zilongwang/ReadingBank huggingface dataset:
Our Program The [Landlord Engagement Program] supports people who have experienced homelessness and other adversities to find and maintain permanent housing. We believe that by using a ‘whatever it takes’ approach, we can help our program’s participants to learn what it means to be a successful tenant. With housing as a stable base, we support our participants to realize their goals of meaningful participation in and connection with their community. We work with program participants to understand their housing needs and connect them with housing that sets them up for success. Based on their needs, new tenants receive: A dedicated case worker who visits them on at least a weekly basis Rent supplements to ensure they only pay 30% of their income towards housing Move-in packs of basic household items Training on tenancy rights and responsibilities and how to manage their home Supports to promote personal health that covers all aspects of health and well-being Mediation with landlords and other tenants Support to connect with volunteer, employment and other community engagement opportunities Our Commitment It is important to us that the [Landlord Engagement Program] contributes positively to building a vibrant community in Maple Ridge. We commit to: Valuing our landlords and our community as partners in this initiative Providing opportunities for meaningful feedback on our program and responding to concerns as they are identified Collaborating with other service providers to ensure that the [Landlord Engagement Program] enhances support for people experiencing homelessness Partnering with municipal, regional and provincial decision makers to align program goals and share data to support their initiatives Supporting both tenants and landlords if problems arise during tenancy and re-housing tenants if the tenancy relationship cannot be mended Living up to our word - when we say we will do something, we will do it Being accountable for our program success by constantly learning how to improve and reporting on measurable outcomes Our Results # of program tenants: # of program landlords: % of tenants permanently housed: Time taken to find housing <1 month 1 - 3 months 3 - 6 months 6+ months Success Stories Research shows that shows that using the practices employed within the [Landlord Engagement Program] prevents the need for eviction in 80-90% of tenancies. Here’s what some of our landlords and tenants say: “[Landlord quote regarding their experience with the program.]” - Program Landlord “[Another quote by a landlord or tenant talking about program success.]” - Program Landlord/Tenant “[Tenant quote about the impact of housing and supports.]” - Program Tenant
Year Name of Case Essential Question of Case Constitutional Principle(s) Outcome - Decision Impact -Why is this a Landmark Case? 1803 Marbury v. Madison How did the Supreme Court establish its power of judicial review? Judicial Review Marbury’s rights had been violated under the Judiciary Act, but the Court could not force the president to give him the appointment This case established the power of judicial review for the Supreme Court and made it the final authority when it came to the Constitution. 1963 Gideon v. Wainwright Does everyone have the right to a lawyer even if they cannot afford one? 6th Amendment The U.S. Supreme Court ruled in favor of Gideon in a unanimous decision. U.S. Supreme Court upheld the Sixth Amendment right that all defendants must be appointed a lawyer if they cannot afford their own attorney. 1966 Miranda v. Arizona Does the police practice of questioning individuals without notifying them of their right to a lawyer and their protection against self-incrimination violate the Fifth Amendment? 5th and 6th Amendment In a 5-4 opinion, the Supreme Court ruled in favor of Miranda. U.S. Supreme Court upheld the Fifth Amendment protection from (Miranda Warnings) 1966 In re Gault Do juveniles have the same Constitutional rights and protections as adults? 5th, 6th, 14th Amendment, In an 8-1 decision, the Supreme Court ruled that Gault’s Due Process and Fourteenth Amendment rights had been violated. U.S. Supreme Court determined that juveniles must be provided the same due process rights as adults. 1968 Tinker v. Des Moines Does a ban against the wearing of armbands in public school, as a form of symbolic protest, violate the First Amendment's freedom of speech protections? 1st Amendment: Speech In a 7-2 decision, the Supreme Court ruled in favor of the Tinkers. U.S. Supreme Court upheld a student’s First Amendment right to engage in symbolic speech in school as long as it does not cause a major disruption to the learning environment. 1987 Hazelwood v. Kuhlmeier Did the principal's deletion of the articles violate the students' rights under the First Amendment? 1st Amendment: Press The Supreme Court ruled against the students in a 5-3 decision. U.S. Supreme Court determined that the First Amendment does not protect all types of student speech in school. Schools have the right to censor material produced by students during school.
