zilongwang/ReadingBank huggingface dataset:
Action – Rachel Fox: to incorporate changes into the draft ToR. 7 Legal Update 7.1 Eleanor Williams presented the legal update to members, initially asking members to confirm what they did and did not want from the update in future. Members commented that they found the updates very useful and relevant to the role of the DAC. Action – Eleanor Williams: to discuss with Marc Bush and Anna Lawson the style of legal reports 7.2 The Committee noted that a new Legal Director, Elizabeth Prochaska, had been appointed. Members requested that she be invited to a future meeting. Action – Eleanor Williams: to invite Elizabeth Prochaska to the next Committee meeting. 7.3 The Committee noted that the Commission had hosted a talk for staff on Equality and Human Rights and Brexit by Baroness Hale of Richmond DBE PC FBA, Deputy President of the Supreme Court, on 28 June 2017 at Fleetbank House. Action – Eleanor Williams: to provide Committee members with access to the blog about the event. 7.4 The Committee noted that the disability Access to Justice pilot had funded 105 cases at a cost of £262k and that a discussion had taken place with the Commission’s corporate lawyer to explore how data protection aspects of potential ‘Talking Heads’ videos from those given assistance might be managed. Action – Eleanor Williams: to provide members with a summary of the 105 funded cases. Action – Graham Wheaton: to arrange for the Committee to receive the Commission’s ‘Small Print’ monthly circular and press cuttings. 7.5 The Committee was pleased to note that the Commission was finalising a tender for producing a legal framework in relation to the Restraint project that focused on people with learning disabilities.
Name: ________________________ First Nation Taxation Myths Using the Websites provided answer the questions below Based on 2011 stats, how many people were registered “Status Indians”? How many of the Status First Nations people live on reserve? How many (approx.) aboriginal people are in Canada? Which First Nation Groups do not receive tax exemptions? Where does Status First Nations person have to be to receive tax exemption? What section of the Indian Act, deals with exemption from taxation? What does it say? What are the factors that Revenue Canada uses to determine if First Nations are exempt from taxes? Why do tax exemptions still exist today?
Evaluation Names:_____________________________________________________________________________ Category Criteria Total Points Score Content Introduction: Cultural Area is introduced with a general explanation of the geographical area. 5 Content All given categories and questions are present with detailed information/explanations (Environment, major and minor food sources, fishing and hunting technologies, transportation technologies, dwelling engineering, etc.) A deeper understanding of the topic is clear based on the data presented Content is present in students own words 50 Conclusion: Includes a summary of what was learned in the project 5 Products The product: Is easy to follow Free of any grammatical or spelling errors Neat, clean and attractive Uses graphics and/or videos appropriately and with purpose 10 Research A variety of CREDIBLE sources have been used (at least 3) Credit is given to the original source and documented properly Any direct quotes are cited in text 10 ` Presentation Presentation is: Voiced clearly Organized Practiced (ex. Not just reading directly from the slides, etc.) 10 Total Points 90
latter for the U.S. is around 10%. So, a tax cut of $10 leads to $9 of spending. If we then cut government spending by $10, we’re a dollar short of where we started!!! None of this even addresses two far more critical issues: a) the government’s deficit is, by definition, our surplus (look back at the landlord example above) and b) it is impossible for the U.S. to be forced to default on any debt in dollars. Impossible (for more on these issues, see: , , ). In summary, there are some admittedly limited positive elements of the tax plan. Most of it, however, will not accomplish what its framers hope. Indeed, they might exacerbate our current problems. My biggest fear, however, is that the mathematically-challenged individuals who call themselves fiscally responsible will get their way. In that event, we’d literally be better off if we did nothing at all. Trump to cut Bears Ears National Monument by 85 percent, Grand Staircase-Escalante by half, documents show By By November 30, 2017 Bears Ears National Monument, near Mexican Hat, Utah. (Katherine Frey/The Washington Post) President Trump plans to shrink Bears Ears National Monument by 85 percent and reduce Grand Staircase-Escalante National Monument nearly by half, according to obtained by The Washington Post that show the Utah sites would be cut even more than administration officials previously signaled. Individuals briefed on the matter, who spoke on the condition of anonymity ahead of a formal announcement, cautioned that some changes still could be made before Trump He is slated to do that Monday in Salt Lake City. Trump will announce the changes to monuments established by former presidents Barack Obama and Bill Clinton, respectively, at the Utah Capitol before a crowd of supporters. The move will represent the most significant reductions by any president to designations made under the 1906 Antiquities Act, which gives the president unilateral authority to protect imperiled sites on federal lands and in federal waters.
