zilongwang/ReadingBank huggingface dataset:
Ethan Mascoop, MPH, MUA, RS P.O. Box 320029 West Roxbury, Massachusetts 02132 October 4, 2017 Office of the General Counsel Massachusetts Department of Public Health 250 Washington Street Boston, Massachusetts 02108 Re: Comments on Proposed Amendments to 105 CMR 410.000: Minimum Standards of Fitness for Human Habitation (State Sanitary Code, Chapter II) Dear Sir/Madam: The following are my comments regarding the proposed amendments to 105 CMR 410.000: Minimum Standards of Fitness for Human Habitation (State Sanitary Code, Chapter II). I would like to commend DPH for its efforts in improving the readability and clarity of many sections of the proposed amendments. As you are aware, this code is read and used by many people not trained or familiar with inspections, law, regulations and courts. In fact, many tenants and landlords represent themselves in court and attempts to make the code understandable and transparent are welcomed and necessary. SUMMARY There are a number of significant proposals that require additional clarification and guidance for inspectors, tenants, landlords and courts. These include: Kitchen facilities (410.100) Potable water (410.130) Natural and mechanical ventilation (410.220) Means of egress (410.260) Electrical service (410.320) Areas free from mold and other fungi…(410.500(C)) Elimination of pests (410.560) These and other sections of the code are vague, confusing, difficult to inspect/interpret, and would be inconsistently enforced throughout the state. I suggest that DPH provide a guidance document similar to the Food Code Annex (adopted by DPH Food Protection Program). This
ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available ETHANOL denatured, 95% C2H5OH DANGER SDS Available
THE PERCEPTIONS OF MATHEMATICS AND THE MATURE AGE SECOND-CAREER TEACHER Matthew. B. Etherington Trinity Western University, Canada Matthew.Etherington @ Abstract This report explores the image of mathematics as understood from the perspective of three mature age second career pre-service teachers. Three one hour interviews were conducted at the Ontario Institute for Studies in Education (U/T) with three second career graduate pre-service teachers over the course of one academic semester. Their perceptions of mathematics suggest that second career teachers have real-world images of mathematics contingent on their work-life experience. This could suggest that the extended career and lived experiences of second career teachers may well help lead the way to changing the old logical humanist image of mathematical practice and understanding to a social constructivist philosophical position of mathematical truths ultimately justified on the basis of lived experience and dialogue. The results of this small scale report suggests that teacher education programs and school classrooms could capitalize on the lived work-life of second career teachers to make mathematics exciting, communicative, integrated, relational and lived. Key Words: mathematics, social constructivism, second career teachers, lived experience, teacher education, NCTM Introduction and problem statement When most people hear the word, “mathematics” they are likely to think of a certain time at school when they were forced to learn things that had little relevancy to their personal lives. We have the image of the dull student filling the mathematics work book with tedious and repetitive exercises, algorithms which require no imagination at all (Slade, 2001).Others are likely to think of mathematics as a pure intellectual pursuit, ice-cold lemmas, theorems, propositions or a means to an end (Bahls, 2009). However we perceive mathematics, most of us grew up in classrooms where we were taught mathematical skills to practice, memorize and rationalize. Consequently, the popular image of mathematics is that it is difficult, cold, abstract and ultra-rational (Ernest,
Participants noted the importance of developing skills based opportunities but also recognised that there was a lack of brokerage resources to effectively match these opportunities. Volunteering Staffordshire was given as an example of a brokerage system funded by Staffordshire County Council; it matches opportunities and provides support for charities. However the funding is coming to an end and a system of charging will be put in place. The concern is that businesses will stop using this system if they have to pay. Yet this infrastructural support is essential to enabling charities to engage. Without such support participants argued that charities find it difficult to identify what ESV can offer them and to pitch exactly what they want from business. Brokers talked of the difference between maintenance volunteering and progressive volunteering but they are too often bundled together and may not suit employee volunteers. It was felt that ESV offers on websites need to be thought through in more detail so that they are feasible for employers. One gave an example from the CVS website that advertised a vacancy for a minibus driver every Thursday morning. He added that it was unlikely for any business to release someone so often but they may have employees who would help with a marketing plan. Signposting was also a key issue, since businesses found it confusing to negotiate the brokerage landscape. Capacity Gap Businesses - Discussion of the capacity gap was seen as key by several participants. One key element highlighted by businesses was the capacity gap they faced around engaging a greater proportion of employees in ESV. One business participant conceptualised this eloquently as the “The hourglass of volunteering”: You have your leadership that are really keen at promoting it and you have people that are nearer to the communities that are really keen to get involved but the pinch point is the middle management who have to balance the targets and the job and therefore don’t necessarily release their employees out to