Scottsdale Insurance Company Home Office: One Nationwide Plaza Columbus, Ohio 43215 Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 Scottsdale Indemnity Company Home Office: One Nationwide Plaza Columbus, Ohio 43215 Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 Scottsdale Surplus Lines Insurance Adm. Office: 8877 North Gainey Center Drive Scottsdale, Arizona 85258 LANDOWNERS PROGRAM SUPPLEMENTAL APPLICATION (Complete in addition to ACORD General Liability Application) Applicant’s Name: Mailing Address: Agency Name: Agent No.: Phone No.: PROPOSED EFFECTIVE DATE: From To 12:01 A.M., Standard Time at the address of the Applicant ANSWER ALL QUESTIONS—IF THEY DO NOT APPLY, INDICATE “NOT APPLICABLE” (N/A) A. Land Use and Acreage: 1. Indicate location address and total acreage in applicable column: Loc. No. Location Address Vacant Land (acreage) Real Estate Development Property (acreage) Land Leased to Others (acreage) 1 2 3 2. What was the prior use of the land? 3. Is applicant involved in or exposed to any hydraulic fracturing or hydrofracking operations? Yes No If yes, describe: 4. Is land zoned for residential use? Yes No 5. Was land ever used as a landfill? Yes No 6. Is land a hunting preserve? Yes No 7. Is land used for snowmobiling or motorized vehicles and bikes? Yes No 8. Are there logging or lumbering operations on owned or leased land? Yes No 9. Any underground fuel tanks on the property? Yes No 10. Any below ground mines on the property? Yes No If yes: Sealed Not Sealed 11. Any water wells on the property? If yes: Sealed Not Sealed
Landowner and bee yard information person responsible for this record: form reference #: bee yard # / location GPS location and / or directions to bee yard bee yard description (e.g., nearby crops, water, vegetation, nearby industry etc.) date (d/m/y) landowner name and contact # GPS location and/or directions to landowner’s house comments (e.g., landowner preference for rent: container size, type of honey, value added product etc.)
LAND ROVER PREMIERSHIP CUP 2016 - LIST OF ENTRANTS U-11 TBC 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 U-12 1 Cheltenham 2 Clifton 3 Bredon Star 4 Old Patesians A 5 Cinderford 6 Berry Hill 7 Frampton Cotterell 8 Minchinhampton 9 Ross-On-Wye 10 Tewkesbury 11 Cirencester 12 Matson 13 Stow On the Wold 14 Stroud 15 Longlevens 16 Cleve
Churchyard Land owned by church; maintained as closed churchyard by HPC since circa 1900 Regular maintenance Occasional maintenance 12 months plan Beyond 12 months plan Grass cutting Litter picking Wall, gate repairs Actions from cemetery plan of action Clearance of stream/bank See cemetery plan of action Cemetery Regular maintenance Occasional maintenance 12 months plan Beyond 12 months plan Grass cutting Litter picking, tidying Bins empties fortnightly under licence NB War graves section maintained by IWM Fence, gate, footpath, bench repairs Plan of action ongoing (see plan) Tree work (see cemetery plan) Annual headstone inspection Plant new trees and hedge (see cemetery plan) Decide on work to be done to perimeter wall near lime trees Draw up trees plan and number all trees Draw up maintenance plan for trees etc Freeman Orchard Leased to Little Pippins; annual rent £1440, discounted to £10. Regular maintenance Occasional maintenance 12 months plan Beyond 12 months plan Maintained by Little Pippins Fence repairs, gate repairs Tree maintenance Draw up trees plan and number all trees? Check with LP first Rent review due 2026 Allotments
(possibly remove both sets as no plans for new gates) grounds staff aware. Work planned winter 2016-17 nov 2016 “ Remove leaf fall from cobbled paths Requested by church; grounds staff aware. Work planned winter 2016-17 “ “ Prune bushes along stream to point of new growth Grounds staff reported work needs doing Nov 2016. Permission requested from VWHDC Nov 2016 Permission granted by VWHDC; Completed Nov 2016 Cemetery Prune & lower crown of conifers along wall (see quotation item 2) Work already approved by HPC; awaiting approval from VWHDC. Original contractor made aware but no response. Alternative quote obtained. Contractor appointed; start date Jan 2017 Permission granted by VWHDC; Completed Jan 2017 “ Remove minimum 3 conifers if necessary to allow access to grave space. (see quotation item 7) Plant 3 new trees in new location (minimum). “ Permission granted by VWHDC; Completed Jan 2017 Location of new trees to be discussed by Lands Cttee Jan 2017 “ Prune border hedge along Section F to 6 feet “ Permission granted by VWHDC;
(b) estimated by analysis in accordance with Subdivision 2.4.3.2 of the NGER (Measurement) Determination; (c) estimated by analysis in accordance with Division 2.4.4 of the NGER (Measurement) Determination. However, the option used to work out ECi must be used for all vehicles that are part of the project, and: (a) if the option in paragraph (b) (above) is used for a reporting period, then only the option in paragraph (b) (above) or (c) may be used for subsequent reporting periods; or (b) if the option in paragraph (c) is used for a reporting period, then that option must be used for subsequent reporting periods. Frequency—in accordance with the NGER (Measurement) Determination 7 Total amount of eligible freight that was transported by eligible transport by eligible entity e on eligible route r by road during the reporting period t Monitored in accordance with industry practice, and in accordance with subsection 40(3) Frequency—continuously 8 Total amount of eligible freight that was transported by eligible transport by eligible entity e on eligible route r by rail during the reporting period T Monitored in accordance with industry practice, and in accordance with subsection 40(3) Frequency—continuously