Week 1-Aug. 24 Short vowels 1. clap 11. miss 2. step 12. stamp 3. sick 13. jump 4. rock 14. click 5. luck 15. pond 6. crop 16. cat 7. snack 17. man 8. mess 18. can 9. head 19. bathtub 10. shut 20. anthill Week 2-Sept. 2nd Final e 1. date 11. wise 2. fine 12. smoke 3. rose 13. grade 4. lake 14. smile 5. life 15. come 6. home 16. clap 7. safe 17. sick 8. rice 18. crop 9. globe 19. sneeze 10. plane 20. escape Week 3-Sept. 8th Long a 1. fail 11. gray 2. bay 12. plays 3. pail 13. paint 4. ray 14. snail 5. plain 15. great 6. tray 16. safe 7. trail 17. rice 8. may 18. globe 9. braid 19. lady 10. sway 20. Afraid Week 4-Sept. 15th Long o 1. gold 11. slow 2. bowl 12. grows 3. soak 13. show 4. sold 14. float 5. snow 15. blow 6. loaf 16. snail 7. roast 17. plain 8. coast 18. gray 9. scold 19. window 10. coal 20. program Week 5-Sept. 22nd Long i 1. mild 11. child 2. sky 12. flight 3. pie 13. bright 4. might 14. buy 5. find 15. dye 6. fight 16. soak 7. tied 17. bowl 8. right 18. gold 9. fry 19. wind 10. tight 20. children Week 6-Sept. 29th Long e 1. heel 11. clean 2. seal 12. cream 3. weak 13. street 4. week 14. freeze 5. bean 15. field 6. creek 16. right 7. speaks 17. pie 8. team 18. child 9. free 19. sixteen 10. green 20. peanut Third Grade 1st Six Weeks Spelling List
Week Chapter Topic Resources Objectives Outcomes 1 General Rules and Introduction of New Junior Cert Business I-Pads Class rules set Students will be introduced to course and assessment criteria CBA’s in year 2 and year 3 talked about N/A 2 1 Income Business Website Schoology YouTube Handouts Class Discussion Class Test Group work Kahoot Sporcle Definition of income Where do we get income- example work/pocket money Types of income with examples- their own sources Why it is important to keep a record of your income- discussion and get students thinking about importance of managing income at home 1.1 1.2 3 2 Expenditure Business Website Schoology YouTube Handouts Internet Class Discussion Class Test Think/Pair/Share Kahoot Sporcle Definition of expenditure 3 types of expenditure Examples of expenditure in everyday life Key Terms: Financial Cost/ Opportunity Cost/ Impulse Buying/ Current Expenditure/ Capital Expenditure Importance of keeping track of expenditure and link to future chapters Why expenditure is needed in the economy Get students thinking about the importance of managing income at home 1.2 1.10
4 My Financial Life Cycle Business Website Poster Paper Prepare a personal Financial Life Cycle Why is it important? Brainstorm on board Individual poster presentation 1.1 1.3 3.1 5/6 3 The Wise Consumer Business Website Schoology YouTube Handouts Internet Class Discussion Class Test Think/Pair/Share Kahoot Sporcle Revise needs and wants How to be wise- eg. Shop around etc.. The main steps Caveat Emptor Unit pricing Taste tests The influence of advertising/brand on us as consumers Relate to business and economy Relate to their own personal lives 1.2 1.9 7/8 4 Importance of Enterprise Business Website RTE Player-Dragons Den YouTube Student research project on an entrepreneur that has influenced them Kahoot Sporcle What is an entrepreneur? Characteristics of entrepreneurs The risks Impact on the community Famous examples Research an entrepreneur and present findings to class 2.1 2.2 3.6 2.7 9 5 Researching your Business Business Website YouTube-Pixar SWOT Analysis of From idea generation to final decision SWOT Analysis- Conduct one from a business I kniow 1.1
Starbucks Class Discussion Kahoot Sporcle Importance of Market Research Field v Desk Design a market research survey 2.7 10 6 Economics Introduction Class Discussion Website YouTube Economics definition Macro v Micro Economics 11 Revision 12 Class Test and Feeback Class Test SurveyMonkey Students get a class test on all topics up to date for report A survey is compiled to generate feedback
First Great Awakening Both Second Great Awakening 1730s & 1740s Jonathan Edwards – “Sinners in the Hands of an Angry God” George Whitefield Old Lights vs New Lights Gives rise to the separation of Church and State Undermined religious control of government (especially local government) Reaction to declining church membership and a lack of religious zeal Empowered people to cultivate a direct relationship with God SALVATION! People could study the Bible and learn religion without direct instruction from a church leader Emphasized faith over reason Emphasized fear and other emotions Emphasized damnation for sinfulness or those without faith Much more emotional Put more control over religion into the hands of the people Ministers lost some authority Planting seeds of democratic thought and behavior Caused new divisions in society Baptist & Methodist denominations grow 1820s to 1850s Fed growth of voluntary societies, reform movements, and utopian societies Charles Finney -- District” Evangelical Sects vs established Protestant denominations Reaction especially to Americans’ attention to politics over faith Based on lessons of the free market – individual success or failure is in one’s own hands; righteous living, self-control and a strong moral compass would lead to salvation Temperance movement? Anti-Catholic? Mormonism
Grading The expectations for all assignments will be discussed in detail in class. Understand that your overall grade will be dependent on the quality of your products and not on the amount of effort or your relationship with the professor. Please check the Rubric for evaluation of individual assignments prior to submission. Assignments Points Possible Think and Apply questions—4 @ 25 pts each 100 IRIS Modules --8 @ 10 pts each 80 Sentence Writing Strategy Teaching Project/Paper 150 RTI Project Strategy and Progress Monitoring Plan Notebook 20 130 IEP Module Certificate (Submit to Blackboard) 25 Total Points possible 505 Grading Scale: A (90-100) = 455 points B (80-89) = 404 points C (70-79) = 354 points D (60-69) = 303 points F (Below 60) < 303 Tentative Class Schedule – EDSP 5740 NOTE: This schedule is subject to change given unusual circumstances and professor discretion. Date Topic / Chapter Due 1/18/18 Introduction/ Teaching Oral Language Classroom Assessment Chapter 6: Bos and Vaughn, 9th edition. Complete the following modules: Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom 1/25/18 Overview Chapter 6: Bos and Vaughn Foorman & Torgesen (2001) Submit to Blackboard your response to questions in Assessment section of IRIS
