zilongwang/ReadingBank huggingface dataset:
Mod 4 Test Review and Sem 2 Exam A Review 1. Define: Temperature Heat Boyle’s Law Charle’s Law Equilibrium Temperature Kinetic Energy Potential Energy Work Power Specific Heat 2. What does the area under the line on a force verse distance graph represent? 3. Convert 22 Degrees Celcius into Kelvin. 4. How does an object’s temperature relate to the motion of the molecules? 5. Be able to read Temp verses Volume graphs. 6. At constant pressure what type of relationship do Vomune and Temperature have? Direct or indirect? 7. At constant temperature what type of relationship do Volume and Pressure have? Direct or indirect? 8. The specific heat of substance X is 200 J/g*C, how much heat is required to change the temperature of 2.0 kilograms of substance X from 40 degrees Celsius to 55 degrees Celsius? 9. A 0.4 kilogram sample of Aluminum at 100 degrees Celsius is put into a container containing 0.5 kilograms of water at 20 degrees Celsius. Neglecting the small amount of energy absorbed by the container and knowing the specific heat of Aluminum 900 kJ/kg*C is and the specific heat of the water is 4186 kJ/kg*C answer the following question. Compared to the heat liberated by the aluminum, the heat absorbed by the water is… 10. Be able to read a phase diagram and tell what the boiling point temp is and the freezing point temp, specific heat of each phase, Latent Heat of Vaporization. 11. What happens to the average kinetic energy of molecules as you heat a substance? As you cool it? 13. An unknown solid with a mass of 2.00 kilograms remains in the solid state while it absorbs 75.0 kilojoules of heat. Its temperature rises 15.00 degrees Celsius. What is the specific heat of the unknown solid? 14. A car with mass M traveling at speed V has kinetic energy K. What is the kinetic energy of a second car that has twice the mass M and twice the speed of the first car?
Unit content knowledge Tricky content/evidence questions Inexperienced tutors feeling they don’t know enough Can never know everything about everything! Tutors won’t know everything about everything Journey of empowerment through the unit’s life for new tutors Pre prepared/scripted/ focus of tute on vodcasts unit assists inexperienced tutors Be informed about unit content prior to teaching commencement Have experts tutors can refer students to answer tricky questions Tutor buddy system Tutors aware of impact of unit Stereotyping culturally ‘aware’ behaviour Introducing students to culturally awareness risks prescriptive practices Easy for 1st year students who want to know what to ‘do’ – genuine but stereotypical Reinforce diversity, trust & activity genuinely Student Engagement Students not engaging/ silent in classroom Silence does not mean they are not processing –journals testament to that Silence can be very uncomfortable for tutors ICH content IS challenging 25 students in class- can be intimidating for many students to engage Diversify resources used-have tutor resource kit (eg art, youtube, video’s, activities) Bring in other representative Indigenous voices Tutors to know that silence doesn’t necessarily equal non-engagement (look to journals) Peer-to-peer learning/small group work focus International students International students can feel particularly (some may have personal experiences) ‘nurture’ students Draw on their own cultural backgrounds/ experiences – connect through their personal stories Engagement for external students Fraught Explore other ways to engage students (Skype, on line), own vodcast introducing tutor
References Armstrong, R.M. and Van Der Weyden M.B. (2005). Editorial--Indigenous Health. Medical Journal of Australia 182(10). Cipast (undated). The Case Training Methodology. Retrieved 12th June, 2012, from http://www.cipast.org/download/CD%20CIPAST%20in%20Practice/cipast/en/practice_3_1.htm Fisher, J.M. (2000-2003). The Process of Transition. from http://www.businessballs.com/ProcessofchangeJF2003.pdf Fisher, J.M. (2005) A Time for Change. Human Resource Development International Vol. 8:2, pp. 257 -264 UK: Taylor and Francis Flaherty, J. S. and Stark, P. (2011). The Competent Leader. New York: HRD Press. Foucault, M. (1978). Discipline and punish: the birth of the prison. New York: Vintage Books. Hoffman, J. A. (2009). Kalamunda: change and resistance. Department of Social Sciences, Faculty of Humanities. Bentley: Curtin University. Doctor of Philosophy. Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press. Miller, W. R. and Rollnick, S. (2002). Motivational interviewing: preparing people for change. New York/London: The Guillford Press. Nguyen, S. (2010). Implementing change and overcoming resistance. Retrieved 19 June, 2012, from Schermerhorn, J. R., Hunt, J.G, et al. (2005). Organizational Behaviour. New York: John Wiley & Sons, Inc. Universities Australia. (2011). Guiding principles for developing Indigenous competency in Australian universities. Canberra, ACT: Universities Australia Waddell, D. J. and Sohal A. (1998). Resistance: a constructive tool for change. Working paper series. Department of Management, Faculty of Business and Economics. Victoria, Monash University.