Contract Price – The monies payable by THE DISTRICT to CONTRACTOR under the Contract Documents as stated in the Agreement. Contract Time – The number of days or the date stated in the Agreement for the completion of any Work. Contractor – The person, firm or corporation with whom THE DISTRICT has entered into the Agreement. Defective – An adjective which when modifying the word Work refers to Work that is unsatisfactory, faulty or deficient, or does not conform to the Contract documents or does not meet the requirements of any inspection, test or approval referred to in the Contract Documents, or has been damaged prior to recommendation of final payment. Drawings – graphical depictions, plan views, sectional views and/or related renderings to be used as an aid in displaying the SWMS components. Effective Date of the Agreement – The date indicated in the agreement on which it becomes effective, but if no such date is indicated it means the date on which the Agreement is signed and delivered by the last of the two parties to sign and deliver. Work Order – A written order issues of the DISTRICT which orders minor changes in the Work in accordance with Paragraph 2.16, but which does not involve a change in the Contract Price or the Contract Time. General Requirements – Section titled Specifications. Modification – A written amendment of the Agreement signed by both parties or a Work Order. A modification may only be issued after the effective date of the Agreement. Notice of Award – The written notice by the DISTRICT to the apparent successful Bidder stating that upon compliance by the apparent successful Bidder with the conditions precedent enumerated therein, within the time specified, the DISTRICT will sign and deliver the agreement. Notice to Proceed – A written notice given by the DISTRICT to CONTRACTOR fixing the date on which the Contract Time will commence to run and on which CONTRACTOR shall start to perform his obligation under the Contract Documents. Work shall only proceed as directed by the DISTRICT. Owner – GATEWAY SRVICES COMMUNITY DEVELOPEMNT DISTRICT (DISTRICT), 134240 Griffin Drive, Fort Myers, Florida, 33913 Resident Project Representative – The authorized representative of the DISTRICT who is assigned to the site or any part thereof. Work – The Landscape Maintenance managed by the DISTRICT work or the various separately identifiable parts thereof required to be performed under the Contract Documents and as described within Section 3. Work is the result of performing
compliance with requirements specific to the early childhood education and care setting. (10 Credits) Programmes must include emotional and cultural safety; basic needs – nutrition; hygiene; physical; hazard and risk management; and environmental safety. 29866 L3 ECE 2b Nutrition Demonstrate knowledge of, apply and reflect on age-related nutrition needs for a child in an ECE service 3 2 26712 & 10021 replaced by part 29852 L2 EC 1a & 29866 L3 ECE 2b 10019 - L3 ECE 2c Safety Describe and contribute to safe practices and a safe environment for children in an ECE service 3 3 10019 (Review Cat B - 4 cr to 3 cr) 29856 L2 EC 1e Care practices – infants & toddlers Describe and demonstrate care practices for infants and toddlers 2 2 25459 (optional) Provide first aid for young children 2 1 GPO3 (7+2 credits = 9cr: 1 credits from each of GPO4 & GPO7) Develop and maintain respectful relationships with children, families, whanau, and colleagues using a range of communication strategies and social competence in an early childhood education and care setting. (7 Credits) Social competence may include empathy, acceptance, listening to and responding to children, guiding children’s behaviour, and setting boundaries. 29867 L3 ECE 3a Diversity and communications Demonstrate knowledge of diverse whānau/families and use a range of effective communication strategies in an ECE service 3 5 20406 & 20407 26708 - L3 ECE 3b Relationships Develop respectful, reciprocal and responsive relationships with children in an ECE service 3 4 26708 (Review Cat B – 5cr to 4 cr) GPO4 (5 - 1 credits – to GPO3) Demonstrate knowledge of, and reflect on, professional behaviours and strategies to manage personal health and wellbeing in an early childhood setting. (5 Credits) Self-reflection may include resilience, goal setting, 29868 L3 ECE 4 Prof behaviour & personal wellbeing Demonstrate professional behaviour and manage personal health and wellbeing in an ECE service 3 4 26715 GPO5 Demonstrate knowledge of ethical responsibility in relation to own values and beliefs to guide practice in an early childhood setting. 29869 L3 ECE 5 Ethics Demonstrate knowledge of ethical responsibility to guide practice in an ECE service 3 3 10032
To recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people]. Lesson Suggested Outcomes Context of the lesson Available Resources and possible learning episodes Possible Resources Key Concepts Lesson 1 – Introduction to the United Kingdom All pupils can state what countries make up the United Kingdom Most can identify cultural associations to other countries Some research the history behind these associations. Pupils are to explore the four countries that make up the United Kingdom (England, Scotland, N.Ireland and Wales). On 1 May 1707, the united kingdom of Great Britain came into being, the result of Acts of Union being passed by the parliaments of England and Scotland. -What makes up the Union Jack – Pupils to draw the individual flags to show how the Union Jack was formed? -Table rally brainstorm- Pupils to consider all things British, Scottish, Welsh, and Irish. Pupils have 20 seconds to draw famous associations with the UK e.g. Queen, Black cabs, Red telephones boxes. Pick one or more of the associations with Britain and explain why it is so famous. Research possible history of the object/association Map of the UK Flags of the countries of the UK Colouring pencils Stimulus objects for different countries (Welsh Dragon, Loch Ness monster toy etc.) Place: Developing place knowledge and how humans interact with the physical environment. Space: Understanding the physical and human characteristics of real places. Developing ‘geographical imaginations’ of places.
