zilongwang/ReadingBank huggingface dataset:
NIC Qualifications The NIC should have a strong scientific, technical and policy background. It is essential for the candidate to possess the ability to work both independently and with a wide variety of members of governments, agencies, non-governmental organizations, and research institutions. A strong understanding of UNFCCC National GHG Inventory reporting and the IPCC Guidelines for National Greenhouse Gas Inventories is a prerequisite. The following list provides examples of the qualifications and knowledge desired for a NIC. These qualifications can be revised or modified, as appropriate for your national circumstances. Relevant experience in the field of climate change, with a focus on GHG inventories; A science degree in a subject related to environmental studies/management, chemical engineering, or similar (an advanced degree such as Masters or Ph.D. in specific GHG inventory sectors/categories could be beneficial); Demonstrated knowledge and application of the methodologies for preparing GHG inventories and familiarity with the IPCC Inventory reports (Revised 1996 IPCC Guidelines, Good Practice Guidance reports and IPCC 2006 Guidelines); Experience applying UNFCCC GHG inventory reporting guidelines; Familiarity with the content of National Communications and UNFCCC processes; Experience managing budget and distributing and balancing work among employees in accordance with the established workflow and employee skill levels and occupational specializations to assure timely accomplishment of the work unit’s mission; Experience working on a diverse team of individuals with different technical backgrounds and specialties; and Evaluating and addressing complex issues associated with quantifying national GHG emissions using UNFCCC and IPCC guidelines.
Scroll down to the bottom of the screen to ‘Immunization Registry Messages’ Click the “On” radio button Set Entering Immunization Data To enter immunization data from within the Care360 application: 1. After logging into Care360, go to patient chart 2. Go to Vaccinations section 3. Click Add Administered The “Add Administered Vaccination” dialog box will appear User must enter all required data (*see red asterisk) For multiple locations, please ensure you select the corresponding location for where the vaccine is being administered. Click Save
suicide prevention activity, support those at risk of suicide and bereaved by suicide and improve access to appropriate services. Wesley Service Delivery (02) 9263 5147 0408 125 105 Chris.England@wesleymission.org.au Wesley Community Services Ltd Wesley Community Services Ltd will deliver LifeForce suicide prevention training to communities and health care providers nationally. Chris England General Manager Wesley Service Delivery (02) 9263 5147 0408 125 105 www.wesleymission.org.au National LGBTI Health Alliance Through MindOUT! the National LGBTI Health Alliance works with LGBTI organisations and mainstream mental health organisations to improve mental health and suicide prevention outcomes for LGBTI people. Rebecca Reynolds Executive Director (02) 8565 1123 0458 039 685 Rebecca.reynolds@lgbtihealth.org.au www.lgbtihealth.org.au
1. Has an agreement been reached among the SHPO or THPO, ACHP, and FHWA through the Section 106 process of the NHPA and 36 CFR 800 on measures to minimize harm and have those measures been incorporated into the project? SHPO/THPO ACHP FHWA Division Representative COORDINATION YES NO 1. Has the proposed project been coordinated with the Federal, State, and/or local officials having jurisdiction over the Section 4(f) lands and concurrence in writing been given? List all applicable officials: 2. For historic sites encumbered with Federal interests, has coordination with the official with jurisdiction occurred and concurrence in writing been given? 3. Does the proposed project require an individual bridge permit from the US Coast Guard and has coordination occurred? APPROVAL PROCEDURE YES NO This programmatic Section 4(f) approval applies only after the FHWA Division Representative has: 1. Determined that the project meets the applicability criteria set forth above; 2. Determined that all of the alternatives set forth in the Findings section have been fully evaluated; 3. Determined that the findings in this document (which conclude that the alternative recommended is the only feasible and prudent alternative) are clearly applicable to the project; 4. Determined that the project complies with the Measures to Minimize Harm section of this document; 5. Determined that the coordination called for in this programmatic evaluation has been successfully completed; 6. Assured that the measures to minimize harm will be incorporated into the project; and