Tolstoy, to name a few. Choose one or more of McCandless’s literary heroes, and analyze what he appreciated about their work as well as what he incorporated into his own philosophy of life. Activity 41: Taking a Stance Whether you are revising your timed writing, beginning your take- home essay, or working on one of the research topics, you need to define your own position in the context of what other people think. Focus on the core question of the topic you are working on: Timed writing: What kind of person was McCandless and what was he trying to do? Take-home essay: Is life on the road suited for everyone? Whatever the issue, you need to consider the opinions of the various people McCandless met on the road, the opinions of his family, Krakauer’s own views, and what Krakauer calls “the prevailing Alaska wisdom,” along with various statements by McCandless himself. What do you believe your readers will think about McCandless, his ideas and his quest? What do you think? How will you best present and support your views for your audience? One way to get some perspective is to imagine how other people would tell the story. How would the story have been different if McCandless’s mother had told it? His sister? Another journalist? Krakauer had outdoor experiences that he reflected on at in the book and appeared to identify with McCandless in many ways. What if he relied so much on his own experiences that he made incorrect assumptions about McCandless’s experiences? What if he had not been so sympathetic in his recounting of McCandless’s story? What if a totally objective journalist had told the story? What would be different about the writing? Consider this story told from a different perspective. Answer these questions with that person in mind: “What would say about this?” “How would tell this story?” What words would he or she use? Here are some possible perspectives: A totally objective news reporter McCandless’s father McCandless’s mother McCandless’s sister Carine Ron Franz Wayne Westerberg An Alaskan hunter An Athapaskan Indian
with writing, she might be allowed to answer test questions orally. Even with that accommodation, though, she’s expected to learn the same content as other kids. Modification A modification is a change in what a student is expected to learn and demonstrate. For example, instead of being asked to write an essay analyzing the outcomes of three major battles during the American Revolution, your child might be asked to describe in writing the basic facts of three American Revolution battles. Modifications are often confused with accommodations, but they’re not the same thing. Learn about . FAPE Children with disabilities—including eligible learning and attention issues—have the right to free and appropriate public education (FAPE). FAPE is one of the most important terms to know for your child. It ensures that she receives an education that is “appropriate”—it meets her individual needs. Learn more . LRE Least restrictive environment (LRE) means that students with disabilities have to be educated in the same setting as students without disabilities as much as possible. “Setting” refers to a general education classroom. For example, if your child has or and needs specific supports and services to succeed in the general education classroom, the school has to offer those supports and services. IDEA The Individuals with Disabilities Education Act (IDEA) is the federal law that guarantees the right to FAPE and the right to be educated in the least restrictive environment. in a number of other ways, too. IEP An (IEP) is a legally binding document. If your child qualifies for special education, this is a very important document for you and your child. It spells out your child’s educational goals, academic challenges and strengths. It describes how she’s currently doing academically. It also lists when and where your child will receive special education services and accommodations. PLAAFP or PLOP PLAAFP is short for present level of academic achievement and functional performance. It’s also known as PLOP (present level of performance) or PLP. All three of these acronyms refer to the same thing. If your child has an IEP, , or baseline, for the coming year’s IEP. It explains your
7. Searches 33 7.1. Introduction 33 7.2. Specific procedure 33 7.3. Practical aspects 33 8. Interception of telecommunications 35 8.1. Introduction 35 8.2. A complex legal framework and clarifications introduced as part of discussions on the European Investigation Order (EIO Directive) 36 8.2.1 Immediate transmission is only a technicality 36 8.2.2 Increasing situations where the State executing the interception is not the one where the subject of the interception is located 36 8.3. Relations between the State that needs the interception and the State whose technical assistance is needed 37 8.4. Relations between the State that needs the interception and the State where the subject is located but whose technical assistance is not necessary 39 8.5. A person’s to be informed of the fact that their telecommunications have been intercepted 41 9. Cross-border surveillance and hot pursuit 42 9.1. Introduction 42 9.2. Member States concerned: 42 9.3. Cross-border surveillance 43 9.3.1 Requirement for a mutual legal assistance request 43 9.3.2 Person involved 44 9.3.3 Offence involved 44 9.3.4 Other main rules: 45 9.3.5 Surveillance using a transmitter 45 9.4. Cross-border hot pursuit 45 10. Infiltration and covert investigations 47 10.1. Introduction 47 10.2. Specific rules: 47
1.5 Manufacturing process or in-service conditions 1.6 Publication on this one datamining operation 2 The Data-based Model 2.0 Equation type and name e.g. energy minimizer 2.1 Database and type e.g. thermodynamic database CALPHAD e.g. simulated data with DFT model and experimental data from AFM 2.2 equation The hypothetical relation assumed Physical quantities 3 Computational detail of datamining operation 3.1 Numerical Operations 3.2 Software tool 3.3 Margin of Error
(A-7) Let (A-8) (A-9) (A-10) (A-11) (A-12) The transformation matrix is (A-13) (A-14) (A-15) (A-16) By similarity, the transformed stiffness matrix is (A-17) (A-18)