At his next appointment with Nurse W, Mr N brings along his wife and son, as well as two other members of his wider whānau. Mr N’s whānau are able to hear from Mr N that he would prefer to be cared for in a private residential facility when he is unable to look after himself, to minimise the burden that he perceives his illness puts on his whānau. They talk at some length about whether this arrangement would best meet the needs of Mr N and his whānau. Mr N decides that, beyond his preferences being documented in his medical notes, he does not feel that it is necessary to write an advance care plan and is comfortable that those close to him and his GP understand how he wishes to be looked after as his Parkinson’s disease progresses. Case example F Mrs C is an 85-year-old woman with type two diabetes. Mrs C is a recent immigrant, but her adult children have lived in New Zealand for over 20 years. Mrs C is always accompanied by one of her children at her regular checkups with her GP, Dr H. Her children help Mrs C with any language difficulties over medical terms and appear to have an active role in helping their mother make health care decisions. Dr H recognises that Mrs C holds traditional cultural views towards her health. Dr H is unsure how Mrs C and her family will respond to the suggestion of advance care planning. However, Dr H believes it is important that Mrs C is given the opportunity to discuss and consider the process of advance care planning rather than to assume that this is not something Mrs C would wish to pursue. When Dr H suggests advance care planning at Mrs C’s next appointment, Mrs C and her children decline to take part. Dr H respectfully accepts this decision, but explains that they can revisit advance care planning at any time in the future. Other sources of information and advice Advance Care Planning: A guide for the New Zealand health care workforce Ministry of Health (August 2011) Advance Directives in Mental Health Care and Treatment Office of the Health and Disability Commissioner Advance Directives, Living Wills and Questions about Competence Office of the Health and Disability Commissioner Our Voice: Tō Tātou Reo Advance Care Planning website
4.3 Each School is responsible for identifying staff members responsible for the storage of documentation arising from the operation of University and School Research Ethics procedures. University Research Ethics Sub-Committee The University Research Ethics Sub-Committee is responsible for monitoring and reviewing University policies and procedures governing the ethical scrutiny and conduct of research and for recommending proposals for their development and enhancement. The Sub-Committee will be responsible for considering appeals against ethical review decisions and will consider complex ethical review applications referred to it by Ethical Review Coordinators. The terms of reference and composition of the Research Ethics Sub-Committee will be published on the University’s Research Ethics Website. The terms of reference and composition will be confirmed at the commencement of each academic year, with proposed changes being submitted for approval by the University’s Academic Board. College of Ethical Reviewers and Ethical Review Coordinators Each University School will maintain a College of Ethical Reviewers. The College will be responsible for the consideration of all research proposals requiring full ethical review and any applications for proportionate ethical review submitted by postgraduate research students and staff researchers. Ethical approval for undergraduate and postgraduate taught dissertations and fieldwork applications will be handled in schools by the course teams and will not normally be referred to the College of Ethical Reviewers. Schools will be responsible for ensuring that all College members maintain a comprehensive understanding of the University’s Research Ethics Policy and associated procedures. Each School will appoint an Ethical Review Coordinator to facilitate the effective operation of ethical review processes within the School. The Coordinator should be a member of academic staff with appropriate research experience. School Ethical Review Coordinators will: Ensure the efficient and equitable allocation of applications for ethical review across the College of Ethical Reviewers. Inform the University Research Ethics Sub-Committee of high-risk projects identified and under review. Refer cases to the University Research Ethics Sub-Committee where necessary. Provide advice and guidance on any matters relating to the ethical scrutiny and conduct of research.
Project Title Principal Researcher(s) Student/Staff number Email Address Contact Number: Supervisor and Co-supervisor Department Faculty Nature of Project Honours/4th Year Master’s Master’s Full dissertation X Doctoral Departmental Projects Research involves Human Health Animals Human Health and Animals Data collection from people Children research) Children (Therapeutic research) Other vulnerable persons Special health and safety considerations Desktop, field work or laboratory research only Environmental hazards/ pollution Interference with nature Intellectual Property (IP) Equipoise /Conflict of interests (researcher, funder or participants) Social value/ Benefits from this research Risk Classification Low Risk Medium Risk High Risk Other
QUESTION 3.9 Has any organisation/company participating in the research or funding the project, imposed any conditions to the research? YES NO If yes, please indicate what the conditions are. QUESTION 3.10 Does the proposed study involve collaborative, multi-institutional or multi-country research? (Please see paragraph 6 of the Policy on Research Ethics of The Da Vinci Institute and make sure that the principal researcher complies with the stipulations of the policy) Research in 1 country only Please state country: Research in more than 1 country Please state countries: Research to be conducted in 1 institution ** Details: Research is ** Please give details: ** In certain cases, consent is required from the institutions where the research will be undertaken (such as a hospital, clinic or school) and the relevant national, provincial and local health or educational authorities. In some of these cases, however, ethical clearance in Da Vinci is a for these institutions and/or authorities prior to considering the student’s request for access to the research site. SECTION 4: FORMALISATION OF THE APPLICATION APPLICANT AND SUPERVISOR I have familiarised myself with the Da Vinci Institute’s Research Ethics Policy and undertake to comply with it. The information supplied above is correct to the best of my knowledge. NB: PLEASE ENSURE THAT THE ATTACHED CHECK SHEET IS COMPLETED
Research in more than 1 country Please state countries: Research to be conducted in 1 institution ** Details: Research is ** Please give details: ** In certain cases, consent is required from the institutions where the research will be undertaken (such as a hospital, clinic or school) and the relevant national, provincial and local health or educational authorities. In some of these cases, however, ethical clearance in Da Vinci is a for these institutions and/or authorities prior to considering the student’s request for access to the research site. SECTION 4: FORMALISATION OF THE APPLICATION APPLICANT AND SUPERVISOR I have familiarised myself with the Da Vinci Institute’s Research Ethics Policy and undertake to comply with it. The information supplied above is correct to the best of my knowledge. NB: PLEASE ENSURE THAT THE ATTACHED CHECK SHEET IS COMPLETED SIGNATURE OF APPLICANT DATE SIGNATURE OF SUPERVISOR DATE RECOMMENDATION OF RESEARCH COMMITTEE The application is (please tick): * Council has delegated powers to Research Committee to: - Approve Masters and Doctoral academic research projects NAME OF CHAIRPERSON: __________________________________SIGNATURE:___________________________ DATE ………………………………………
