zilongwang/ReadingBank huggingface dataset:
Knowsley Council Social Value Framework This social value framework will support the vision, priorities and actions of the Council’s corporate plan to make Knowsley the “Borough of Choice” and support the outcomes the Council wants to deliver: Priority 1 - Maximise the Council’s Contribution to Education in Knowsley Priority 2 - Maximise the Council’s Contribution to the Health and Wellbeing of Knowsley Residents Priority 3 - Provide High Quality and Sustainable Adult Social Care Priority 4 – Accelerate Business Growth, New Jobs and New Housing Priority 5 – Create a Sustainable Borough
Action Plan 2018 – 2021 [updated annually] Desired Outcome Actions Person(s) responsible Timescale [by] Monitoring Process Success Criteria Ensure sufficiency of special educational provision across the full range of need. Review provision and recommend changes to extend, change or reduce places for designated types of SEND Commission specialist capacity and data analysis AED Education Sep 2018 SEND Partnership Board Places are available to place local children in local provision Capital spend reflects accessibility needs and resources are maximised Review Capital Plan for impact on schools’ Accessibility Duty Survey providers to identify strengths and gaps Head Of Service Assets/ AED Education Mar 2019 SEND Partnership Board Schools’ fulfil anticipatory duty in relation to individual pupils Co-production is central to way we do things in Knowsley Working agreements to formalise the process with parents/carers; children and young people Surveys to ‘health check’ experience of those with SEND and their families Core Leadership Group/SEND Partnership Board Dec 2018 SEND Partnership Board Schools/settings/college improve outcomes for children and young people and enhance their opportunities for adult life Audit schools’ accessibility/and indicators of inclusive practice – building and curriculum schools survey AED Education/Education Inclusion & Support staff July 2018 Adviser visits focus; reported to SEND Board Inclusion Support managers’ report shows that all providers are compliant with the duty; equipped with knowledge and expectations Schools’ local offers are compliant Staff are able to meet needs across the range of special educational needs and disabilities they encounter Exercise across groups of schools to audit needs/capacity to meet needs, provision map and identify support required from ‘teams around the schools’ [Phase 1 – pilot; phase 2 roll-out] AED Education/Education Inclusion & Support staff/Joint Operational Managers [JOM] Phase 1 Dec 2018 Phase 2 July 2020 Core Leadership Group [CLG]/ SEND Partnership Board Teachers confident to manage a range of special educational needs and disabilities; pupil progress and achievement improves; children and young people stay local; The proportion of SEN Support to EHCP increases [proportion of EHCP reduces]
Children and young people with SEND 0-25 are able to express choice and aspirations Commission Special Educational Need and Disability Information Advice and Support Service [SENDIAS] for children and young people Refresh the Local Offer website Core Leadership Group/SEND Partnership Board Dec 2018 Sep 2018 Local Offer monitoring; SEND Board Surveys and feedback shows that SENDIAS has an impact and improves choice and control Information normally produced in written form is provided in an accessible form Customer satisfaction improves
The complaint was resolved. The department agreed to pay the Aboriginal man $17,000.00 as an ex gratia payment. The department also agreed to provide him with an apology, and to require the supervisor to undertake Aboriginal Cultural Awareness training. When is racial hatred not against the law? The Racial Discrimination Act aims to strike a balance between the right to communicate freely (‘freedom of speech’) and the right to live free from racial hatred or vilification. To strike this balance, the Act outlines some things that are not against the law, provided they are ‘done reasonably and in good faith’ - even if they are done in public. Under the Act, the things that are not against the law if they are “done reasonably and in good faith” are: an artistic work or performance – for example, a play in which racially offensive attitudes are expressed by a character. a statement, publication, discussion or debate made for genuine academic or scientific purposes – for example, discussing and debating public policy such as multiculturalism or special measures for particular groups, like Aboriginal and Torres Strait Islander people. making a fair and accurate report on a matter of public interest – for example, a fair report in a newspaper about racially offensive conduct. making a fair comment, if the comment is an expression of a person’s genuine belief.
4.5.3 What was the outcome? The cases were then taken to the Court of Appeal in 2012. The Court agreed that the housing benefit regulations about the number of rooms that people could get LHA for discriminated against Disabled People because they did not state that a Disabled Person’s needs are different to those of a non-Disabled Person. The Court ruled that “without the benefit of the extra room rate, Disabled People would be left in a worse position than an able bodied person living alone”. This point arises from their rights under the Equality Act 2010. Winning the cases affirmed their rights under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). The UNCRPD was not used in the cases, but lawyers said that it could have been used to resolve any uncertainty in the interpretation of the Human Rights Act if they had needed it. In 2011 the LHA regulations were changed so that Disabled People who needed an extra bedroom for their personal assistance could get extra LHA. The DWP did plan to appeal the decision of the Court of Appeal about disabled children (the Gorry case). In March 2013 they withdrew the appeal. They also announced that local authorities should allow an extra bedroom for children who are unable to share because of their impairment. (Inside Housing,13th March 2013). The law has not been changed for Disabled People whose partner may need an extra bedroom. 4.5.4 This section has given information about some of the legal cases that have used equality legislation to fight against cuts to the benefits and services that Disabled People need to live their daily lives. Some of the examples did not involve Disabled People going to court. These examples show how the laws can be used to make complaints and build campaigns to stop changes.