Duty of Care As a board member you must exercise “reasonable care” when making a decision for the organization. In this case, “reasonable” is what a prudent person in a similar situation might do. Duty of Loyalty As a board member you must never use information gained through your position for personal gain. This means each member must always act in the best interests of the PCN. Duty of Obedience As a board member you must be faithful to the organization’s mission. This means you cannot act in a way that is inconsistent with the PCN’s goals. Board Responsibilities In addition to standards of conduct, as a governing body, the board has a responsibility to support the Administrative Lead, Medical Director and staff, and ensure operations run smoothly and in accordance with the law. Following, are the key responsibilities you have as a Board collectively and as an individual Director: Establish mission and purpose. Recruit and select the Administrative Lead and define the governance approach between the Lead and the Board. (see Governance Policy, Appendix C, #4) Support and evaluate the Administrative Lead. Recruit and select the Medical Director. Support and evaluate the Medical Director. Establish both standing and ad hoc committees. Set policies and ensure effective planning. Monitor and strengthen programs and services. Set the culture of the PCN through the development of core values and guiding principles. Ensure adequate financial resources. Protect assets and provide proper financial oversight. Identify principle risks to the PCN and develop and implement appropriate systems to mitigate those risks. Build a competent board, through education and evaluation. Ensure legal and ethical integrity. Enhance the PCN’s public standing. Be prepared for, attend and fully participate in all Board meetings. Officers of the Company Officers of the Company are elected or appointed by the Directors on an annual basis at the first meeting following the AGM. The () PCN has the following Officers: Chair, Vice-Chair;
Aircraft Dry Lease -For the TBM Community For Editorial Review Only -Not for Publication, Implementation or Distribution. 52 TABLE OF CONTENTS 53 54 Introduction: 55 A. Drafting Considerations B. Disclaimer C. Edits, Errata, Comments D. Acknowledgements Articles: 60 of Aircraft 61 2 -Term 62 3-Rent 63 4 -Aircraft Scheduling 64 5 -Operational Control and Pilots 65 6 -Operating Expenses 66 7 -Repairs, Maintenance and Alternations 67 8 -Insurance 68 9 69 10 Use 70 11-Inspection by Lessor 71 12 72 13 -Assignment 73 14 -Accident and/or Incident 74 15 -Permanent Hangar Location 75 16 -Return of Aircraft to Lessor 76 17 -Indemnification 77 18 -Default 78 19 -Remedies of Default 79 20 -Miscellaneous 80 20.1-Disclaimers 81 20.2 -Notice 82 20.3 Entire Contract 83 20.4 -Relaonship of Parties 84 20.5 -Governing Law 85 20.6 -Counterparts 86 20.7 -Headings 87 20.8- Copy of Lease 88 20.9 in Leasing 89 21 -Schedules 90 SCHEDULE A -Term Sheet 91 SCHEDULE B -Prudent Operating Practices and 92 Equipment-Specific Requirements 93 SCHEDULE C- Condition of Aircraft 94 SCHEDULE D -Use of Aircraft for Training 95 96
Model Aircraft Dry Lease -For the TBM Community For Editorial Review Only -Not for Publication, Implementation or Distribution. 872 SCHEDULE C 873 CONDITION OF AIRCRAFT 874 Complete a New Schedule C at Commencement of Lease and Prior to Each Flight 875 876 Condition of Aircraft at [Commencement of Lease] [Prior to Each Flight] 877 Next Annual Inspection Due: Last Annual Inspection: Possession Date: Hobbs Time: Fuel: Maintenance Status: Avionics: Paint: Interior: Windshield: Windows: Tires: Damage History: Certificate of Airworthiness: Aircraft Registration: Keys (Aircraft, Hangar, Tow, Other): Other (include Squawks): 895 896 Lessor: ----- 897 898 Lessee: ----- 899 Condition of Aircraft at [Conclusion of [Following Each Flight] 900 Date Possession Relinquished: Hobbs Time: Fuel: Maintenance Status: Avionics: Paint: Interior: Windshield: Windows: Tires: Damage History: Certificate of Airworthiness: Aircraft Registration: (include Squawks): 915 916 Lessor: ----- Lessee: ----- 917
Model Aircraft Dry Lease -For the TBM Community For Editorial Review Only -Not for Publication, Implementation or Distribution. 918 SCHEDULE D 919 USE OF AIRCRAFT FOR TRAINING 920 921 [Temporary Editorial Note: This Schedule D is merely an incomplete initial subject outline. Your suggestions for 922 drafting its substantive content are respectfully solicited.] 923 924 925 Supplemental provisions for training may include, but not be limited to: 926 927 I. A allowance Fee (more here?). See SCHEDULE B.13. 928 2. Additional rent (e.g., a supplemental 10%) compensating for anticipated greater 929 ground time required during training. See Article 3.1. 930 3. Restrictions on runways or airports. See SCHEDULE B.9. 931 4. Restrictions on simulated emergencies. 932 5. Restrictions on carriage of passengers during training. 933 6. Minimum trainer qualifications and requirements. 934 7. Restricting fight training to the Lessee. 935 8. No formation flight/training. 936
It is the type of solar eclipse in which we can't see the sun completely and it is formed in the shadow area (umbra) of the moon Occurs when the whole moon enters the shadow area (umbra) of the Earth. 5-The light bulb and the fluorescent lamp (structure) The light bulb The fluorescent lamp *it consists of - the glass bulb - tungsten filament - metal base *it consists of - the tube (the inner surface is covered with phosphoric material) - tungsten filament (at each tip) - two points of connection (at each tip) 6-Direct injuries and indirect injuries Direct injuries indirect injuries Includes *Fires resulting from electricity *The electric shock *Burns resulting from the electric current *caused by electricity and they are not direct cause. Such as falling from top of ladder due to an electric shock. 7-Umbra area and semi shadow area Umbra area semi shadow area (penumbra)