business-critical initiative. It shows that Microsoft technology is capable of meeting core banking requirements, and the solution also integrates easily with the Nationwide SAP core banking technology. As a result of the joint project, Nationwide is now processing around 600,000 payments every day. Wood says: “The Faster Payments Service offers customers a new way of can transfer money almost immediately. The customer experience has been enhanced by the solution and feedback has been highly complimentary, with demand likely to grow over time. In the future, we’re going to see the Faster Payments Service become much more of a feature of the banking arrangements customers make.” Microsoft Services Mitigates Risk with Rapid Delivery Schedule Using an agile delivery approach, Microsoft Services completed the analysis, design, development, and stabilisation in just 14 weeks. Microsoft Services focused on early time to value to get the solution implemented as soon as possible to the right quality. Stafford says: “Microsoft Services had a good understanding of our underlying technologies and that helped in finding a solution to fit into a complex IT infrastructure.” One Microsoft Approach Offers Comprehensive Support to Nationwide Microsoft Services brings to any delivery its unique development capacity, but also draws on much wider technical support using a One Microsoft approach. Tunesi says: “By working closely with our Microsoft Services Premier Support Technical Account Manager within Nationwide, we were able to build the operational requirements into the solution effectively. We could also call on other areas of the Microsoft product support groups at the head office in Redmond to ensure we had a clear channel of expertise into the Nationwide Live Operations Group.” Stafford adds: “The Nationwide Faster Payments Service is an excellent example of the One Microsoft approach, where different components of Microsoft work together on solving a particular challenge.” Microsoft Expertise Simplifies Solution with 800,000 Fewer Lines of Code The focus Microsoft Services brought to the delivery of the solution simplified the design and created a more robust infrastructure, which, in turn, has improved maintenance and operational controls. Stafford says: “With Microsoft Services taking over responsibility for the architecture, the amount of code was reduced from 1.5 million lines to around 700,000. Performance targets were also exceeded, with Microsoft processing transactions in less than a second instead of the three seconds initially required by Nationwide.” Knowledge Transfer Helps Improve IT Maturity for Customer Nationwide values Microsoft Services for the added value, breadth of specialism, and knowledge its engineers and consultants have brought to the building society. Microsoft is committed to a long-term relationship with Nationwide
Chia Seeds What Are Chia Chia seeds come from the desert plant Salvia hispanica, a member of the mint family. Its origin is believed to be Central America, although a related plant called the golden chia was used primarily by Native Americans in the southwestern United States. Nutritional Content 2 tbs. chia seeds Calories 138 Polyunsaturated Fat 7 grams Protein 5 grams 10 grams Health Benefits -Excellent source of omega-3 fatty acid -Excellent source of fiber protein source -High in minerals including: iron, calcium, magnesium and zinc -May improve cardiovascular risk factors such as lowering cholesterol, triglycerides and blood pressure How to Eat Chia Seeds -Chia seeds can be eaten raw or as part of a dish. -Sprinkle ground or whole chia seeds on cereal, rice, yogurt, or vegetables -Chia seeds are very absorbent and develop a gelatinous texture when soaked in water making it easy to mix into many different dishes Protein
Pre Workout Benefits · Carb-rich recommended before exercise to maximize muscle stores. · Including small amounts of protein before exercise may help reduce post-exercise muscle soreness. · Choose pre-exercise snacks that are low in fat and fiber to help with optimal digestion. How to Include 3–4 Hours Before Exercise • Peanut butter & honey on toast • Oatmeal with sugar and almonds + skim milk + banana • Turkey and Swiss sandwich + fruit + sports drink 30–60 Minutes Before Exercise • Sports drink or water • Sports gel, sport beans or gummies, sports bar • Piece of fruit or jam sandwich Post Workout Benefits · Allows muscles to replenish the glycogen and helps muscles rebuild and repair with the available protein and amino acids. · Dietitians recommend a 3:1 ratio of carbohydrate and protein 15-20 minutes post workout. · Eat a regular mixed meal 3 to 4 hours after for optimal muscle repair and recovery. How to Include · Fruit smoothie with yogurt · Low-fat chocolate milk · Turkey on a whole-grain wrap with veggies · Yogurt with berries Flax seed
What Are Flax Seeds? · An ancient fiber rich crop originated from Egypt and China. · Source of healthy fat, antioxidants and fiber. Health Benefits · Contains Omega-3 fatty acids: Decreases inflammation and benefits heart. · Improves digestive health and relieves constipation. · Helps lower cholesterol and low-density lipoprotein (LDL, "bad") cholesterol levels, which reduces the risk of heart disease. · Strong evidence says eating flaxseed every day improves glycemic control in obese men and women with pre-diabetes. Sources Nutritional Content 2 tbs. flax seeds Calories 74 Polyunsaturated Fat 2 grams Protein 2 grams Fiber 3 grams How to Eat Flax Seeds · Add a tablespoon of ground flaxseed to oatmeal or cereal. · Mix a tablespoon of flaxseed into yogurt or applesauce. · Bake ground flaxseed into cookies, muffins, or other sweet treats. · Add some flaxseed to a smoothie. · Sprinkle some over your salad.
