zilongwang/ReadingBank huggingface dataset:
such acreage on case by case basis if there is an affirmative recommendation from the petroleum Engineer expert consultant employed by the County, the Board or from the Planning and Zoning Commission, to accommodate a transfer of development rights not to exceed (2) acres in total size. O. Development Agreement 1. The Applicant shall provide a draft development agreement between the County and the Applicant for an Oil and Gas floating zone development approval. The development agreement shall contain sections regarding the development and use of the property, and all implementation actions required to be performed by the Applicant including, but not limited to impact fees, exactions, dedication, establishment of improvement districts or provision of other funds needed to obtain land, construct public facilities or provide services by the Applicant to meet the adequate public facilities, environmental, public nuisance and other standards of the Ordinance. 2. The County may agree, where appropriate, in consideration of such implementation, to vest development use, density or intensity during the entire approval process up to the granting of a Certificate of Completion, vary a provision of the Development Design Guidelines or refrain from adopting new regulations affecting the initial or subsequent phases of the development. 3. The purpose of this Section is to: (a) provide a mechanism for the County and owners or lessees of oil and gas projects to form agreements, binding on all parties, regarding vesting, development, financing and land use of the Oil and Gas project; (b) promote land development regulation by allowing the County to adopt development agreements that include terms, conditions, and other provisions that may not otherwise be able to be mitigated or implemented without the use of a development agreement; (c) promote stability and certainty in Oil and Gas regulation by providing for the vesting of rights in the approved project and for the mutual enforceability of development agreements by all parties; (d) provide a procedure for the adoption of such agreements that ensures the participation and comment of the public and elected officials; (e) provide a partial mechanism for the financing of all capital facilities and public services as provided for in this Ordinance; and
NO. NAME DELIVERY ADDRESS 48 Tehsildar Moradabad NIC Computer Sadar,Dist-Moradabad. 238 Bilari Tehsil Office , BilariTehsil, Dist . 239 Chandausi Tehsil Office , ChandausiTehsil, Dist -Moradabad . 240 Kaanth Tehsil Office , KaanthTehsil, Dist . 241 Sambhal Tehsil Office , SambhalTehsil, Dist . 242 Thakurdwara Tehsil Office , ThakurdwaraTehsil, Dist -Moradabad. 451 Bilari Tehsil Office , BilariTehsil, Dist . 452 Chandausi Tehsil Office , ChandausiTehsil, Dist -Moradabad . 453 Kaanth Tehsil Office , KaanthTehsil, Dist . 454 Sambhal Tehsil Office , SambhalTehsil, Dist . 455 Thakurdwara Tehsil Office , ThakurdwaraTehsil, Dist -Moradabad. 893 Kundarki BDO ,Kundarki Block, BilariTehsil, Dist -Moradabad Moradabad Moradabad
LEGISLATIVE ASSEMBLY FOR THE 2016–2017 MINUTES OF PROCEEDINGS No 27 1 The Assembly met at 10 a.m., pursuant to adjournment. The Speaker (Ms Burch) took the Chair and asked Members to stand in silence and pray or reflect on their responsibilities to the people of the . 2 LEAVE OF ABSENCE TO MEMBER Mr Wall leave of absence be granted to Mrs Dunne for 23 and 24 August 2017 for personal reasons. Question—put and passed. 3 Ms Le Couteur, pursuant to notice, moved—That this Assembly: notes that successful participatory budgeting exercises have been established nationally and internationally, providing a wealth of well-studied and effective processes for the ACT to draw upon, including: in 2014, the City of Melbourne used participatory budgeting to create its first ever 10-Year Financial Plan, worth $5 billion; in 2013-14, the City of Greater Geraldton conducted a successful Community Summit to prioritise 99 non-mandatory services worth over $8.5 million within budget constraints of $6 million; and since 1989, citizens of Porto Alegre in Brazil have decided how to spend hundreds of millions of dollars on capital projects through participatory budgeting, establishing a model process which has spread over two hundred Brazilian cities; acknowledges that: the ACT’s $5.5 billion annual budget is unique within Australia, and unusual internationally, in combining both and state government service delivery functions;
