zilongwang/ReadingBank huggingface dataset:
Optional - If you have headsets click the microphone icon and record audio instructions Save changes Activity 3 – Manage resources (Part 1 of 3 – upload a file) In your topic, click on Add an activity or resource Under Resources select file from the options Click Add Insert file name and description (Student instructions) Under content section drag and drop file or click “Plus” icon Click Save and return to course (Part 2 of 3 create a folder for multiple In your topic, click on Add a resource Select folder from the options Name your folder Drag or click the Add icon to browse for the files to upload Save and return to course Test / review (Part 3 of 3 – link to a URL (a website)) Choose the website URL in your browser e.g. Edmodo group Highlight link in browser and right click mouse and choose copy In your Moodle topic, click on Add an activity or resource Under Resources select file from the options Click URL Click Add link to website Activity 4 – Enrol learners into the course (Part 1 of 2 - Option 1 – Manually enrol a learner and add to a class group) Note: Manual enrolment is recommended for low level computer literacy learners.
Pre-requisites – To manually enrol the learner must have already logged into Moodle with their DEC user name and password. For training purposes you will be advised of test student account details by your trainer. Step 1 Enrol learner into course Watch video instructions In course administration block on left hand side click Users/Enrolled users Click Enrol users and search for learner Step 2 Step 3 and 4 Assign Student role from drop down list Click enrol beside student name Repeat the process with student names Click Finish enrolling students when ready Step 5 Step 6 Add learner to group Search for learner name then click filter button Click on “Add user into group icon Choose your group then click save changes (Part 2 of 2 – Option 2 - Create self-enrolment instructions for your learners) Note: Self-enrolment into a class group is recommended to save teacher time to enrol learners. Watch video instructions http://tinyurl.com/selfenrollearners Click on STAFF in the top navigation of Moodle and download “Enrolment instructions template” These instructions need to be adapted and given to your students. If you are manually enrolling learners you only need to provide “Step 1 – Log into Moodle for the first time” instructions. If creating self-enrolment instructions Go to Step 2: Create an enrolment key for you class group Add a link to your Moodle course.
Adding the i>clicker block to your course Click the “Turn Editing on” button in the upper right hand corner. Locate the “Add a block” section and click on the drop down menu. Select i>clicker. Setting up your i>clicker course Download the Moodle i>clicker Go to the CETL website Hover over the Educational Technology Support menu with your mouse and click on the IClicker menu link Download the appropriate for your computer (Windows or Mac) Save the software to your computer (It is ok to save it to the Desktop) Unzip the software file. Create a course in iClicker Open the i>clicker software folder. Double click iclicker.exe file to launch i>clicker software (or iclicker if you are on a Mac). Click the “Create” button. the desired course name. Select the course you created. Click the “Settings” button. In the “General” tab enter or verify the Instructor Remote ID. Note: a Welcome Message can be included
MODULE A - INDEX YEAR MOED READING COMPREHENSION READING COMPREHENSION LISTENING COMPREHENSION 2009 WINTER RENT A BIKE THE STAR PROJECT FOR TEENAGERS WORKING OUT AT WORK SUMMER COMPETITION FOR YOUNG WRITERS Video Games A SURVEY:* WHAT TEENAGERS THINK ABOUT RULES AT SCHOOL AND AT HOME MOED B Become a Professional Dog Trainer Colors make a difference After-School Activities 2010 WINTER SUMMER COOKING COURSES TEENAGERS WANT TO WORK WAYS TO IMPROVE STUDY HABITS SUMMER ROCKPORT STUDENT VIDEO CONTEST How to Get Your Lost Wallet Back TEENAGERS AND HOBBIES MOED B NEWPORT COMMUNITY CENTER What's New in Newspapers? The Benefits of Volunteering 2011 WINTER THE WALTON TEEN JOB CENTER A MAN'S BEST FRIEND SAILING AROUND THE IN A SMALL BOAT SUMMER How to adventure stories Elephants and Bees STUDIES SHOW THAT EXERCISING MAKES YOU SMARTER MOED B Help to choose her career THINK MORE, EAT LESS THE HEROES PROJECT 2012 WINTER COME VOLUNTEER AT THE ZOO THE CHANGE IN HAMILTON HIGH SCHOOL GOOD NIGHT PROJECT – CHANGING TEENAGERS' SLEEPING HABIT SUMMER The Bus Stop Library Living with a Bear How Plants Influence People MOED B Springfield — An Amazing Place to Visit Friendly Robots The Bicycles 2013 WINTER PHOTO COMPETITION A WEEK WITHOUT TV THE GREEN TEENS PROJECT SUMMER TEENS TODAY MAGAZINE WHAT IS YOUR DOG TRYING TO TELL YOU PROFESSORS AND STUDENTS PLANT HIGH SCHOOL GARDENS MOED B AMAZING TEENS MAKE THE ENVIRONMENT BETTER "MAKING A DIFFERENCE" – A SPECIAL VOLUNTEER PROJECT 2014 WINTER WESTPORT TEEN TALENT CONTEST EXPLAINING THE NEWS JEWELRY THAT MAKES A DIFFERENCE SUMMER THE NEWTON STORE THE FIGHT AGAINST FOOD WASTE TEENAGERS AND STRESS MOED B TEEN TIMES ESSAY CONTEST TOYS OF THE WORLD DO YOU WANT TO BE A SCHOOL LIBRARIAN? 2015 WINTER HOW TO BECOME A TOUR GUIDE A MESSAGE FROM THE PAST HELPING PEOPLE TO SEE SUMMER A LETTER TO A FRIEND PAY AS MUCH AS YOU WANT BLACKY, GUIDE DOG FOR THE BLIND