disturbance of local cultural sites of significance noise and vibration due to construction activities 3. Ethicists Are concerned that public-private partnerships (PPPs) are not always socially responsible. Evidence from Europe suggests that many privatized water operations in other countries (eg, France, USA) have failed to meet targets, expand and upgrade networks and have introduced high prices and unaffordable connection fees. View with alarm the potential for Caloam society to be burdened with the cost of maintaining and upgrading the plant once Pisces’ involvement has concluded. Are concern that multinational organizations such the World Trade Organization, the World Bank, and the Organization for Economic Co-operation and Development are promoting the ‘marketisation’ and privatization of water and fail to recognize water as a basic human right. 4. Local fisherman (or ‘fishers’) Are extremely concerned about their future ability to support themselves through fishing. These concerns are based on the potential detrimental effect on the marine environment as a result of: The desalination process itself which releases concentrated brine and potentially harmful chemicals to the sea. This is likely to harm the marine environment particularly in the area around the discharge point. The possibility of oil spills and the introduction of pests, disease and pollution (chemicals and hydrocarbons) through increased marine vessel activity and the construction process of the plant itself. Are wary of the potential damage this development may bring to their cultural heritage through damage to their land and the influx of foreign workers. Have heard disturbing stories about previous instances of exploitation by government and foreign companies. 5. Pisces International Argue that desalination is the most effective way of overcoming water shortages due to drought and climate change. Consider that foreign companies have greater expertise and experience
based on departmental size, gender, and professional certification. Lewellyn (1996) studies 38 behaviors in the areas of research, travel, outside employment, relationships with publishers, student-related activities, and information systems activities. The overall results were similar to those of Shenas and Derakshan (1994). Within the field of economics, List et al. (2001) examine three types of unethical behavior: falsification of research, expropriation of graduate student research or including an undeserving co-author on a research paper, and exchange of grades for gifts, money, or sex. The overall responses suggest that a significant number of academic economists have committed unethical research practices, with those at lower-tier schools committing a disproportion of unethical acts. Dewald et al. (1988) attempt to replicate various studies, and find it quite difficult to replicate results of published studies even with the data supplied by the authors. Follow-up discussions by Merrick (1988) and Dewald et al. (1988, 1162) highlight the challenges of replication, much of which they suggest stems from "a system of professional rewards which does not value replication." However, while most of the studies cited are conducted abroad, it’s observed that most of the results are similar with what we observed and heard happening in Nigeria. Paucity of local empirical studies and literature concerning the subject matter forced us to rely on foreign based studies. This could be seen as one of the limitation of the paper. There appears to be evidence across all disciplines that the pressure of publishing and the continually narrowing guidelines within which to do so are trending academicians to loosen their ethical viewpoints in favor of a more existentialist view of life. This is alarming as it may undermine the credibility of the profession internally and externally.
responsibilities in an ethical manner, yet they may get off easy because others were also involved in the fraud. Ask students whether this may create an environment where auditors are less likely to go the extra mile to ferret out fraud. Proportional liability reduces accountants’ liability exposure. There is no evidence have been less diligent since passage of the PSLRA. It would seem unprofessional to approach difficult issues with a client in an audit of financial statements with an attitude that since our liability is limited, we can give this one to the client. Auditors have to apply appropriate standards before making such a decision including the assessment of materiality. [An interesting paper by Kaplan and Williams on auditors’ role in securities lawsuits that can expand the discussion is: Do Auditors Matter in Securities Class Action Lawsuits? It can be found at: http://www.isarhq.org/2013_downloads/PosterSession_10.pdf] Optional Question Explain the legal liability of auditors under SEC regulations and the Tellabs ruling relied on by the Court. Include in your discussion how scienter is determined. Do you agree with the commission’s conclusion that the Deloitte auditors did not violate their legal obligations to shareholders? Why or why not? In Tellabs, in which the Court prescribed the following analysis for Rule 12(b)(6) motions to dismiss Section 10(b) actions:
YES Yes/No If YES record, provide details: 3a. Has your online review brought to light any evidence that the organisation is or has been involved in any aspect of arms manufacturing or trade? Yes/No YES PLEASE 1 3b. Has your online review brought to light any evidence of any links between the organisation and state governments, companies or individuals with current or past history of serious human rights violations? Yes/No YES 4 Is there published or other credible evidence that the partner is involved in any one of the following activities: Yes/No If YES please provide details: Yes/No If YES please provide details: Yes/No If YES please provide details: Yes/No If YES please provide details: Yes/No YES 5a. Are you aware of any additional reputational or ethical difficulties for the University in entering in to the proposed relationship?