Lesson 10 – Our place in the world. All must identify how the UK is connected to the rest of the world Most could explain and describe these connections. Some might be able to develop their understanding of how they are connected at local, national and international scales. How are we connected to other people in differing cultures/countries? Local = connected within their town – I buy meat and vegetables from a local farm National = connected as a country – we are all governed by the Prime Minister in London International = connected to a differing country – my clothes are produced in China. Ask pupils to think What does the term making connections mean to them. Pupils could mind map a list of all the places they are connected to. Food/Clothing/Resources Mapping how pupils are connected to other places in the world – family living in another country, clothes produced in a different area Pupils could investigate the classroom – can they spot an object which might have come from a different country! Teacher could mark the countries on a post it note Everyday objects from around the world to develop pupils imaginations and thoughts Map worksheet – mapping the connections they might have at an international scale. Interdependence: Exploring the social, economic and environmental and political connections between places Space: Understanding the physical and human characteristics of real places. Developing ‘geographical imaginations’ of places. Scale: Appreciating different scales – from personal and local to national, international and global
Backyard Botany Landscape Project Name___________________________ Period________ MINIMUM REQUIREMENTS: Your drawings should include: _____EXISTING LOT PLAN _____LANDSCAPE PLAN (Includes color) _____PLANT LIST _____CONSTRUCTION COSTS Category Scoring Criteria Points Score Lot Plan Existing Lot plan / Includes dimensions, Shows orientation of Existing house, utilities, buildings, trees, gardens, drives, etc.. *10 Landscape Plan Shows Existing Lot Plan with all proposed improvements and Additions. Includes dimensions and color. *20 Plant List: Trees/shrubs/Flowers, etc.. List names/draw key of plants used in landscape plan. Xerioscaping. *10 Construction Costs Estimate of the costs of all materials and construction *10 Pond or Water Feature Detailed pond/ water feature options. 5 Irrigation System Drawing Include in the project an irrigation system plan, location of sprinkler heads, drip lines, and an estimation of cost. 5 Entire Plan turned in Electronically Turn in plans in electronically 5 * -- Minimum Requirement Score____________ 50 Base Plan Draw a base plan to scale. For most properties a scale of 1/8"=1' is workable; for small properties or a particular area of a larger development 1/4"=1' may be better. Graph paper with lines indicating a particular scale may
Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 Photograph #2 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2 Photograph #3 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2 Photograph #4 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2 Photograph #5 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2 Photograph #6 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2 Photograph #7 Technical and Visual Considerations: Composition/ Rule of Thirds Centre of Interest Lighting Background Sharpness /2 /2 /2 /2 /2
(3) If the registered owner does not take the action specified in the notice within the time specified, the person entitled to the benefit of the statutory charge may, subject to Part 7 of the Law of Property Act, exercise the powers of a mortgagee concerning the sale or foreclosure of land. 90. Removing statutory charge (1) A person who has a registered interest in land that has been subject to a registered statutory charge for more than 5 years may apply to the to have the statutory charge removed. (2) The application is to be accompanied by the prescribed fee. (3) On receiving the application, the Registrar-General is to give written notice of the application to the person entitled to the benefit of the charge. (4) The notice is to specify that if the person does not give the Registrar-General notice within the period specified in the notice, the will remove the statutory charge from the land register. (5) The period specified in the notice cannot be less than 30 days. (6) If the person gives the Registrar-General notice in the appropriate form and pays the prescribed fee within the time specified in the notice, the Registrar-General must not remove the statutory charge from the land register. (7) If the person does not give the Registrar notice within the time specified in the notice, the Registrar-General must remove the statutory charge from the land register. Division 4 – Easements Subdivision 1 – General 91. Creation of easement or easement in gross by registration Subject to Subdivision 2, an easement or an easement in gross over a lot may be created by registering – (a) a deed of grant granting or reserving an easement or easement in gross; or (b) an instrument of easement or easement in gross. 92. Requirements of instrument of easement or easement in gross (1) An instrument of easement must –
14 2009 220 Application (1) The amendments apply to a plan of subdivision, plan of consolidation or scheme statement lodged with the Registrar-General on or after the commencement. (2) In this section: amendments means the amendments made to this Act by the Unit Titles Schemes Act 2009. commencement means the commencement of the amendments.
Shropshire Council Approved List of Contractors Application Contract Description: This is an Approved List of Contractors for the provision of:- Landscaping/Fencing Services Contents Section Description Page A Area and value band selection matrix 3 A Map of Shropshire identifying areas 1 - 5 4 B Applicant Organisation Details 5 C Financial & Insurance Information 7 D Claims & Contract Terminations/Deductions 9 E Health & Safety and Equal Opportunities 10 F Contract Specific Questions 16 G Industrial Standard Qualifications/Experience 20 H Pricing Schedule for Landscaping/Fencing Services 21 I Declaration 22 J Checklist 23 Section A Selection Matrix – CATEGORY 10 Landscaping/Fencing Services MUST BE COMPLETED BY APPLICANTS Please select the Area(s), Value Bands and Hours that you are applying for by ticking () the relevant boxes (Please note you must tick each box you wish to be included for) Category Landscaping Fencing Areas* 1 2 3
4 5 Value Bands £0 - 2k £2k - 50k Hours/Work Reactive Day Work: Normal Hours 8am – 5 pm Monday – Friday Emergency Reactive Day Work Normal day Hours 8am – 5pm (within 2 working hours) Monday – Friday Emergency Out of Hours 5pm – 8am and weekends Quotations and Tenders only and not Reactive/Emergency Day Work *Please see enclosed Shropshire Area Map on the next page.