(All WA) 2.33 min  WA) 7.15 min 1 NK Kit: Backyard Habitat Beaver and Field Mouse (Tulalip, Western WA) 3.38 min 2 NK Kit: Beaches The Gossiping Clam Sound, Western WA) 3.28 min 3 Science & Weather  (All WA) 1.17 min  (All tribe tribe
Vauquelinia corymbosa ssp. angustifolia - Chisos rosewood Veratrum californicum - California false hellebore Verbena canadensis - rose mock vervain Verbena gooddlingii - southwestern vervain Verbena hastata - blue verbena Verbena stricta - hoary vervain Vernonia baldwinii - western ironweed Vernonia lindheimeri - woolly ironweed Vernonia gigantea ssp. gigantea - tall ironweed Vernonia novaboracensis- New York ironweed Veronicastrum virginicum - culver's root Viburnum acerifolium - maple-leaf arrow-wood Viburnum dentatum - southern arrow-wood Viburnum edule - squashberry Viburnum prunifolium - smooth blackhaw Viburnum rufidulum - rusty blackhaw Viguiera dentata - tooth-leaf goldeneye Viola affinis - sand violet Viola canadensis - Canadian white violet Viola glabella - pioneer violet Viola labradorica - alpine violet Viola langsdorfii - Aleutian violet Viola missouriensis - Missouri violet Viola palmata - early blue violet Viola pedata - bird-foot violet Viola pedatafida - crow-foot violet Viola pendunculata - Johnny jump-up Viola pubescens - downy yellow violet Viola rostrata - long-sour violet Viola sempervirens - redwood violet Viola sororia - Florida violet Vitis rotundifolia - muscadine Wedelia texana - Texas creeping-oxeye Whipplea modesta - yerba de selva Wisteria frutescens - American wisteria Wyethia amplexicaulis - northern mule'e ears Xanthisma texanum - Texas sleepy-daisy Xerophyllum tenax - western turkeybeard Xylorhiza tortifolia var. tortifolia - Mojave aster Xyris ssp. - yellow-eyed grass Yucca arkansana - Arkansas yucca Yucca baccata - banana yucca Yucca brevifolia - Joshua tree Yucca glauca - soapweed yucca Yucca rupicola - twisted-leaf yucca Yucca thompsoniana - Thompson's yucca Zephyranthes atamasco - rain-lily Zinnia grandiflora - plains zinnia Zizia aurea - golden alexanders
BRITISH COUNCIL ETHIOPIA: JOB OPPORTUNITY The Quality Education Strategic Support Programme (QESSP) is a four year DFID funded programme aimed at creating an enabling environment to maximise the efficiency and impact of all other programmes in the education sector through capacity building, enhancing policy dialogue and improving the evidence base on impact of education reforms. British Council is the management agent providing technical and management support to the programme. The British Council is the United Kingdom’s international organisation for educational opportunities and cultural relations operating in more than 100 countries and territories worldwide and has been in Ethiopia for the last 70 years. We build trust and understanding between people worldwide by enabling them to share ideas and knowledge. We call this "cultural relations". British Council Ethiopia invites interested and qualified candidates for the following exciting job opportunity: Position Title Brief description of the role Required qualifications and experience Terms of contract Director of Operations - QESSP Management of all aspects of financial management and control for the programme, ensuring that control checks are adhered to. Responsibility for ensuring that all internal and external programme audits achieve at least a satisfactory result. Production and maintenance of the programme Delegations of Authority, financial handbooks and accounting policies that meet both corporate requirements and practical programme considerations. Design and establish appropriate procurement processes in line with client and corporate requirements. Lead the sourcing process, prepare tender and contract documentation and undertake tender briefings and negotiations with suppliers and consultants. Support the Team Leader with the management of the invoicing and financial reporting process • Develop, update and implement programme-wide administrative systems to corporate and programme standards, that increase the effectiveness and efficiency of the QESSP operation Working with the programme team, lead on the design and implementation of a fund management process, including methodology, timeframe and funding cycle, criteria, application procedures and degree or equivalent. Professional accountancy qualification Experience of designing, implementing and managing financial and procurement management systems and controls Minimum of 5 years senior level experience in developing countries Experience of the financial management of contracts for programmes of more than £2m a year Experience of working in a donor funded education programme Fixed term Until 30 November 2018
At the national level the Reporting Period was quiet in terms of legislative amendment to the Native Title Act. However, there were a number of proposals which, if enacted, could prove to have a substantial effect on the native title system. Senator Siewert of the Australian Greens introduced a private Senators Bill which, if passed, would significantly reform the Native Title Act. In addition, the Australian Government introduced a bill to give legislative effect to its Carbon Farming Initiative. In the previous reporting period, two other pieces of native title reform legislation were introduced but not enough time had passed for me to effectively report on their operation in last year’s Report. Now that sufficient time has passed, we are able to have a better understanding of their effect during the Reporting Period. At the State level, the State of Victoria passed the Traditional Owner Settlement Act 2010 (Vic) which sets the benchmark for other states to meet when resolving native title claims. I also discuss a number of consultation papers which have relevance to our rights to our lands, territories and resources. Given the possible effect of the proposed changes on our rights, it is important that the Australian Government engages meaningfully and effectively in order to obtain our free, prior and informed consent. These include: Draft Indigenous Economic Development Strategy Discussion Paper Leading practice agreements: maximising outcomes from native title benefits Discussion Paper Native Title, Indigenous Economic Development and Tax Consultation Paper Stronger Futures in the Northern Territory Discussion Paper. Independent of the legislative changes and proposals, the native title system continues to lumber on. Whether the system is fair or delivers justice is questioned, however until appropriate reform is progressed we must make the best of what we have. Native title parties continue to make applications for native title, continue to reach agreements, and continue tirelessly, to seek remedy in some way to the injustices of the past. In this Chapter I note two milestones worthy of reflection: the registration of the 500th Indigenous Land Use Agreement South Australia’s first compensation application for the extinguishment of native title. I also consider developments in international human rights law that concern native title and our rights to our lands, territories and resources. I urge the Australian Government to consider these developments and further implement its commitment to supporting human rights. These developments include: Expert Mechanism on the Rights of Indigenous Peoples 2010 United Nations Permanent Forum on Indigenous Issues 2011 Australia’s appearance at the Universal Periodic Review Australia’s appearance before the Committee on the Elimination of Racial Discrimination.