MOED B A DIFFERENT KIND OF FARM NEWS FOR CHOCOLATE LOVERS TALKING TO A MAGICIAN 2016 WINTER A LETTER TO A FRIEND A SURPRISING HOTEL INTERNATIONAL HUMMUS DAY SUMMER HELP FIGHT CLIMATE CHANGE 'LIBRARIES OF THINGS' HOW HORSES CAN HELP US MOED B AN EXCITING CAREER TEENS WITHOUT TECHNOLOGY NEW FOOD 2017 WINTER YORKVILLE RUNNING DAY A WALK IN THE PARK A HEALTHIER WAY TO EAT SUMMER COOKIE JARS MAKE A COLLECTOR HAPPY ONE TOWN, TWO COUNTRIES THE SECRET OF A LONG LIFE MOED B DO IT YOURSELF A LITTLE YELLOW TAXI MAKING A DIFFERENCE – ONE DAY AT A TIME 2018 WINTER THE BEST SUMMER OF MY LIFE DOGS AT WORK PICTURES THAT TELL A STORY SUMMER Our Body Clock SQUARE WATERMELONS A Guide to Biking MOED B
Christina Smith PhD. Chemical Engineering 2013 to present Jason Pacoe MS Civil Engineering 2016 Nefcy PhD Chemical Engineering 2016 Jessie Keeler MS Chemical Engineering 2016 Floraliza Bornasal PhD Civil Engineering 2015 Amber Berger MS Civil Engineering 2015 Quincy Lee MS Civil Engineering 2013 Graduate Student – Graduate Council Representative Lauren Bomeisl MS Water Resources Engineering 2017 Dakota Clement MFA Creative Writing 2017 Victoria Drexel MFA Creative Writing 2017 Linnea Nelson MFA Creative Writing 2017 Rita Feinstein MFA Creative Writing 2016 Kelsey Harpham MS Water Resources Engineering 2016 Austin Anderson MFA Creative Writing 2015 Dennis Sweeney MFA Creative Writing 2015 Virginia Murphey MS. Environmental Science 2014 Daniel Simpson MS Engineering 2014 Spencer Ambauen MS Civil Engineering 2014 Erica Kemp MS Water Resources Engineering 2015 Rachael Fischer MS Civil Engineering 2015 Course Number Course Title Term (University) Student Enrollment Average Student Evaluation* Department Average ENVE 322 Fundamentals of Environmental Engineering Winter 2017 42 4.8 / 6.0 Winter 2016 43 4.5 / 6.0 Winter 2015 36 4.8 / 6.0 4.6 / 6.0 CBEE 414 Process Engineering Laboratory Fall 2016 73 4.3 / 6.0 Fall 2015 Fall 2014 36 4.6 / 6.0 4.6 / 6.0 ENGR 555 Foundations of Engineering Education Research and Practice Spring 2017 3 Spring 2016 3 Spring 2015 Spring 2014 12 5.6 / 6.0 4.6 / 6.0 CE 215 Mechanics of Materials Spring 2013 (WSU) 121 4.7 / 5.0 NA CE 215 Mechanics of Materials Fall 2012 (WSU) 59 4.4 / 5.0 NA ENGR 107 Introductory Mathematics for Engineering Applications Summer 2011 (WSU) 19 4.6 / 5.0 NA CE 302 Introduction to Surveying Summer 2009 (WSU) 34 4.6 / 5.0 NA
Action Plan for Learning School Name: Elementary School School Goal: School Year: 2015-2016 Goal / Inquiry Student learning To use strategies and structures of Self-Regulated Learning (SRL) to grow students’ self-awareness and personal management to increase student achievement across all areas of the curriculum. Rationale 1-3 reasons for choosing goal Self-regulation is a factor in student success at school. Building capacity to identify student emotions and thoughts and influence on behaviour enhances students’ learning readiness and individual potential. Elementary has informally been working on promoting self-regulation and we are now looking to bring the school together through a formal process utilizing common, school-wide language. References and sources to support actions Past direction and from Brenda Whittam-Neary with regards to redesigning classroom spaces and learning spaces within the school to promote self-regulation Some have had RULER training with Miriam Miller LIF staffing designated to counselling, and student services to assist with teaching/learning self-regulation techniques We have created and furnished a Sensory room and students all have access to Sensory Breaks (Max. 10 min.) Every class has sensory hand tools, a stepper, a lego wall and an I-Pad with self-regulation Apps. Some classes have created dedicated sensory areas Backup Documentation Planned Actions Continuing practices working well (1-3) What will we do differently? (1-3) How will we provide for staff development and collaboration? How will we involve parents? How will we involve students? How will we monitor progress and adjust actions? Continuing Practices: We will continue to explore the impact designing self-regulated learning environments has on students’ ability to regulate themselves in our classrooms. For the 2015-2016 school year, we will continue to focus our professional development on self-regulation. In June, staff identified multiple suggestions for self-regulation structures and strategies that requires further reflection and refining. Continue to provide release time to support teacher collaboration time where requested. What will we do differently? We will create monthly school-wide self-regulation assemblies and use this time to teach a self-regulation strategy to reinforce common language.
Walby, S. (2000) "Analyzing social inequality in the twenty-first century: Globalization and modernity restructure inequality". Contemporary Sociology 29(6): 813–818. Waring, M. (1989) If Women Counted: A New Feminist Economics. London: Macmillan. Waylen, G. (2006) "You still don’t understand: why troubled engagements continue between feminists and (critical) IPE". Review of International Studies 32(1): 145–164. Women’s Budget Group (2014) The Impact of Women of the Budget 2014: No Recovery For Women. Women’s Budget Group, London, available at (accessed 16/09/2016) Young, B., Bakker, I., Elson, D. (2011) Questioning Financial Governance from a Feminist Perspective. London: Routledge.