Yes/No YES 6a. In order to ascertain if any exists, please state if you are aware of any employee, representative, alumnus/a of the University of Birmingham, or relative of a prospective/current student having a financial interest in the organisation? Yes/No YES 7 Are there any other findings you wish to declare that are not covered elsewhere in this form? SIGNATURE - / Date: Please note: This form assesses the partner only; it does not replace the Research Ethics Review Process which should be completed as normal. Please complete the form and keep as part of your project documentation. If any issues have come to light, you should raise these initially with your Head of School / Director of Institute and local research support office. Appendix 1: Laws and agreements to consider in regards to arms manufacturing and trade Type of Arms Does the entity manufacture or trade in this type of arms? YES / NO 3aii. If yes to manufacture or trade, does the entity comply with this treaty? Relevant Treaty YES / NO Explosive projectiles weighing less than 400 grams Declaration of Saint Petersburg (1868) Bullets that expand or flatten in the human body Hague Declaration (1899) Poison and poisoned weapons Hague Regulations (1907) Chemical weapons Geneva Protocol (1925)
Investment Mandate issued by the Australian Government. The Investment Mandate requires the Board to maximise returns above a benchmark rate whilst taking acceptable but not excessive risk. The benchmark rate has been set at CPI + 4.5 per cent to 5.5 per cent per annum over the long term. Section 39 of the FMA Act does not apply to investments of the fund. As at 30 June 2012, the Future Fund’s exposure to interest rates consisted of $11,406 million in floating interest rate securities (2011: $13,929 million) and $11,439 million in fixed interest rate securities (2011: $7,651 million). The following table demonstrates the impact on the net operating balance and net worth of a 140 basis point (2011: 175 basis point) change in Future Fund interest rate bond yields with all other variables held constant. Effect on Effect on Interest rate risk Change in risk variable Operating balance Net worth Operating balance Net worth 2012 2012 2011 2011 $m $m $m $m Asset portfolios (including derivatives) +140bp (213) (213) n/a n/a -140bp 310 310 n/a n/a +175bp n/a n/a (67) (67) -175bp n/a n/a 171 171 Exchange traded interest rate futures are used by the Future Fund’s investment managers to manage the exposure to interest rates and to ensure it remains within approved limits. At 30 June 2012, the notional value of open futures contracts and swaps totalled $176 million (2011: $903 million). The Building Australia Fund (BAF), Education Investment Fund (EIF) and Health and Hospitals Fund (HHF) were established by the Nationbuilding Funds Act 2008 on 1 January 2009 and their investments are also managed by the Future Fund Board of Guardians. The Funds were established to provide financing sources to meet the Government’s commitment to Australia’s future by investment in critical areas of infrastructure. The objective of each Fund is as follows: BAF — to make payments in relation to the creation or development of transport, communications, eligible national broadband network matters, energy and water infrastructure; EIF — to make payments in relation to the creation or development of higher education infrastructure, vocational education and training infrastructure, eligible education and research infrastructure; and
Step 5 “Admitted to God, to ourselves, and to another human being the exact nature of our wrongs” Lets briefly cover some instructions for taking our 5th Step which we will be sharing with our sponsor or spiritual adviser before our next meeting First a warning: it says on the first page of Chapter 6, “Into Action”: “If we skip this vital step, we may not overcome drinking. Time after time newcomers have tried to keep to themselves certain facts about their lives. Trying to avoid this humbling experience, they have turned to easier methods. Almost invariably they got drunk. Having persevered with the rest of the program, they wondered why they fell. We think the reason is that they never completed their housecleaning. They took inventory all right, but hung on to some of the worst items in stock. They only thought they had lost their egoism and fear; they only thought they had humbled themselves. But they had not learned enough of humility, fearlessness and honesty, in the sense we find it necessary, until they told someone else all their life story.” A couple of important points the book points out in the 5th Step: “We must be entirely honest with somebody if we expect to live long or happily in this world.” “Rightly and naturally, we think well before we choose the person or persons with whom to take this intimate and confidential step.” “Though we have no religious conception, we may still do well to talk with someone ordained by an established religion.” “We search our acquaintance for a close-mouthed, understanding friend.” “It is important that he be able to keep a confidence; that he fully understand and approve what we are driving at; that he will not try to change our plan.” “When we decide who is to hear our story, we waste not time.” “We have a written inventory and we are prepared for a long talk.”
_____________________________ (signature) Dissertation committee chair: Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. ______________________________ (signature) Dissertation committee members: Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. _____________________________ (signature) Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. _____________________________ (signature) Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. _____________________________ (signature) Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. _____________________________ (signature) Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. _____________________________ (signature) Department chair: Plagiarism □ found □ not found. If found, it was □ limited □ extensive [□ abstain]. ______________________________ (signature) By a vote of to , plagiarism was _____ not found, and the matter is dismissed.