has argued, however, the empirical realities of DCFTA implementation wholly transgress espoused norms concerning poverty eradication and social prosperity in the Maghreb. The premature liberalisation involved in these agreements would not only result in livelihood disruption in the manufacturing base but (via agro-processing industries) would also severely impact on poorer peoples reliant on agricultural production. Moreover, the imposition of strict regulatory standards in terms of the EU acquis communitaire would not only burden SMEs with costly criteria but would also in many cases dilute their comparative advantage vis-à-vis European counterparts. In short, roll-out of the DCFTA free trade agenda would undermine – rather than help to obtain – the normative drivers which ostensibly stand at the heart of European policy. In this scenario, it becomes incumbent for North African elites, in particular, to seek meaningful alternatives to the continued implementation of premature liberalisation in the Maghreb. By contesting the norms embedded in the moral economy of EU-Maghreb relations, local elites might win greater policy space for a wholescale re-imagination of fair and just economic relations between the partners. Again – and perhaps paradoxically – their success in this matter would likely benefit Europeans themselves in the longer term. Indeed, the premature imposition of free market stringents on the North African region would not only be detrimental to the livelihoods and of people in countries such as Tunisia and Morocco, but could in the longer term provoke more social instability, more political turbulence, and ultimately greater resentment and hostility towards those in the European metropole. Abandonment of the DCFTA agenda would likely serve both sides. References Ayadi, R. and Favielli, A. 2011. A new framework for Euro-Mediterranean cooperation on micro, small and medium-sized enterprise support. CEPS Policy Brief. No. 239. 10th May 2011. Chang, H-J. (2002) Kicking Away the Ladder: Development Strategy in Historical Perspective. London: Anthem Press
Kohlberg’s Stages of Moral Development Level 1 – Pre-conventional This level is generally found when people are first born through the elementary school level. Generally on this level, morality is seen as something given to each person by society. Right and wrong are determined by authority. Stage 1: Obedience and Punishment Morality is handed down from powerful authority figures. People behave according to socially acceptable rules because they are told so and don’t want to be punished. Question: Will I be punished for my choice? Stage 2: Individualism and Exchange Right behavior means acting in your own best interests. Morality is relative, up to each person (Moral relativism) People exchange favors but there is no real sense of deeper values, family or community. Question: Is this choice good for me? Will it benefit me in some way? Level 2 – Conventional Morality This level generally develops in the early-mid teen years. Kohlberg theorized that most people stay at this level throughout their lives and don’t progress past stage 4. There is a big emphasis on what is good for the group, society at large. Stage 3: Good girl/boy or Interpersonal Stage (Reputation) This stage is generally about seeking the approval and acceptance of others People should behave in ways that are acceptable to family and community. There is a focus on other individuals. Good behavior means having good motives like doing something out of love, empathy, trust or concern for others. Question: What will others think of me from my decision? Stage 4: Law and Order or Social Order Stage This stage is primarily concerned with society as a whole. Emphasizes respecting authority, obeying laws and performing responsibilities, which help society to run smoothly. It’s not just about having good motives but looking at precedents that would be set for allowing certain actions. Question: What is the law? What example will my decision set? Level 3: Post-conventional
You look over at your son and he’s looking a little nervous. You know he’s smoked a little marijuana in his time, but generally, he’s a good kid, and you certainly didn’t think he’d actually be stupid enough to bring it back on the plane with him. At first you feel angry that he would do such a thing and start planning your responsibility lecture, but then you realize that you are in Bali, and they have a zero tolerance policy on drugs, meaning your son could be jailed for life, or worse, executed, if he does have some illicit materials in his bag. You look at your wife and realize she has come to the same conclusion and has gone pale with fear. The armed officer accompanying the dog is beginning to look more stern with every sniff the dog takes and looks directly at you and asks you to open to the bag. You do, and as the officer begins to take things out of the bag, you see to your horror that is a small quantity of marijuana stashed in with your sons belongings. The officer looks at you and asks “Who’s bag is this?” You realize you have to answer, but the answer won’t be easy. You see your wife in the corner of your eye, and she is about to step forward and claim it as her own; what do you say? The Mad Bomber A madman who has threatened to explode several bombs in crowded areas has been apprehended. Unfortunately, he has already planted the bombs and they are scheduled to go off in a short time. It is possible that hundreds of people may die. The authorities cannot make him divulge the location of the bombs by conventional methods. He refuses to say anything and requests a lawyer to protect his fifth amendment right against self-incrimination. In exasperation, some high level official suggests torture. This would be illegal, of course, but the official thinks that it is nevertheless the right thing to do in this desperate situation. Do you agree? If you do, would it also be morally justifiable to torture the mad bomber’s innocent wife if that is the only way to make him talk? Why?