AO3.4 Street trees are species which enhance the landscape character of the streetscape, with species chosen from the Planning scheme policy – Landscaping. PO4 Plant species are selected with consideration to the scale and form of development, screening, buffering, streetscape, shading and the locality of the area. AO4.1 Species are selected in accordance with Planning scheme policy – Landscaping. PO5 Shade planting is provided in car parking areas where uncovered or open, and adjacent to driveways and internal roadways. AO5.1 Species are selected in accordance with Planning scheme policy – Landscaping. Maintenance and drainage PO6 Landscaped areas are designed in order to allow for efficient maintenance. AO6.1 A maintenance program is undertaken in accordance with Planning scheme policy – Landscaping. Podium planting PO7 Podium planting is provided with appropriate species for long term survival and ease of maintenance, with beds capable of proper drainage. AO7.1 Podium planting beds are provided with irrigation and are connected to stormwater infrastructure to permit flush out. AO7.2 Species of plants are selected for long term performance designed to suit the degree of access to podiums and roof tops for maintenance. Weeds and invasive species PO8 Development provides for the removal of all weed and invasive species and implement on-going measures to ensure that weeds and invasive AO8.1 Weed and invasive species detected on a development site are removed in accordance with a management plan prepared by an appropriately
species do not reinfest the site and nearby premises. qualified person. Safety PO9 The landscape design enhances personal safety and reduces the potential for crime and vandalism. Note – Planning scheme policy – Crime prevention through environmental design (CPTED) provides guidance on meeting this outcome. AO9.1 No acceptable outcomes are provided. Utilities and services PO10 The location and type of plant species does not adversely affect the function and accessibility of services and facilities and service areas. AO10.1 Species are selected in accordance with Planning scheme policy – Landscaping.
Table SI2: Summary of qualitative results in 2100 across IAMs for the 2.6 scenario. All results are compared to the Baseline; SSP3 is omitted as no model could produce an SSP3 RCP2.6. Dark green indicates consistency across models. Light green indicates consistency in most models. SSP1 SSP2 SSP4 SSP5 Land Use/Land Cover Change Food/ Feed Crops Lower than Baseline in all models Lower than Baseline in all models Lower than Baseline in all models Lower than Baseline in all models Energy Crops Higher than Baseline in all models Higher than Baseline in all models Higher than Baseline in all models Higher than Baseline in all models Forest Higher than Baseline in all models Higher than Baseline in all models Higher than Baseline in all models Higher than Baseline in all models Pasture Similar to or lower than Baseline in all models Similar to or lower than Baseline in all models Similar to or lower than Baseline in all models Similar to or lower than Baseline in all models
Development involving the storage and handling of chemicals is not at risk from landslide. Development ensures that vegetation clearing, stormwater management and on a site does not increase the risk of landslide. 8.2.14.3 Performance outcomes and acceptable outcomes Table 8.2.14.3.A—Performance outcomes and acceptable outcomes Performance outcomes Acceptable outcomes Section A—If accepted development subject to compliance with identified requirements (acceptable outcomes only) or assessable development where for PO1 Filling or excavation: maintains the safety of people and property on the site and neighbouring sites from landslides; ensures acceptable risk during all phases of construction and use. AO1 Filling or excavation is designed in compliance with the recommendations of a site-specific geotechnical assessment prepared in accordance with the PO2 Filling or excavation does not create or increase the risk of landslides on the site or neighbouring sites by changing the hydrology of the site. AO2 Filling or excavation does not create or increase the risk of landslide by redirecting the flow or concentrating surface water or groundwater on the site or an adjoining site. Section B—If accepted development subject to compliance with identified requirements (acceptable outcomes only) or assessable development involving the storage or handling of hazardous chemicals PO3 Development protects the safety of people and property and the environment from the impacts of landslide on stored or handled on the sites. Note—A site-specific geotechnical assessment report prepared in accordance with the can assist in demonstrating achievement of this performance outcome. AO3 Development either: does not include the storage or handling of hazardous chemicals that are equivalent to or exceed the threshold quantities set out in ; or incorporates design measures to ensure: the long-term stability of the development site considering the full nature and end use of the development; site stability during all phases of construction and development; that the development is not adversely affected by landslide