(5) Instruction (Part Two): Deepening Middle School Content Area Learning. 3/01/18 Vocabulary Theory, Instructional Strategies & Assessment Chapter 8: Bos and Vaughn Carlisle & Rice Chapter 2 (pp. 17-40) Discuss RTI Plans Read Carlisle & Rice Chapter 2 before class. Submit Think and Apply Questions for Chapter 8 to Blackboard. 3/09/18 Comprehension Theories and Instruction Chapter 9: Bos and Vaughn Blachowicz & Fisher Chapter 9 (pp. 181-193) Graham (1999) Submit Think and Apply Questions for Chapter 9 to Blackboard. 03/15/18 Spring Break 03/22/18 Comprehension Strategy and Assessment Web-based instruction night. Class will not meet. Mastropieri et al. (2003) CSR: A Reading Comprehension Strategy (6) Submit to Blackboard your response to questions in Assessment section of IRIS Module: CSR: Reading Comprehension Strategy 03/29/18 Fluency, Handwriting and Spelling Sentence Writing Strategy Explanation and Demonstration Read the Sentence Writing Strategy Instructor’s Manual before class. 04/05/18 Written Language Sentence Writing Strategy In-Class Teaching Project Sentence Writing Strategy Paper: Submit on Blackboard & TK20 04/12/18 Writing Strategy Instruction Writing Better (pp. 13-40, 160-166) SRSD: (7) Submit to Blackboard your response to questions in Assessment section of IRIS Module: Improving Writing Performance: A Strategy for Writing Persuasive Essays
7TH - Chair forwards the P&T dossiers to the department P&T Committee. 12th (APPROX)– Completed applications for one semester full pay sabbaticals with recommendations from the Chair and Dean are due in the Office of Academic Affairs by 5:00 p.m. 12TH (APPROX) – Completed applications for two semester half pay sabbaticals are due in the College Dean’s Office by 5:00 p.m. Mid-October – Deadline to apply for Transformational Learning Opportunity grants in Undergraduate Studies. 17TH – Mid-term grades in MyWings (only freshmen receive mid-term grades) Due from faculty on 10/15 by 10:00 am 18TH – Department committee provides its written assessment and recommendation to the P&T candidate(s) and the Chair. 25th – P&T candidate submits to the Chair any written response to the department committee’s written assessment and recommendation. November 1st – Deadline for withdrawal from fall (no refund) No Later Than 4th – P&T candidate meets with the Chair to receive a copy of the Chair’s written assessment and recommendation. Candidate may, within five days, respond in writing to the Chair’s written assessment and recommendation. 11th – Veteran’s Day, no classes 11TH – P&T candidate submits to the Chair any written responses to the Chair’s written assessment and recommendation. If the candidate wishes, the Chair submits the dossier to the Dean. No later than 18th – Dean meets with departmental committee and Chair if their recommendations do not agree. 28th – 31st Thanksgiving Holiday, no classes 29th - Last day for the Dean to submit his/her written assessment and recommendation to the P&T candidate(s). December
Introduction The aim of the Fiscal Officer is to ensure the correctness and completeness of financial and administrative transactions as well as the structural maintenance of the Chart of Accounts. Each account on KFS requires a Fiscal Officer. Most transactional documents route to the Fiscal Officer for approval. The Fiscal Officer can change the accounting lines on an e-doc. The Fiscal officer can assign a delegate(s) – the delegation can be set by account, and further be defined by transaction type and/or amount. Responsibilities of the Fiscal Officer The Fiscal Officer will be responsible for the following: Core Responsibilities To ensure and enforce compliance to the financial policy, procedures, guidelines and business rules. To ensure the correctness of the transaction in terms of the account, object and approved budget. (not applicable at this stage). To optimize the flow of the e-doc transactions by ensuring that all the routing nodes are adhered to. To advise and assist initiators of financial transactions regarding rules and regulations as well as system requirements. To oversee the correctness of requests associated with structural (CoA) maintenance. To oversee the correctness of financial e-docs (including journals, asset transactions, purchase requisitions, disbursements etc). To advise Campus and IO Management on good financial management and administrative practises. (Not applicable at this stage) To delegate responsibility where applicable. To approve the Rand-value of financial transactions when a mandate is assigned (Not applicable at this stage). To ensure that supporting documents, such as VAT Invoices, are valid in terms of legal requirements. To create new accounts. To register new KFS users.
Location of the Route Log Items in your Action List 1. The route log can be viewed at each item that is listed in your Action List by clicking on the at the end of each item in your Action List. Figure 36 Document Search 1. The route log of the document(s) that you searched for is visible by clicking on the at the end of that list of items that are returned with your search. Figure 37 Route Log tab inside a document 1. The route log inside a document is located in the Route Log Tab at the bottom of the document. Figure 38 2. Click on to reveal the content of the route log. Figure 39
Location of the Route Log Items in your Action List 1. The route log can be viewed at each item that is listed in your Action List by clicking on the at the end of each item in your Action List. Figure 36 Document Search 1. The route log of the document(s) that you searched for is visible by clicking on the at the end of that list of items that are returned with your search. Figure 37 Route Log tab inside a document 1. The route log inside a document is located in the Route Log Tab at the bottom of the document. Figure 38 2. Click on to reveal the content of the route log. Figure 39
Notes and Attachments tab Figure 46 1. Click on to expand the Notes and Attachments tab. 2. Fill in a note and/or add an attachment if needed. 3. Click on the button to add the note and/or attachment. 4. Click on to collapse the Notes and Attachments tab again. Ad Hoc Recipients tab Figure 47 1. Click on to expand the Ad Hoc Recipients tab. 2. If needed, complete or lookup the employee number of the person who must additional approve or receive workflow of this document. 3. Click on the button to add that person to the document. 4. Click on so that the document can route to the next person in the workflow. 5. Click on to collapse the Ad Hoc Recipients tab again.