Fukuyama, Francis. “The End of History”. The National Interest. 1989 M. Glen and Richard C. Murgo, “EU-China relations: balancing political challenges with economic opportunities”, 2007, Asia Europe Journal, Volume 5, Issue 3. Andrew Nathan, “The Tiananmen Papers”, Foreign Affairs Journal, Volume 80, No.1
ATTENDANCE: All Members were present at some time during the sitting, except Mr Doszpot*, Mrs Dunne* and Mr Steel*. *on leave M M Kiermaier Acting Clerk of the Legislative Assembly SCHEDULES OF AMENDMENTS Schedule 1 LEGISLATIVE ASSEMBLY LEGISLATION 2017 Amendments circulated by the Speaker 1 Proposed new clauses 3A to 3C Page 3, line 1— insert 3A Officer of the Legislative Assembly Section 6A (2) omit territory laws substitute any other law in force in the ACT 3B Section 6A (2), new note insert Note A law in force in the ACT includes a territory law and a Commonwealth law. 3C Section 6A (4) omit other territory laws substitute any other law in force in the ACT
3.3 Get together with students who feel comfortable with meeting as a group. 2 meetings per academic year. Friendships. 3.4 Try to arrange peer mentoring. Work with HISA to enable this. Training for HISA within strict guidelines for peer mentoring. Students feeling supported and introduce to new friends out-with course. 3.5 Student Advice Manager for LAYP and Care Leaver supports student with any additional financial help they may require. Keep fully informed through student development workers of concerns/absence. Improve retention. 3.6 Student contact details. Ensure we have relevant details of students not just their care providers. Ensure students have all relevant information/ all empowering. 4 To seek to provide opportunities 4.1 Pre-course meetings as necessary. Dates/times arranged in advance. Smooth transition and awareness of possible barriers to learning/inclusion. 4.2 encourage disclosure throughout the year at centralised Targeting students to make them aware. Help with increased activity. 4.3 Work closely with Skills development Scotland and other agencies to promote opportunities. Contact and meetings. Help with positive destinations/awareness of career 4.4 Promote activities. Engage with HISA activities Confidence/inclusion. 4.5 Involvement in volunteer week. Students aware of opportunities. Confidence/inclusion. 4.6 Thorough pre exit meeting. Arrange one to one meetings. Positive destination after college course. 5 To take action to help these children access opportunities 5.1 We display the college handbook for looked after young people and care leaver for students to take away. Keep this up dated through the “who cares trust”. Keeping prospective and current students informed.
Contact ? – Elgin Bid Alison Kearney, David Reid - HIE Jan Bruce -, SDS Jackie Andrews - Moray College Anna Templeton - Moray college Jackie Taylor - Moray College Pinefield PARC – David Cameron Attainment Adviser – Alistair Urquhart Highland/Aberdeen contacts Chair of Parent Forum (Laurence knows contact) Pre-school/ Early Years Representatives from Economic Development. Reni to advise. Representatives from DYW – Sarah to advise. Representative from NHS Grampian Contacts Representative from SDS – Amy to advise Representative from TSi – Amy to advise Schools to invite an employer as a guest to the conference. Email out to all schools re employers before Christmas. AM to collate responses AM to chase names and add to list ALL MM to ask QIO RM to advise AM SM to advise AM MM to liaise with AM AC AC MM AM Follow Up This will be done the conference in March, early April. to liaise with CL to book venues and discuss possible employee speaker list and brief. 4 x Twilight sessions 4-5.30pm – sessions to be held in Forres, Elgin, Speyside, Keith or Buckie, audience 20 teachers max. AM/CL AOCB Twitter evaluation, Moray College facilities being checked that we can access WIFI and Twitterfall . PR – MM to speak to Raymond Sherwan – re photos call and press releases Conference to be videoed. MM to speak to Peter Jones. AM/MM MM MM Date of Next Meeting January 2016 (tbc). AM to send out Doodle Poll ASAP. AM
course Page All Behaviour is Communication 4 Child Protection 5 Food Hygiene 6 Healthy Minds: Mental Health Awareness 7 Lending Library 8 Paediatric First Aid 9 Physical Activity for Early Learning and Childcare 10 Planning in the Moment 11 to 3 12 What is Risk Assessment? 13 Unlocking Learning Outdoors 14 Booking Form – moray EARLY YEARS training calendar 2018-2019
(c) over the past five years significant progress has been made to develop and improve the system, including: investing in prison industries such as the bakery, the laundry and recycling industry; introducing recreational facilities such as the gym; expanding the accommodation when required, including moving all female detainees to free up the Crisis Support and Management units; undertaking recruitment aimed at securing a diverse team of correctional officers, targeted in particular at women and Aboriginal and Torres Strait Islander recruits; providing access to programs, employment opportunities, and vocational education to improve rehabilitation and reduce recidivism; and introducing and improving the Extended Throughcare as a significant platform for improving opportunities for detainees reentering the community; (2) further that: (a) the independent Moss Review and Morison Security Review have provided a strong framework for improvements in the management of detainees and operations of the Alexander Maconochie Centre (AMC). This has resulted in significant changes to policies, procedures and operations at the AMC; (b) a new high-level arrangement between the Directors-General of the Justice and Community Safety Directorate (JACS) and ACT Health has enabled improved collaboration between the two Directorates to deliver improved health service outcomes to detainees; (c) the AMC Detainee Trust Account Fraud Risk Assessment undertaken by KPMG Forensic was presented to the JACS Audit and Performance Improvement Committee on 28 September 2017, who were satisfied that ACTCS had put in place strong controls to mitigate the risks identified; and (d) there is a culture and commitment to continuous improvement in ACT Corrections which is being led by a new executive director; and (3) calls on the ACT Government to continue to update the Assembly on developments in ACT Corrections.”— be agreed to—put and passed. 10 ADJOURNMENT Mr Gentleman (Manager of Government Business) moved—That the Assembly do now adjourn. Debate ensued.