SECTION 4 Type of Application being Submitted (Mark with an X and give detail) Application for: (Please mark applicable block with a cross) Rezoning/ Zoning: Creation of an overlay zoning Removal, suspension or amendment of Title Deed Restrictions: Township Establishment Temporary use to allow the use of a building or land for a period of at most five years, for a purpose for which no specific zone has been provided for in these regulations: Consent use: Incorporation of an erf into a general plan; The subdivision of land: The removal, suspension or amendment of the original approval conditions as provided by the relevant authorities: General Plan Cancellation: Amendment of General Plan by Closure of Park or Public Road: Consolidation of one or more properties: The extension of the approval period: Any other application in terms of provincial legislation or municipal by-law: Please give a short description of the scope of the project: _________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________________
At this time turn on the “Topo24K” feature class and look for your quadrangle name. You instructor can help you find the general area. With the “Identify” tool find the object ID (FID) of your assigned quadrangle. Figure 2 displays the “Identify” output window for St. Elmo quadrangle – note that the “Quad_name” field of the “Topo24K” feature class has been turned on as labels. The “Identify” tool verifies that the feature ID (FID) of the St. Elmo quadrangle is 51041. We will use this value in a “Definition Query” to filter in just the St. Elmo quadrangle as a clipping polygon. Figure 3 displays the setup of the definition query (Feature Class Properties > Definition Query). Do the same for your assigned quadrangle – afterwards it should be the only quadrangle boundary displayed. Add the topo quad raster given to you to verify you have selected the correct quadrangle- you should see the USGS topographic raster fit inside the “Topo24K” boundary. You are now ready to extract the land use raster using the Topo24K feature class as a “mask” polygon. Open the toolbox and activate the “Spatial Analyst > Extraction > Extract by Mask” tool. Fill in the window dialog with the information as indicated by Figure 4. The output of the clip – “StElmo_2001” will be automatically added to your project. Turn off the “NLCD2001_LC_N30W087” feature class to verify that the clipping was processed correctly. Repeat the above process to capture the 2011 land use data into “StElmo_2011”. Step 4: Re-classify the Land Use Categories For our purposes the land use categories used in the original raster can be consolidated. At this time open the attribute table for the “StElmo_2001” land use feature class. We will consolidate the categories in the following way: Land_Cover Reclass_Value Reclass_Name Open Water 1 Open water Developed, Open Space 2 Developed Developed, Low Intensity 2 Developed Developed, Medium Intensity 2 Developed Developed, High Intensity 2 Developed Barren Land 2 Developed Deciduous Forest 3 Forest Evergreen Forest 3 Forest Mixed Forest 3 Forest Shrub/Scrub 3 Forest
TABLE OF CONTENT Page No. 1.0 INTRODUCTION ……………………………………………………... 1 2.0 GOAL AND OBJECTIVES …………………………………………... 7 3.0 METHODOLOGY …………………………………………………….. 8
Freshwater was diverted from the Caroni River to the Guayamare River to provide an irrigation supply to the Caroni rice projects. Freshwater diversion and saltwater encroachment have changed the „Reed‟ plant community (Bacon et al., 1997; Bissessar, 1998). This has now been replaced by mangroves, open saline water bodies, and by saline marshes, dominated by sedges, Eleocharis spp. and the fern Acrostichum aureum. The spread of mangroves into the eastern marshland has been rapid over the past four decades (Figures 6-9). These marshes may eventually be replaced by mangrove forest. Prior to the 1960‟s, the major changes to Caroni Swamp were hydrological in nature; channels were cut, embankments were built, water was diverted away from the wetland, and the Caroni River was dredged and widened. Conduits were constructed to drain the wetland, and these same conduits carried saline water upstream when the embankment fell into disrepair in the 1950‟s (Figure 11). Highways (Churchill Roosevelt and Uriah Butler) were constructed and this also impeded the flow of the rivers into the wetland. There were minor changes in the natural wetland communities (Table 3), while agricultural land increased and built development started. Beyond, the 1950‟s there were major land cover/ land use changes in the Caroni Swamp. The mangrove forest on the northern side of the Caroni River was reclaimed for the construction of the Beetham landfill, WASA sewage treatment plant and ponds, and the Beetham Gardens. Built development expanded along the fringes of the wetland and while agriculture land reverted to marshes, marsh lands were overgrown by mangroves (Figure 9). In 2007, there was a small increase in agriculture land (≈ 400 ha), which had consistently declined form 1957-2003.
Regulating (climate regulation; food regulation; disease prevention; water purification) Cultural(spiritual; aesthetic; educational; recreational) Name the major causes of degradation and the main effects Ignorance and lack of ownership, no one to take care of, lack of investment of authorized and lack of investment are some of the reasons behind degradation of such land.
