zilongwang/ReadingBank huggingface dataset:
Windows 7 supports heterogeneous multi-adapter configurations, whereas Windows Vista did not. In Windows 7, a system can have a heterogeneous multi-adapter configuration, with multiple GPUs that require different WDDM drivers. The WDDM model for Windows Vista required that all display adapters use the same driver. Linked Display Adapters A linked display adapter (LDA) is a mode of operation in which multiple physical adapters appear merged into a single logical adapter. From an application’s point of view, only the single logical adapter is visible. However, the underlying WDDM driver uses all the physical adapters in the link to improve the performance of the logical adapter. The logical adapter typically offers much higher performance than any individual physical adapters can provide. The driver can link physical adapters that have identical capabilities and identical memory configurations. Every physical adapter that is part of a logical adapter must be visible on the PCIe bus as an independent device. WDDM assumes that all nodes in a given physical adapter have uniform access to the physical adapter’s memory. LDAs are supported only on the PCIe bus. LDA configuration is not supported on AGP systems. Feature Support for Multi-GPU Systems Windows 7 supports nearly all WDDM v1.1 graphics features on multi-GPU systems as on single-GPU systems. However, Windows 7 disables the new system memory savings for the Aero Glass theme if two or more active graphics adapters are present. When a system supports multiple monitors by using multiple GPUs that are not linked, Windows disables device bitmaps if the desktop extends across more than one of the monitors. Because system memory savings for Aero Glass depend on the device bitmaps, this feature is not available on such systems.
What Should I Eat? Getting Ready for the Day Doctor, Doctor! What’s This Pill? What nutrients are especially important to consider when choosing food for a diabetic? What 3 meals are the best options? Meal One Meal Two Meal Three What was the most difficult part of getting ready for the day? How might you compensate for those challenges on a daily basis? What services, tools, or inventions could be beneficial for helping older adults get ready for the day and accomplish other similar tasks? Find the closest doctors to Scobey, Montana. Neurologist Name: Phone #: City, State: Urologist Name: Phone #: City, State: Cardiologist Name: Phone #: City, State: Oncologist Name: Phone #: City, State: Describe how you felt when you completed this activity. How could you help an older adult with their medications? What services, tools, or inventions could be beneficial for helping older adults with their medications?
counter the tendency of social researchers to privilege what they say about others over what others say about themselves. Researchers should pay more attention to emotional responses of themselves and those they research while they are in field settings and while they write. Researchers should take care when using grounded theory to force data into patterns that may not be there. Although the patterns that emerged had explanatory value, they presented life as lived more simply than day-to-day experiences warranted. Ellis concludes by seeing the emerging narrative as not one of difference between researcher and her subjects, but one of connectedness between Fishneckers and herself. Indeed, having friends helped ward off feelings of being ‘the lone fieldworker in a distant land (Ellis, 2007: 9). She believes that this might help her to call on the ethics of care, empathy, personal relationships and community and to embrace personal accountability to assess her knowledge claims. The problems was not one of being a friend. It was not living up to the obligations of friendship (Ellis, 2007). (Adapted from Ellis: 1995, 2007) Activity 17.3 Following reflections on her experience, to what extent would it be accurate to call Ellis a ‘realist’ ethnographer? What are the implications of this discussion for the ethics of ethnographic practice? Top Tip 17.4 If conducting research which has to be approved by an IRB, be aware that ethnographic research may prove a challenge in terms of getting ethical approval. Be cautious about making assurance of gaining consent and achieving reciprocity as these might prove difficult to keep. Issues of power also come into play. Some postmodernists, for example, have rejected the researcher’s right to interpret experience other than their own – hence, the growth of
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Local Educational Agency: Grayson County Public Schools Report Publication Date: December 28, 2017 Administrative Review Dates: October 31 – November 2, 2017 Review Month and Year: September 2017 Participating Programs: NSLP, SBP, ASP, FFVP Participates in Special Provisions? No Enrollment and Participation Data for September 2017: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 842 651 60.06 415 67.15 60,456.96 Reduced 185 141 13.01 78 12.62 11,044.48 Paid 552 292 26.94 125 20.23 3,031.44 Total 1,579 Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank 74,532.88 Findings Identified during the Administrative Review:
Supporting your application Thank you for your interest in working for Crisis. Before you apply, please take a moment to read through the frequently asked questions below which are designed to support your application and help you understand our recruitment processes. How do I apply for a job? Most of our roles are advertised via Crisis Jobs Online, a secure recruitment portal. Once you have registered, you will be asked to provide some personal details as well as information about your work experience, education and referees who can be contacted if you are offered the role. You will also be required to complete a personal statement, demonstrating how you meet each of the points on the person specification for the job. The person specification requires a qualification or experience that I do not have. Is it still worth me applying? The person specification has the key knowledge, skills, experience or behaviours needed to carry out the job successfully and you will be scored based on any information you provide. If you don’t quite meet the criteria, for example if you have an understanding of something rather than experience of doing it yourself, you may still pick up points for explaining your understanding or how you might approach it. However, some of the person specification points, for example specific qualifications, are critical to the role so if you don’t meet those requirements, you are unlikely to be shortlisted. Can I apply by sending my CV? Occasionally we accept CVs and a covering letter but only if this requested in the advert for the post. We don’t accept speculative applications or hold CVs on file. What should I do if I can’t complete an online application?