: % Yes Role I hold one of those roles I am acting on behalf someone who holds one these roles in this project A family member* holds one of these roles I am in business** with someone who holds one of these roles Heads of State Heads of government/ministers/deputy or assistant ministers Member of Parliament or of similar legislative bodies Holder of a senior appointment with an international organisation Ambassador Charge d’Affairs
Im Folgenden werden die Lernenden als TN (TeilnehmerInnen) bezeichnet. Die jeweiligen Angaben zur Dauer der Methode sind als Richtwerte gedacht und können je nach Gruppe variieren. Textkarten und Bilder sind in diesem Dokument angeführt. Arbeitsblätter, Infotexte und Vokabellisten für die TN sind extra. Projekttag zum Thema Textilien Zeitbedarf: 5 Stunden (plus Pausen) Titel Methode Inhalte Einstieg 5’ Einführung in den Tag Vorstellung des Programms Mein Look Reflexion zu Kleidung und eigenem Konsum Quiz zu Textilien Quiz Kennenlernen verschiedener Fakten zur Textilindustrie Arbeitsblatt „Quizlösungen“ Textilindustrie und ihre Die Produktion eines T-Shirts Bilderkette Einblick in die „Textile Kette“ sowie Probleme für Mensch und Umwelt Bilder, Textkarten, Plakatpapier, Stifte, ev. Internetzugang Wer bekommt welchen Anteil am T-Shirt? der Lohnkosten mit Kärtchen, Stecknadeln oder Klebstreifen, 15 30 15 30 16 g
am Endpreis eines im Vergleich zu anderen Posten und Kostenaufteilung mit je einer Kostengruppe, Arbeitsblatt für jede Gruppe in der Textilindustrie Arbeit mit Zitaten, Entwicklung von Forderungen Erkennen von Problemen in der Textilindustrie und Formulierung von Textkarten „Berichte zu Plakate und Stifte, Arbeitsblatt „Menschenrechte und (1x pro Gruppe), min. 40 Kärtchen, Stecknadeln oder Klebstreifen / Kennen und Beurteilen von im Textilbereich Ausgeschnittene Gütesiegel, Infotext „Gütesiegel“, Internetzugang Was kann ich tun? Kennenlernen und Bewertung unterschiedlicher individueller Textkarten Thema Textil“, Schild „Dadurch kann 10 60 45
Baumwolle TABU: Material Faser Kleidung Erdöl TABU: Plastik Benzin Boden Kleidung TABU Anhaben Jeans Körper Marke TABU: Name Teuer Kleidung Garn TABU: Stricken Faden Knäuel Schwermetalle TABU Gift/giftig Blei Rohr Biologische Landwirtschaft TABU: Gentechnik Pestizide Öko Sklaverei TABU: Arbeit Befehl Freiheit Produktionskette TABU: Entstehung Schritt Herstellung Konventioneller Anbau TABU: Biologisch Normal Landwirtschaft Gütesiegel TABU: FairTrade Hinweis Logo Produktionsländer TABU: Herstellung Nähen Frau Düngemittel TABU: Landwirtschaft Boden spritzen Kinderarbeit TABU: Klein Job Jung Pflückerin TABU: Baumwolle Hand Obst Weberei TABU: Webstuhl Schiff Stoff Schifftransport TABU: Meer Boot Container Lohn TABU: Niedrig Gehalt Geld Menschenrechte TABU: Alle Gleich UNO TABU:
interviews were conducted: facility administrator, control room officer, line staff, and juveniles. Second Site Visit (November 2, 2017) Standard Categories Reviewed: Administration and Management, Food Services and Hygiene, Programs and Services, Justice and Order, Education, Medical and Mental Health Description of the visit: The third on-site visit consisted of a review of additional documentation and observations of the facility to verify the facility’s practice is ongoing and not limited to the information presented in the standard files. The following interviews were conducted: intake officer, education director or representative, recreation leader, food service manager, line staff, and juveniles. FACILITY INFORMATION Facility county Knox Governing authority Knox Superior I Court Name of facility administrator Terri Decker Rated capacity 40 Average daily population for the last 12 months 20 Average length of stay for the last 12 months 13 days Notable building changes since the 2016 audit N/A Notable administrative or staffing changes since the 2016 audit N/A Other notable changes since the 2016 audit N/A INSPECTION RESULTS Mandatory Recommended Total Number of Standards 17 34 Number of Standards Not Applicable 0 0 Number of Standards in 0 0
Knox Academy Pupil Council 2016-2017 Head Pupil Calum Learmouth Deputy Head Pupils Emma De Costa Georgia Herriott Rebecca Keegan Garlton S1 Craig Milligan S2 Duncan Riley S3 Donald Bathgate S4 Iona Riley S5/House Captain Alexandra Cookson Lammerlaw S1 Iona Cunningham S2 Iris Ramage S3 Zuzia Wisniewska S4 Ailish Barry S5/House Captain Neave Ritchie Traprain S1 Niamh Robertson S2 Samantha McEwan S3 Charlie Smith S4 Alexander Riddell S5/House Captain Chloe Johnston
Grading Policy Grades will be based on midterm (25%), final exam (35%), assignments (30%) and attendance. (10%). Textbook Management, Gulati, Mayo, Nohria, Cengage Learning Academic Accommodations Any student with a documented disability is welcome to contact me in advance so that we may arrange reasonable accommodations. Please contact Disability Services for Students Office at Na-rae building, 033-250-6037. Course Outline 1 Orientation and Fundamentals Introduction to Management 2 Setting the context for management The Global Business Environment Ethics and Corporate Social Responsiblity 3 Organizational Perspective - Part 1 Organizational Design and Culture 4 Organizational Perspective - Part 2 Managing Human Capital and Performance Mgt. 5 Organizational Perspective - Part 3 Organizational Change 6 Strategic Perspective - Part 1 Introduction to Strategy 7 Strategic Perspective - Part 2 Business Level and Corporate level Strategy 8 Mid-Term Exam Introduction to Management 9 Individual Perspective - Part 1 Leadership and Becoming a Leader 10 Individual Perspective - Part 2 Power and Influence, Decision Making 11 Individual Perspective - Part 3 Conflict and Negotiation 12 Individual Perspective - Part4 Leading Teams, Motivation 13 Oral Presentation Introduction to Management 14 Oral Presenation Introduction to Management 15 Final Exam Introduction to Management