(c) 1- eclipse takes time less than that of lunar eclipse (d)2- the lighting of the bulbs decreases (e) 2- decreasing the speed Q2- Give reasons:- Bec. theforce arm is always longer than the resistance arm. To allow the flow of the electric current to the filament. 3-Due to the friction between the root hair and the particles of the soil. 4-Bec the sun emits harmful radiations such as infrared and ultraviolet that harm the retina in the eye causing blindness in few seconds. 5-To allow the water to transfer from the soil to the root hair by osmosis feature. Q3- (a)What happens:- The plant can’t perform transpiration process to get rid of excess water. The filament will burn. We can’t study or even observe the space or any other astronomical phenomenon. Q3- (b) Mention one function:-
Introduction The audit committee is an invaluable source of independent advice for the accountable authority of a Commonwealth entity. This model audit committee charter (model charter) is a tool that is aimed at assisting accountable authorities and officials supporting accountable authorities, in developing a written charter that determines the functions of the audit committee. The model charter lists legislative requirements and highlights additional matters an accountable authority may wish to consider when developing the charter. This model is provided as a guide only. Accountable authorities may choose to develop their own approach or use only part of this model, as long as it meets the requirements of the PGPA legislation. The model charter complements the RMG 202: A guide for non-corporate Commonwealth entities on the role of audit committees, and should be read in consultation with that guide. Grey boxes in this model charter provide advice to accountable authorities. Legislative functions of audit committees The Public Governance, Performance and Accountability Act (PGPA Act) requires that accountable authorities of Commonwealth entities ensure that their entity has an audit committee (subsection 45(1)) and that committee is constituted and performs functions in accordance with any requirements prescribed by the associated rules (subsection 45(2)). the Public Governance, Performance and Accountability Rule (PGPA Rule), the accountable authority of a Commonwealth entity must determine the functions of the entity’s audit committee by written charter (the charter) (subsection 17(1)). These functions must include reviewing the appropriateness of the accountable authority’s: financial reporting, performance reporting, system of risk oversight and management, and the system of internal control, for the entity (subsection 17(2)). The charter should contain sufficient detail to ensure that the audit committee and other stakeholders are clear about the committee’s functions and responsibilities. It should also describe how the committee conducts reviews, including expectations for the advice to the accountable authority, and how to record and retain the committee’s advice. The audit committee charter should be updated as needed to reflect changes to the entity’s operating context, new circumstances and the accountable authority’s changing needs. Good practice would generally require annual review of the charter to align it with changing circumstances.
accountable authority whether, in their view, the accountable authority’s annual performance statements and performance reporting as a whole is appropriate, with reference to any specific areas of concern or suggestions for improvement. The audit committee review the annual performance statements and provide advice to the accountable authority on their appropriateness to the entity. The audit committee provide a statement to the accountable authority whether, in their view, the accountable authority’s annual performance statements and performance reporting as a whole is appropriate,
Employees authorized to use fire extinguishers include all laboratory employees trained in their use. This training will be provided initially and periodically and covers proper use and limitations of such extinguishers. Fires that cannot be controlled by portable fire extinguishers or become structural fires are responded to by immediate evacuation, sounding of the fire alarm and coordination with the fire department. Administrative Procedures and Practices Basic Rules and Procedures Employees and students are to observe all applicable general safe practices as outlined in the District Injury and Illness Prevention Program (IIPP) or Code of Safe Practices. Chemical Purchasing, Distribution, and Storage Amounts of materials purchased and stored are to be the minimum practical; Padded bottle carriers, or boots, are to be used when transporting hazardous chemicals from storage to the classroom or from one classroom to another; Large bottles are to be lifted with two (2) hands, one hand under the bottle and the other hand around the neck of the bottle. Bottles are not to be lifted by the lid or molded ring at the top. Chemicals should be stored according to their compatibility group in a single safe and practical storage pattern. Adopt and standardize a plan that is agreeable to all staff members and use it throughout the school. The storage compatibility categories shown in Science Safety Handbook for California Public Schools, chapter 7, table 7.4, are suggested for use in all California secondary schools. Use of more than one storage compatibility system at one site may be dangerous. Chemicals should be stored in chemically inert containers appropriate for the type and quantity of chemical. The containers are to be stored in a location or manner to prevent physical damage to or deterioration of the container. For example, chemical containers should not be stored directly on the floor. This precaution will prevent the contact of chemicals with water from flooding, mopping, or condensation and the puddling of liquid contents of defective or broken containers around adjacent stored chemicals. Large containers should be stored on the lowest shelves to minimize the danger of breakage or spillage when containers are being removed or replaced. (refer to CCR, Title 8, Division 1, Chapter 4, Subchapter 7, Group 16, Article 109, sections 5163 and 5164.) Environmental Monitoring Refer to Section 3, paragraph e., Exposure Limits.