Grazing in the Australian Alps Grazing once took place in many different parts of the Australian Alps, the number of sheep or cattle in an area depending on climate, terrain and the amount of food available. On the highest mountain plateaus there were permanent freehold runs where seasonal grazing of sheep and cattle took place. At lower elevations pastures were also grazed but, in summer, when these areas became dry and sparse, the high plains offered cooler temperatures and higher rainfall supporting lush native grasses and herbs. These alpine areas also provided a precious food supply for sheep and cattle in times of drought. Records show that graziers were taking sheep and cattle into and across the mountains in the early 1820s in search of new pastures which were free of drought and disease. An 1834 newspaper report mentioned cattle at Gibson’s Plains (Kiandra) and some families claim that their forebears were in the area in the 1820s. Some graziers came to depend on public land for summer grazing. In the first half of the 1900s it was a common practice to burn to encourage new growth of grass shoots. As a result, frequent burning became an important part of grazing in many parts of the high country, particularly where sheep were grazed. The history of high country grazing In the early days governments encouraged graziers to use the high country to feed their cattle and sheep, with sheep being grazed much more extensively in NSW than in Victoria. Governments in Victoria and New South Wales introduced a system of annual licences, giving graziers the right to graze an area of alpine pasture. The early leases and licences did not limit stock numbers or the grazing season, which often led to extensive overgrazing of the land. The gold discoveries of the 1850s and 1860s paved the way for closer pastoral settlement in the Alps. Many former miners took up small grazing selections in the narrow valleys and timbered foothills. The lowland selections were eventually converted to freehold ownership. The higher country remained public land, but it was divided into large blocks for seasonal grazing under either a licence or a lease system. Unlike Kosciuszko National Park, where grazing was removed from the high country by 1958, grazing in the Victorian Alps was withdrawn only from specific parts of the Alps. In the 1940s, withdrawals occurred in response to the degraded condition of some of the most sensitive areas. As a result, grazing by sheep and horses and burning off was stopped. In the 1950s cattle were excluded from the highest summits including Mounts Bogong,
File No. The majority of shares must be owned by Canadian citizens residing in Alberta. Transfer of deceased shareholders interest must be reported. It is important to advise the relationship of the present shareholders to the previous shareholders (please attach additional page(s) if required). In accordance with Section 114.1(3) of the Public Lands Act, this is our statement of share structure change as a result of transfer, redemption or redistribution of shares. Previous share ownership distribution was: Name Address 18 years or over Yes/No Family Relationship if applicable Canadian Citizen Yes/No # of shares Present share ownership distribution: Name Address 18 years or over Yes/No Family Relationship if applicable Canadian Citizen Yes/No # of shares Submitted by: Please print Signature Position Date Use additional pages if required.
Part B: Management of the project – how are you going to do it? Please fill out the table below to indicate which of the following describes the average current condition of the proposed project area and where you are aiming to be in 10 years’ time. (Tick the box) Current condition Medium term goal for land condition (5 years) Long term goal for land condition (10 years) Ground cover Pasture composition Ground cover Pasture composition Ground cover Pasture composition □ >70% □ 50 – 70% □ 40 – 50% □ 20 – 40% □ Less than 20% □ Mostly perennials □ Mostly annuals □ Mixed □ >70% □ 50 – 70% □ 40 – 50% □ 20 – 40% □ Less than 20% □ Mostly perennials □ Mostly annuals □ Mixed □ >70% □ 50 – 70% □ 40 – 50% □ 20 – 40% □ Less than 20% □ Mostly perennials □ Mostly annuals □ Mixed Please describe how you intend to manage the project area to achieve your goals. Responses should include (but not be limited to) information on: What livestock do you run? Type of livestock Stocking rates How do you manage your livestock? Typical management practices Drought strategy