2 The learner will understand the community The learner must know: Assessment Requirements Evidence Location 2.a At least three groups of people who make up the community Learners should identify at least three groups of people who make up the community The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Three community interest group Learners should identify three community interest group 2.c What they do Learners should outline what they do 2.d A group that may be of interest to him/her Learners should identify a group that may be of interest to him/her
support. By focusing on these five areas we will be able to strengthen the club and lead it to be an A Class Sporting Facility in Kununurra. Areas of Focus Strategic Objectives Strategic Initiatives KPI Membership Increase Membership Base Riding schools Advertising Secure funding Increase in Membership number from the previous years. Infrastructure Track & grounds reticulation improve water supply to the track and amenities, Club Building including canteen facilities, spectator seating. More lighting of track - possible connection to mains power Funding from govt bodies Fundraising Sponsorship In-kind Contribution Working Committee Successful funding applications. Improved track facilities. Skill Development Increase Skill Level of members ‘ Two Riding schools per year Club and Interclub Competitions Weekly practice meets Club Competition Results Interclub Competition Results Coach feedback on members performance Safety Well developed Safety Plan Officials training Ambulance Training First Aid Ongoing Safety Plan Safety Incident report Marketing and Promotions Develop a Marketing Plan Increase Marketing Sponsorship Packages Advertising through radio, newspapers, flyers, television, social Media Increase in memberships. Extension for the Strategic Response to Future Challenges
First Footprints - Four-part documentary series that explores the first 50,000 years of life in Australia. Money matters - a primary teacher's handbook for developing money concepts - hard copy resource with many activities to assist students in money recognition, counting coins, coin equivalence, integration and shopping, classroom economy. Paul Swan and Linda Marshall - RIC Publications Pty Ltd. Money Money Money - An introduction to banking and money concepts in Australia for ages 10 plus. Jane Bourke - Ready - Ed Publications. Suggested Assessment Rubric - Knowing This rubric is intended as a guide only. It can be modified to suit teachers’ needs and to be integrated into existing assessment systems. Content Description Activity 1 (Competent) 2 (Developing at level) 3 (Needs further development) ACMNA003 – Subitise small collections of objects. Activity 2 The student applies subitising to recognise the number of coins and/or notes in small collections The student applies subitising to recognise the number of coins and/or notes in some of the small collections The student uses counting to find the number of coins and/or notes in small collections ACMNA034 - Count and order small collections of Australian coins and notes according to their value. Activities 2 and 3 The student accurately counts small collections of notes and coins The student counts small collections of notes and coins with occasional errors The student can count a limited range of small collections of notes and coins ACMNA059 - Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents. Activities 3, 5 and 7 The student records all possible ways of representing a total amount of money using different combinations of notes and coins. They accurately count change for simple transactions The student records some possible ways of representing a total amount of money using different combinations of notes and coins. They accurately count change, with some prompting to ‘count on’ for simple transactions The student requires teacher guidance and manipulation of notes and coins to represent total amounts of money. They correctly calculate change for very simple transactions ACMNA080 - Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies. Activity 11 The student selects and applies an appropriate mental or written strategy to add and subtract money amounts accurately including the The student uses mental or written strategies to add and subtract money amounts with occasional errors, including when The student requires teacher guidance to add and/or subtract money amounts and to calculate change
The Orchids crashed, falling over, unprovoked all the broken waters boiling water makes the flowers live longer. So does cutting the stems with a sharp knife the closed ones did not open out Although some of the buds remain closed as secrets… I carried them back, like a baby in a shawl. upset they hang their heads the skin shut like an eye in the dark the closed lid