section 2) and recognises that where intervention is required, it should always be considered in a safeguarding context. 13. Whistleblowing Whistleblowing is ‘making a disclosure in the public interest’ and occurs when a worker (or member of the wider school community) raises a concern about danger or illegality that affects others, for example pupils in the school or members of the public. All staff members are made aware of the duty to raise concerns about the attitude or actions of staff in line with the school’s Code of Conduct / Whistleblowing policy. We want everyone to feel able to report any child protection / safeguarding concerns. However, for members of staff who feel unable to raise these concerns internally, they can call the the NSPCC whistleblowing helpline on: 0800 028 0285 (line is available from 8:00 AM to 8:00 PM, Monday to Friday) or email: . Parents or others in the wider school community with concerns can contact the NSPCC general helpline on: 0808 800 5000 (24 hour helpline) or email: help@nspcc.org.uk. Appendix A: Children and Families Hub flow chart Appendix B: Essex Windscreen of Need and levels of intervention
Transactions where a client purchases real estate and then immediately sells it for a sum that is greatly in excess of its value should be immediately reported to the Compliance Officer. A Source of Declarations Form is to be completed for all transactions in excess of TT$60,000.00 or wire transfers in excess of US$10,000.00.Wire transfers, both domestic and cross-border, are also subject to due diligence. (See Appendix F) [Confirm cash threshold for transactions] Due diligence for cross border business: Personal Customer Due Diligence Where original documents are not available, copies shall be acceptable only where they are certified by identification by a suitable certifier e.g.: a Notary Public, an Judicial Officer, Head Consular Officer or a person known to myself/senior partners/associates. Picture identification only will be acceptable. Business Customer Due Diligence I/my employees/partners/associates will not transact business unless all relevant documentation for corporate accounts are obtained and verified with the Companies Registry. The identity of the directors, partners, sole traders, officers, account signatories and beneficial owners shall be verified by obtaining at least one (1) piece of picture identification and “in person” meetings. Enhanced Due Diligence (EDD) Measures
regulations of this Association. Those wishing not to be a part of the professional association(s) must notify the President of this Association before (date) of any school year. Section 3. Active Education Support Professionals - (Not needed if education support is included in Section 2 of this article). Persons employed and actively engaged as support personnel in the ____________ school system may enroll as Active Education Support members with all of the rights and responsibilities of Active members. Active Education Support members of the Association shall also maintain Membership in the Tennessee Education Association and the National Education Association. Membership become effective upon payment of annual dues in accordance with the provisions of this Constitution and Bylaws and with the policies and regulations adopted by (the Representative Assembly of) the Association. Active membership shall be continuous until the member leaves the school system, resigns from the Association, fails to pay membership dues, or fails to comply with all rules and regulations of this Association. Those not wishing to be a part of the professional association(s) must notify the President of the Association before (date) any school year. Section 4 Equality No person qualifying for Active membership in the local, state, or national association shall be denied membership based on race, color, creed, gender, sexual orientation, marital status, disability, age, economic status, or national origin. Section 5. Discipline of Members No member may be censured, suspended from membership, expelled, or cancelled from membership in this association unless the member concerned has been given due notice of such an action and has had an opportunity for a due process hearing before the Executive Board. Any disciplinary action taken may be appealed to the Executive Board, or to the Representative Assembly, and/or to the Association. The Executive Board may reinstate a member who has previously been suspended or expelled from the Association. ARTICLE IV - OFFICERS Section 1. Officers The officers of the Association shall consist of a president, vice-president (or
terminated and shall negotiate in good faith with the Contractor to determine the payment for any work completed under the work order prior to termination. The notice of termination shall include the effective date of termination of the work order. Project Representatives: The representatives for this project, during the term of this Agreement, shall be: Program Representative Contractor Representative: Representative’s Name) California Health Benefit Exchange 1601 Exposition Blvd. Sacramento, CA 95815 (916) 228-XXXX T (916) 228-XXXX F (Email Address) (Enter Contractor’s Name) (Enter Representative’s Name) (Enter Address) (City, State and Zip) (Telephone Number) (Fax Number) (Email Address)
f. RESOLUTION: A county, city, district, or other local public body must provide the State with a copy of a resolution, order, motion, or ordinance of the local governing body which by law has authority to enter into an agreement, authorizing execution of the agreement. g. AIR OR WATER POLLUTION VIOLATION: Contractor acknowledges that, under the State laws, the Contractor shall not be: (1) in violation of any order or resolution not subject to review promulgated by the State Air Resources Board or an air pollution control district; (2) subject to cease and desist order not subject to review issued pursuant to Section 13301 of the Water Code for violation of waste discharge requirements or discharge prohibitions; or (3) finally determined to be in violation or provisions of federal law relating to air or water pollution. h. DATA RECORD FORM STD 204: Contractor acknowledges that this form must be completed by all contractors that are not another state agency or other government entity. L. TIMELINESS: Time is of the essence in this Agreement. M. COMPENSATION: The consideration to be paid Contractor, as provided herein, shall be in compensation for all of Contractor's expenses incurred in the performance hereof, including travel, per diem, and taxes, unless otherwise expressly so provided. N. GOVERNING LAW: This Agreement shall be administered, construed, and enforced according to the laws of the State of California (without regard to any conflict of law provisions) to the extent such laws have not been preempted by applicable federal law. Any suit brought hereunder (including any action to compel arbitration or to enforce any award or judgment rendered thereby) shall be brought in the state or federal courts sitting in Sacramento, California, the parties hereby waiving any claim or defense that such forum is not convenient or proper. Each party agrees that any such court shall have in personam jurisdiction over it and consents to service of process in any manner authorized by California law. O. ANTITRUST CLAIMS: The Contractor by signing this agreement hereby certifies that if these services or goods are obtained by means of a competitive bid, the Contractor shall comply with the requirements of the Government Codes sections set out below.