Sig. (2-tailed) 0.01 0.06 0.41 0.00 R2 0.011 0.004 0.001 0.069 3 Beta -0.013 -0.237 -0.308 Sig. (2-tailed) 0.75 0.00 0.00 R2 0.000 0.056 0.095 4 Beta -0.310 -0.300 Sig. (2-tailed) 0.00 0.00 R2 0.096 0.090 5 Beta -0.309 Sig. (2-tailed) 0.000 R2 0.095 IVs: Median Household Income (1999) and BachelorsOrHigher2000 Split Counties by BachelorsOrHigher2000 n-tile of Education Quintiles Quartiles Thirds High/Low None 1 Income 0.286 0.271 0.226 0.168 -0.174 Sig. 0.000 0.000 0.000 0.000 0.000 Education 0.037 0.052 0.098 0.105 0.220 Sig. 0.422 0.205 0.006 0.000 0.000 R2 0.093 0.090 0.083 0.058 0.031 2 Income 0.104 0.075 -0.024 -0.305 Sig. 0.011 0.042 0.434 0.000 Education 0.012 -0.028 -0.003 0.097 Sig. 0.775 0.437 0.933 0.000 R2 0.012 0.005 0.001 0.077 3 Income -0.010 -0.234 -0.355 Sig. 0.809 0.000 0.000 Education -0.021 -0.022 0.114 Sig. 0.598 0.529 0.000 R2 0.001 0.056 0.106 4 Income -0.314 -0.326 Sig. 0.000 0.000 Education 0.028 0.068 Sig. 0.459 0.064 R2 0.097 0.094 5 Income -0.323 Sig. 0.000 Education 0.037 Sig. 0.361
Sig. (2-tailed) 0.024 0 0 4 Correlation 0.199 0.125 Sig. (2-tailed) 0 0 5 Correlation 0.105 Sig. (2-tailed) 0 Proportion of Republican Vote (2000) Corprateness (N ~ 3,100) n-tile of Corporateness Quintiles Quartiles Thirds High/Low None 1 Correlation -0.202 -0.173 -0.143 -0.105 -0.039 Median Household Income (1999) Sig. (2-tailed) 0 0 0 0 0.031 2 Correlation -0.034 -0.004 0.065 0.130 Sig. (2-tailed) 0.399 0.905 0.037 0 3 Correlation 0.090 0.156 0.148 Sig. (2-tailed) 0.024 0 0 4 Correlation 0.199 0.125 Sig. (2-tailed) 0 0 5 Correlation 0.105 Sig. (2-tailed) 0 Proportion of Republican Vote (2000) Formalism (N ~ 3,100) n-tile of Corporateness Quintiles Quartiles Thirds High/Low None 1 Correlation -0.202 -0.173 -0.143 -0.105 -0.039 Median Household Income (1999) Sig. (2-tailed) 0 0 0 0 0.031 2 Correlation -0.034 -0.004 0.065 0.130 Sig. (2-tailed) 0.399 0.905 0.037 0 3 Correlation 0.090 0.156 0.148 Sig. (2-tailed) 0.024 0 0 4 Correlation 0.199 0.125 Sig. (2-tailed) 0 0 5 Correlation 0.105 Sig. (2-tailed) 0 Proportion of Republican Vote (2000) Elasticity between Scenes and voting/registration, with the linear additive/interaction of education and income?
Proposal for Supplement 1 to the 00 series and a proposal for the 01 series of amendments to Regulation No. 138 (Quiet Road Transport Vehicles) The text reproduced below was prepared by the experts from Japan and the International Organization of Motor Vehicle Manufacturers (OICA), in order to propose Supplement 1 to the 00 series of amendments to Regulation No. 138 with regard to the scope. In addition, the 01 series of amendments to UN Regulation No. 138 is proposed, with regard to the pause function. This proposal compromises the working documents ECE/TRANS/WP.29/GRB/2016/8 from Japan and ECE/TRANS/WP.29/GRB/2016/9 from OICA on Regulation No. 138. The modifications to the current text of Regulation No. 138 are marked in bold for new or strikethrough for deleted characters. I. Proposal for Supplement 1 to the 00 series of amendments Paragraph 1., amend to read: "1. Scope This Regulation applies to electrified vehicles of categories M and N which can travel be propelled in the normal mode, in reverse or at least one forward drive gear, without an internal combustion engine operating1 in respect to their audibility." II. Proposal for the 01 series of amendments Paragraph 2.7., amend to read: "2.7. "Pause function" means a mechanism to enable the driver to halt temporarily the operation of an AVAS." Paragraph 6.2.6., amend to read: "6.2.6. Pause function Any pause function as defined in paragraph 2.7. shall be prohibited. The manufacturer may install a function for temporary deactivation of the AVAS. Any other deactivation function, which does not satisfy the specification below, is prohibited. 6.2.6.1. The function shall be located so that it is operable by the driver in a normal seating position. 6.2.6.2. In the case when the pause function is activated, the suspension of AVAS has to be clearly indicated to the driver. 6.2.6.3. The AVAS shall be reactivated when the vehicle is started upon each vehicle turn-off.