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. _____ 32. _____ 33. _____ 34. _____ 35. _____ 36. _____ 37. _____ 38. _____ 39. _____ 40. _____ Contestant # _________ Written Test - Answer Key 1. __C___ 2. __B___ 3. __D___ 4. __C___ 5. __A___ 6. __C___ 7. __B___ 8. __A___ 9. __B___
10. __C___ 11. __D___ 12. __B___ 13. __B___ 14. __D___ 15. __A___ 16. __B___ 17. __D___ 18. __C___ 19. __C___ 20. __B___ 21. __A___ 22. __C___ 23. __B___ 24. __D___ 25. __C___ 26. __A___ 27. __A___ 28. __C___ 29. __C___ 30. __A___ 31. __D___ 32. __A___ 33. __C___ 34. __A___ 35. __C___ 36. __B___ 37. __A___ 38. __B___ 39. __D___ 40. __A___ Note: Scenario #8 is optional or can substitute for one of Scenarios #2 thru #7 ITEMS EVALUATED Possible Points CONTESTANT NUMBER Scenario #1 200 Scenario #2 120 Scenario #3 120 Scenario #4 120
13. _____ 14. _____ 15. _____ 16. _____ 17. _____ 18. _____ 19. _____ 20. _____ 21. _____ 22. _____ 23. _____ 24. _____ 25. _____ 26. _____ 27. _____ 28. _____ 29. _____ 30. _____ 31. _____ 32. _____ 33. _____ 34. _____ 35. _____ 36. _____ 37. _____ 38. _____ 39. _____ 40. _____ Contestant # _________ Instructors
The Expanded Gaming Law also amended the financial disclosure law by amending section 6 to include gaming licensees and gaming license applicants within the definition of legislative agents for the purposes of that section. Summary of Fiscal Year 2012 The Legislature appropriated $1,796,500 for the Ethics Commission in FY 2012. Civil penalties totaling $76,665 were assessed by the Commission in FY 2012. All penalties collected by the Commission are deposited in the state’s General Fund, as the Commission does not retain revenue. In FY 2012, the Legal Division received 5,390 oral and written requests for confidential advice regarding the conflict of interest and financial disclosure laws, and received 86 proposed opinions from municipal counsels. The Legal Division responded to 4,948 oral requests for advice and issued 442 written informal opinions, and reviewed and commented on 86 municipal counsel opinions. In FY 2012, the Legal Division reviewed a total of 706 disclosures, which were filed with the Commission to comply with the conflict of interest law. There were 24 requests for advice pending at the end of FY 2012. During FY 2012, 4,572 elected officials, candidates and public employees in designated major policy-making positions were required to file Statements of Financial Interests (“SFIs”) with the Commission. Eighty-five percent of all filers filed their forms electronically in FY 2012. While 485 filers missed the May filing deadlines, all but 37 had filed by the end of the fiscal year. Staff responded to more than 1,600 telephone inquiries relating to either the completion or amendment of SFIs. Requests for copies of more than 924 SFIs were received from the public or media during FY 2012. A total of 2,268 people attended the 65 educational seminars conducted by the Public Education and Communications Division in FY 2012. The division also fielded more than 970 calls from the public and media seeking information about the Commission, enforcement matters, the conflict of interest law, or the mandatory education and training requirements. INTRODUCTION TO THE STATE ETHICS COMMISSION
After-School Quality Improvement Grants Non-Profit Fiscal Agent SECTION 8.29.(d) states, “A non-profit may act as its own fiscal agent for the purposes of this program.” While non-profits are encouraged to continue to partner with the local education agency (LEA) identified in the original proposal to serve as the fiscal agent, each non-profit grant recipient must complete the first page of the Fiscal Agent form (attached). Organizations that indicate that the non-profit will act as their own fiscal agents will need to submit the FPD 208 Budget Form and Electronic Payment Form included in the Budget Preparation attachment. For 2015-16, please indicate below the fiscal agent for the non-profit organization. For the purposes of the After-School Quality Improvement Grant program, the non-profit organization will continue to utilize the local school administrative unit identified in the approved proposal to serve as the Fiscal Agent for the grant. For the purposes of the After-School Quality Improvement Grant program, the non-profit organization will act as its own fiscal agent and as such, agrees to the following: Submit an initial budget on form FPD 208 and budget amendments on form FPD 209 throughout the 2015-16 school year (as budget amendments are needed); Submit bank account information on the Electronic Payment Form in order to transfer cash requests; and Submit monthly documentation (e.g., receipts, cancelled checks, etc.) during the 2015-16 school year that are reconciled to monthly expenditures/cash drawdowns as requested through the Expenditure Reporting and Cash Application (ERaCA) system. ______________________________ ___ __________________________ _____________ (Printed Name of Organization Chief Officer) (Signature of Organization Chief Officer) (Date)
7. Lead agency has ensured that subcontractors have sufficient infrastructure to support their contracts and meet their deliverables. 8. Lead agencies must provide a list of projected monitoring dates for all subcontracts to contract manager within 30 days of the start of the primary contract. 9. Lead agencies must monitor subcontracted providers for compliance with the subcontract and provide the monitoring reports to the department contract manager. B. DOH Standard Agreement 1. Provider must maintain liability insurance coverage on a comprehensive basis which coverage shall be in force at all times during the term of this contract.
