wednesday 3.30-4.45pm Small Gym Miss Wright W/C 27th August Lacrosse Tuesday 1.05-1.50pm Sports Hall / 2G (weather permitting) Gregg Veitch W/C 3rd September Gymnastics Wednesday 1.05-1.40pm Small Gym Mr Russell W/C 3rd September Athletics (S1-6) Wednesday 3.45-4.45pm Outside/ Sports Hall Lorraine Boyd (Harmeny AC) W/C 3rd September Recreational Badminton Thursday 1.15-1.50pm Sports Hall PE W/C 3rd September Netball S1-3 S4-6 Thursday 3.30-4.30pm 4.30-5.30pm Sports Hall Miss McCaig W/C 3rd September Judo (S1-6) Thursday 3:45-4:30pm Small Gym Johnny Imrie W/C 3rd September Girls Football (S1-6) Thursday 3.45-4.45pm Balerno HS 3G Miss Buckle TBC Girls Rugby (S1-6) Thursday 5:30-6:30pm Balerno HS 3G Fergus Scott (Currie RFC) W/C 24th August
I-NOTE NO. NAME DELIVERY ADDRESS 9 Tehsildar Ballia NIC Computer Center,Room No. 4 and 5,1st Floor,,Vikas Bhawan, Civil Line,Tehsil-Ballia Sadar,Dist-Ballia. 101 Bansdeeh Tehsil Office , BansdeehTehsil, Dist -Ballia. 102 Belthara Road Tehsil Office , Belthara RoadTehsil, Dist -Ballia. 103 Beria Tehsil Office , BeriaTehsil, Dist -Ballia. 104 Rasra Tehsil Office , RasraTehsil, Dist -Ballia. 105 Sikandarpur Tehsil Office , SikandarpurTehsil, Dist -Ballia. 314 Bansdeeh Tehsil Office , BansdeehTehsil, Dist -Ballia. 315 Belthara Road Tehsil Office , Belthara RoadTehsil, Dist -Ballia. 316 Beria Tehsil Office , BeriaTehsil, Dist -Ballia. 317 Rasra Tehsil Office , RasraTehsil, Dist -Ballia. 318 Sikandarpur Tehsil Office , SikandarpurTehsil, Dist -Ballia. 580 Dubhad BDO ,Dubhad Block, Ballia SadarTehsil, Dist -Ballia 581 Garwar BDO ,Garwar Block, Ballia SadarTehsil, Dist -Ballia
I-NOTE NO. NAME DELIVERY ADDRESS 582 Sohanv BDO ,Sohanv Block, Ballia SadarTehsil, Dist -Ballia 583 Beruarbari BDO ,Beruarbari Block, BansdeehTehsil, Dist -Ballia 584 Reoti BDO ,Reoti Block, BansdeehTehsil, Dist -Ballia 585 Nagra BDO ,Nagra Block, Belthara RoadTehsil, Dist -Ballia 586 Belahari BDO ,Belahari Block, BeriaTehsil, Dist -Ballia , 587 Murlichapra BDO ,Murlichapra Block, BeriaTehsil, Dist -Ballia 588 Chilkahar BDO ,Chilkahar Block, RasraTehsil, Dist -Ballia , 589 Maniar BDO ,Maniar Block, SikandarpurTehsil, Dist -Ballia 1044 Zila Viklang Kalyan Adhikari Vikas Bhawan Sri.Ranajit singh 1075 District Employment officer,District Employment office,Bahadhur Pur,Ballia Sri.R.Y Maurya 1138 Zila Parivecha Adhikari, Collectrate Parisar Prabhat Ranjan Rai 1228 Zila Samaj Kalyan Adhikari, Vikas Bhawan, Ballia Suresh Chandra pal
I-NOTE NO. NAME DELIVERY ADDRESS 1269 District Informatics Officer, NIC District Centre, Room No. 4 and 5,1st Floor, ,Vikas Bhawan, Civil Line , Ballia Mr. Ahmad Saud 1378 CMO, District Hospital Medical Officer
4) Systems and system models: defining the system under study -- specifying its boundaries and making explicit a model of that system – provides tools for understanding and testing that are applicable throughout science and engineering. 6) Structure and function: The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. Practices for K-12 Science Classrooms 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information National Science Standards (NSES) A. Science As Inquiry (p.175-176) E. Science and Technology (p.192-193) G. History and Nature of Science (p. 200-204) California Public Schools Standards (SCSCPS) Investigation and Experimentation, 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. Other California Education Standards Math - Algebra I 16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions. NSES () SCSCPS ();
Table 2 Measure Calculate Trial # time (s) tup (s) tdown (s) dup= ½ gtup2 (m) PEmax = mghmax (J) KEmax = PEmax (J) Vmax (m/s) 1 2 3 4 5 Table 3 Symbol Definition Formula Description and units tup Time up ½ total time Divide the total time by 2. tup = total time ÷2 Measured in seconds (s) tdown Time down ½ total time tup = tdown (neglecting air resistance) dup Maximum distance up ½ gtup2 Use half of the total time (time up or time down) to calculate the maximum distance upward or height the ball achieves. Measured in meters (m). g Acceleration due to gravity 9.81 m/s2 The acceleration for any object moving under the sole influence of gravity, also know as free fall. Measured in meters per second per
RTFE Seats. 1000 WOG, NACE 01-75 Compliant, CSA Certified 125 PSIG and API 607 Fire Safe Code. Mates with 3” 150# Flanged Connections. Twelve (12)………………………………………………………………….$1,165.00 Net Each USD
"World Cup" Soccer Camp June 18th – 23rd 9am – 12 noon / $120 5-8yrs / 9 - 12yrs / 13 - 18yrs ~~~~~~~~~~~~~~~~~~~~~~~~~~~ Functional Training Camp GK Academy. Defenders. Midfielders. Forwards. July 23rd – 27th 9-12 noon / $120 U9 – U12 / U13 - U18yrs ~~~~~~~~~~~~~~~~~~~~~~~~~~~ For more information and to sign up please check the link below www.FergieSoccerAcademy.com “Ball2Feet” Summer Soccer Camp Registration World Cup Soccer Camp Functional Training- Soccer Camp / Little Kickers Place: Zane Soccer Fields in BP Place: Zane Soccer Fields in BP Dates: June 18th – 23rd Dates: July 23th -27th Time: 9am-12 Time: 9-12 noon Fee: $120 Fee: Morning Camp $120 (Please circle) Gender: Girls Boys / Ages: 5-8yrs / 9-12yrs / 13-18yrs Attending the camp as GK (Please put an X) ____ Players Information First Name: _____________________ Last: _____________________________________ Address: ________________________________________________________________