Session 1: Sugar and health Learning Outcomes: At the end of the session the group should: Know that you should eat only small amounts of foods high in sugar Know that you should not have foods high in sugar between meals Be able to list foods that are high in sugar Be aware of the health benefits of not eating sugar Have fun tasting foods that are low in sugar Have taken part in physical activity Activities and resources: Activity Preparation Resources Sugar is bad for you Photocopy or print off sore tooth and overweight man pictures in colour Sore tooth and overweight man pictures (page 57-58) Eatwell guide (or activity mat) Buy items high in sugar or collect wrappers and containers to use in the exercise Or print off food photographs from SCLD website photographs disc Eatwell guide (or activity mat) Foods high in sugar e.g. chocolate bars, cakes, biscuits, hard boiled sweets, fizzy drinks Or food photographs Keep your teeth safe from sugar Photocopy or print off clean teeth picture in colour Clean teeth picture (page 59) Foods with sugar presentation Run through the presentation to familiarise yourself with content Laptop Projector “Foods with sugar” presentation (requires PowerPoint 2003)
Session 4: Sugar in foods Learning outcomes: At the end of the session the group should: Have an awareness of how much sugar is in foods Be able to recall the main messages from the previous sessions Have taken part in physical activity Activities and resources Activity Preparation Resources Recap (Use “Sugar is bad for you” and Eatwell guide (or activity mat) exercises from day 1) Photocopy or print off sore tooth and overweight man pictures in colour Buy items high in sugar or collect wrappers and containers to use in exercise Print off food photographs from the SCLD website Sore tooth and overweight man pictures (page Eatwell guide (or activity mat) Foods high in sugar e.g. chocolate bars, cakes, biscuits, hard boiled sweets, fizzy drinks 58)
Activity Preparation Resources Play your sugar right Using the tables on page 49 - 50, use sellotape and / or elastic bands to attach the appropriate number of sugar sachets to the food items If you use items not on the list, you will need to work out the sugar content. 1 sachet is 7 grams. If you cannot get sachets you can demonstrate the sugar content using teaspoons of sugar. You can use photos of food or real food for this exercise. Here are the suggested food types: grapes boiled sweets diet fizzy drink full sugar fizzy drink chocolate biscuit plain biscuit chocolate bar sugar / chocolate- coated breakfast cereals plain cereal fruit salad in syrup fruit salad in fruit juice fruit scone cola orange juice blackcurrant drink yoghurt drink Lemon & lime juicy water Strawberry milkshake Citrus Punch Strawberry& banana smoothie Sugar sachets Sellotape 2 sugar bowls Elastic bands Shopping basket Box Flip chart and pen
1.4 DfE Teacher Reference No.: 1.5 Do you have Qualified Teacher Status (“QTS”)? 1.6 QTS Certificate No.: 1.7 Date of qualification as a Teacher: 1.8 Education Workforce Council (Wales only) or other Membership No.: 1.9 DBS No.: 1.10 DBS Check Date: DETAILS OF APPLICANT’S PRESENT EMPLOYMENT 2.1 Are you presently employed? Yes No If no, please proceed to the next section. 2.2 Details of Present Post 2.2.1 Role: At School/College 2.2.2 Address: 2.2.3 Telephone No.: 2.2.4 Local Authority: 2.2.5 Archdiocese/Diocese: 2.2.6 Permanent: Temporary: 2.2.7 Full time: Part time: Job Share: 2.2.8 Date of Appointment: 2.2.9.1 Notice Required: 2.2.9.2 If notice already given, date it is due to expire: .10 Probationary Period/NQT Induction year completed? If so, please provide date: 2.2.10 Description of key duties/responsibilities (including subjects and key stages taught (if applicable)):
Total annual costs $24,740.31 Total hourly costs Assuming 1,672 vehicle operation hours. $14.80 Assumes that the annual costs of the business are spread over 1,672 vehicle operation hours per year. PART 2 – VARIABLE COSTS – PER KILOMETRE AND PER HOUR Note: All costs are exclusive of GST Cost items assumptions assumes 33,000 km travelled per year Typical cost per year Your cost per km Variations in this cost item Fuel Based on retail diesel fuel cost based on the average retail cost for Victoria across 2016 of 116 cents per litre, which is net of GST. Assumes 25.71 litres consumed per 100 km. 29.82 cents Fuel is the single biggest variable cost and will affect your business. Fuel costs will also vary depending on the age, features and condition of the vehicle. Tyres Assumes cost of $588.79 per tyre (10 tyres) based on vehicle average performance and replaced after 80,000 km. 7.36 cents Consumption of tyres will vary with the age of vehicle, off-road use, geographic and road conditions, braking frequency and driving techniques and the quality of the tyres used. Cost of tyres will also vary depending on the manufacturer, type of tyres and any discount arrangements. Servicing, Repairs and Maintenance Based on rate of 22.04 cents per km. 22.04 cents Repair and maintenance costs will vary with the age and condition of the vehicle. Major repairs may be a one-off major cost in any given year. savings can be made if the business does its own servicing and repairs. Total variable costs per km 59.22 cents