MOON Chapter Holiday party Tuesday, December 8, 2015 11:30 a.m. Lunch Cost: $20.00 per person before November 30 $25.00 after Please bring a gift valued at $20 if you would like to participate in the gift exchange. Menu Choice of: Bourguignon Beef Tenderloin Wild Mushroom Chicken Marsala MCC Chop Salad with grilled chicken Muskegon Country Club Party will be in the Ballroom 2801 Lakeshore Drive Muskegon, MI 49441 (231) 755 - 3737 Reservation Deadline: December 2, 2015 If an individual wishing to attend this meeting has a disability that requires Special accommodations, please contact Joni Shinn at (231) 739-5068. Please make your check/draft payable to the MOON Chapter of Credit Unions and mail to: Joni Shinn Service 1 Credit Union PO Box 810, 1075 E. Sherman Ave, Muskegon, MI 49443 (231) 739 - 5068 Fax: (231) 737 - 3522 E-mail: Number attending _______ x $20 (if before Nov 30) = _______ total amount enclosed Number attending _______ x $25 (if after Dec 1) = _______ total amount enclosed Credit Union___________________________________Attendee________________________________ Contact Person ___________________________________Phone _____________________________________ Beef _____________________Chicken_____________________ Salad_____________________
Moon Phases: Next Generation Science Standard: Middle School: Space Systems: Students who demonstrate understanding can: Develop and use a of the Earth-sun-moon system to describe the cyclic patterns of lunar phases. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] MS-ESS1-1. Guide: See the IMPORTANT LINKS, Assessment Questions, for UNDERSTANDING: Take Cornell Notes on the standards: Use the Cornell Note Template and keep these notes in your Science Notebook. You may repeat the template as many times as you need to in your Science Notebook. Draw Pictures and models and take written notes. Add your Middle School notes to your High School Notes! Maintain and study them from grades 6 -12. Keep them as a family record to help younger children in your family understand science. Periodically let your teachers review your notes. Scoring Guide for Your Notes:
Philip – 22nd November Joan – 23rd November Joyce – 28th November Irene – 28th November December Michelle – 4th December Gaetana – 5th December Maria F – 6th December Maria C – 14th December Barbara – 18th December Esther – 30th December In Loving Memory November – 3rd November Salvatore M. – 9th November Concetto – 10th November Nicola – 11th November Giovanna – 13th November May memories give their families and friends the strength to face the days ahead. Rest in Riposare in Pace
Upcoming Events Happy Hour Every Friday Activity Room-2:00 pm St Martin’s De Porres 1st December - Choir Performance Activity Room-11:00am Doll Therapy 13th December-With Creator Bethany Activity Room-2:00pm Church Service Every Wednesday & Friday Activity Room-11:00 am Resident’s & Friends 9th December-Christmas Barbecue Carbine Cafe-12:00-3:00pm Art & Craft 16th December-Beading Activity Room-2:00pm Residents’ Christmas Lunch
January February Winifred – 3rd January Rosa – 7th January Frances – 10th January Angela A – 6th February Jadwiga – 6th February Angela S – 12th February Brian – 10th January Giulio – 22nd February Silvana – 15th January Merle – 24th February Vicki M – 19th January Salvatore R – 25th February Ethel – 21st January Vonda – 27th February Alfredo – 22nd January Jonathan – 28th February Helen – 23rd January Emine – 25th January – 26th January Horace – 27th January Marcia – 28th January In Loving Memory
Moonee Ponds Shops Outing 6th February Coffee Club 10.15am Cooking Group Shrove Tuesday ‘Pancakes’ 13th February Activity Room-2.00pm Valentine’s Day Social 14th February- with “Coxy the singing Aussie Cowboy” Activity Room- 2.00 pm Military Road Kinder Intergenerational Play Date 20th February Activity Room-11.00am Jillian’s Comfort Shoes Sale 15th February Activity Room- 10.00am-2.00pm Patronato Ital Uil Service 21st February
Airport West Shopping & Lunch Outing 17th May Airport West10.00am-1.30pm Art & Craft Beaded Jewellery 20th May Activity Room 2.00pm Cooking Group ‘Autumn Scones’ 15th May Activity Room-2.00pm Spa & Pampering Intergenerational Play Date 17th May Activity Room-2.00pm Ladies Autumn High Tea ‘Royal Family Wedding’ Military Road Kinder Visit 21st May ‘Intergenerational Play Date’ Activity Room-2.00pm Activity Room 2.00pm Bunnings Workshop Mindful Drawing
Barclays MoonTrekker Donation and Sponsorship Tax Receipt Form Please complete this form if you (or your sponsors) require a HK$ tax receipt for their donation (HK$100 and above only). Name of person sponsoring the MoonTrekker participant Amount HK$ Type (Cash, cheque, credit card) Total sponsorship HK$…………………….
Phases of the Moon Study Guide New Moon Waxing Crescent Moon "Waxing" growing and refers to the size of the illuminated part of the moon that is increasing. First Quarter Moon Waxing Gibbous Moon Full Moon The full moon occurs when the Moon lies on the opposite side of from the Sun. The moon as seen from the surface of the earth is fully illuminated by the sun at this time, presenting a "full" round disc to viewers on earth. Waning Gibbous Moon Waning means getting smaller. Last Quarter –Waning-Moon 8, Waning Crescent Moon (Then back to 1. New Moon) Waxing—When the illuminated part of the moon is growing. (Light part getting bigger.) Waning –When the illuminated part of the moon is shrinking. part getting smaller.) Quarter like ½ of the front side of the moon is light Full Moon- like the whole moon is light. New Moon- Appears as if no part of the moon is light. Crescent Moon- Looks a little like a sideways smile!