6-Month Follow-up Behavior Age Group Sex Risk Behaviors in Sexually Active Respondents Total % 15-19 20-24 Male Female Had vaginal sex with at least one person in past three months 51 44.8 72.4 51.3 50.2 Had oral sex with at least one person in past three months 40.8 33.8 65.5 44.2 37.8 Had anal sex with at least one person in past three months 10.9 10.4 11.2 14.2 7.8 Drank alcohol or used drugs before last vaginal sex (among those who have had vaginal sex) 22.4 21 25 23.1 21.4 Drank alcohol or used drugs before last oral sex (among those who have had oral sex) 24.9 24.6 24.5 25 24.1 Drank alcohol or used drugs before last anal sex (among those who have had anal sex) 20.7 21 18.4 23.8 15.4 Did not use a condom during last vaginal sex (among those who have had vaginal sex) 52 50.5 55.7 49.4 54.3 Did not use a condom during last oral sex (out of those who have had oral sex) 85.1 84 87.9 86 84.6 Did not use a dental dam during last oral sex those who have had oral sex) 93.4 92.5 95.9 89.1 98 Did not use a condom during last anal sex (out of those who have had anal sex) 65.7 67.4 61.7 65 66.1 Discussion: At the 6-month follow-up, combining all three study arms, slightly fewer participants (22%) reported drinking alcohol or using drugs before their last vaginal sex, but slightly more (52%) reported not using a condom. At the 6-month follow-up, combining all three study arms, slightly more participants (25%) reported drinking alcohol or using drugs prior to oral sex, and rates of condom and dental dam use during oral sex remained the same: 85% did not use a condom, and 93% did not use a dental dam.
Ask students to sit at their desks. Hand out pre-made t-chart to students Sit at their desk Write names of two Native American tribes on each side of chart Lesson Development 20 min. Present image #1 and lead the class in an observations and discussion Present image #2 lead the class in an observation and discussion. Handout venn diagram to students. Teacher will completion of venn diagram on the board with student participation. Answer the questions: What natural resources could be used to construct the shelters? What was the climate like? What region of the country did they most likely live in? What plant life is present? What natural resources were available to them for food, shelter, or daily living? Ask students to note any other observations about the photos Answer the same set of questions listed Answer questions specific to either Pueblos or Powhatan Indians. What are their similarities? Closure 5 min. Briefly summarize what the class learned about the differences between primary sources and about the native American tribes. Listen. References Indian Village. Digital image. Henricus Historical Park. N.p., n.d. Web. 12 Feb. 2016y. <http://henricus.org/photo-gallery/native-americans/>. Taos Pueblo today. Digital image. Uintah Basin Teaching American History Project. N.p., n.d. Web. 12 Feb. 2016y. <http://uintahbasintah.org/swest/swp8.jpg> Lesson Organizer
Prior Knowledge and NEW Instructional Content Prior Knowledge: History of American Indian tribes and cultures How to analyze photographs New Content: Different homes and environments of Native Americans Natural resources Environmental characteristics Pueblo: the communal dwelling of an American Indian village of Arizona, New Mexico, and adjacent areas consisting of contiguous flat-roofed stone or adobe houses in groups sometimes several stories high Longhouse: a long communal dwelling of some American Indians (as the Iroquois) Instructional Modifications to ASSIST Students Main Events of Instruction Instructional Modifications to CHALLENGE Students Provide definitions for key words throughout the discussion. Include key words during brain storm such as environment, climate, land and plant life. Compare and contrast the two photographs. Ask students to create a venn diagram along with the teacher as part of class brainstorm. Ask students to choose whether they would rather live as Pueblo in a pueblo house or Powhatan and live in a longhouse and explain why in a paragraph as well a picture they draw. Name:____________________
10:30 AM - 11:05 AM California State Rail Plan Presentation Andy Cook, Division of Rail and Mass Transportation, Caltrans 11:05 AM - 11:35 AM California Sustainable Freight Action Plan Presentation Monson, Office of Freight Planning, Caltrans 11:35 AM - 12:05 PM California High-Speed Rail Project: Programmatic Agreement for compliance with Section 106 of the National Historic Preservation Act. Annie Parker, Information Officer, High-Speed Rail Authority Alisa Reynolds, Cultural Resources Manager, High-Speed Rail Authority 12:05 PM - 12:10 PM Overview of afternoon session Stephanie Lucero, Facilitator, Center for Collaborative Policy 12:10 PM - 1:10 PM Lunch Break 1:10 PM – 2:50 PM Discussion Session All 2:50 PM - 3:00 PM Wrap up and Adjourn
BMOBILE – NATIONAL OPEN CHAMPIONSHIP 2018 2nd—10th June TOURNAMENT COMMITTEE PROSPECTUS TOURNAMENT DIRECTOR: Rhonda Mohammed TOURNAMENT SECRETARY: Sonny Williams TUATT REFEREE: TBD ASST. REFEREE: TBD COMMITTEE MEMBER: Anthony Sanchez COMMITTEE MEMBER: Bert Martin COMMITTEE MEMBER: TBD PLAYERS’REPRESENTATIVE: Nabeel Mohammed EVENTS WINNER FINALIST SEMI-FINALIST Men’sSingles $6,000 $3,000 $500 Ladies’Singles $6,000 $3,000 $500 Men’s Veteran Singles Men’s Doubles Ladies’ Doubles Mixed Doubles Veteran’s Doubles $1,000 $750 $500ea. $500ea. $600 ea. $300 ea. $600 ea. $300 ea. $250 $250ea. $250ea. $200ea. $200ea. Women’s 35 & Over $1,000 $750 $250 RULES AND REGULATIONS 1. Availability of : Forms are available online at or from the TENNISTT office call 681-0051. 2. Entry Fee : $100 per singles event and $50 per player per doubles Event. Entries are valid ONLY when made on the Official Entry Form or online via our website Entry fees are due on or before the Entry Deadline date. TENNISTT Registration of $65.00 for 2018 is required.