Hardin, A. and Holmes, L. 1997, Service Trade and Foreign Direct Investment, Industry Commission Staff Research Paper, November. Heatley, D. and Howell, B., 2010, Overseas Investment: is New Zealand ‘Open for Business’?, Working Paper, New Zealand Institute for the Study of Competition and Regulation, (accessed 23 May 2012). ITS Global 2008, Foreign Direct Investment in Australia – the increasing cost of regulation, Report by ITS Global, 9 September 2008, Melbourne. Kalirajan, K. 2000, Restrictions on Trade in Distribution Services, Productivity Commission Staff Research Paper, Canberra. Mattoo, A., Olarreaga, M. and Saggi, K. 2001, Mode of Foreign Entry, Technology Transfer, and FDI Policy, CEPR Discussion Paper No. 2870, Centre for Economic Policy Research, London. MFAT (Ministry of Foreign Affairs and Trade, New Zealand) 2011, Protocol on investment to the New Zealand–Australia Closer Economic Relations Trade Agreement, National Interest Analysis, (accessed 29 October 2012). Moir, B. 2011, Foreign Investment and Australian Agriculture, Rural Industries Research and Development Corporation, Department of Agriculture, Fisheries and Forestry, ABARES, Canberra, November. New Zealand Treasury 2009a, International Connections and Productivity: Making Globalisation Work for New Zealand, New Zealand Treasury Productivity Paper 09/01 April 2009, Wellington. —— 2009b, Review of the overseas investment screening regime, Regulatory impact statement, December 2009, Wellington. —— 2009c, Improving the Overseas Investment Act, 16 February 2009, Wellington. —— 2012, Foreign Investment Policy, , (accessed 10 September 2012). OECD 2003, The Influence of Policies on Trade and Foreign Direct Investment, OECD Economic Studies No. 36, January 2003. —— 2005, The benefits of liberalising product markets and reducing barriers to trade and investment in the OECD, Economics Department Working Paper 463, December 2005. —— 2006, Trade Committee, Analysis of the economic impact of investment provisions in regional trade agreements, OECD Trade Policy Working Paper No. 36, July 2006.
12 week training plan- Midnight Walk St Luke’s Week Monday Tuesday Thursday Friday Saturday Sunday Week 1 23/04/16 30 min Walk 30 min Walk Rest 45 min Walk 40 min Cross Train Bike/Swim 3 mile Walk Rest Week 2 30 min Walk 30 min Walk Rest 45 min Walk 40 min Cross Train Bike/Swim 4 mile Walk Rest Week 3 45 min Walk 45 min Walk Rest 45 min Walk 40 min Cross Train Bike/Swim 5 mile Walk Rest Week 4 45 min Walk 45 min Walk Rest 45 min Walk 40 min Cross Train Bike/Swim 6 mile Walk Rest Week 5 50 min Walk 50 min Walk Rest 50 min Walk 40 min Cross Train Bike/Swim 8 mile Walk Rest Week 6 60 min Walk 60 min Walk Rest 60 min Walk 40 min Cross Train Bike/Swim 9 mile Walk Rest Week 7 60 min Walk 60 min Walk Rest 60 min Walk 40 min Cross Train Bike/Swim 10 mile Walk Rest Week 8 60 min Walk 60 min Walk Rest 60 min Walk 40 min Cross Train Bike/Swim 11 mile Walk Rest Week 9 45 min Walk 45 min Walk Rest 45 min Walk 40 min Cross Train Bike/Swim 12 mile walk Rest Week 10 45 min Walk 40 min Cross Train Bike/Swim Rest 45 min Walk Rest 02/07/16 13.1 mile Race day Rest Monday walks @ 65-70% of max Heart Rate (HR) Tuesday walks @70-75% of max HR Thursday walks @ 65-70% of max HR Cross Training @ 65-70% of max HR
PHASE 3: MAINTENANCE & TAPER (WEEK 9 - 12): In the final phase, both intensity& duration will decrease. It is crucial that this phase be timed appropriately in order to reap the benefits of the above two phases. It is NB to maintain built up fitness through this phase & one should experience the feeling of excitement towards tour day. It is NB not to race in this phase & rather conserve built up fitness & energy for tour day. Keep well nourished, hydrated & healthy during this period as this is the phase most are prone to injury or illness. 9 1 RECOVERY RIDE ROAD/MTB flat route - talking pace 1 5/10 2 ENDURANCE RIDE MTB mild effort 2 6/10 3 ENDURANCE RIDE ROAD/MTB talking pace 2 5/10 5 hrs 5.5/10 10 1 ENDURANCE RIDE MTB mild effort 2 6/10 2 HILLY RIDE MTB varied terrain incl. HILLS 4 x 20min (rest 2min btw reps) 3 7/10 3 GROUP RIDE ROAD/MTB mild effort 4 6/10 9 hrs 6.5/10 11 1 RECOVERY RIDE ROAD/MTB flat route - talking pace 1 5/10 2 TEMPO RIDE MTB sustained intensity of 7/10 for given duration 2 7/10 3 ENDURANCE RIDE MTB mild effort incl. FAST PEDALS 6 x 1min (rest 2min btw reps) 2 6/10 4 (OPTIONAL) ENDURANCE RIDE ROAD/MTB talking pace 1 5/10 6 hrs 6/10 12 1 TEMPO RIDE ROAD/MTB sustained intensity of 7/10 for given duration 1 7/10 2 PRE-RACE RIDE ROAD/MTB talking pace incl. FAST PEDALS 5 x 1min (rest 2min btw reps) 1 6/10 3 TOUR BEGINS!! 2 hrs 6.5/10