Coin Activity showing quarter and penny in comparison to earth and moon Styrofoam ball hands-on moon phase exploration Moon phases flip book Moon phases diagram Create group poster representing the relationship between the sun, earth, and the moon in its phases. Meaningful Language Activities: Listen to Read aloud Partner read information about moon phases Complete graphic organizer of key events with illustrations Write sentences color coded for main idea and supporting details Compile sentences into a paragraph using transition words Unit Sequence: DAY ONE: Students will individually fill out anticipation guides. Read the guide together and make a tall chart of answers. Tell the students this is called an anticipation guide and ask if they have an idea why we did this activity. Help students draw conclusion that we are accessing our background knowledge to make connections with our new thinking as we begin learning about the moon for the next week. State and explain objectives. Review previous knowledge of the verbs rotate and revolve. Apply same knowledge to nouns rotation and revolution. Have students stand and rotate at their desks. Partner share—describe rotation to a partner. Call on one pair to share their description of rotation. Next review the term axis. Show visual model of our globe with axis through the middle. This illustrates rotating on an axis. Then have students revolve around their tables. Again partner share a description of the action of revolving. Finally have the students compare revolution and rotation with a partner. One partnership shares their comparison. Add comparisons and descriptions to the anchor chart to keep on display for the duration of the unit. will do coin activity to demonstrate that the same side of the moon is always facing the Earth. Have students predict how many rotations the penny will do prior to the activity. Regroup class following activity and discuss inferences made. Add information to anchor chart. DAY TWO: Read Aloud “The Girl Who Married the Moon” Follow lesson plan for Read Aloud and Moon Phase diagram. Use board lesson to increase engagement and involvement. Students will move the moon phases and labels to the correct position in relation to the sun and the earth. When completed, students will create an individual copy of the phases of the moon illustration. DAY THREE:
(Concluding Sentence) Through the moon’s each phase of the moon….. (Supporting Detail Sentence Three) Following the distinct pattern we see the moon’s lighted surface become… (Supporting Detail Sentence Four) Finally, after the moon reaches its full moon stage, it….. Styrofoam Moon Materials: Moon Light Through the Month
Moon Intro: Am / / Dm / / G7 / / C / / C / / Am / / F / / C / Moon River, wider than a mile, / F / / C / / Dm / / G7 / I'm crossing you in style some day. / C / / F / / C / / Em / You dream maker, you heartbreaker, / Am / / D7 / / Em / / G7 / / wherever you're I'm going your way. C / / Am / / F / / C / Two drifters off to see the world. / F / / C / / Dm / / G7 / There's such a lot of world to see. / C / / C / / Am / / F / / C / / We're af - ter the same rainbow's end F / / C / / F / / C / waiting 'round the bend, my huckleberry friend, Am / / Dm / / G7 / / C / / C / / Moon River and me. Instrumental C / / Am / / F / / C / / F / / C / / Dm / / G7 / / C / / F / / C / / Em / / Am / / D7 / / Em / / G7 / / C / / Am / / F / / C / / F / / C / / Dm / / G7 / / C / / C / / Am / / F / / C / / F / / C / / F / / C / / Am / / Dm / / G7 / / C / / C / / C / / C / / Repeat Verse then : (Slowing down) Am / / Dm / / G7 / / F / / F / / F / / C (1 Strum) Moon River and me.
his children, in the interim, on the terms, as reflected in the previous agreement, concluded between the parties. [15] The refusal to grant access to the 1st respondent, to his children, as communicated as per Mr Stolze’s letter of 25 September 2015, Annexure “J8”, to the answering papers, on behalf of the applicant, clearly evidences- and also amounts to a further blatant breach of the court’s order of the 21st of September 2015. [16] In such circumstances, the further arguments advanced on behalf of the applicant fall to be considered in order to determine whether or not the court should nevertheless hear the applicant without first insisting on compliance with its order of the 21st of September 2015. [17] If I understand Mr Mouton’s submissions in this regard correctly, he based the applicant’s case, to be exempted from having to comply with the court’s orders in question, before being heard, essentially on four pillars, namely: That the applicant was with an illegal expert report compiled by Professor Naudé, which the court had regard to, in its judgment of the 21st of September 2015, and, on the basis of which, the court had ordered the placement of the children in the hostel. That Ms Vorback, in her letter dated 23 September 2015, two days after a reasoned judgment had been delivered, in paragraphs 5.3 and 5.4 of such letter, had advised, in response to one of the questions posed by Mr Stolze, the applicant’s legal practitioner of record, as follows. Should Mr McDonalds behaviour, as stated in my letter of 9 September 2015 continue and is not monitored, a hostel placement might leave the children even more vulnerable. This possibility as stated in 5.2 could provide a more neutral placement in order to stabilize the children’s situation and have the least emotional impact and insecurities on them, instead of uprooting them and moving them back to a school and hostel from which they are gone for nearly two years. With this option they could
Moora Sheep Updates program Acronyms Department of Agriculture and Food, Western Australia DAFWA Royal Society for the Prevention of Cruelty to Animals RSPCA Western Australia WA Cooperative Research Centre CRC Chamber of Commerce and Industry, Western Australia CCI WA Moora Milling Pasture Improvement Group MMPIG Time Duration Topic Presenter 9:00 5 minutes (min) Welcome and introduction to event West Midlands Group 9:05 15min + 5min questions (q) The Sheep Industry Business Innovation project Bruce Mullan, DAFWA 9:25 15min + 5min q Stocktake of the WA sheep flock Kimbal Curtis/Kate Pritchett, DAFWA 9:45 20min + 5min q Tedera – a perennial forage legume to reduce your supplementary feeding in summer and autumn Daniel Real, DAFWA 10:10 15min + 5min q The National Livestock Identification System (NLIS) for sheep Jaq Pearson, DAFWA 10:30 20min Morning tea No data 10:50 20min +10min q RSPCA WA – myths, facts and the role of animal welfare in farming Lynne Bradshaw, RSPCA WA 11:20 25min +5min q Latest research and development in breech flystrike Geoff Lindon, Australian Wool Innovation 11:50 25min +5min q How to boost your lamb survival Katherine Davies, DAFWA 12:20 15min + 5min q Subsidised disease investigation pilot program Kevin Hepworth, DAFWA 12:40 30min Lunch No data 13:10 +10min q Using genomic technology to increase genetic gain Stephen Lee, Sheep CRC & Dawson Bradford, Hillcroft Farms 14:05 25min + 5min q Economics of feed lotting – to feedlot or not? Lucy Anderton, DAFWA 14:35 15min +5min q Labour supply and training in the sheep industry Jackie Jarvis, CCI WA 14:55 30min + 5min q Opportunities and challenges facing youth in the sheep industry Ben Patrick, 2014 Peter Westblade Scholar 15:30 5min Closing remarks MMPIG 15:35 No data Close and afternoon tea No data subject to change