Fiscal Monitoring Menu Overview OneStar Foundation utilizes a variety of monitoring processes and tools to conduct fiscal oversight of its sub-grantees. The processes listed below include the different fiscal monitoring options that OneStar staff may use to monitor its Some elements are required for all sub-grantees, while other options may be used for sub-grantees depending on identified problem areas, scope, and/or risk factors. Category/Description of section All Sub-Grantees: All AmeriCorps*Texas operating sub-grantees (excluding Fixed Amount Grants and Education Award Programs) will undergo the following monitoring processes: Portfolio risk assessment Monthly calls Final PER monitoring Fiscal readiness review Audit review Random sampling PER processing review Site visits PROCESS COMPONENTS WHO RECEIVES IT PORTFOLIO RISK ASSESSMENT Portfolio risk assessment is conducted twice a year Designed to assess sub-grantees on the basis of inherent, fiscal readiness and on-going risks Informs the portfolio monitoring plan *REQUIRED* All are included in the portfolio risk assessment. FISCAL READINESS REVIEW Review of fiscal policies and procedures to identify any red flags in systems Review of cost allocation plan and indirect cost rate (if applicable) Review separation of duties Review Fidelity Bond Coverage Form and Certification of Insurance Review job descriptions of staff charged to the AmeriCorps grant Review IRS 990 Review organizational capacity survey updates Audit review (see “Audit review” below for details) *REQUIRED* All receive a Fiscal Readiness Review annually. Components of the assessment may be reviewed during the year if the need arises. PER PROCESSING REVIEW Ensure dates of PER are within budget period and that they are in consecutive order Review expenditures to ensure that they are within variance allowance and budgeted amounts (including de-obligation) Review for mathematical accuracy Ensure compliance with the Commission Fixed Amount administrative requirement Identify any trends that may need follow up *REQUIRED* Each PER submitted by is reviewed in this manner.
Reaching (above shoulder level) x Reaching (below shoulder level) x LIFTING CARRYING never 0 up to 4 hours 4-8 hours never 0 up to 4 hours 4-8 hours 0-10 lbs x x 11-25 lbs x x 26-50 lbs x x 51-75lbs x x 76-100lb x x 100lbs+ x
Yes No Advertising and public relation cost necessary to meet the of the federal award. Advisory Councils Fundraising cost for the purposes of meeting program objectives of the federal award. Cost of goods and services for personal use associated with relocation expenses. Dependent care associated with travel to and from conferences. References: 20 CFR 683.205; 20 CFR 683.215; 20 CFR 683.245 2 CFR 200.421 (b); 2 CFR 200.422 (a); 2 CFR 200.455 (b); 2 CFR 200.474 (c)(1)
Fund Activity Report You are now on the 2nd tab, the Fund Activity Report tab and have the opportunity to print the final Fund Activity Report for the year. You must print the Fund Activity Report and clear the Payment History File to continue, unless you have just done this in Funds mode, in which case you do not have to do it again here, but can click Next to continue. Enter the report “header” in the box, then click Start Check the Show All box if you want a report on all funds whether they have had any activity or not, then click Start The next dialog box displays the summary of the activity in the Fund Activity Report – the last encumbrance & voucher numbers in the previous and current file Note these numbers for your records if desired, then click OK to proceed The Fund Activity Report displays on the screen Note the message on the status bar at the bottom. If any funds are out of balance, consult Funds Out of Balance (page #105490 in the Innovative Guide & Reference) before proceeding or call the Help Desk. Export or Print the report as desired (Print & Export buttons) If you choose to Export the file, click Open in Excel to have the file automatically opened in an Excel spreadsheet. If you choose to export your payment history file, you must still print the final one to clear the payment history file. Click the Print icon, then choose the desired printer from the dialog box then click OK. In order to proceed, you must clear the payment history file. To clear the payment history file, you must have printed the Fund Activity Report and be prompted with the Printing Complete dialog box (shown below). Check the box that says “Printout is OK” and then the ‘Clear payment history” check box will become live, as well as the “Leave appropriations” box if your library has chosen the Acquisitions option (A>A>S>O>A>#10) to store your appropriations in the payment history file.