clinical foundations (5th ed.) (pp.374-389). La Mesa, CA: Jerome M. Sattler, Publisher, Inc. Schwean, V. L., & McCrimmon, A. (2008). Attention-deficit/hyperactivity disorder: Using the WISC-IV to inform intervention planning. In Prifitera, A., Saklofske, D., & Weiss, L. G. (Eds.), WISC-IV clinical assessment and intervention (2nd ed.) (pp.193-215). San Diego, CA: Academic Press. Smith, B. H., Barkley, R. A., & Shapiro, C. J. (2007). Attention-deficit/hyperactivity disorder. In Mash, E., & Barkley, R. A. (Eds.), Assessment of childhood disorders (4thed.) (pp. New York, NY: The Guilford Press. Valo, S., & Tannock, R. (2010). Diagnostic instability of DSM-IV ADHD subtypes: Effects of informant source, instrumentation, and methods for combining symptom reports. Journal of Clinical Child & Adolescent Psychology, 39(6), 749-760. doi:10.1080/15374416.2010.517172 Wright, K. D., Waschbusch, D. A., & Frankland, B. W. (2007). Combining data from parent ratings and parent interview when assessing ADHD. Journal of Psychopathology and Behavioral Assessment, 29(3), 141-148. doi:10.1007/s10862-006-9039-4
Ans: T Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Comprehension Answer Location: Environment of Our Social World Difficulty Level: Easy 20. Psychologists tend to focus on groups while sociologists tend to focus on individuals. Ans: F Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Comprehension Answer Location: The Social Sciences: A Comparison Difficulty Easy 21. A focus on individual or small-group interaction entails micro-level analysis. Ans: T Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Knowledge Answer Location: Micro-Level Analysis Difficulty Level: Easy 22. Sociologists argue that conflict is a natural part of social life. Ans: T Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Comprehension Answer Location: Social Processes Difficulty Easy 23. August Comte coined the term sociological imagination. Ans: F Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Knowledge Answer Location: The Sociological Imagination Difficulty Level: Easy 24. Analysis of intermediate-sized social units is called meso-level analysis. Ans: T Learning Objective: 1.1 Explain the sociological perspective. Cognitive Domain: Knowledge Answer Location: Meso-Level Analysis Difficulty Level: Easy 25. The examination of changes in women’s status can only take place at the macro level of analysis. Ans: F Learning Objective: 1.1 Explain the sociological perspective.
Students from 15 participating schools in Ballarat will access the Tech School throughout the year for specialised programs. The Ballarat Tech School is under construction. Sofia Fiusco. Health science New energy technologies Food and fibre Advanced manufacturing Information technology Federation University Australia is hosting the Ballarat Tech School at its SMB Campus, in an existing building following an innovative redevelopment. Address: Building K, Albert St, Ballarat Central VIC 3350. Patrick Architects. Nicholson Construction. Construction complete: late 2017 Anticipated opening: Ballarat Christian College Ballarat Clarendon College Ballarat Grammar Ballarat High School Ballarat Secondary College Ballarat Specialist School Damascus College Daylesford Secondary College Federation College Lake Bolac College Loreto College Mount Clear College Phoenix P-12 Community College St Patrick’s College Ballarat Yuille Park P-8 Community College Albins Performance Transmissions ​ Australian Industry Ballarat and Regional Trades and Labour Council Catholic Education Office, Ballarat City of Ballarat Committee For Ballarat Highlands LLEN Independent Schools Victoria Museums Regional Development Victoria
Food Safety program hotline 1300 888 498 No Food Safety Supervisor requirements if those handling the food are mostly volunteers, and food activity a maximum of two consecutive days at one time For further information about Class 2 community events go to Remember to Follow Good Hygienic Practices; free food safety training available Additional Information City of Unit P: +61 3 53205 702 E: Department of Health P: 1300 364 352 Email Department of Health: ’s Food Act changes. Guide to food safety regulation for community groups: Food fundraisers Department of Health: ’s Food Act changes. to food safety regulation for community groups: Community food premises classes at a glance For further information about community events For information on food safety tips use the Better Health Channel Community groups with languages other than English, are encouraged to seek further information from The City of Ballarat Cultural Diversity team on 5320 5180 or refer to