conscience Roadside speed display boards Signatures for customs declarations “Shoplifting is stealing” signs Assist compliance Easy library checkout Public lavatories Litter bins Control drugs and alcohol Breathalyzers in pubs Server intervention Alcohol-free events L-46: Summary of Situational and Organizational Factors, Types of Offenders, Grooming, and Prevention Related to Sexual Abuse of Minors L-47: Discussion Questions, 1 L-48: Discussion Questions, 2 Sources This module and others prepared for use in parishes and dioceses are primarily on the two reports presented to the United States Conference of Catholic Bishops by the John Jay College Research Team, The City University of New York: The Causes and Context of Sexual Abuse of Minors by Catholic Priests in the United States, 1950-2010, March, 2011 and The Nature and Scope of Sexual Abuse of Minors by Catholic Priests and Deacons in the United States, February 2004. Prepared by: Sister Katarina Schuth, O.S.F., St. Paul Seminary School of Divinity, University of St. Thomas Technical Associate: Catherine Slight Consultants: Dr. Karen Terry and Margaret Smith, John Jay College of Criminal Justice, authors of the major studies on sexual abuse for the USCCB and Dr. Mary Gautier, Center for Applied Research in the Apostolate Reviewed by numerous seminary personnel
Agreed outcomes What will we do? Include allocated resources or attach Individual provision map Who will? Relevant training / qualifications By when? What will success look like? Can the difference made be recorded? Family / community support Part 9 The following have agreed to work to and provide the support outlined in this plan Name Role and Contact Details Signature (Parent/Carer) (Teacher) (SENCo) (Educational Psychologist) (GP / Paediatrician) (Therapist) (CaMHS)
Plans for Student progress and achievement. Engages students and develops them as learners. Creates safe, supportive and challenging learning environments. Assesses students’ learning and uses assessment data to improve achievement. Models high professional standards and engages in continuous professional development. Maintains effective partnerships with parents and community. Terminology / Vocabulary/ Structures Target Vocabulary: Pollution – fumes – effect – waste – limit – throw away – disease – soak – go on Target Structures: Future “will”: I will recycle paper. Lesson Activities Time Starter: Teacher’s role Questionnaire: Teacher passes a questionnaire “How Green Are You?” to Ss. Teacher asks students to choose what they really do in each situation. 5 Student’s role Questionnaire: students do the questionnaire to find out if they are aware of environmental issues or they need to change habits. Learning Objectives: By the end of the lesson, students will be able to…. Main Activities Differentiation Teacher’s role Student’s role Objective: recognise nine new by using them in correct context correctly. Before Reading Vocabulary / Word Clouds/Group work: Teacher give each group a word cloud and asks them to find as many words as they can from the cloud Ss find from the clouds 10
sentence in future tense. Closure: Teacher’s role Student’s role 5 Make a promise to Earth Teacher puts a leafless tree on the board. Teacher gives each students a green leaf and asks students to write promises to make useful things to save the Earth. Teacher puts an example using future “Will” structure. Teacher asks each pair to switch their papers and check each other sentences (punctuation and grammar) Make a promise to Earth Students promises to save Earth and put their leaves on the tree on the board. Each pair switch their papers and check each other sentences (punctuation and grammar) Homework Values & Family Literacy Integration AESN Accommodation Protecting the environment Science Simplify the task given. Give extra time to achieve given tasks. The teacher will observe low achievers closely. Teacher asks high achievers to help them Teaching & Learning Strategies Formative Assessment Strategies