Box 1: Selected Quotations from Interviews with Africa Institute for Energy Governance (AFIEGO) Representatives Dickens Komugisha, Executive Director Government Response “Government is treating oil as a very political matter” Community Response Of the Banyoro: “for them, they still believe that that oil is their oil…they want a share of revenue.” “They’re [the Banyoro] also scared. All the countries in Africa have not managed to succeed with their oil. They know things can be worse.” Popular Perceptions of the Kingdom “Every person [in Bunyoro] thinks the kingdom owns the land of Bunyoro.” “If the kingdoms are empowered to use resources…[they] can demand accountability” “Many people…think the kingdom is not transparent…[and that it should be] providing, like in Buganda.” “People tend to trust them [tribal chiefs] much more than politicians. [With more money it would be] very possible for them to gain the full trust and confidence of their people.” Education and Employment “They [the Banyoro] need affirmative action” Robert Byaruhanga, Bunyoro Region Field Coordinator Activism “We are working on encouraging the local people to demonstrate.” “The Ministry of Energy is now more responsive [because of the demonstrations]” “They [local people] thought they would be given money [after oil was discovered]. Information concerning oil has not been flowing so well to the local people from government.” Violence On government response to activism: “They [government officials] think if we go and sensitize the people…they [the people] can get excited, we can incite them to rebel [against] some activities of oil companies” “They [Banyoro communities] know that in other African countries, the issue of oil governance is not good…Nigerian scenarios may come here.” “[We] cannot rule out international conflicts.” “Local people see a lot of army being placed down [here]…they are not used to seeing a lot of army…they think there may be war” compensation for land acquired by the state. The environmental issues raised by civil society groups were unsurprising: NGOs and advocacy groups were concerned about oil spills contaminating the water supply, gas flares polluting the air, and damage to the fishing industry.
Brill JV, Carneal G, Commander C, Craig K, Crowder V, Gervais ME, Herman C, Lattimer C, Newman MB, Stanton M. Case Management Caseload Concept Paper: Proceedings of the Caseload Work Group. Case Management Society of America and the National Association of Social Workers. October 2008.
Total income 201.9 198.0 Expenses Pay costs 108.9 107.2 Non-pay costs 80.3 76.9 Depreciation and amortisation 8.5 7.5 Total operating expenses 197.7 191.6 Operating surplus excluding impairments 4.2 6.4 Interest and dividends 2.2 2.0 Underlying surplus for the year 2.0 4.4 Our strategy Our mission is
Moorhead Instructor Schedule Starting June 19th Monday Tuesday Wednesday Thursday Friday Saturday Sunday CardioStrength 9:15 am SS Classic 10:30 am Barbell 5:30 pm Ab Blast 6:35 pm (30 min) Zumba 6:35 pm Boot Camp 5:30 pm Core Express 6:35 pm (30 min) CardioStrength 9:15 am SS Classic 10:30 am HIIT 5:30 pm Ab 6:35 pm (30 min) Zumba 6:35 pm Boot Camp 5:30 pm Core Express 6:35 pm (30 min) CardioStrength 9:15 am Family Zumba 11:00 am Orientations- Monday-Thursday 4:15-5:15 pm, Saturday 10:00-11:00 am
Proven Advice on System Selection Abuan offers his ideas to other chains that must upgrade older hardware and software. “It’s a given that you will have to customize any software you buy. So pick the one that needs the fewest—and “Look at the number of installs your candidates have. Use that to appraise their survival over the next ten years. Check vendors’ references. Microsoft is a large company and Microsoft Dynamics RMS has a large installed base. We’re confident this software will be well supported and always keep up with new technologies.” Microsoft Dynamics Retail Management System Microsoft Dynamics Retail Management System (RMS) offers a complete store automation solution for small and retailers, streamlining point-of-sale (POS), customer service, and store inventory management, and providing access to key business metrics. Microsoft Dynamics RMS is a comprehensive solution for single-store and multi-store retailers that empowers independent proprietors, store managers, and cashiers through affordable and automation. Microsoft Dynamics RMS has the flexibility and scalability to grow with a retailer’s business. It works with the Microsoft Office system, Windows Small Business Server, and leading financial applications to provide end-to-end support from the cash register to the back office. For more information about Microsoft Dynamics RMS, go to:
become annual agenda items at Governor meetings. To increase staff and Governor awareness of equality and disability issues. Audit staff/ Governor need Develop a programme of training Whole school community is aware of requirements under new legislation. Leadership Team and Summer Term 2015 (include all new appointed staff) Training scheduled for 2017/2018 Review Inclusion and Equality Policy in line with the new SEN Code of Practice Review policies with and Governors. Policies reflect adherence to current legislation SENCO and Leadership Team Annually SEN policy updated Autumn 2016 Moorpark Junior School Accessibility Plan 2015-2018 Target Strategy Outcome Responsibility Timeframe Achievements to date Physical Environment Ensure all of the school building are accessible for all children and adults SEN to audit accessibility of school building and grounds Governors Premises committee to check accessibility and then produce and action plan based on findings Modifications are made to facilitate access for all Governors Leadership Team SEN staff Ongoing Current playground improvements and development of a sensory garden.