The most enthusiastic The hardest working (You are restricted only by your DESIRE) Coach Fischer Contact Information: Cell—605-770-5975 Email—afischer@farmington.k12.mn.us Please return the last page of the contract to Coach Fischer by the first day of two-a-days. HIGH SCHOOL FOOTBALL CONTRACT I ______________________ along with my parents, have read and agree to follow the rules, regulations, and policies described in the High School Football Handbook. PLAYER SIGNATURE: ____________________
Discussion Rubric (SS100505) Discussion Rubric 3 2 1 0 Substantive States and identifies issues. Accurately states and identifies issues. Accurately states an issue. States a relevant factual, ethical, or definitional issue as a question. Does not state any issues. Uses foundational knowledge. Accurately and expresses completely relevant foundational knowledge pertaining to the issues raised during the discussion. Accurately expresses mostly relevant foundational knowledge pertaining to issues raised during the discussion. Accurately expresses somewhat relevant foundational knowledge pertaining to an issue raised by someone else. Does not express any relevant foundational knowledge. Elaborates statements with explanations, reasons, or evidence. Pursues an issue with more than one elaborated statements. Pursues an issue with one elaborated statement. Elaborates a statement with an explanation, reasons, or evidence. Does not elaborate any issues. Procedural Invites contributions from, and acknowledges statements of, others. Engages others in the discussion by inviting their contributions and acknowledging their contributions. Invites comments from others and does not acknowledge their statements. Does not invite comments from others but allows others to speak. Does not acknowledge contributions from others. Does not invite comments from others nor acknowledge their statements. Challenges the accuracy, logic, relevance, or clarity of statements. Constructively challenges the accuracy, clarity, relevance, or logic of statements made. Responds in a civil manner to a statement made by someone else by challenging its accuracy, clarity, relevance, or logic. Responds in a civil manner but does not challenge the accuracy, clarity, relevance, or logic of statements. Does not respond in a civil manner in all conversations. Does not challenge the accuracy, clarity, relevance, or logic of statements. Adapted from Harris, David E. “Assessing Discussion of Public Issues: A Scoring Guide.” In Handbook on Teaching Social Issues, edited by Ronald W. Evans and David Warren Saxe. Washington, D.C.: National Council for the Social Studies, 1996.
Fish Bowl Formal Rubric Student Name: _____________________________________________________ Total Score: _________ Requirement Exemplary Proficient Emerging Student-Generated Questions 20 points 3 solid open-ended questions prepared for class. Questions show thoughtful consideration of the text. 17 points 2 solid open-ended questions prepared for class. Questions show thoughtful consideration of the text. 14 points 1 solid open-ended question prepared for class. Question show thoughtful consideration of the text. Discussion Participation 20 points Uses all 2-3 talking tokens to add new information to the discussion. These should be significant and thoughtful, going beyond just agreeing or asking a question. 17 points Uses 1 - 2 talking tokens to add new information during the discussion. These should be significant and thoughtful, going beyond just agreeing or asking a question. 14 points Uses 0 - 1 talking tokens to add new information during the discussion. These should be significant and thoughtful, going beyond just agreeing or asking a question. Textual Evidence 20 points During all 3 talking opportunities, student references textual evidence, builds off another’s ideas, or makes direct references to points made my another student. 17 points During 1 - 2 talking opportunities, student references textual evidence, builds off another’s ideas, or makes direct references to points made my another student. 14 points During 0 - 1 talking opportunities, student references textual evidence, builds off another’s ideas, or makes direct references to points made my another student. Discussion Etiquette 20 points Student adheres to the discussion etiquette guidelines established before the Fish Bowl throughout the entire discussion. 17 points Student adheres to the discussion etiquette guidelines established before the Fish Bowl for most of the discussion. 14 points Student adheres to the discussion etiquette guidelines established before the Fish Bowl for very little of the discussion. Self-Reflection 20 points Student answers all questions honestly, thoughtfully, and in complete sentences. 17 points Student answers all questions honestly. Some sentences are not well thought-out or 14 points Student answers some questions dishonestly. Several sentences are incomplete.
Feed the kitty! 15 March 2018 Audie L. Murphy Fisher House Dedication Kitchen Main Hall Family lounge area Office Color Guard Captain Spencer Spriesterbach, and Webmaster Don Button Post No. 336 Don Button and Spencer Spriesterbach Color Guard Post No. 336 getting ready… Color Guard Assemble! Ready… Wait for it… March! Halt! Retire the Colors! Spenser Spriesterbach, Color Guard Captain
22. Do you agree with the responses for Items 1 through 20? If not, which items do you disagree with and why? N/A 23. What are the essential functions of this position? Conduct interviews of anglers fishing. Conduct counts of anglers at predetermined locations and times. Ability to correctly identify various fish species. Collect and record data accurately. Ability to complete duties with limited supervision. 24. Indicate specifically how the position’s duties and responsibilities have changed since the position was last reviewed. N/A 25. What is the function of the work area and how does this position fit into that function? Fisheries Management Units are responsible for implementing fisheries management on inland and Great Lakes waters for the good of the citizens of Michigan and protecting and enhancing existing fish stocks in inland and Great Lakes waters. Fisheries Research Stations are responsible for instituting and conducting fisheries research on Michigan’s inland and Great Lakes waters to assist the Fisheries Management Units management plans and goals and to provide information to the Units regarding the health and abundance of fish stocks.