O-22: Models of and Changes in Treatment for Sex Offenders, 2: Behavioral Treatment Causes and Context, p. 78 O-23: Models of and Changes in Treatment for Sex Offenders, 3: Cognitive Behavioral Treatment Notes: Causes and Context, p. 79 O-24: Models of and Changes in Treatment for Sex Offenders, 4: Professionalization of Treatment Notes: Causes and Context, p. 79 O-25: Initial Diocesan Response to Sexual Abuse Allegations, 1950-1989 Causes and Context, p. 81 O-26: Reassignment and the Understanding of Relapse Notes: Causes and Context, p. 80 O-27: Sex Offender Treatment for Catholic Priests 1985 Notes: Causes and Context, p. 82 O-28: Recommendations for Policy Changes, 1 Notes: Causes and Context, p. 81 O-29: Recommendations for Policy Changes, 2 Notes: Causes and Context, p. 81 O-30: Summary of Prevention, Deterrence and Treatment of Clergy Sexual Abuse O-31: Discussion Questions Sources This module and others prepared for use in seminaries and schools of theology are primarily on the two reports presented to the United States Conference of Catholic Bishops by the John Jay College Research Team, The City University of New York: The Causes and Context of Sexual Abuse of Minors by Catholic Priests in the United States, 1950-2010, March, 2011 and The Nature and Scope of Sexual Abuse of Minors by Catholic Priests and Deacons in the United States, 1950-2002, February 2004. Prepared by: Sister Katarina Schuth, O.S.F., St. Paul Seminary School of Divinity, University of St. Thomas Technical Associate: Catherine Slight Consultants: Dr. Karen Terry and Margaret Smith, John Jay College of Criminal Justice, authors of the major studies on sexual abuse for the USCCB and Dr. Mary Gautier, Center for Applied Research in the Apostolate
Date: Policy/activity: Assessor: No Protected characteristics Concerns Details of concerns Recommendations 1 Disability Information accessibility Make a range of accessibility tools available eg ‘text to audio’, large text, etc. Example: physical disabilities, learning difficulties or medical needs Accessibility Keep accessibility arrangements under review Young carer/carer 2 Gender Females/males 3 Sexual orientation Example: gay, lesbian 4 Gender reassignment Gender reassignment 5 Race/ethnic Group Example: Black, Asian, etc 6 Pregnancy/maternity Pregnancy or maternity/paternity 7 Marriage/civil partnership
LEVEL OF SERVICE STANDARDS (*) The State Legislature in RCW. 52.33.010 communicates its intent for fire departments to establish Level of Service Standards that permit first responders to arrive in time to prevent "brain death" as it relates to EMS; and to prevent "flash-over" as it relates to fire suppression. The Legislature further acknowledges in RCW. 52.33.020 the following benchmarks in its definitions section relative to these two critical emergency events: Brain Death: As defined by the American Heart Association, means the irreversible death of brain cells that begins four to six minutes after cardiac arrest. Flash-Over: As defined by the National Institute of Standards and Technology, means when all combustibles in a room burst into flame and the fire spreads rapidly. * Flash-Over is dependent on many factors, (fuel load, oxygen supply, size of room, etc.) but is generally recognized as a likely event from 7 minutes to 12 minutes after ignition occurs. Consistent with the Legislature's intent the following Level of Service Standards are established for Fire Departments within Pierce County, relative to impact mitigation: TOTAL RESPONSE TIMES (In Minutes) * Response time includes 1:20 minute Turnout time Category Unit Second Unit Balance of First Alarm Typically, an incorporated area or an unincorporated area with a population of over 30,000 and/or a population density of 2,000 people per square mile (or generally within the approved urban growth area): 6:32 11:44 11:44 RURAL 1: An incorporated or unincorporated area with a population between 10,000 and 29,999 and/or a population density of 1,000 to 2,000 people per square mile: 7:50 11:44 14:20 RURAL II: An incorporated or unincorporated area with a population of less than 10,000 or with a population density of less than 1,000 people per square mile: 14:20 19:32 19:32 * To meet standards, the total response times must be achieved on 90% of the responses within a jurisdiction.