E6 E7 E8 Skilled in negotiation & developing relationships with partner agencies Good organisational and analytical skills Ability to manage, support and motivate staff Able to organise and prioritise workload Good IT skills (MS Word, Powerpoint & Experience E9 E10 E11 E12 E13 Experience of supporting survivors of sexual violence Experience of service development and co-ordination Experience of providing support and supervision to staff Experience of developing & implementing policies and procedures Experience of working in partnership with a range of statutory and voluntary organisations D4 D5 D6 Experience in delivering talks and training Experience of budget setting and financial management Experience of developing and successfully securing funding proposals Other E14 E15 E16 Commitment to equality & diversity and practice Able to undertake evening/weekend work as required Ability to travel across and elsewhere in Scotland for training & network meetings as required by the post Application to Rape Crisis Scotland for the post of Moray Rape Crisis Support & Development Worker To be returned to: by: 9am on Friday 13th of April Section 1: Personal details Surname: name: Address: Tel (home): Tel (mobile): Tel (work): May we contact you at work? Postcode: Email address: Section 2: Qualifications and training
Knowledge E1 E2 E3 Understanding of a feminist analysis of sexual violence. Understanding of the impact of sexual violence and trauma Some working knowledge of the Criminal Justice system as it relates to gender based violence D1 D2 Understanding of the factors that may help or hinder reporting or disclosure of sexual violence Understanding of independent advocacy principles Skills and Abilities E4 E5 E6 E7 E8 Excellent communication and negotiation skills. Capable of using own initiative and of meeting tight deadlines. Experience of maintaining professional boundaries. Excellent organisational skills. Skilled in use of IT e.g. for case notes, reports, email, internet searches. Ability to communicate confidently and persuasively with a variety of groups, organisations and agencies. D3 D4 D5 Monitoring, data analysis and evaluation skills Knowledge and understanding of service monitoring and evaluation. Experience of service user involvement/participation. Experience E9 E10 E11 E12 E13 Experience of supporting people who self harm and/or express suicidal intention. Experience of providing crisis, emotional and practical support and information to vulnerable individuals. Experience of working with people affected by rape and/or other forms of sexual violence Experience of managing a caseload. Experience of child protection and vulnerable adult protection guidelines and legislation. D6 Experience of multi-agency working
Good exercise time: 1 – 1 ½ hour after meals Novolin N (NPH) @6:00 PM Peak: 6 AM Risk for hypoglycemia: 9PM – 8 AM*; 11-12PM; 3-6 PM Good exercise time: 1 – 1 ½ hour after meals Regular @ 8:00 AM Peak: 11 AM Risk for hypoglycemia: 11-12PM Good exercise time: 9:30 AM Aspart ( Novolog) 10:00 AM Peak: 11 AM Risk for hypoglycemia: 11-12 PM Good exercise time: NOT!! Humulin N @ 6:00 AM Peak: 6 PM Risk for hypoglycemia: 11-12 PM; 3-6PM*; 9PM – 6 AM* Good exercise time: 1 – 1 ½ hour after meals Humalog R @ 1:00 PM Peak: 4 PM Risk for hypoglycemia: 3-6 PM Good exercise time ??? Regular @ 10:00 PM Peak: 1 AM Risk for hypoglycemia: 11PM – 4 AM Good exercise time: NOT!
Comentario por Encarna Vallespi — 10 enero, 2011 @ | Gracias por la recopilación. Un trabajo estupendo. Comentario por — 10 enero, 2011 @ | [...] para crear materiales Publicado el enero 10, 2011 por marwan El blog de juandon nos ofrece este magnífico recurso: una recopilación de recursos para elaborar material en la red, ordenados por tipos de recursos [...] Pingback por — 10 enero, 2011 @ | [...] —> enlace Categorized in [...] Pingback por — 11 enero, 2011 @ | Gracias por la información. No sabia que existian este tipo de aplicaciones. Comentario por — 16 enero, 2011 @ | Esta recopilación ha sido realizado por Cuaderno intercultural. La fuente que citas la ha copiado de aqui Un saludo Comentario por — 21 2011 @ | [...] herramientas gratuitas para crear materiales didácticos on line [...] Pingback por — 23 enero, 2011 @ | Muchas gracias Comentario por Cristina — 27 enero, 2011 @ |
[...] Publicado el marzo 4, 2011 por Cecilia Les dejo acá un enlace donde pueden encontrar 150 herramientas gratuitas para armar materiales [...] Pingback por — 5 marzo, 2011 @ | [...] el blog de “JUANDON. INNOVACIÓN Y CONOCIMIENTO” hay una entrada interesantísima sobre 150 HERRAMIENTAS GRATUITAS PARA CREAR MATERIALES DIDÁCTICOS ON LINE También podemos encontrar: 100 HERRAMIENTAS DE LA WEB 2.0 PARA EL AULA Os recomiendo que visitéis [...] Pingback por — 7 2011 @ | Muy buena recopilación. Algunos los conozco, pero hay muchos que estoy deseando probar para ver su utilidad “real” y manejo. Gracias! Comentario por — 23 2011 @ | Muchas gracias por compartir tantas herramientas de trabajo y de una exlente calidad..Nuevamente Gracias.. Comentario por Adriana — 24 2011 @ | Muchas gracias, Juan Domingo. Has hecho un gran regalo a los maestros… el regalo del tiempo. Ese que no tenemos para ponernos a buscar material para crear esa ficha personalizada para que Pedrito pueda aprender lo que sus compañeros ya han hecho hace media hora. Comentario por Mila — 26 marzo, 2011 @ | Si, eso es uno de mis planteamientos, muchas gracias Mila. juandon Comentario por — 26 marzo, 2011 @ | Qué trabajo tan bueno. Mereces todo mi respeto. Nos facilitas mucho la tarea a los maestr@s que nos gusta preparar en la medida de los posible fichas personalizadas. Muchas gracias por compartir estos conocimientos con nosotros. Comentario por Isabel — 14 abril, 2011 @ |