Group Presentation Scoring Rubric Group Members CRITERIA Accomplished 3 points Developing 2 points Not Yet 1 Students present information in a logical way. Presentation was well organized and logically presented. No confusing parts. Presentation was organized, but there were some confusing parts. Presentation was not organized and was confusing. Students use appropriate academic language. Students used appropriate academic language. Students used appropriate academic language most of the time. Inappropriate language was used. Students make appropriate eye contact. Students used appropriate eye contact. Students used appropriate eye contact most of the time. Eye contact was limited or not used appropriately. Students speak clearly. Students spoke clearly. Students spoke clearly most of the time. Students did not speak clearly. Visual aids are organized and visually appealing. Visual aids were organized and visually appealing. Visual aids were organized or visually appealing. Visual aids were not organized and visually appealing. Assessment activity matches presentation. Assessment activity matched the presentation. of the assessment activity matched the presentation. None of the assessment matched the presentation. At least three sources were used for researching the presentation. At least three sources were used in researching the presentation. Two sources were used in researching the presentation. One source was used in researching the presentation. Comments Grading Total Points 19-21 points= A 17-18 points= B 15-16 points=C 13-14 points=D 0-12 points=F
2017 Fall Longhouse Day Time Event Responsible / Comment Friday Nov. 10 3:00 -8:00pm Setup Camp All Tribes 3:00 – 3:30pm Setup Big NSD Tepee 8:00 - 10:00pm Movie Night All tribes 11:15pm Lights Out All Tribes Saturday Nov. 11 8:30– 9:00am Chiefs Meeting (Each must be represented) All Chiefs 9:00–9:30am Opening Ceremony (Bring 4 Logs per tribe for Sacred Fire) All Tribes 9:30-10:00am Set-Up Zip Line 10:00-11:00am BB guns & Archery 11:00-12:00pm Lunch 2:00 – 4:00pm Water Slide 3:45-4:15 pm 3-Legged Race 4:15-4:45pm Tug-of-War 4:45 – 5:15pm Egg Toss 5:30 – 6:30pm Nation Chief Campsite Review 5:30 – 6:45pm Dinner 6:45 – 7:30 pm Skit Contest 6:45 – 7:45pm Setup Luminaries 8:00pm Line up for Sacred Fire Walk (Don’t Forget Tribal Tiki Torches) All Tribes 8:15pm Begin Sacred Silent Walk (The Key Word is “Silent”) All Tribes 8:30 – 9:15pm Sacred Fire / Acorn Ceremony Bring your acorns for the Sacred Fire Federation Council Immediately After Pictures with Fed Council (~15 min.) Federation Council 9:15 – 9:45pm Cleanup Luminaries 11:15pm Lights Out All Tribes Sunday Nov. 12 9:00-9:30am Pack-up Big NSD Tepee 9:00-9:30am Tear Down
Schedule 8, Part 2 – Registered native title bodies corporate – Membership and common law holders Require RNTBC constitutions to include dispute resolution pathways for common law holders F3 Items 4-5, 8-10, Division 1 30 Require RNTBC constitutions to reflect the native title determination F3 Items 5-7, 11, 12, 14, Division 1 31 Limit grounds for cancelling RNTBC membership F4 Items 15-20 and 22, Division 1 31 an RNTBC directors’ discretion to refuse membership F5 Items 23-26, Division 2 32 Schedule 8, Part 3 – Registered native title bodies corporate – Jurisdiction of courts Confer on the Federal Court of Australia exclusive jurisdiction in relation to RNTBC-related matters under the CATSI Act F11 Items 28-38 32 Registered Native Title Bodies Corporate Legislation Amendment Regulations 2018 Create an additional power for the Registrar of Indigenous Corporations to make a finding that a certificate fails to comply with the PBC Regulations F7 Item 3 36 Clarify the consultation and consent requirements for native title decisions F10 Item 18-20, and items 24-30 34 Require PBCs to consult with, and seek the consent of, common law holders before making a compensation application E5 Item 23 35 Remove the requirement to consult with native title representative bodies C4 Item 25 36 Clarify the requirement to consult with groups of common law holders F9 Item 27 34 Enhance the certification requirements for certain decisions made by the PBCS F7 Item 30-35 35 Measures not in options Acting appointments to the National Native Title Tribunal N/A Item 3, Schedule 7 29 Clarifying the Commonwealth Minister’s intervention power to High Court proceedings N/A Item 1, Part 1, Schedule 5 20
INTRODUCTION The Australian Government has released exposure draft legislation proposing reforms to the native title system for public consultation. The Native Title Legislation Amendment Bill 2018 and the Registered Native Title Bodies Corporate Legislation Amendment Regulations 2018 would amend the Native Title Act 1993, and other related legislation and regulations. This will implement recommendations from a number of independent reviews and improve the native title system for all parties. This fact sheet is a quick guide to key proposed changes. A more detailed public consultation paper outlining the draft amendments is available on the website. ROLE OF THE APPLICANT What is changing? The ‘applicant’ is the person or group of people authorised by a native title claim group to make and manage a claim on their behalf. The ‘applicant’ can also enter into native title agreements (such as Indigenous Land Use Agreements) on behalf of the group where authorised to do so. The government proposes to amend the Native Title Act to give native title groups greater flexibility around setting their internal processes, including to: allow the claim group to place conditions on the authorisation of the applicant (for example, a condition to require the applicant to get approval from the claim group before agreeing to a consent determination or discontinuing a claim) allow a majority of the applicant to make decisions or sign native title agreements, rather than requiring all members of the applicant to act together, if this is something the claim group wants, and making it simpler for the claim group to replace individual members of the applicant if the member becomes too ill to perform their duties, or has passed away, including through pre-agreed arrangements. These amendments are contained in Schedule 1 of the Native Title Legislation Amendment Bill 2018, and would implement recommendations made by the Australian Law Reform Commission in its Connection to Country: Review of the Native Title Act 1993 (Cth) report. These amendments would not take effect immediately – there would be a six month period for claim groups to decide if and how to make use of the changes, including whether to hold an authorisation meeting to place any conditions on the applicant’s authority.