you may look and cite to the meaning of abuse, abandonment, and/or neglect under Iowa law.]. (Exhibit [***]). (OR) THE COURT FURTHER FINDS that reunification with one or both of [***]’s parents is viable, in contravention of INA section 101(a)(27)(J), 8 U.S.C. § 1101(a)(27)(J). Specifically, the Court finds that reunification with [***]’s [mother/father/parents] is viable because [include factual basis for finding there was no abuse, abandonment, or neglect.] THE COURT FURTHER FINDS that it is not in [***]’s best interest to be returned to [his/her] parents previous country of nationality or country of last habitual residence – [***] – within the meaning on Section 101(a)(27)(J) of the INA, 8 U.S.C. § 1101(a)(27)(J), 8 C.F.R. 204.11(d)(2)(iii). It is in [***]’s best interest to remain in the United States because [provide individualized reason for best interests determination. Reasons may include, but are not limited to: no competent family members could care for the child in the home country, dangerous home country conditions that are specifically affecting the minor, assessment of child’s potential future opportunities in the United States versus in the country of nationality, etc.]. (OR) THE COURT FURTHER FINDS that it is in [***]’s best interest to be returned to [his/her] parents previous country of nationality or country of last habitual residence – [***] – within the meaning on Section 101(a)(27)(J) of the INA, 8 U.S.C. § 1101(a)(27)(J), 8 C.F.R. 204.11(d)(2)(iii). It is in [***]’s best interest to return to [his/her] country of [origin/last habitual residence] because [provide individualized reason for best
CERTIFICATION [Please use one of following paragraphs, as appropriate:] The PRFBSR certifies that he/she has consulted with the government with jurisdiction over the brownfield area about the proposed redevelopment of the brownfield site, that the local government is in agreement with or approves the proposed redevelopment, and that the proposed redevelopment complies with applicable laws and requirements for such redevelopment. Documentation that supports this certification is provided as Attachment D. [Or, use the following paragraph if the PRFBSR is a government that has jurisdiction over the property] The PRFBSR is the local government with jurisdiction over the real property described in Attachment A. Therefore, the PRFBSR certifies that the proposed redevelopment complies with applicable laws and requirements for such redevelopment. Documentation provided that describes the proposed redevelopment is provided as Attachment D. SITE CONTRACTOR The PRFBSR must ensure that the contractor who is performing the majority of the site rehabilitation program tasks pursuant to this RCRA BSRA or supervising the performance of such tasks by licensed subcontractors in accordance with the provisions of § 489.113(9), F.S., has provided certification to the Department that the contractor meets the requirements listed below. If the identity of the contractor is known at the time of the execution of this RCRA BSRA, a Brownfields Redevelopment Program Contractor Certification Form (CCF) shall be submitted as Attachment E to this RCRA BSRA. If the contractor has not yet been determined, the PRFBSR shall ensure that the CCF is submitted to the BF Program Manager and RCRA Environmental Administrator and approved by the Department before the contractor begins performing any site rehabilitation tasks at the site. The PRFBSR must submit to the Department documentation as Attachment F, which shows a National Environmental Laboratory Accreditation Program (“NELAP”)-recognized authority has accredited the laboratory(s) that will perform the analyses required by this agreement. Any contractor that performs site rehabilitation tasks at a contaminated site originating on the real property as described in Attachment A shall provide documentation in accordance with the provisions of the paragraph above and with
Role of the head teacher The head teacher will be responsible for taking the decision to invoke the capability procedure, unless of course, they are the subject of the procedure. Role of advisers Local authority and other advisers may be invited to participate in the capability procedure or with the monitoring process or with providing support. Employee representation If the employee’s chosen companion is not available at the time proposed for the interview, meeting or hearing and the employee proposes an alternative date and time that is reasonable and falls within 5 working days of the original date, this should be given careful consideration and advice should be sought to ensure that revised arrangements can be made. Monitoring arrangements Any monitoring undertaken should be across the range of principal job responsibilities so that a balanced view can be reached to support the evaluation of performance. Written records Formal warnings should be disregarded after a specified period of satisfactory performance. First written warning - 12 months written warning - 24 months Grievances an employee raises a grievance that relates to the capability procedure and its management and/or implementation, it may be appropriate to suspend the capability procedure until the grievance can be considered but such a delay should only be considered where there is a strong indication that the employee has been mistreated. Appraisal – getting it right and avoiding the pitfalls In this last section, we’ve set out some of the more critical points of knowledge based on members’ calls in recent years, from matters that we know cause head teachers the most concern and areas which head teachers and governing bodies regularly find themselves challenged on. Who’s appraised and who’s exempt?
A detailed budget spreadsheet showing how the prospective funding will be spent during each month of the quarter in each of the following categories: Personnel – include descriptions of the types of positions (e.g., engineer, risk manager, communications director) that will be funded during the quarter; Travel – include description of (i.e., destinations, persons traveling, purpose of trip) that will be funded during the quarter; Equipment – include description of equipment that will be purchased or leased during the quarter; Supplies – include description of supplies (e.g., lab supplies) that will be purchased or leased during the quarter; Contractual – include description of contractors that will be funded during the quarter; Construction – include description of approved construction that will be funded during the quarter; Other Direct Costs – include description of miscellaneous expenses; and Cost Share – include the Subrecipient’s cost share contributions for the quarter; and A one-page invoice for each month of the quarter, showing the total amount requested for that month; and If the Budget Plan Payment will be used to purchase equipment, the Subrecipient is required to provide supporting documentation (e.g., vendor quote, catalogue price). Upon request by the Prime Recipient, the Subrecipient is required to provide ARPA-E with additional supporting documentation for its Budget Plan Payment request. Variances between the prospective monthly budgets and amounts actually incurred will be reconciled at the end of each quarter. BUDGET CHANGES a. Budget Changes Generally Any increase in the total project cost must be approved in advance and in writing by the ARPA-E Program Director and the DOE Contracting Officer. ARPA-E may deny reimbursement for any failure to comply with the requirements in this clause. b. Transfers of Funds Among Direct Cost Categories