species, sex, weight, breeding status and tooth-wear class. At the release site the following details must be recorded for each animal: tag colour and number, date, location (including AMG), time of release and weather conditions. Electronic copies of all data should be submitted to the Atlas of Victorian Wildlife for storage under Project 105. Table 2. Colour of ear tags to be used for Koalas derived from each over-browsing site. Over-browsing Site Ear tag colour and abbreviation French Island Blue, F.I. Sandy Point/Balnarring Yellow, S.P./B. Mt Eccles White Framlingham Red, Fram Tower Hill Pale green, T.H. Raymond Island Mauve, R.I. Snake Island Orange, S.I. APPENDIX 3 NOT INCLUDED IN WORD VERSION APPENDIX 4. GLOSSARY. Translocation is defined as the deliberate movement of wild individuals from one area with free release in another. The four main classes of translocation are defined as follows: Introduction is the intentional or accidental dispersal by human agency of a living organism outside its historically known native range. Re-introduction is an attempt to establish a species in an area that was once part of its historical range, but from where it has been extirpated.
programs from being made during or after testing. Further, programs in the testing library should only be able to be copied from approved developer libraries, with copying controlled by an employee independent of development and testing. This prevents insertion of untested programs. Programs that are used in daily business processes are run by IT operations staff. These staff should be limited to running programs that were copied into the production library after approval by independent testers. Logs of programs run should be kept and independently reviewed with changes agreed to original user requests. Computerized execution, recording and authorization of transactions Similar considerations apply when the computer program is directly responsible for the authorization of transactions (e.g., an input control comparing value of quantities ready for shipment to a customer’s credit limit), or when IT-generated reports such as online alerts, exception reports or summary reports are used by an employee to perform authorization. In both cases, the IT personnel who control the program must be treated as if they perform custody and authorization duties. In comparison to the previous setting, this introduces the risk that inappropriate custody transactions occur due to computer errors that are not detected due to a lack of independent authorization. For example, a programmer could alter the authorization program to ignore certain transactions from authorization rules or reporting. To address this, the scope of independent program testing should be expanded beyond custody and recording to include all programs supporting or performing the authorization duty. This SoD between programming, testing and operations within the IT function for programs involved in recording and authorization is necessary to provide a level of SoD consistent with the primary segregation of asset custody and authorization. Once this level of
Windows 7 Customer Solution Case Study Importer Boosts Productivity, Reduces Calls by 70 Percent with Operating System Overview Country or Region: United States Industry: Manufacturing—distribution and services; Specialty retailing Customer Profile Kobrand Corporation, based in Westchester County, New York, imports and distributes premium wines and spirits from around the world. It has about 175 employees. Business Situation Kobrand needed to improve remote access and computer performance for its mobile sales force and make it easier for IT staff to manage the desktop environment. Solution Kobrand initiated a companywide rollout of the Windows 7 Enterprise operating system and Microsoft Application Virtualization. Benefits Boosted sales force connectivity, productivity Improved IT administration, sped application upgrade Reduced help-desk calls by 70 percent, malware infections by 80 percent “With Windows 7, we can provide the reliable connectivity and high-performing, secure environment that our sales force needs to be productive. Administration is now much easier for our IT staff.” Dean Ubriaco, Director of Operations and Information Technology, Kobrand Corporation Kobrand Corporation attributes its success not only to its premium wines and spirits, but also to an effective sales force. However, the importer’s highly mobile team was having remote access issues and could not readily get the files it needed, computer capacity and performance were lacking, and it was hard for staff to maintain the desktop environment. By upgrading to the 64-bit version of Windows 7 Enterprise, Kobrand virtually eliminated connectivity issues and boosted sales force productivity. The IT group has greater ability now to implement Group Policy settings on companywide devices and, by using Microsoft Application Virtualization, it sped and simplified its upgrade to Microsoft Office 2010. Kobrand reports an 80 percent reduction in malicious software incidents, 70 percent fewer help-desk calls, and employees who are much more satisfied with IT services.