Continue to improve the access of the physical environment for all Current Action needed Review the colouring of for visually impaired pupils Paint the edge of the step a different colour to ensure that visually impaired pupils can differentiate the edge of the steps. Visually impaired pupils will be able to navigate without difficulties Governor Premises Committee Summer 2015 Completed Review the colour of handrails on the steps leading up to the upper section of the school Paint the white handrails blue in line with the new school colour scheme. Visually impaired pupils will be able to differentiate the handrail from the white wall Governor Premises Committee Summer 2015 Completed Review fire exit procedures for visually and physically impaired children Add appropriate handrails to the exit on both sides so that in an emergency, visually and physically impaired children can exit quickly. exit plan for these children and that appropriate exits are available. Children can exit the building without hindrance. Governor Premises Committee Summer 2015 Ongoing Make provision for staff who have a disability Audit all staff regarding any disability requirements All staff feel safe within the staff environment Leadership Team Governors Ongoing Ongoing Moorpark Junior School Accessibility Plan 2015-2018 Target Strategy Outcome Responsibility Timeframe Achievements to date Curriculum Training for staff regarding quality first teaching, differentiation and provision within staff awareness and training through: Performance Management All class teachers make good or outstanding provision for all pupils in their class. Leadership team SENCO Class Teachers Ongoing and regularly reviewed Ongoing
Samples Cover Page…………..……………………………………………………………………………... 10 Table of Contents…………….…………………………………………………………………..... 12 Table of Authorities…………………..…………………………………………………………… 16 Proceedings Below …………………………….……………………............................................... 19
2. Binding and Persuasive Authority: Not all authority is equally persuasive. Be sure you understand the difference between binding and persuasive authority. a. Federal Law in Federal Courts United States Supreme Court decisions bind all United States Courts of Appeals and federal district courts. The Supreme Court is not bound by its own decisions, but the Court gives considerable weight to its previous decisions under the doctrine of stare decisis; the Court is reluctant to overturn its own precedent. The decision of a United States Court of Appeals binds all federal district courts within that circuit. A federal Court of Appeals decision does not bind other federal Courts of Appeals and their respective district courts, but is persuasive authority. Federal district courts decisions have some persuasive value in other federal district courts, particularly if the court or judge rendering the decision is highly regarded. b. Federal Law in State Courts United States Supreme Court decisions bind all state courts on questions of federal law. Federal appeals court and district court decisions on federal law are persuasive in state courts. Except for habeas corpus proceedings, the only federal court that can review state court decisions is the United States Supreme Court. c. State Law A state’s highest court binds both state and federal courts on state law issues. When federal courts rule on matters of state law, they look to the decisions of the state’s appellate courts for guidance. Federal court decisions on matters of state law are persuasive to state courts, but not binding.
Balance sheet position at 31 January 2018 £000's £000's £000's Non Current Assets Cost Deprec. Land Cost 3,008 0 Buildings Cost 9,534 (1,531) Assets Under Construction 0 0 Plant and Machinery 273 (191) Transport Equipment 1,470 (901) Information Technology 36,469 (20,254) Furniture and Fittings 1,911 (640) 52,665 (23,517) 29,148 Intangible Software 86,038 (45,383) Intangible Software Licenses 6,763 (6,041) Intangible Assets Under Construction 5,447 0 98,248 (51,424) 46,824 75,972 Current Assets Inventories 4,102 Trade & other receivables 22,891 Prepayments and accrued income 547 Commercial Banks and cash in hand 0 27,540
Annex IV Trust fund for the Montreal Protocol on substances that deplete the Ozone Layer Approved revised 2016, approved 2017 and proposed 2018 budgets (in United States dollars) Cost category Revised 2016 2017 Proposed 2018 1100 Professional and higher category 1 060 652 1 249 082 1 249 082 1300 Administrative support 232 542 233 990 241 000 Component employee salaries, allowances and benefits 1 293 194 1 483 072 1 490 082 Consultants 1201 Assistance in data reporting, analysis and promotion of implementation of the Protocol 85 000 85 000 85 000 Component total: non-employee compensation and allowances 85 000 85 000 85 000 Expendable equipment 4101 Miscellaneous expendables 18 000 18 000 18 000 Subtotal 18 000 18 000 18 000 Non-expendable equipment 4201 Personal computers and accessories 5 000 5 000 5 000 4202 Portable computers 5 000 5 000 5 000 4203 office equipment (server, scanner, furniture, etc.,) 5 000 5 000 5 000 4204 Photocopiers 5 000 5 000 5 000 4205 Equipment and peripherals for paperless meetings 5 000 5 000 5 000 Subtotal 25 000 25 000 25 000 Rental of premises 4301 Rental of office premises 41 870 41 870 41 870 Subtotal 41 870 41 870 41 870 Operation and maintenance of equipment 5101 Maintenance of equipment and others 20 000 20 000 20 000 Subtotal 20 000 20 000 20 000 Reporting costs 5201 Reporting 65 000 65 000 50 000 5202 Reporting (assessment panels) 5 000 5 000 5 000 5203 Reporting (Protocol awareness) 5 000 5 000 5 000 Subtotal 75 000 75 000 60 000 Sundry 5301 Communications 10 000 10 000 10 000 5302 Freight charges 10 000 10 000 10,000 5303 Training 10 000 10 000 10 000 5304 Others (International Ozone Day) 10 000 90 000 15 000 Subtotal 40 000 120 000 45 000 Component supplies and consumables 219 870 299 870 209 870