Suscripción por correo electrónico Escribe tu dirección de correo electrónico para suscribirte a este blog, y recibir notificaciones de nuevos mensajes por correo. juandon UNA NUEVA ÉPOCA. VUESTRA CASA Error: Twitter did not respond. Please wait a few minutes and refresh this page. CALENDARIO WORDPRESS JUANDON octubre 2010 L M X J V S D 1 3 7 10 12 18 30 25 abril, 2011 Turn off that mobile… View more presentations from James Clay
individual Commonwealth agencies within the portfolio) Target for purchasing from Indigenous enterprises PM&C public reporting – annual Portfolio manual reporting on contracts outside of AusTender – six monthly Annual publication of the Commonwealth’s target, and individual portfolio targets, for purchasing from Indigenous enterprises. Annual publication of performance by the Commonwealth and portfolios of the number and value of contracts awarded to Indigenous enterprises. Periodic publication of case studies to highlight better practice Indigenous supplier use. Reporting of contracts on AusTender in accordance with the Commonwealth Procurement Rules. Portfolios are encouraged to also report those contracts with Indigenous enterprises which are not required to be reported on AusTender. If the portfolio chooses to include the following types of contracts in its performance against the target, the portfolio must manually report the number and value of the following types of contracts to PM&C on a six monthly basis: Subcontracts; Contracts valued at less than $10,000; Contracts with Indigenous enterprises that are not registered with Supply Nation. Portfolios may require contractors to report on Indigenous supplier use, to allow subcontracts to be counted towards the portfolio’s target. Mandatory Six monthly Publication every six months of: The total number of contracts reported on Contracts valued between $80,000 and $200,000 Nil
Mandatory minimum requirements for Indigenous participation PM&C publicly report on a six monthly basis PM&C report on the number of new contracts subject to mandatory minimum requirements, including the: Value of the contract; Term of the contract; Good/service type being purchased. Report to PM&C every six months: For each new contract subject to mandatory minimum requirements, the following information: Contracting agencies; Value of the contract; Term of the contract; Good/service type; and Minimum requirement applied in the contract. For each contract subject to mandatory minimum requirements, whether the contractor is compliant with the agreed Indigenous Participation Plan. At least quarterly report to the contract manager on the contractor’s compliance with its Indigenous Participation Plan. Final report on compliance with the Indigenous Participation Plan and the mandatory minimum requirements.
The goal is to “continue to grow along spiritual lines.” The list of qualities can be as long or as short as you feel is necessary. 4 Absolutes Inventory Here I made a picture of how to do an inventory only using the 4 Absolutes. The founders of program used this method, and I believe that they are the foundation of all character defects. The 4 Absolutes are: Resentful Forgiving Selfish Unselfish Fearful Loving or Faithful Honest Dishonest Here is a list of character liabilities and assets that might be helpful to focus on: Examples of Liabilities and Assets: Ask questions about each specific character trait. Then, examine in writing the ways that we exhibited these characteristics in our lives. Don’t feel constrained by this list. Where are you at spiritually in your relationship with God, other people and yourself? Autobiographical Inventory In chronological order, list events, emotions, and positive and negative characteristics by periods of time.
Section 1 – Details of medication to be administered by school (Parent/Carer to complete) Insert student photo below. Student name Date of Parent/carer name Contact number I hereby request that school staff administer the following medication to my child at school or during school activities, as specified in this section. Name of medication Dosage (e.g. 1 tablet) (e.g. oral) Time/s to be given during school Additional information Parent/carer signature Date Section 2 – Record of administration of a single medication at school (School use only) KEY: A – Student absent; S – Self administration; P – Parent/carer administered medication; X – School closed; O – Off campus; N/S – No supply of medicationContact parent/carer; R – Student RefusedContact parent/carer MONTH TIME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Jan Feb May June July
Wee Play Wee Learn – Activities for Infants and Toddlers with Visual Impairments – Kristie Smith – Developmental Guidelines for Infants with Visual Impairments – A Manual for Early Intervention – APH Catalog #8-50700-00 Positioning for Play – Home Activities for Parents of Young Children – Rachel Diamant – Pearson -
Record the value of each mean you calculated on a separate post-it note. Use your post-it notes to plot your four means on the class display. Examine the class distribution of means, and record it below. Use the class means to estimate the probability of observing a mean as low or lower than our observed sample mean. Record your estimate here. What would you conclude about your hypotheses based on this estimate? Compare and contrast this probability and your conclusions with your probability and conclusions from #6. With which estimate are you more confident for drawing conclusions about recent petroleum engineering graduates’ starting salaries and why? How many means did you record on your dotplot in #8? Randomizing for Significance
Did your interval capture the 2014 employment rate of 84.5%? Does the interval cause you to question whether the population proportion for recent petroleum engineering graduates’ employment is less than 84.5%? Why or why not? Recall your decision for the significance test you conducted and that you recorded in #4. How does the decision compare with the conclusion you drew from the confidence interval? Did your conjecture for the relationship between significance tests and confidence intervals hold? If not, make a new conjecture.