NEDBANK TOUR DE TULI - 12 WEEK INTERMEDIATE TRAINING PLAN WEEK SESSION TYPE MODE DETAIL DURATION hrs INTENSITY PHASE 1: FOUNDATION & BUILDING BLOCKS (WEEK 1 - 4): This phase includes the initial familiaristaion with the layout of the training plan regarding session types and intensity levels / there is a gradual build of duration with a brief increase of intensity / this phase forms the building blocks on which the plan builds on moving toward the main event / one may experience the need to do more than what is given, rather stick to the plan as the durations and intensities will increase to levels that are difficult to manage. 1 1 ENDURANCE RIDE ROAD/MTB talking pace 2 5/10 2 ENDURANCE RIDE MTB talking pace 2 5/10 3 GROUP RIDE ROAD/MTB mild effort 3 6/10 4 ENDURANCE RIDE MTB technical terrain 2 6/10 9 hrs 5.5/10 2 1 ENDURANCE RIDE MTB talking pace 2 5/10 2 HILLY RIDE MTB varied terrain incl. hills 4 x 20min (rest 2min btw reps) 2 6/10 3 GROUP RIDE ROAD/MTB talking pace 4 5/10 4 ENDURANCE RIDE MTB mild effort 2 6/10 10 hrs 5.5/10 3 1 ENDURANCE RIDE ROAD/MTB mild effort 2 6/10 2 TEMPO RIDE MTB sustained intensity of 7/10 for given duration 2 7/10 3 GROUP RIDE ROAD/MTB talking pace 4 5/10 4 ENDURANCE RIDE MTB mild effort incl. fast pedals 6 x 1min (rest 2min btw reps) 2 6/10 5 (OPTIONAL) ENDURANCE RIDE ROAD/MTB mild effort 2 6/10 12 hrs 6/10 4 1 ENDURANCE RIDE ROAD/MTB mild effort 2 6/10 2 HILLY RIDE MTB varied terrain incl. hills 4 x 20min (rest 2min btw reps) 2 7/10 3 GROUP RIDE MTB varied & technical terrain 4 6/10 4 ENDURANCE RIDE MTB mild effort 3 6/10 11 hrs 6/10
1 Cal. State Bar Ct. Rptr. 631, 646 [three instances of misconduct constitute multiple acts of wrongdoing]; In the Matter of Shalant (Review Dept. 2005) 4 Cal. State Bar Ct. Rptr. 829, 839 [two counts of misconduct arising from one transaction did not constitute multiple acts of misconduct].) 2. Dishonesty (Std. 1.5(d)) Lazo’s misconduct was followed by dishonesty. On March 8, 2013, a year after he missed the Girgis trial date and a month before his discipline trial, Lazo wrote a letter to the superior court judge in an attempt to justify his conduct. In the letter, he stated: “After my uncle passed [February 18, 2012], because of the circumstances surrounding his death, which involved murder for the inheritance of land, there was no way to get out of the trip.” This statement was false. Lazo’s brother testified at the disciplinary hearing that the family knew in early March 2012, just weeks after his uncle passed and a year before Lazo wrote the letter, that the uncle’s death was from natural causes. Lazo’s dishonesty reflects a “disregard of the fundamental rule of ethics — that of common honesty — without which the profession is worse than valueless in the place it holds in the administration of justice. [Citation.]” (Borré v. State Bar (1991) 52 Cal.3d 1047, 1053.) We assign significant weight to this aggravating factor. 3. Significant Harm (Std. 1.5(f)) Lazo’s failure to appear for trial caused significant harm to the superior court and to the parties. The judge had to reschedule and continue the trial, thereby displacing valuable and scarce judicial resources. And Ayers had to spend additional time preparing for trial a second time. We assign great aggravating weight to this factor. (See In the Matter of Varakin (Review Dept. 1994) 3 Cal. State Bar Ct. Rptr. 179, 189 [waste of judicial time and resources constitutes significant harm].) 4. Lack of Insight (Std. 1.5(g))
8:10 – 9:10 Whole Group Reading (Objectives are covered in small group, whole group, & Intervention - Targeted Skills are highlighted.) Science & Social Studies objectives are integrated into reading. ELA.3.2 Vocabulary Words ELA.5 High-Frequency Words ELA.1.0 Word Families ELA.1 Decode & spell long o: o, oa, ow ELA .4 Draw Conclusions ELA. 4 Visualize ELA.5.4 Fluency with self-corrections ELA. 10.3 Singular & Plural Nouns SC.5 Plant Structures SC.6 Animals Characteristics SC.7Geological features SS.1 Past/Modern Day SS.5 Production & Distribution Processes SS.7 Environments SS.11 Diversity Monday: Dear Juno Skills & WB pages from TE pp. Slides 8-57 Dear Juno Skills & WB pages from TE pp. Slides 107-129 Dear Juno Skills & WB pages from TE pp. Slides 130-146 Dear Juno Skills & WB pages from TE Slides 147-162 Tests: Selection Test AR Test Running Record Spelling Test Grammar Test Tuesday: Dear Juno Skills & WB pages from TE pp. Slides 58-106 9:45 – 10:45 Small Groups Below Level On & Above Level Decodable Reader #12-Sam’s Stroll Read story orally & discuss, pp 348-365 Read & Discuss Below Level Reader Worksheet for Below Level Reader Finish any unfinished group work. Decodable Reader #12-Sam’s Stroll Read story orally & discuss, pp. 348-365 Read & Discuss Below Level & On Level Readers Worksheet for On Level Reader Finish any unfinished group work.