We have now submitted scenarios around a 5% reduction in RRL in 2018/19, rising to a 10% reduction in 2019/20. This have service impacts on those RRL funded areas. Ability to fill current vacancies. BSO has over the last 2-3 years experienced levels of vacancies that have resulted in pay surpluses, that have had to be managed. Whilst overall pay slippage is forecast to continue at roughly the same levels, planned non-pay expenditure is forecast to balance this out. Securing confirmation of the levels of assumed income, particularly current budgetary uncertainty. All assumed income is included in monthly monitoring returns sent to DoH. We have now resolved the issue around the one area of outstanding income. Continued lack of funding for inescapable pressures. For the last number of BSO has not received funding for pay and inflationary uplifts for RRL funded services. This has resulted in an additional savings target for the organisation, as these pressures cannot be avoided. For 2017/18 this also includes an inescapable apprenticeship levy. The RRL for 2017/18 does not include any pay and price uplift, and this continues to put pressure on RRL-funded services such as HSC Pensions Service. We continue to accrue for a 1% pay lift due to be implemented next month. Balance sheet position at 31 December 2017 £000's £000's £000's Non Current Assets Cost Deprec. Land Cost 2,865 0 Buildings Cost 9,484 (1,481) Assets Under Construction 0 0
Report of the Technology and Economic Assessment Panel, September 2016 Report of the Technology and Economic Assessment Panel, September 2016 Decision EX.III/1 Working Group Report: On the Climate Benefits and Costs of Reducing Hydrofluorocarbons under the Dubai Pathway (volume II) - Addendum Evaluation of 2016 Critical Use Nominations for Methyl Bromide and Related Matters: Final Report (volume III) Report of the Technology and Economic Assessment Panel and the Scientific Assessment Panel, September 2016 Decision XXVII/7 Report: Investigation of Carbon Tetrachloride Discrepancies (volume IV) Briefing notes Baselines: past practices and current challenges
Annex III Earmarked contributions received in 2016 that support the activities of the Ozone Secretariat by donor and purpose* Purpose Country Currency Amount United States dollars equivalent 1 Support for organization of Montreal Protocol meetings. Austria EUR 20 000 21 858 Denmark DKK 200 000 30 024 Italy EUR 130 000 142 077 Norway NOK 500 000 61 060 Rwanda USD 150 000 150 000 Children's Investment Fund Foundation USD 77 000 77 000 Subtotal: 482 019 2 Support for Article 5 participants (least developed countries) in Montreal Protocol meetings. Finland EUR 20 000 22 198 France EUR 15 000 16 760 Netherlands EUR 50 000 54 945 Sweden SEK 300 000 35 342 Subtotal: 129 245 3 Support for the work of the assessment panels of the Montreal Protocol. First tranche of a total grant of 600,000 euros for the period 2016–2018. European EUR 250 000 271 150 4 Support to developing countries in participating in meetings for work on hydrofluorocarbons (95 per cent of a total grant of 250,000 euros). European EUR 237 500 259 563 5 Support for the participation of the of the Refrigeration, Air Conditioning and Heat Pumps Technical Options Committee in its meetings and in Technical and Economic Assessment Panel meetings for the period 2016–2018. Italy EUR 50 000 56 370 1 198 347 ____________________________________ * This report has been prepared for the purpose of recording actual cash received in 2016. It is based on the modified cash basis of accounting as opposed to the published financial statements that are prepared using the accrual basis in accordance with International Public Sector Accounting Standards. Differences between the total income reported in the two reports are attributable to the two different bases of accounting.
A corporate identity is designed and disseminated. Corporate identity is available and used by the Secretariat and stakeholders as appropriate. 2019. 5.2 Public awareness, communication and reporting: Communication campaign is designed and implemented to promote awareness of ozone protection, including through commemorative activities with parties on International Ozone Day; Public information, materials and messages are disseminated, including through social public awareness of the issues is raised; and International Ozone Day is celebrated in many countries. September 2018, 2019, 2020. The United Nations Environment Programme’s Goodwill and Regional Ambassadors to promote the Montreal Protocol (including the Kigali Amendment and its ratification) are mobilized; Messaging done by the Goodwill/Regional Ambassadors; and public awareness and knowledge about the protection of the ozone layer is heightened. Throughout the years. The website and information contained therein (e.g. science, environmental effects, technologies and economics, policies and decisions adopted by the parties, progress and history) is updated and maintained; Latest information on all aspects of layer depletion and protection is available and easily accessed. Throughout the Reporting by the International Institute for Sustainable Development on the meetings of the Vienna Convention and Montreal Protocol is accurate and relevant. Information on proceedings at meetings is disseminated in a timely and accurate manner. July 2018 and November 2018. 5.3 Updated editions of the Montreal Protocol Handbook and the Vienna Convention Handbook are issued, online and in to include all decisions to date. Updated handbooks are available and users provide positive feedback. July 2018. Risks, constraints and dependencies Dependent on additional resources to develop the website and online reporting tool. 15 Financial resources required for objective 5 Expected accomplishments for objective 5 Revised 2018 2019 zero nominal growth Proposed 2019 2020 zero nominal growth Proposed 2020 Staff Non-staff Total Total Total Total 5.1 Website, country profiles and corporate identity 175 197 154 202 329 399 Indicative resources from the Trust Fund for the Montreal Protocol 103 903 149 202 253 105 Indicative resources from the Trust Fund for the Vienna Convention 68 594 5 000 73 594 Indicative resources from the programme support cost budget 2 700 – 2 700 5.2 Public awareness, communication and reporting 86 273 93 022 179 295 Indicative resources from the Trust Fund for the Montreal Protocol 25 108 73 022 98 130 Indicative resources from the Trust Fund for the Vienna Convention 58 465 20 000 78 465 Indicative resources from the programme support cost budget 2 700 – 2 700