_________ 6. Constructing explanations (for science) and designing solutions (for engineering) _________ 7. Engaging in argument from evidence _________ 8. Obtaining, evaluating, and communicating information Engineering is defined as “a systematic and often iterative approach to designing objects, processes, and systems to meet human needs and wants.”1 Explain why this activity was an engineering activity. (Your answer should be 3-5 complete sentences.) 1. National Assessment Governing Board. (2010). Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress. Available:[April 2011].
might lead to very light and short showers/spits of rain 1st House Gemini, Cancer, The Sun, Mercury A little breezy, wind changeable Moon Virgo, 4th House, 1st Qtr Damp or humid with high cloud Mercury Cancer 1st Slight moisture in the air Significant Aspects 1 Mars in Leo Trine the Moon & Trine Pluto A blistering hot day Significant Aspects 2 Jupiter in Sagittarius Trine Venus in Leo High clouds on a sunny day Significant Aspects 3 Saturn Opposing Neptune 2 degrees separating from the IC/MC Cold and wet weather diminishing, leaving a clear open sky Significant Aspects 4 Pluto Opposing the ASC. exact Very hot day Conclusion A hot day with high clouds. A slight changeable breeze with humidity at times: possibility of very light warm shower
Step 3: Developing a Knowledge Transfer Plan Fill in the matrix below. Start by inserting all the critical activities you identified in Step 1. Answer the question in the chart for each area. Use the detail developed in Step 2 to help with thinking about the questions. Consult with management after completing the first DRAFT. Sometimes it is hard to judge the importance and impact of the task on the agency. Collaborating with multiple managers in the area will help confirm perception of current importance, availability and import on the agency. Work with management to develop strategy to address tasks that are identified as critical. Critical Task Critical Knowledge, Skills, and Abilities Importance Low-Medium-High Gauge the importance of the task identified Availability Is the knowledge and expertise currently available from anyone else in our work area? Yes, No or Don’t Know [If yes, who?] Impact Low-Medium-High [If the task is important and there is no one else who possesses the knowledge, impact is high.] Resources What resources [files, people, web sites, references, etc.] exist to help other learn this task? Strategy: Potential Successor 1 How does the incumbent plan to address this knowledge gap with one potential successor? How and when? Strategy: Potential Successor 2 How does the incumbent plan to address this knowledge gap with one potential successor? How and when? Strategy: Potential Successor 3 How does the incumbent plan to address this knowledge gap with one potential successor? How and when? EXAMPLE: Processing special request forms. 1. Knowing how to enter special request into the computer system Knowing how to assign requests, based on each person’s experience Knowing which information to ask customer for High No. Jane knows how to enter data, but the rest only I do. High Jane for database. My special request files for format of info needed. Outline step-by-step process of handling special requests. Create a matrix of each person’s expertise to help with assignments of special request. Me – July 31 2013 Outline step-by-step process of handling special requests. Create a matrix of each person’s expertise to help with assignments of special request. Me – July 31 2013 Outline step-by-step process of handling special requests. Create a matrix of each person’s expertise to help with assignments of special request. Me – July 31 2013
VI.3. Overview of expected results (outputs and outcomes) Please add lines as necessary according to number of work packages and results (outputs or outcomes). No of Work package Start date End date Result(s) (output(s) or outcome(s)) Medium that will be used (publication, electronic, online, other (specify)) Languages Dissemination level (Public, Restricted, Confidential) Target groups/potential beneficiaries
Y. The situation is the same as in X except one is certain that, as a special promotion, travelers on train B will get a free ticket to the Superbowl. Here one’s epistemic position with regard to the proposition that train A is going to Foxboro is practically inadequate in X but practically adequate in Y: in Y, one’s actual preference is to take train B and one’s preference conditional on train A going to Foxboro is still to take train B. Case Y is higher stakes than Case X since there is greater maximal regret (ie. that between getting the Superbowl tickets while travelling to Foxboro and going to Charleston). But it is the higher stakes case where one’s position is practically adequate. Case Y in pair I has a special structural feature with respect to the proposition that train A is going to Foxboro: in that case the information that A is going to Foxboro is irrelevant to the decision to go on train B, since news about whether A is going to Foxboro will not bear on that decision. More precisely, call a decision p-dependent just in case one’s preference conditional on p does not match one’s preference conditional on not-p. In case Y of pair 1, the decision is not dependent upon the proposition that train A is going to Foxboro. This suggests a natural fix to the HIGH STAKES principle above: HIGH STAKES* In general, if there is a merely practical mismatch for p between a pair of cases, and also a stakes mismatch between those cases, and each case involves a p-dependent decision, it will be the higher stakes case where the subject’s epistemic position for p is practically inadequate. There is an analogous fix to EVEN STAKES: EVEN STAKES* In general, if the stakes between a pair of cases match, and the decision in each case is p-dependent, then there will be no merely practical mismatch for p between those cases. While these principles are immune to pair I, there remain myriad ways that they break down, as we illustrate in the next two subsections.