Morehead State University Tuition and Fees Fall 2016 or Spring 2017 Semester UNDERGRADUATE Per Semester Full Time - Kentucky residents (taking 12-18 hours, undergraduate) $4,265 Full Time - Out-of-state students (taking 12-18 hours, undergraduate) $6,398 Full Time - International students (taking 12-18 hours, undergraduate) $10,663 Part Time - Kentucky residents $356 per credit hour Part Time - Out-of-state students $534 per credit hour Part Time - International students $889 per credit hour GRADUATE Per Semester Kentucky residents, out-of-state residents, or international students $579 per credit hour Winter 2016 or Summer 2017 Session UNDERGRADUATE Per Semester Kentucky residents $356 per credit hour Out-of-state students $534 per credit hour International students $889 per credit hour GRADUATE Per Semester Kentucky, out-of-state residents, or international students $579 per credit hour
Morenci Housing Staff Date Applicant Date Morenci Housing Rental Rates Studio Apartment $200.00* 1 Bedroom Apartment $200.00 2 Bedroom Apartment $300.00 Townhome $350.00 2 Bedroom Home $325.00 3 Bedroom 1 Bath $375.00 3 Bedroom 2 Bath Modular $425.00 4 Bedroom 2 Bath Modular $500.00 Safford Home $600.00 *Includes utilities
not talking amongst themselves too much. Tutors are expected to wear their name tags at all times. Timesheets. Timesheets will collected around the 24th of the month. It is expected that the students fill in their hours and submit their timesheet to the instructor to verify and initial. The instructor then submits the timesheets to the appropriate department. It is expected that tutors notify the instructor of any anticipated absences, and follow the established policy for unexpected absences. Helping students. Tutors serve as another pair of “eyes” and “ears” for the instructor. Tutors are encouraged to help students stay on task and/or notify the instructor of students that are not utilizing their time well, being disruptive, etc. Tutors are encouraged to make suggestions to the instructor with regard to topics students are having difficulty with, topics that need more lecture time, and commonly seen errors. Role Models. Tutors are expected to always have their “game face” on while at work. Tutors are expected to model commitment and dedication as vital contributors to the students’ potential for academic progress. Tutoring Skills. Tutors are expected to use standard tutoring techniques and skills, such as guiding the student to a result (not simply offering an answer), finding out what a student already knows, confirm methods and/or thinking that a student is using, etc. Tutors are expected to ask the instructor for clarification and/or accuracy rather than give out incorrect answers or use “short cuts”. Overview of Accelerated Math online program. There are 4 different types of assignments that the students will be working on at any given time. A brief explanation of each of the assignments should be covered at this point (Types of Accelerated Math Assignments is attached). Additionally, a few samples of typical math problems that the students will encounter early on can be presented to the tutors.
Moreton-in-Marsh conservation area approximately 500m north west of the site 2 Undesignated heritage assets on/adjacent to the site HER No. Area Description 4006 A complex series of medieval to post medieval meadows and drainage ditches are visible as earthworks, Moreton-in-Marsh. 3 Historic landscape character Ridge and furrow mapped by NMP nothing visible on AP. Not within the historic towns survey area. D1g HLC category - Riverine pasture/meadow 4 Potential to include currently unknown heritage assets with archaeological interests There is potential for currently unknown heritage assets due to the lack of previous archaeological investigation of this site. 5 Recent planning history There is no record of any consultation regarding this area. 6 Recommendations Assessment and evaluation should be undertaken to the determination of any planning application, to include an assessment of the impact of the development on the significance of any heritage assets and their settings. Land at Evenlode Road, – M_9B 421221 232003 0.34ha
Figure 1. Infographics from Statistics Sweden’s Facebook account illustrating the total building footprint of Sweden. 5 Some challenges This paper has focused on the benefits of data sharing and the quality improvement in official statistics as a result of the increased access to geospatial data. But a growing usage of geospatial data from a variety of producers also brings about challenges. As the bulk of data from external producers in the production process increases, the harder it is to overview the quality, accuracy and coverage of the data sources involved. Usually metadata typically describing “map products” does not satisfy the needs from a statistical point of view. This is why it is important to invest time to get acquainted with the data producers, to understand the underlying conception of their production as well as the history and original purpose of the information. Recent initiatives within the UN (UN-GGIM) and the EU (ESS), aiming at a better integration between statistics and geospatial data, put an emphasis on the need for a closer cooperation between statistical institutes and mapping agencies. This is a necessary step towards a mutual understanding between the statistical and mapping communities, but eventually such cooperation must include also other data sharing institutions. Another challenge has to do with the understanding and recognition of the needs associated with geospatial activities within the statistical offices. Geospatial processing typically demands a technical environment beyond the standards of many statistical offices in terms of software, hardware and storage but also in terms of competence. If there is little understanding regarding these special needs, the prospects of a successful integration of geospatial activities in the production chain is low. 6 References [1] Sandgren U. (2011) Swedish Spatial Data Infrastructure - An efficient network of information resources accessible via the Internet, Serbian geodetic conference 2011 [2] Information from the Swedish geoportal: http://www.geodata.se/en/ [3] Official land use statistics products at Statistics Sweden:
8. Promotion of the accession of new Parties from Africa Two new Parties from Africa acceded to AEWA and a few more are in the pipeline; There was improved contact between the Secretariat and the African Parties to promote accession; One national accession workshop was organised in Burkina Faso; Two information workshops for accession have been organised for Parties in Africa; Official missions were conducted to seven African Countries to promote accession; 9. Fund-raising for activities in Africa Over 800,000 Euros were secured to support AEWA activities in Africa over the period of 2009-2012. Contracting
(b) Work out the size of the angle marked y Give reasons for your answer. 9. Diagram NOT accurately drawn ABC is parallel to DEFG. BE = EF. ABE = 38°. (a) (i) Find the value of x. (ii) Give a reason for your answer. (b) Work out the value of y. 10. Diagram NOT accurately drawn accurately ABCD and AFE are straight lines. BF is parallel to CE. Angle CBF = 103°. AB = AF. (a) (i) Find the size of angle x. (ii) Give a reason for your answer. (b) Find the size of angle y. 11. Diagram NOT accurately drawn ABC and DEFG are straight lines. AC is parallel to DG. BE = BF. Angle ABE = 62°. (a) (i) Find the value of x. (ii) Give a reason for your answer. (b) Work out the of y.
Statutory Requirements Related Priority Area(s) Achievement gaps for limited English-proficient, special education and students 1, 2, 3, 4, 5 Alternative English language learning programs for limited English proficient students 1, 2, 3, 4, 5 Social service and health of students at the school and their families, to help students arrive and remain at school ready to learn; may include mental health and substance abuse screening 1, 5 Improved or expanded child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment 1, 5 Improved workforce development services provided to students at the school and their families, to provide students and families with meaningful employment skills and opportunities 3, 5 A financial plan for the school, including any additional funds to be provided by the district, commonwealth, federal government or other sources Appendix C Formation of a Parent Advisory Committee focused on English Language Learners (if applicable) 4, 5 Strong leadership in schools, including a new or current principal with a track record of success 1, 3 Redesigned school day, week, or year to include additional time for student learning and teacher collaboration 2 Turnaround Plan Authorization The turnaround plan is authorized for a period of years. The Receiver may develop additional components of the plan, which must be approved by the Commissioner. Guidance on Changes in Policy and Strategies to Consider State Law Curriculum and Instruction Expand, alter, or replace curriculum: The Commissioner may expand, alter or replace the curriculum and program offerings of the school, including the implementation of research based early literacy programs, early interventions for struggling readers and the teaching of advanced placement courses or other rigorous nationally or internationally recognized courses, if the school does not already have such programs or courses Expand use of time: The Commissioner may expand the school day or school year or both of the school Add Kindergarten or pre-kindergarten: The Commissioner may, for an elementary school, add pre-kindergarten and full day kindergarten classes, if the school does not already have such classes Financial and Asset Management Reallocate school budget: The Commissioner may reallocate the uses of the existing budget of the school Reallocate district budget: The Commissioner may provide additional funds to the school from the budget of the district, if the school does not already receive funding from the district at least equal to the average per pupil funding received for students of the same classification and grade level in the district income
university and other partners to articulate a curriculum map, aligned resources, and two extended units per grades in P-3, four extended units in grades 4-6, and six units for grades 7-8. 4.3 Aligned resources in science (system of standards, curriculum, instructional strategies and assessments): Identify and implement science and technology resources and instructional practices aligned with State and Next Generation Science Standards. This will support our increased focus on STEM, particularly in 6-8 grades. We will work with ESE, New Tech, university and other partners to articulate a curriculum map, aligned resources, and two extended units per grades in four extended units in grades 4-5, and six units for grades Project GRAD (specifically, Chief Academic Officer) “Starter developed and implemented in early fall 2014; continuing through academic year. 4.4 Pre-kindergarten Program: Building on the LSG’s recommendations, we will use Level 5 authorities, pending identification of appropriate space, to establish a program for Morgan, to begin in Fall 2014. As part of program development, solicit input from a variety of Morgan stakeholders. Having a Pre-K program for Morgan will address several educational challenges: Allows students who would not otherwise have an opportunity to attend Pre-K the chance to attend by hosting Pre-K within close distance from most Morgan families. Promotes language acquisition for English language learners Allows for consistency in content and instructional practices between all grade levels Allows for earlier connection and open communication with families of Morgan students Accelerates Kindergarten readiness by providing an accessible school to attend in PreK Project GRAD September 2014, contingent on availability of and funding. 4.5 Sheltered English Instruction (SEI) Endorsement and supports for English language learners: All teachers who teach ELLs will be required to obtain SEI endorsement as soon as course availability allows, preferably by June 2015. Hiring will privilege those who are bilingual and have demonstrated impact with students or have demonstrated excellence in serving English learners. Starting with the summer workshops, ELL specialists will work with teacher teams to identify and develop grade level appropriate, differentiated assignments, and to identify support materials. These methods will be implemented as soon as school begins. At the same time, we will consider other strategies that address language needs of all students; these strategies would begin implementation in September 2015. Project GRAD, with DESE assistance to ensure all teachers can obtain endorsement All staff members must obtain endorsement, optimally by June 2015 3, 8.