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Agreement. AMERICANS WITH DISABILITIES ACT By signing this Agreement, Contractor assures the State that it complies with applicable provisions of the Americans with Disabilities Act (“ADA”) of 1990 (42 U.S.C. §§012101 et seq.), which prohibits discrimination on the basis of disability, as well as with all applicable regulations and guidelines issued pursuant to the ADA. PERMITS AND LICENSES The Contractor shall observe and comply with all federal, state, city, and county laws, rules, and regulations affecting services under this Agreement. The Contractor shall procure and keep in full force and effect during the term of this Agreement all permits and licenses necessary to accomplish the Work contemplated in this Agreement. LAW This Agreement shall be subject to and construed in accordance with the laws of the State of . SEVERABILITY If any term or provision of this Agreement is to be illegal or unenforceable, this Agreement shall remain in full force and effect and that term or provision shall be deemed stricken. WAIVER The omission by either party at any time to enforce any default or right, or to require performance of any of this Agreement's terms, covenants, or provisions by the other party at the time designated, shall not be a waiver of the default or right, nor shall it affect the right of the party to enforce those provisions later. SIGNATURE AUTHORITY The parties signing this Agreement certify that they have proper authorization to do so. SURVIVAL The termination or expiration of the Agreement shall not relieve either party of any obligation or liability accrued hereunder prior to or subsequent to such termination or expiration, nor affect or impair the rights of either party arising under the Agreement prior to or subsequent to such termination or expiration, except as expressly provided herein. ENTIRE AGREEMENT
little different than recognized world religions, and are unfairly stigmatized as “cults”. It is through interpretive and hopefully objective analysis that the public can come to see these movements as just another search for meaning for those who have yet to find it. Bibliography: Burr, Angela. 1984. I Am Not My Body. Kamla Nagar, Delhi India: Vikas Publishing House. Cast, R. 2007. “Documentation of a native American church alter in Caddo county, Oklahoma”. Journal Of Northeast Texas Archaeology, 26: 168- 178. Dawson, Lorne. 2006. Comprehending Cults. Don Mills, Ontario: Oxford University Press. Gelberg, Steven. 1983. Hare Krishna. New York, NY: Grove Press, inc. Iskcon.org 2012. “What is the Hare Krishna Philosophy?” Iskon.org. Retrieved March 10th 2012 () P. N. 2007. “The Native American Church, Peyote, and Health: Expanding Consciousness for Healing Purposes”. Contemporary Justice Review 10(4): 411-425 Kress, M. 2005. “Hare Krishna Comes of Age”. USA Today Magazine 134(2722): 26-30. Lectic Law Library. 1995. “Law Amending American Indian Religious Freedom Act to Allow Use of Peyote by Indians” Lectlaw.com. Retrieved March 10th () Muster, Nori. 1997. Betrayal of the Spirit. Chicago, IL: University of Illinois Press. Nath, J. 2010. “'God is a vegetarian': The food, health and bio-spirituality of Hare Krishna, Buddhist and Seventh-Day Adventist devotees”. Health Sociology Review 19(3): 356- 368. Roberts, Keith and David Yamane. 2012. Religion in Sociological Perspective. Thousand Oaks, CA: Pine Forge Press. Rochford Jr., E. 1995. “Family Structure, Commitment, and Involvement in the Hare Krishna Movement”. Sociology Of Religion 56(2): 153-175. Smith, Husten and Reuben Snake. 1996. One Nation Under God: The Triumph of the Native American Church. Santa Fe, NM: Clear Light Publishers. Stewert, Omer. 1987. Peyote Religion: A History. Norman, OK: University of Oklahoma
13394 W Trepania Road Hayward, WI 54843 Lac du Flambeau Band of Lake Superior Chippewa Indians of Wisconsin Attn: Melinda Young, THPO Tribal Historic Preservation Office 838 Whitefeather Street P.O. Box 67 Lac du Flambeau, WI 54538 (715) 588-4380 Website: Menominee Indian Tribe of Wisconsin Attn: Dave Grignon, THPO W3426 CTH VV West P.O. Box 910 Keshena, WI 54135 (715) 779-0910 Fed Ex Address: Menominee Indian Tribe of Wisconsin W3426 CTH V V West Keshena, WI 54135 Website: Oneida Nation of Wisconsin Attn: Corina Williams, THPO Tribal Office P.O. Box 365 Oneida, WI 54155-0365 (920) 496-5386 Website: Red Cliff Band of Lake Superior Chippewa Indians of Wisconsin Attn: Marvin THPO Red Band of Lake Superior Chippewa Indians 88455 Pike Road Bayfield, WI 54814 (715) 779-3700 Ext. 4244 Website: St. Croix Chippewa Indians of Wisconsin Attn: Wanda McFaggen, THPO Tribal Historic Preservation Office 24663 Angeline Ave. Webster, WI 54893-9246 (715) 349-2195 Ext. 5238 Website:
persons to repair to the said nation, in order to claim and receive such prisoners and negroes. ARTICLE 4. The boundary between the citizens of the United States and the Creek Nation is, and shall be, from where the old line strikes the river Savannah; thence up the said river to a place on the most northern branch of the same, commonly called the Keowee, where a north east line to be drawn from the top of the Occunna mountain shall intersect; thence along the said line in a south-west direction to Tugelo river; thence to the top of the Currahee mountain; thence to the head or source of the main south branch of the Oconee river, called the Appalachee; thence down the middle of the said main south branch and river Oconee, to its confluence with the Oakmulgee, which form the river Altamaha; and thence down the middle of the said Altamaha to the old line on the said river, and thence along the said old line to the river St. Mary's. Source: Henry Knox, Secretary of War to the POTUS, The tribal leaders of the Creek Nation “ Peace and Friendship” Treaty between the United States of America and the Creek Nation, August 7, 1790 What is the main cause and/or Enduring Issues theme identifiable by the photograph above above? of the following Enduring Issues base categories best identifies this concern? ( circle all that apply) Social Political Economic Religious Geographical Develop a minimum 1-3 sentence argument how the author’s position/point of view in this treaty may have affected or influenced your cited Enduring Issues theme. CONSIDER: Has his position become more or less biased as the treaties articles have continued to be written? Document #5: Excerpt: “Long Hair” Letter from Commissioner of Indian Affairs to Round Valley, California Source: William A. Jones, Commissioner of Department of Indian Affairs January 11, 1802
Native Americans Directions: Use pg. 22-27 of the ACCESS (blue) book to complete this page. Settling the Continent (pg. 22) Label the map key the map Resources (pg. 23) Plains Indians Woodland Indians Southwest Indians Coastal Indians Housing Getting Food Where They Lived The Iroquois (pg. 24) Where did the five Iroquois tribes live? What was it called when the five tribes joined together? What were houses called? The Choctaw (pg. 24) What was their favorite game called? The Sioux (pg. 26) Where did the Sioux live? What animal did they use to make spoons, cups, tools, and weapons? What two things were important in the Sioux religion? What did the Sioux follow? The Pueblo Indians (pg. 27) What were their houses like? What are cliff dwellers? What were the Kachinas the Pueblo believed in? Why would this thing be important based on the weather in the Southwest?
Native Americans believed spiritual forces were everywhere such as animals and plants. Ceremonies maintained the relationship with the Earth and the Sky, who were believed to starters of life on Earth. They had a belief that people could not own land, but the crops on it. The land was for everyone to use in the village and people only used it temporarily.
Image Common Name Diameter of trunk (if tree) / M2 ground cover # branches affected 1 Grey Box 20cm Whole tree 2 Black Wattle 10cm 2 branches 3 Wallaby 2m2 Insert numbered images matching the above matrix of all affected native vegetation below OR attach numbered image files to your email along with this form. #1 IMAGE #2 IMAGE #3 IMAGE #4 IMAGE #5
1-20. 2011 ACTORS AND AND IN IS AND OF FOR JESUS THE ST. THE OF THE ST. ST. TO THE YOUNGER ARE AT THE OF THE THE UP THE TO IN FROM THE OF THE THE THE MANGER THE INFANT IN A SCENE FOR ARE LUKE A
Data products to quantify the variability and long-term trends in biogeochemical properties (e.g. carbon, oxygen, nutrients) from around Australia and the Southern Ocean. Detection of ocean acidification and the quantification of the processes driving change across coastal-shelf-offshore scales and ranging form tropical to high latitude shelf systems. Determinations of the role of the current systems around Australia (i.e. East Australian Current, Leeuwin Current, Antarctic Circumpolar Current) in controlling carbon uptake and the potential for change. Improved understanding of controls on productivity and biological carbon export from the surface ocean, and the sensitivity to changing environmental conditions. Quantification of the role of Australian regional seas and the Southern Ocean in the uptake and storage of anthropogenic CO2, and the processes driving shifts in the uptake efficiency that may alter the global carbon budget and our future climate. Assessments of the role of the Southern Ocean in oxygenating the and supplying nutrients to support primary production in tropical and subtropical regions. Improved understanding of coast-offshore interaction and the role of shelf processes and feedbacks in influencing biogeochemical cycles. A biogeochemical modelling system working across multiple domains (coastal, reef, shelf, offshore, atmosphere and land) for a range of time and space scales to diagnose controls on biogeochemical cycling and predict future change. Improved projections by employing better models guided by new process understanding and observations Better assessment of the risk of ocean acidification to ecosystem services and marine ecosystems A system to examine and test mitigation options to reduce future impacts of climate change and acidification on marine systems.