Green Festivals and Events Guide Wikipedia “Food Rescue” “Why Is It Important to Go Green?” For More Information Please contact National Crime Victims’ Rights Week Community Awareness Project Consultant Anne Seymour via email at ; or by telephone at 202.547.1732.
Race Consciousness K – Alternative Solvency Colorblindness is an excuse to maintain the racialized status quo. Only race-conscious policies can create real change Jerome McCristal Culp, Jr., Professor of Law and Director of the John M. Olin Program in Law and Economics, Duke University, April 1994, “Colorblind remedies and the intersectionality of oppression,” delivered as a lecture at the Critical Race Theory Colloquium at New York University School of Law, New York University Law Review, 69 N.Y.U.L. Rev. 162, , ACC. 10-1-2015 This Essay argues that the colorblind principle is not a moral requirement, but rather a policy argument resting on several invalid assumptions. In particular, I want to advance the seditious idea that we will not change the racial present until we adopt an effective program of race-conscious policies, for only race-conscious policies can alter the racial status quo in this country. I contend that the argument for colorblindness ultimately argues in favor of a racialized status quo that leaves black people and other racial minorities in an unequal position. By the phrase "racial status quo," I mean the economic reality that African Americans are twice as likely to be unemployed and are more likely to be fired than are white Americans. They are also less likely to be employed in positions that provide status or higher income. Despite the many antidiscrimination laws passed since 1964, black Americans still earn substantially less income than whites. Indeed, even in pure market transactions where the race of the purchaser would not seem to matter - such as the purchase of an automobile - there is significant evidence that it does: black purchasers are treated very differently than are white purchasers by sales staff.
Date RE: Dear Principal name: I am the court appointed Guardian ad Litem for child’s name. My function is to represent his/her interests in the Family Court action, which is currently pending. I understand that child’s name is no longer a student at school's name, however, I would appreciate any input regarding the name family that you may provide to assist me in my evaluation process. Enclosed is a release of information signed by parent’s name. If possible, I would also appreciate completion of the enclosed school report by the person at the school who has had the most first-hand information regarding child's name. Please return the form in the enclosed self-addressed, stamped envelope at your earliest convenience. Also, please forward any written reports, report cards, test results, notes or other materials regarding child’s name as well. If anyone has specific input to discuss, please feel free to contact me directly. Thank you for your assistance on behalf of name. Sincerely, Attorney at Law / Enclosures
Responsibilities Application Custodian (ILS Staff) Name: Department: Telephone: Mobile: Email: Department: Telephone: Mobile: Email: Application Owner (FM Staff) Name: Department: Telephone: Mobile: Email: Name: Department: Telephone: Mobile: Email: Primary Users (FACH, ILS Library, ILS Staff)
The first option: The federal accessibility law could let the Federal Government create regulations, called accessibility standards. These standards tell organizations exactly what they must do to get rid of barriers, and to avoid creating new ones. They would spell out the specifics and set deadlines for action. Different accessibility standards could be created for different parts of the economy. There could be a Transportation Accessibility Standard, a Banking Accessibility Standard etc. An accessibility standard can also address an entire kind of activity in all organizations, like an Employment Accessibility Standard. If Canada creates good accessibility standards, people with disabilities won't have to battle accessibility barriers one at a time, one organization at a time. Good accessibility standards can save obligated organizations time and money. Each organization won't have to reinvent the accessibility wheel, having to hire accessibility consultants to tell each organization the same thing. Instead, a good accessibility standard shows organizations exactly what to do to become accessible. The second option: The law could set goals of how accessible organizations must become, and then require each organization to write plans on how to get there. The Government would then review these plans to see if they are good enough. Here's a good answer about what the new federal accessibility law should include: The federal accessibility law should put the Federal Government in charge of leading Canada to full accessibility. This doesn’t mean that the Federal Government must fix every barrier in Canada. The law should create a new independent federal office, the Canada Accessibility Commissioner. The Commissioner should lead the law's implementation and enforcement. The Commissioner should be Canada's national accessibility champion and independent watchdog. The federal accessibility law should not just let the Federal Government create accessibility standards. It should require the Government to create all the accessibility standards needed to lead Canada to full accessibility by the law's accessibility deadline. Government organizations and private companies must be told in clear, specific terms what to do, and when, to tear down
Florida sequence text 3 The captivating land of Florida is surrounded by two seas: the choppy Atlantic to the east and the tranquil, turquoise Gulf of Mexico to the west. Make friends at the enchanting Disney castle hotel. Build sandcastles in the golden sand and look at shimmering, silver dolphins. If it’s a theme park you’re after, where better to ride the day away than at the world famous Disney Land? It’s amazing, magical, breathtaking! In addition to the seaside activities, Florida is also home to the coolest, most exciting animal park yet – Everglades National Park. Why not make your way to fabulous Florida and enter an enchanting, mysterious world of excitement? This really is a once-in-a-lifetime opportunity.