Item/Activity/Lab Possible Points Earned Points Comments Forestry Reading & Vocab (pp. 268-273) 15 Land Management Reading & Vocab (pp. 261-268) 15 Food Production Reading & Vocab (pp. 283-295) 15 Sustainable Agriculture Reading & Vocab (pp. 295-300) 15 Fishing Reading & Vocab (pp. 300-304) 15 Mining Reading & Vocab (pp. 226-230) 15 Land Management Case Study 20 Food Inc. Viewing Guide 10 Colony Collapse Disorder case study 20 Empty Oceans, Empty Nests viewing guide 10 Cookie Mining Lab 20 Environmental impacts of gold mining article 10 Laws, graphic organizers (5) 20 Total 200
RISK ASSESSMENT: Previous Land Use and Site Selection Inspection Date: Location/Field: Physical, Chemical and/or Biological Contamination Risks Identified? Corrective and/or Preventative Actions (if necessary): Identified by (Initials): Date Corrective Action Completed: Completed by (Initials): From FamilyFarmed:
employment service system. A 2005 report by the Oregon Council on Developmental Disabilities (“DD Council”) and ODDS noted a significant decline in the number of individuals with access to supported employment, as well as the loss of the State’s focus and training efforts on supported employment. The report noted a “renewed interest in, and demand for, supported employment services,” and found that “[t]o respond to this demand, the state must reestablish expectations and capacity for supported employment for persons with developmental disabilities.” Oregon Council on Developmental Disabilities, Supported Employment for Oregonians with Developmental Disabilities: Recommendations for Action at 2 (Nov. 2005), available at http://www.oregon.gov/dhs/vr/cep/se_dd_stevely.doc. Similarly, a 2010 report commissioned by the State found that in 2008, “71% of Oregonians with disabilities were in facility-based programs, supporting the claim that a majority of working age adults with significant disabilities are supported today in programs that offer segregation and long-term dependency regardless of cost.” See Washington Initiative for Supported Employment, Community Leadership for Employment First in Oregon: A Call to Action 6 (2010), available at http://www.dhs.state.or.us/dd/supp_emp/docs/wise.pdf. Individuals with I/DD in Sheltered Workshops or at Risk of Placement in Sheltered Workshops Are Qualified to Receive Services in More Integrated Settings and Would Not Object to Receiving Integrated Services Individuals who are in or are at risk of placement in sheltered workshops are similar to individuals with I/DD who receive supported employment services in integrated employment settings. They have similar diagnoses and support needs as individuals who work successfully in integrated employment settings, with the types of services and supports that currently exist in Oregon’s employment service system.
training activities (USFWS 2008). The Coolgardie Mesa area has high mineral potential, with several small recreational mining operations that may have cumulative effects (USFWS 2008). Unauthorized OHV use increased in one portion of the Coolgardie Mesa site in the 2000s, creating a barren area of approximately 20 acres where the species formerly occurred (USFWS 2008). In the critical habitat rule, the USFWS also acknowledged the potential effects of climate change on Lane Mountain milk-vetch, but there is no information specific to this species indicating what areas may become important in the future in response to climate change (76 FR 29108–29129). The large majority of the four documented populations are located on federal lands managed by the Department of Defense (DOD) at Fort Irwin and the Bureau of Land Management (BLM). The Goldstone, Montana-Brinkman, and Paradise populations, which comprise 54% of the documented populations, are either entirely or mostly on Fort Irwin and the Coolgardie population, which is the largest single location at 9,757 acres (46%), is almost entirely on BLM land (USFWS 2008, Table 2). About 78% (16,690 acres) are under conservation or limited use management (USFWS 2008). As of 2008, training activities were planned to commence in 2009 on about 20% of the known distribution of Lane Mountain milk-vetch (USFWS 2008). Military activities involving the use of wheeled and tracked vehicles have the potential to directly impact individual plants and degrade occupied habitat, particularly at the Brinkman Wash/Montana Mine and Paradise Valley population sites. Loss and degradation of habitat may increase habitat fragmentation and population isolation, thus potentially reducing population viability (USFWS 2008). Dust generated by military training activities was hypothesized to have a potentially adverse impact on the growth and physiology of the species. Wijayratne et al. (2009) conducted field experiments simulating the amount of dust particulates Lane Mountain milk-vetch would be exposed to during military activities. They found that while average shoot growth declined with increased dust accumulation, net seasonal photosynthesis increased, possibly due to increased leaf temperatures (Wijayratne et al. 2009). Wijayratne et al. (2009) also found that the ambient dust deposition near experimentally dusted