Appendix A. Sample Screen Log Study: Site: Investigator: Screening Number Date of Birth Gender Screening Date Screening Status (use codes below) Consent Obtained Enrolled (if no, indicate reason from below) Date Enrolled / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy Sample Screen Status Codes: 1-Eligible 2-Eligible, declined participation 3-Not Eligible 4-Eligible, lost to followup 5-Other, specify in space provided If not eligible, reason: 1-Inclusion # (specify) 2-Exclusion# (specify) 3-Other (specify)
Appendix C. Sample Protocol Deviation Log Protocol Name:________________________________________________________________________ Protocol Deviation Code: Participant Initials Participant ID# Date Deviation Occurred: mm/dd/yyyy Date Protocol Deviation Form Completed: mm/dd/yyyy Contact Person (if applicable) SAMPLE PROTOCOL DEVIATION CODES Consent Form: Missing or not obtained Not signed and dated by participant Does not contain all required signatures Outdated, current IRB-approved version not used Not protocol-specific Does not include updates or information required by the IRB Randomization: Ineligible participant enrolled and/or randomized Participant randomized prior to determining whether eligible for study Occurs outside protocol window IRB: reporting a serious complication within 24 hours; not kept up to date and/or treatment occurs prior to IRB approval or during period when on “on hold” serious adverse events not reported to IRB Participant wrong treatment occur outside expected follow-up window into another study Study Data and/or Forms data and/or forms radiology and/or operative reports or data not sent from clinical site to coordinating center
Detailed Session Information #1: Friday Sept 8: Introduction to the Course, Courage Assigned readings: Course syllabus Luntz, Words that Work (document is posted on bbd) #2: Friday Sept 15: The Power of Precise Language Assigned readings: There will be a short presentation by each student at the beginning of class. More will be discussed during the first week. Bennis, On Becoming a Leader (ch. 1-5) Class #3: Friday, Oct 6: and Influence Bennis, On Becoming a Leader (ch. 6-10) #4: Friday, Nov 3: Determination and Talent Assigned readings: Grant, Originals: How Non-Conformists Change the World (Ch. 1-5) Class #5: Friday, Dec 1: Self-Management Assigned readings: Currey, Rituals (Select two rituals you would use in your own life) Grant, Originals: How Non-Conformists Change the World (Ch. 6-10)
Individual’s Name Time of Discovery Site Address (street) Date(s) of Occurrence City/Town Zip Code Time(s) of Occurrence Site Telephone No. DPH Registration No. MAP F-1) Supervisory Review/Follow-up [continued from section F)] Use this section if needed for additional narrative. Contacts DMH/DCF Area MAP Coordinators Contact Information DDS Regional MAP Coordinators Contact Information Western Mass Area Office 1 Prince Street , 01060 Telephone Number: (413) 587-6269 Fax Number: (413) 587-6258 DDS Central West Regional Office . Telephone Number: (413) 205-0914 Fax Number: (413) 205-1608 Department of Mental Health Central Mass Area Farmhouse 361 Plantation Street , 01605 Telephone Number: (774) 420-3142 Fax Number: (774) 420-3163 Metro Region DDS-Medication Administration 465 Waverly 120 Telephone Number: (781) 314-7506 Fax Number: (781) 398-0333 Southeast Area Office Telephone Number: (508) 977-3456 Fax Number: (508) 977-3231 Northeast Region DDS Northeast Region P.O. Box A Telephone Number: (978) 774-5000 ext. 354 Fax Number: (978) 739-0425 Metro Area Office Telephone Number: (617) 626-9269 Fax Number: ( 617) 626-9216 Southeast Region DDS Southeast Regional Office 151 Campanelli Drive, Suite B Middleboro, MA 02346 Telephone Number: (508) 866-8812 Fax Number: (508) 866-7946 Northeast-Suburban Area Department of Mental Health Telephone Number: (508)732-3029 Fax Number: (617) 984-1040
stem. The morphological status of the affix should be identified by the following markers or delimiters: - for a suffix, # for a prefix, and & for fusional or infixed morphology. The & is used to mark affixes that are not realized in a clearly isolable phonological shape. For example, the form “men” cannot be broken down into a part corresponding to the stem “man” and a part corresponding to the plural marker, because one cannot say that the vowel “e” marks the plural. For this reason, the word is coded as n|man&PL. The past forms of irregular verbs may undergo similar ablaut processes, as in “came,” which is coded v|come&PAST, or they may undergo no phonological change at all, as in “hit”, which is coded v|hit&PAST. Sometimes there may be several codes indicated with the & after the stem. For example, the form “was” is coded v|be&PAST&13s. Affix and clitic codes are based either on Latin forms for grammatical function or English words corresponding to particular closed-class items. MOR uses the following set of affix codes for automatic morphological tagging of English. Inflectional Affixes for English Function Code adjective suffix er, r CP adjective suffix est, st SP noun suffix ie DIM noun suffix s, es PL noun suffix 's, ' POSS verb suffix s, es 3S verb suffix ed, d PAST verb suffix ing PRESP verb suffix en PASTP Derivational Affixes for English Function Code adjective and verb prefix un UN adverbializer ly LY nominalizer er ER noun prefix ex EX verb prefix dis DIS verb prefix mis MIS verb prefix out OUT verb prefix over OVER verb prefix pre PRE verb prefix pro PRO verb prefix re RE Clitics Clitics are marked by a tilde, as in v|parl&IMP:2S=speak~pro|DAT:MASC:SG for Italian