Position 15 is the game Langer – Chwieseni (7.39). White has some problems with his isolated pawn at c3. Black should develop his worst piece at the moment. With 16…Rfd8 (option C) black fights back at the d file. In the game black thought that white has a problem with his first rank: 16…Bxb4 (option B) 17.cxb4 Now white has solved his problem with the pawns at the queen side. 17…Nxb4 Black thinks winning a pawn because of the weakness of the first rank 18.Qxb4 Qc1+ Is it mate? 19.Rd1 No! White keeps his extra piece and won the game. Option A, 16…Nxb4 is generally not a good move. The knight at a6 is placed on a good square where it controls c5. Trading it at b4 only solves white problems.
My projected costs for attending the program are [insert cost from worksheet]. This includes registration, transportation, lodging, and meals. This estimate assumes that if I register before August, I will receive the special rooming discounts. Attending this program is integral to my professional development. I will bring back new ideas, best practices, and skills that I can implement right away. I hope you will consider my request and me approval to attend. Thank you for your consideration. Sincerely, [Your Name] P.S. Here are some testimonials from last year’s pilot participants: I definitely recommend this program – advocacy is the skill of persuasion through words. It transcends cultures and specific court systems. The Hampel method of training makes you focus solely on improving the delivery and core concepts of your message, without the use of other body language as an aid. –B.A., DE I have 7 years of legal experience and learned a lot. There are so few trials nowadays that AIC should expand participation in this program! – J.C., LA I learned things that I will to my practice, even if not in oral arguments. Now that I have some real-world experience, I found this program even more useful than law school advocacy training. –T.S , PA I thought the headlines and replay of exercises to be the most valuable. Distilling down main points of criticisms and having the opportunity to address those points right away was very effective. –B.A., NJ From the standpoint of a newly graduated law student, this program was perfect for me. I could not have asked for better or more effective training in the skill of advocacy. Each of the trainers came across to me as very interested in my personal success. I also found networking with the other participants very valuable…a fine group of individuals who worked together very well. –J.E., TN Most training courses are so comprehensive in their critiques that it’s hard to come up with any tangible takeaways, but the Hampel method makes it memorable and easy to focus on things to improve for the future. I would recommend this training to a colleague as it provides a solid foundation of trial advocacy skills for a reasonable investment of time and money. – T.C., NY The best part of the program was having these incredibly experienced and dedicated trainers...wow! It was a tremendous amount of learning in just 2.5 days. –M.H., LA
Family mental health services EEPIC Headspace Kidsmatter Early childhood, men’s, school programs Mental health services provided by psychologist and psychiatrists Private, some government support, health insurance Mental health services provided by GPs Medicare, private (gap payments) Community mental health services State and territory/ Commonwealth Mental health services provided by public and private hospitals Emergency departments Admitted Ambulatory equivalent State and territory/ Commonwealth, private, health insurance Mental health workforce training and development NSW Aboriginal Mental Health Workforce Program State/ Commonwealth Services provided by, or through, Aboriginal and Torres Strait Islander Primary Health Care Services including Aboriginal Community Controlled Services SEWB Program Link-up Alcohol and substance abuse services Indigenous and Rural Health Division of the Commonwealth Department of Health Mental health services in prisons State and territory/ Commonwealth Research NHMRC, other Residential care Psychiatric hospitals Homes State and territory, private, health insurance As a necessary first step for the review, we recommend that an audit of spending on Aboriginal and Torres Strait Islander peoples across all of the above (and programs relevant to the review Terms of Reference) be carried out. This will provide a needed foundation for the review process. 3. Securing equitable funding is a challenge facing Aboriginal and Torres Strait Islander mental health As noted, the Terms of Reference ask the review to consider the ‘specific challenges for Aboriginal and Torres Strait Islander people’ as a part of its work. Of relevance here is the mental health gap we have described and lower access to services. Based on this, we identify equity as a further challenge facing Aboriginal and Torres Strait Islander peoples, and a question that must be addressed by the review. Achieving equitable outcomes and closing the mental health gap requires relative need to be accounted for: put simply, if “X” has double the mental health needs of “Y”, “X” will likely need twice the resources to enjoy an equitable mental health outcome to ‘Y”. This is far from a new funding model. Increased expenditure on those with increased need is an established feature of the health system: for example, older people, though a relatively small proportion of the population, but have a higher level of need and receive a large proportion of total health expenditure.
Natspec Games 2018 – Booking/Application Form Thank you for your interest in the Natspec Games to take place at The Royal National College for the Blind, on Monday, 21st May 2018. To enter individuals, or a team, into the sporting categories, please complete this application and return to Aaron Ford at: by (enter date). Name of Organisation: Lead Member of Staff: Address: Postcode: Telephone number: Email: The three confirmed sporting categories at this year’s event: 5-a-side football, Goalball (blindfold sport) and Boccia. (Please see table overleaf for squad size information). We are also looking into running an inclusive gym based fitness competition if there is enough interest. Please could you let us know if you have any students who may be interested in this category and let us know of any particular requirements so that we can plan an inclusive session that meets everyone’s individual needs. Although we have specified that there is a maximum squad size for both the 5-a-side football and Goalball we would not want to discourage organisations from entering. If you do not have enough for a full team, or have too many, please get in touch as we may be able to build additional teams, or loan players. And, likewise, with Boccia, and the Gym based fitness competition please contact us if you’d like to enter more than the specified number of individuals. Please note that RNC First Aid staff will be on duty throughout the event, however responsibility for the personal and routine medical support for individuals participating lies with the accompanying support staff from the participants college.