Koeppen RG and Mansueto MA. “Laboratory Procedures for Framework Construction”, Chapter 11, in Stewart’s Clinical Removable Partial Prosthodontics, 4th edition, Quintessence Publishing Co., Carol Stream IL, 2009 Koeppen RG. Clinical Care of the Patient, Chapter 4 in Removable Partial Dentures: A Clinician’s Guide, Wiley-Blackwell Publications, Singapore, 2009 Koeppen RG and Mansueto MA. “Laboratory Procedures for Framework Construction”, Chapter 10, Stewart’s Clinical Removable Partial Prosthodontics, 3rd edition, Quintessence Publishing Co., Carol Stream IL, 2003 Areas of Research Interest: Fixed Prosthodontics, Removable Prosthodontics, Dental Materials, Team Based Learning, Mentorship
coverage in the Department. The “last straw” occurred when her supervised harassed her “multiple times” throughout the day. Ms. Koerber identified two witnesses by name. (Exhibit 1.) In the application, Ms. Koerber wrote that she had filed a formal complaint in 2002 against Deputy City auditor Mary Antonelli, which was not acted upon. In that complaint, Ms. Koerber alleged that Ms. Antonelli: … called me a hooker, having a hooker show, publicly humiliating me about my dress code, yelling daily at me in front of staff and public, giving me wedgies and adjusting my bra, shirts publicly adjusting my clothing. Singling me out saying, “I don’t want to see the whites of your eyes.” Scaring me by dropping heavy reports next [to] me, harassing me all day long physically and verbally. Banging shoulders as she walked to me. (Exhibit 1.) In the application, Ms. Koerber described other circumstances, events or physical conditions that contributed to her disability as: cold sore, impetigo, PTSD, depression, insomnia, anxiety, can’t focus, can’t concentrate, cry all the time, obsessive talk of traumatic (thoughts, flashbacks), fybromyalgia, migraine headaches, nausea and throwing up, thryroid hypo, diverticulitis, colitis, nervousness, nightmares of work related incident. (Exhibit 1.) Ms. Koerber submitted two Treating Physician’s Statements Pertaining to a Member’s Application for Disability Retirement. The first Physician’s Statement (Ting Physician’s Statement) was submitted by Ms. Koerber’s primary care physician, David Y. Ting, M.D. and dated March 22, 2013. Accidental was checked off as the type of disability claimed. In the Statement, Dr. Ting asserted that Ms. Koerber was unable to perform the essential duties of her position, her incapacity was permanent, and that the natural and proximate cause of the personal injury was sustained in the performance of her duties. (Exhibit 6.)
Species Habit Context Number of Wetland EVCs it is listed to threaten Impact summary Flora Fauna Other impact Paspalum distichum Water Couch Amphibious / Fringing Introduced obligate wetland / Introduced seasonal wetland 26 Dense smothering growth creating monocultures and altering the habitat. MI LC LI LC Water quality Phalaris arundinacea, Reed Canary-grass Amphibious / Fringing Introduced seasonal wetland 2 Dense perennial monocultures displace native plants, therefore changing the character of the vegetation. Altered habitat leads to changes to fauna. Despite this, the changed habitat clearly provides valuable habitat. MI LC MI HC Hydrology
Hydrocleys nymphoides I C H M H M L H M H SR KG 49 7 KG KG KG KG 22 Bio +CG Iris pseudacorus I C H H H H M M H M M M SR KG 28 7 KG KG KG KG 16 +CG Juncus acutus I C H H M M L H M M SR KG 3 7 7 NKG 3 7 KG 7 KG 6 Bio +CG Disparity Juncus effusus I C M L M L SR KG 49 28 Disparity –CG Juncus microcephalus I C H H H M L H L H L H SR KG 49 28 Disparity10 –CG Lilaea scilloides I C M L L L L M SR KG 38 19 Disparity10 –CG Limonium hyblaeum I C H H H M SR KG 38 3 KG 4 KG 6 KG 9 Bio CO +CG Ludwigia palustris I C M M L L L H SR KG 28 KG KG 6 KG 25 Bio –CG Mentha pulegium I C M L M L SR KG 28 26 Disparity10 –CG Myriophyllum aquaticum I C H H H H L M H H L L H L SR KG 6 1 KG 1 4 KG 5 KG KG 2 Bio CO +CG Nassella hyalina I C L M L M SR KG 49 8 24 –CG Nasturtium officinale I C L H L H SR KG 49 KG NKG 27 Disparity10 –CG