2. There is no order as to costs. ____________________________________________________________________ JUDGMENT ____________________________________________________________________ NDAUENDAPO, J [1] This is an application for leave to appeal against judgment delivered on 20 April 2016. In that judgment the court ordered that: ‘1. The application for condonation for the late noting of the appeal is granted. 2. The application for the re-instatement of the appeal is granted and the appeal is hereby re-instated. 3. The appeal succeeds. 4. Paragraph 1 of the arbitrator’s award is set aside and substituted with the following: First respondent is ordered to pay the employees of Fisheries Observer Agency for Sundays and Public holidays worked in terms of sections 21 and 22 of the Labour Act 2007 (Act No 11 of 2007). 5. There is no order as to costs.’ [2] The grounds of appeal are as follows ‘A. The Honourable Court misdirected itself in the following respects: The learned judge erred on the law and/or the facts in that: He found that the Respondent’s representative Sonny Ndalumbumo only needed to allege that he was duly authorized in order to counter the challenge to his authority and that Mr. Ndalumbumo had satisfied such onus. On the facts and in law Mr. Ndalumbumo was required to provide further proof of his authority or was at least required to indicate when, by whom or
If development consent is required but not already granted, we will not continue to process this application. Submit your proposal as an integrated development application to Council before applying for a permit from NSW DPI Fisheries. Has development consent already been granted by Council or RMS? Yes No If yes, please provide a full copy of the determination. Have you applied for any other permits, licenses etc. which are related to the proposed development (e.g. from Dept. of Industry – Lands and Water)? Yes No Have such permits, licences etc. been issued? No If Yes, please provide copies of these permits or applications. If No, please provide details of why they were not issued Description of Site and Environs Important: Include several colour photographs of the site from various directions (e.g. from the land looking towards the waterway, from the waterway looking towards the land, looking upstream, looking downstream, close-ups of the substrate etc.). General site description Please describe the aquatic and riparian environment within and adjacent to the proposed works/activities footprint (e.g. width, depth, flow rate, pool/riffle sequence, substrate type, presence/absence of aquatic vegetation, riparian vegetation, slope of adjacent land etc.) - note the risk of potential acid sulfate soil or other classifications (e.g Coastal SEPP): What are the adjoining land uses? What are the adjoining vegetation types and what is its condition? Project Details Provide additional details of the works to be undertaken. Note: In the questions below, an asterisk* marks a compulsory field a. Dredging (any excavation of material from the bed or banks of a waterway) Important: Please provide details listed in Appendix 1 Part A. * Dimensions of area to be dredged: length × width × depth (m) * Volume to be dredged (m3)
What are the dimensions of the area(s) to be dredged? What is the total volume of material to be dredged? Where and how will the dredged material be disposed of? To what depth below the existing bed will material be removed (give range if variable)? What is the nature of the material to be dredged? Is the material to be dredged likely to be contaminated by heavy metals or organohalide compounds e.g. organochlorides (give details)? Does the material to be dredged have acid forming characteristics (give details)? How is the area of works/activities to be marked (please note that suitable marking of the works area will be a condition of consent)? What environmental safeguards will be used during and after dredging? Appendix 1 Part B: RECLAMATION proposals, including causeways, bridge approaches and retaining walls or seawalls For how long will the area remain reclaimed (indicate if permanent)? For what months of the year are the reclamation works/activities proposed? What are the dimensions of the area to be reclaimed? What types of materials are to be used in reclamation? Are the materials to be used in reclamation contaminated by heavy metals or organohalide compounds e.g. organochlorides (give details)? Do the materials to be used in reclamation have acid forming characteristics (give details)?
Area A Assessment: Area B Assessment: Area C Assessment: The fishers you are working with decided to close off The Isleta, a small island with a perimeter of 1.4 km near Ancón. So far they have closed it to fishing for 5 months. During this time, you’ve worked with the divers to collect scientific data on the CPUE for Black Rock Snail. Here the CPUE is measured in kilograms of snails collected during a 10 minute dive. Based on the graph below, describe the effect of the closure on CPUE. Now that you have these data, what more do you need to know? Will you continue the closure? For how long? Do you feel that 5 months of investigation is long enough to understand all of the factors involved in the population dynamics of the snail? What further investigations might you propose in order to develop a management strategy for the Black Rock Snail in this area?
West Gate Freeway; CityLink overpass; Route 96 tram corridor, Route 109 tram corridor. if the building height is > 8 storeys 10 metres 5 metres on City Road. None specified 10 metres If the building fronts City Road As specified for other locations 10 metres Other locations if the building height is ≤ 8 storeys 5 metres 3 metres if the building height is > 8 storeys and ≤ 20 storeys 10 metres 5 metres if the overall building height is > 20 storeys 10 metres 10 metres Side and rear setbacks Below street wall height, the preference is for buildings to be built to the side and rear boundaries, to create a continuous wall along all site frontages. Upper level side and rear setbacks (above street wall height) vary according to the building’s ground level setback, height and location. Table 5: Side and rear setbacks Part of building Building height Qualification Preferred setback Minimum setback Below the street wall height if not within 300 mm of a side or rear boundary 9 metres 6 metres Above the street wall height ≤ 20 storeys where the building below the street wall is built on the boundary 10 metres 5 metres Other buildings 10 metres 10 metres > 20 storeys where the building has direct interface with: West Gate Freeway City Link overpass 10 metres 5 metres Other buildings 10 metres 10 metres Building separation within a site Building separation requirements are proposed to protect internal amenity, allow sunlight penetration to open space and streets, and ensure tall buildings do not appear as a continuous wall when viewed from street level or the Yarra River. Greater separation is