the integration regulation. See, e.g., United States v. Virginia, No. 3:12-CV-059, ECF No. 2-2 (E.D. Va., settlement agreement filed Jan. 26, 2012); United States v. Delaware, No. 11-CV-591, ECF Nos. 6-7, (D. Del., settlement agreement entered Jul 18, 2011); United States v. Georgia, No. 1:10-CV-249-CAP, ECF Nos. 112, 115 (N.D. Ga., settlement agreement entered as modified Nov. 1, 2010). Judicial Deference Afforded to the Department of Justice Regarding the Integration Regulation________________ As the agency directed by Congress with issuing regulations under Title II, the Department of Justice’s regulations are “entitled to deference.” Bragdon v. Abbott, 524 U.S. 624, 646 (1998); see also Olmstead, 527 U.S. at 597-98 (“Because the Department is the agency directed by Congress to issue regulations implementing Title II … its views warrant respect.”). An agency’s interpretation of its own regulation is “controlling unless plainly erroneous or inconsistent with the regulation.” Auer v. Robbins, 519 U.S. 452, 461 (1997); Barden, 292 F.3d at 1077. The Ninth Circuit recently affirmed this principle in M.R. v. Dreyfus by strongly deferring to the Department of Justice’s interpretation of the integration regulation as stated in a Statement of Interest brief filed with the district court, holding that “[w]e afford DOJ’s view considerable respect. … We also defer to an agency’s reasonable interpretation of its own statutorily authorized regulations.” 663 F.3d at 1117 (citations omitted). The Department of Justice’s Interpretation of the Integration Regulation is Reasonable and Should be Upheld___________
part of the same system. We can see the variablity of learning the system based on the different conditions under which the child must learn language. There needs to be enough interactions and varied interactions. By experiencing language in context the child is able to figure out how language is used and the forms that are used to achieve certain functions. Development of these highly contextualized forms progresses in ways similar to what we have already studied. Children move through stages where they make basic connections between forms and functions. From there they elaborate on the nature of these connections based on how they experience the language. Production of the language lags behind perception due to processing limitations. References Austin, J. L. (1962). How to do things with words (2nd edition). Oxford: Oxford University Press. Celce-Murcia, M. and E. Olshtain. (2000). Discourse and context in language teaching. Cambridge: CUP. Folse, K. (2006). The art of teaching speaking. Ann Arbor: The University of Michigan Press. Grice, H. P. (1975). Logic and conversation in P. Cole and J.L. Morgan (eds.) Syntax and semantics: Speech acts. Volume 3 (pp. 41–58). New York: Academic Press. Leech, G. (1983). Principles of pragmatics. London: Longman. Oppenheim, D., Nir, A., Warren, S. and Emde, R. N. (2007). Emotion regulation in mother–child narrative co-construction: Associations with children's narratives and adaptation. Developmental Psychology, 33(2), 284-294. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development, in S. M. Gass, and C. G. Madden (eds). Input and second language acquisition (pp. 115-132). Rowley, MA: Newbury House. Thornbury, S. (1999). How to teach grammar. Essex: Pearson Education.
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1. Agency responsible for trust lands: Oklahoma Commissioners of the Land Office Clifton H. Scott, Secretary PO 26910 Oklahoma City, OK 73126-0910 26910 (405) 604-8100 The Oklahoma Commissioners of the Land Office manages both the land and the permanent fund associated with the land. State law: The Oklahoma Enabling Act of June 16, 1906, Sections 7 through 12, grants trust lands to the state of Oklahoma and names the trust beneficiary groups. Articles 13 and 21 of the state constitution establish a public school permanent fund and contain parameters about the management of this fund and the trust lands. Public schools are defined as elementary and secondary schools (K-12). 2. Assets (acreage, revenues, fund structure, distributions): Acreage: 745,000 surface acres 1,100,000 subsurface acres Revenues from trust lands: In FY 08, state trust lands generated $129.9 million in revenues. In FY 07, the top three sources of revenue were net gains on investments ($93.7 million), oil and gas ($63.9 million), and land sales ($1.6 million). Fund structure: Permanent Fund (public school permanent fund): The Permanent Fund receives trust land revenues for all beneficiary groups. In FY 08, the balance was $1.57 billion. Distribution: Public schools received $66.4 million in interest from the Permanent Fund in FY 08. The state treasurer makes monthly distributions to each of the nine trust beneficiaries (see below). In Oklahoma, revenues are applied to the beneficiaries’ overall legislative appropriations before the state makes general fund contributions. Thus, the higher the trust land revenue, the lower the general fund appropriation for the beneficiaries, including K-12 schools. 3. Beneficiaries: Revenues from the state trust lands are deposited into nine trust funds that provide revenues for nine beneficiary groups: Common Schools (public schools); Educational Institution (state four colleges); University Fund (Oklahoma University); Agricultural and Mechanical; College (Oklahoma State University); University Preparatory; Fund (Northern Oklahoma College); Langston Fund (Langston University); Normal School (teachers’ colleges); Public Buildings; Greer (Greer public buildings).
8111 Woodridge Colosimo Robert/Norma 8112 Woodridge Berger Richard/Judy 8121 Woodridge Roy John/Kimberly 8122 Woodridge Ashley Carol 8133 Woodridge Olejarski Stan/Karen 8134 Woodridge Zebregts Casey/Ursela 8143 Woodridge Simon Bob/Maggie 8144 Woodridge Sussman Steve/Ellen 8155 Woodridge Erb Steve/Judy 8156 Woodridge Pitts Donna 8165 Woodridge Pallman Richard/Sylvia 8166 Woodridge Loyd Walt/Alvera 8177 Woodridge Wilson Teresa/James 8178 Woodridge Williams Valerie 8185 Woodridge Murphy Rich/Jean 8186 Woodridge Leitch Paul/Virginia 8195 Woodridge Behie Edward 8196 Woodridge Heriegel Mert/Nancy 8204 Woodridge Santini Robert/Constance 8205 Woodridge Golupski David/Maureen 8214 Woodridge Magnuson Larry 8215 Woodridge Denike Richard/Jennifer 8226 Woodridge Greene Peggy 8227 Woodridge Quinn Norm/Julie