Macromolecule Function Examples Monomer (Building Block) Monomer Example Polymer Example Elements Carbohydrates Source of quick energy for the organism; provides structure in plants Bread Rice Cereal Glycogen Starch Monosaccharide Glucose Fructose CHO Lipids (Fats) Source of energy in organisms; composes cell membrane Oil Butter Wax Cholesterol Hormones Steroids Glycerol & Fatty Acid Chains Triglyceride **Still composed of two subunits (Glycerol and Fatty Acids)** CHO Proteins Responsible for building tissues and muscles in addition to the regulation of cells Meat Enzymes Hair Nails Muscle Amino Acids Glycine Tryptophan CHON Nucleic Acids Encodes organism’s genetic instructions DNA RNA ATP Nucleotide CHONP C = Carbon / H = Hydrogen / O = Oxygen / N = Nitrogen / P = Phosphorous
ACT CIVIL & ADMINISTRATIVE TRIBUNAL KOESMARNO v MUTIS (Appeal) [2016] ACAT 126 AA 10/2016 (RT 743/2015) Catchwords: APPEAL – residential tenancies – compensation – de novo hearing Legislation: ACT Civil and Administrative Tribunal Act 2008 ss 79, 82 Residential Tenancies Act 1997 s 83, standard terms clauses 26, 54, 55, 56, 57, 59, 62 Cases Cited: Koesmarno v Mutis [2015] ACAT 89 Leigo v Teacher Housing Authority of NSW [2007] NSWCTTT 468 Prest v Watts [2009] NSWCTTT 509 Read v Ritossa [2004] NSWCTTT 682 Vinensig v Tareha [2007] NSWCTTT 36 Vitkind v NSW Land and Housing Corporation (2010) NSWCTTT 107 Texts/Papers Cited: Anforth, A et al, Residential Tenancies Law and Practice New South Wales (Federation Press, 2011) Tribunal: Acting Presidential Member R Orr QC Date of Orders: 21 November 2016 Date of Reasons for Decision: 21 November 2016
claim. Generally Mr Mutis agreed that some amount for rent and water rates was due, and in these proceedings indicated that he accepted the amount specified in the application for appeal. The finding of the original tribunal was in error in this respect. Determination of this appeal needs to take account of this amount of $18,790 due by the tenant to the lessor. Stove In his response to the claim, Mr Mutis stated that “the lessor has failed to do repairs on the property since the beginning of the lease on 28th April 2011 despite numerous written and oral requests to LJ Hooker”. He claimed a reduction in rent of 20% ($400) for 52 months, a total of $20,800. A key element of this claim concerned the stove. Mr Mutis said that the issue of the faulty stove had been discussed with Mr Koesmarno even before the lease had been entered into (exhibit R3). The documents provided by the agents included an email from Marlene Barclay of LJ Hooker, the agent for Mr Koesmarno, to Mr Koesmarno dated 17 May 2011, that is shortly after the lease was entered into. It stated “the tenants have requested some maintenance to be arranged” and noted that the tenants “have cleaned up a fair bit and want to take pride in their home and continue care.” In a paragraph which begins “maintenance which needs attending to” Ms Barclay wrote: 5. Two hotplates and control nobs x 2 do not work – needs electrician 6. Oven – is a serious OHS issue, have an electrician look at it and bring it to code. Mr Mutis stated that the problems with the stove were raised with the lessor and the agent “countless times over the period 2011-2015.” This is supported by documents provided to the Tribunal. It appears the agent began investigating replacement of the stove in 2012. A number of routine inspection reports were produced to the Tribunal. The report of May 2012 stated “gas elements x 2 not working; fan in oven not functioning properly”. There is also a comment that the tenant is “looking after the place well” and it is noted that the house and grounds are satisfactory.