Strategic Overview Precinct context The Sandridge Precinct is located in the City of Port Phillip and is 86 hectares in size, with a net developable area of 63 hectares. It is bound by the Westgate Freeway to the north, Johnson Street to the east, Williamstown Road to the south and Graham Street to the west (refer to Figure 1). Sandridge is characterised by its wide main and secondary roads and large lots. It also contains a large playing field at North Port Oval. Public transport options are somewhat limited within the Precinct. Figure 1: The subject land Source: Google Maps Existing planning controls The Capital City Zone, Schedule 1 and Design and Development Overlay, Schedule 30 currently apply to the Sandridge Precinct. DDO30 applies as illustrated in Figure 2. Figure 2: Design and Development Overlay, Schedule 30 Under DDO30, Sandridge is split into three areas (A1, A3 and A4) with varied maximum building heights. North Sandridge is designated A4, which allows 18 storeys. The south of Sandridge, and the area around North Port Oval, is designated A1, which allows heights of storeys. A section in the western part of the precinct is designated A3, which allows 12 storeys. Two of the current permits are for low rise (up to 4 storey) townhouse developments, and the third is for two towers that exceed the current height limits by a significant amount. The two applications are for buildings of 18 and 19 storeys which are generally consistent with DDO30. The current interim built form controls are shown in Table 1. Table 1: Interim built form controls (GC50) Built Form Element Requirement Building height Mandatory maximum: A1 – 4 Storeys A3 – 12 Storeys A4 – 18 Storeys Street wall height Mandatory maximum 5 storeys or 20 metres, whichever is lesser Tower setback Mandatory minimum 10 metres to the street edge Mandatory minimum 10 metres to all other boundaries Setback can be taken from centre of laneway (if applicable) Tower separation Mandatory minimum 20 metres
W15 “ Map showing Rigby Cooke submitters sites “ W16 “ Cadastral Maps of Rigby Cooke submitter sites “ W17 “ Powerpoint of Mr Barnes presentation “ W18 “ Submission from various landowners represented by Rigby Cooke “ W19 16/05/2018 Submission from J & D Bowen and Bowen & Pomeroy Pty Ltd Ms Robertson W20 17/05/2018 Submission from Sel Reklaw Pty Ltd Mr Canavan W21 “ Revised DDO Wirraway Precinct Mr Watters W22 “ Closing submission City of Port Phillip – Wirraway Mr Montebello W23 “ Explanatory table outlining changes to DDO for Wirraway Mr Watters W24 “ Closing submission Minister for Planning “ W25 “ Revised maps accompanying Ministers closing submission “ W26 “ Table of Wirraway submitters with permits applications, recommended heights, FAR etc Ms Brennan
Date: Time: Weather: Names of field team members: Name of Stream and Location: Habitat Type: Riffle: % Pool: % Run: % Impediments upstream or down Yes / No (circle one) If yes, describe: Reach Length (ft): 100 / 150 (circle one) Wetted width: ft Maximum pool depth: in Area of shading by overhead canopy: % Substrate Type: Boulder (>10 in) % Sand to fine gravel (<0.4 in): % (Total of substrate type should add to 100%) Cobble (2.5-10 in): % Mucky mud (you sink in): % Gravel (0.4-2.5 in): % Is there vegetation growing in the substrate? Yes / No (circle one) Vegetation type: Emergent/ Submergent/Floating (Circle all that apply) If yes, what percent of the bottom is covered in vegetation? % Is there silt covering any of the substrate? Yes / No (circle one) If yes, what percent of the bottom is covered in silt? % Water Chemistry: Location (put location on site sketch) Depth (in) Temp (0C) pH Dissolved Oxygen (mg/L) Bottle 1 1 2 2 Reading 1 2 1 2 Upstream of fish sampling area
Collectors: Location: Date: Page No. Fish species name: Fish species name: Fish species name: Fish species name: Length (mm) Photo ID No. Length (mm) Photo ID No. Length (mm) Photo ID No. Length (mm) Photo ID No.
Fishing in the Norwich area Contact Fishing tackle shops Angling Direct 279 Aylsham Road Norwich NR3 2RE 01603 400757 www.anglingdirect.co.uk Avenue Angling 16 Denbigh Road Norwich NR2 3AA 01603 764004 Tim’s Tackle 71 Borrowdale Drive Norwich NR1 4NS 0774 7120015 www.tims-tackle.co.uk Wroxham Angling Centre 20 Station Road Hoveton NR12 8UR 01603 782453 www.anglingdirect.co.uk Fisheries Barford Lakes and Tackle Shop Chapel Street Barford NR9 4BJ 01603 759624 www.barfordtackle.com Catch 22 Fishing Bunnetts Loke Lyng NR9 5BQ 01603 872948 www.catch22fishingcentre.com Reepham Fishery Norwich Road Reepham NR10 4NR 01603 870829 www.reephamfishery.co.uk Stanninghall Lakes North Walsham Road Crostwick NR12 7DD 0778 0112174 www.stanninghalllakes.com Taswood Lakes Mill Road Flordon NR15 1LX 01508 470919 www.taswoodlakes.co.uk Taverham Mills and Costessey Lakes Taverham NR8 6TA 01603 861014 www.anglianwater.co.uk
Contact Fishing lakes with camping & caravanning Hevingham Lakes Hevingham Norwich NR10 5QL 01603 754368 www.hevinghamlakes.co.uk Reedham Ferry Touring Park Reedham Norwich NR13 3HA 01493 700429 www.reedhamferry.co.uk Sea Fishing Blue Dawn Great Yarmouth 01493 601008 Skipper: Mr R Green High Flyer Great Yarmouth 0792 0043979 Skipper: Mr J Old Norfolk Fishing Trips & Charter Brancaster (Summer) & Lowestoft (Winter) 07852 959528 www.norfolkfishingtrips.co.uk Sea fishing Additional contact details for sea fishing trips or chartering a boat can be found at www.charterboats-uk.co.uk Disabled facilities For detailed information of disabled facilities for anglers, please contact the British Disabled Angling Association 01922 860912 www.bdaa.co.uk. On the Broads, there are fishing platforms suitable for wheelchair users at Rollesby Bridge and one on the boardwalks at Filby Broad.