Effective July 1, 2014, teachers who are selected to remain at the Morgan school will be assigned to one of the career ladder levels based on the teacher’s salary placement on the previous salary schedule as of June 30, 2014, without regard to the teacher’s rating on the end-of-year evaluation, as described below. No returning teacher will receive less compensation than they received in 2013-14 (salary plus longevity plus ELT stipend). Newly hired teachers will be placed on the career ladder as determined by the Receiver. Current Step Career Level Placement 2014-2015 Salary Novice $47,000 1 Developing Level I $49,000 2 Developing Level II $51,000 3 Career Level I $57,000 4 Career I $57,000 5 Career Level II $61,500 6 Career Level III $61,500 7 Career Level III $66,000 8-11 Career IV $70,500 * * Also includes Career Legacy teachers. ELT stipends are rolled into the base salaries beginning in July 2014. The Receiver will review and may adjust the salary schedule periodically. Teachers assigned to Career IV who are receiving higher compensation on the current scale will be assigned to the Career Legacy status. A teacher whose 2013-2014 annual base salary exceeds $70,500 will be identified as a Career Legacy teacher. A Career Legacy teacher’s new annual base salary will be the sum of the following components: 1) 2013-2014 annual “step and lane” salary, 2) 2013-2014 stipends totaling $5,300, 3) longevity payment, if applicable and 4) an additional $1500. The annual base salary for an “Advanced” teacher will be $76,000. Advanced teachers must possess an initial or professional license. The annual base salary for a “Master” teacher will be $85,000. Teachers selected for this position will receive a stipend differential based on their annual base salary in order to reach $85,000. These stipend compensation amounts shall be included in the teacher’s base pay, or otherwise considered as part of the teacher’s annualized salary, for retirement purposes. Master teachers must possess a professional license. The Receiver will establish a process for eligible teachers to apply for Advanced or Master Teacher levels. Teachers selected for these roles will be compensated at the salary levels for these positions for the duration of their assignments. Upon leaving these assignments, teachers will return to their most recent compensation levels. Advancement on the Career Ladder
court and its orders as ones that attorneys must obey. (E.g., Gov. Code, §§ 11455.30, subd. (a), 11475.30.) We also disagree with Moriarty’s position that In the Matter of (Review Dept. 2000) 4 Cal. State Bar Ct. Rptr. 126 can be read to mean that the only administrative agencies that section 6103 applies to are constitutional administrative agencies, such as the WCAB. In Lantz, we found that an “order of [a] workers’ compensation judge is an order of a court within the meaning of section 6103,” and the attorney violated that section by disregarding such an order. (Id. at p. 134.) We did not make any finding that other, nonconstitutional administrative agencies fell outside section 6103’s scope. Moreover, there are many reasons to apply the same analysis that we used in Lantz to orders issued by the OAH. The Legislature’s creation of workers’ compensation tribunals (namely, the WCAB) and processes and procedures to resolve workers’ compensation disputes (see In the Matter of Lantz, supra, 4 Cal. State Bar Ct. Rptr. at p. 134) parallels the purposes of the OAH, which is “a state entity, funded by the state, created to provide adjudicators to decide the fate of those faced with deprivations of property and liberty interests in administrative hearings.” (California Teachers Ass’n v. State of California (1999) 20 Cal.4th 327, 336.) Both the OAH and the WCAB are tribunals that adjudicate parties’ contentions and property rights, and both resolve issues of fact and law. Further, final decisions of both the WCAB and other administrative agencies acting in a judicial or quasi-judicial capacity may each have res judicata and collateral estoppel effect. (Hand Rehabilitation Center v. Workers’ Comp. Appeals Board (1995) 34 Cal.App.4th 1204, 1214 [discussing res judicata and collateral estoppel]; Traub v. Board of Retirement (1983) 34 Cal.3d 793, 798 [discussing collateral estoppel]); Brosterhous v. State Bar (1995) 12 Cal.4th 315, 324 [discussing res judicata and collateral estoppel]; Pacific Coast Medical Enterprises v.