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Buchanan, James M. 1972. “Rawls on Justice as Fairness.” Public Choice 13: 123-128. Buchanan, James M. 1975/2000. The Limits of Liberty. Indianapolis: Liberty Fund. Buchanan, James M. 1976. “A Hobbesian Interpretation of the Rawlsian Difference Principle.” Kyklos 29: 5-25. Buchanan, James M. 1979/1999. “Politics without Romance: A Sketch of Positive Public Choice Theory and its Normative Implications.” In The Logical Foundations of Constitutional Democracy: 45-59. Indianapolis: Liberty Fund. Buchanan, James M. 1987/2001. “Justification of the Compound Republic: The Calculus in Retrospect.” In Choice, Contract, and Constitutions: 68-75. Indianapolis: Liberty Fund. Buchanan, James M. 2002. “John Rawls, Justice as Fairness: a Restatement.” Public Choice 113: 488-490. Buchanan, James M. 2003. “Justice Among Natural Equals: Memorial Marker for John Rawls.” Public Choice 114: iii-v. Buchanan, James M. and Roger Faith. 1980. “Subjective Elements in Rawlsian Contractual Agreement on Distributional Rules.” Economic Inquiry 18: 23-38. Buchanan, James M. and Dwight R. Lee. 1982a. “Politics, Time, and the Laffer Curve.” Journal of Political Economy 90: 816-819. Buchanan, James M and Dwight R. Lee. 1982b. “Tax Rates and Tax Revenues in Political Equilibrium Some Simple Analytics.” Economic Inquiry 20: 344-354. Buchanan, James M. and Gordon Tullock. 1962/2004. The Calculus of Consent: The Logical Foundations of Constitutional Democracy. Indianapolis: Liberty Fund. Freeman, Samuel. 1990/2007. “Reason and Agreement in Social Contract Views.” In Justice and the Social Contract: Essays on Rawlsian Political Philosophy: 17-44. Oxford: Oxford University Press.
Thrasher, John and Gerald Gaus. Forthcoming. “On The Calculus of Consent.” In The Oxford Handbook of Classics in Contemporary Political Theory, edited by Jacob Levy. Oxford: Oxford University Press. Tullock, Gordon. 1959/2004. “Problems of Majority Voting.” In Virginia Political Economy: Indianapolis: Liberty Fund. Valentini, Laura. 2012. “Ideal vs. Non-Ideal Theory: A Conceptual Map.” Philosophy Compass 7: 654-664. Vallier, Kevin. 2015. “A Moral and Economic Critique of the New Property-Owning Democrats: On Behalf of a Rawslian Welfare State.” Philosophical Studies 172: 283-304. Vanberg, Viktor and James M. Buchanan. 1989. “Interests and Theories in Constitutional Choice.” Journal of Theoretical Politics 1: 49-62.
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Curriculum Vitae Name: Mr. Kokare B. D. Bramha Chaitanya Nagar, Vasud Road, Sangola, Tal- Sangola, Dist- Solapur (MH), India Pin Code- 413 307 Mobile: +91-9423327528 E-mail: , Date of birth: 01/06/1966, Nationality: Indian Office Address: Vidnyan Mahavidyalaya, Sangola. Tal: Sangola, Dist: Solapur (MH) Pin code: 413 307 GENERAL INFORMATION: 1) Sex: Male 2) Marital status: Married 3) Career Objective: Counseling and Teaching 4) Languages Known: English, Hindi and Marathi 5) Hobbies & interests: Reading EDUCATIONAL QUALIFICATION Exam. Passed Year of Passing Subject Offered Class obtained B. Ed. 1993 Shivaji University, Kolhapur Mathematics and Sciences Second class M. Sc. 1991 Shivaji University, Kolhapur Mathematics Second class B.Sc. 1989 Shivaji University, Kolhapur Mathematics First class Teaching experience: Worked as “Assistant Professor” at Vidnyan Mahavidyalaya, Sangola During 1993 to 2015.
Leighley, Jan E. 1995. “Attitudes, Opportunities and Incentives: A Field Essay on Political Participation.” Political Science Quarterly Vol 48, No.1 181-209. Lewis-Beck, Michael S., William G. Jacoby, Helmut Norpoth and Herbert F. Weisberg. 2008. “The American Voter, Revisted.” University of Michigan Press. Persson, Mikael. 2013. “Review Article: Education and Political Participation.” Cambridge University Press Vol. 45, pp. 689-703. Persson, Mikael. 2015. “Classroom Climate and Political Learning: Findings from a Swedish Panel Study and Comparative Data.” Political Psychology Vol 36. No. 5. Persson, Mikael, Karl-Oskar Lindgren, and Sven Oskersson. 2016. “How does Education affect Adolescents’ Political Development?” Economics of Education Review Vol. 53, pp. 182 193. Verba, Sidney, Kay Lehman Schlozman, Henry E. Brady. 1997. “Voice and Equality: Civic Voluntarism in American Politics.” The American Political Science Review Vol. 91, No. 2, pp. 421-423. Verba, Sidney, Kay Lehman Scholzman, Henry E. Brady, and Norman H. Nie. 1993. “Race, Ethnicity and Political Resources: Participation in the United States.” British Journal of Political Science Vol. 23, No.4 453-497.