The gear and vAA’ shall be chosen in that way, so as the test condition complies with the control range specifications and that nBB’ > 1,15*nBB’_ref Pretests may be carried out in order to determine an appropriate measurement condition. 3.3.3.2 The sound level determination shall be performed as described in paragraph 3.1.3 of Annex 3. At least two measurements shall be made on each side of the vehicle. The final sound level result shall be calculated according to paragraph 3.1.4. of Annex 3. 3.3.3.3 Data processing and reporting The engine speed measurements at AA' and BB' shall be averaged arithmetically. The results in units of min-1 shall be mathematically rounded to the nearest integer. The nBB’ value shall be used for the calculations specified in paragraph 4 of this Annex. The final sound pressure level for the full throttle acceleration shall not exceed the limits specified in paragraph 4 of this Annex. 4. ASEP limits The maximum noise level recorded during the passage of the vehicle through the test track shall not exceed: Lref + (1 * (nBB' – nBB’_ref) / 1,000) + [3] for nBB' < nBB’_ref and Lref + (5 * (nBB' – nBB’_ref) / 1,000) + [3] for nBB' ≥ nBB’_ref with Lref and nBB’_ref as specified in paragraph 3.3.1 and nBB’ as specified in paragraphs 3.3.2 and 3.3.3. Comment: The ASEP requirements, proposed in this document, should be checked/assessed by measurements performed for vehicles of current or future technologies.
10B-2 In the ‘Analysis Criteria’ section, click on the ‘-‘ at the end of the ‘User’ row to remove the row for that search criterion; this criterion is not needed for this scenario. 10B-3 In the ‘Analysis Criteria’ section, click on the ‘-‘ at the end of the ‘Custom Group’ row to remove the row for that search criterion; this criterion is not needed for this scenario. 10B-4 Add the user group name. In this case, ‘VPF-TAX’, the user group containing all users in VPF who are part of the Tax area, was typed in. The search option can also be used to search for user groups. Please refer to the ‘Search for Input Values’ reference document (R3) for further information. 10B-5 Run the report in the foreground.
Step Description Screenshot 1 Navigate to the ‘Access Management’ tab. 2 Click on the ‘Role Level’ report located in the ‘Access Risk Analysis’ section. 3 In the ‘Analysis Criteria’ section, select the System for which information is required. Since the desired selection is PS1 (Production), ‘*PS1*’ was typed in as the system. The search option can also be used to search for the correct system. Please refer to the ‘Search for Input Values’ reference document (R3) for further information. 4 Analysis for a single techinical role. In the ‘Analysis Criteria’ section, click on the ‘-‘ at the end of the ‘Risk by Process’ row to remove the row for that search criterion; this criterion is not needed for this scenario.
119.6.1 IN035/12 – Decommissioned Sites with Actual Reads AEMO to include a previous reconciliation paper in prioritisation session for GRCF to review. D. McGowan (AEMO) Complete 119.7.1 IN007/13 – Combined MIRN Structure Document AEMO to update MIRN Structure document to include the original diagram with MIRN positions, formula description and all market ID’s. To also include who the transmission pipeline owners are and to update the reference numbers in the document to reflect the correct references. N. Datar(AEMO) Complete 119.10.1 Estimated Consumption of meter removal Estimated Consumption of meter removal to be added to the register for further review. 20/02: #120 Update: Yet to be added. D. McGowan (AEMO) 19 December 2017 119.10.2 Estimated Consumption of meter removal A Gas Market Issues (GMI) will be drafted by around existing scenarios. 20/02: #120 Update: Still in draft form. May be ready for March 2018. Mario Iogha (Origin) Mark Riley (AGL) Early 2018 119.10.3 Reconnect service in street in the case of a move in A GMI to be drafted containing a proposal to resolve the reconnect service in street in the case of a move in and this item added to the register. 20/02: #120 Update: Draft complete, ready by next GRCF. R. Abbott (APA) Early 2018 119.10.4 Gas Day start time AEMO will internally follow up and present view at prioritising session in January 2018. D. McGowan (AEMO) Complete 118.10.1 Other business - New connections phone number APA to issue formal communications to the GRCF around new connections phone number. 21/11/2017: Rick Abbott informed the GRCF that this notification hasn’t happened. This will be going through normal internal channels. This will be circulated to the GRCF once drafted for circulation. 20/02: #120 Update: Rick Abbott to chase up. Not yet happened. R. Abbott (APA) ASAP
Action items raised at meeting #119 Item Topic Action required Responsible By 119.6.1 IN035/12 – Decommissioned Sites with Actual Reads AEMO to include reconciliation paper in prioritisation session for GRCF to review D. McGowan (AEMO) 19 December 2017 119.7.1 IN007/13 – Combined MIRN Structure Document AEMO to update MIRN Structure document to include the original diagram with MIRN positions, formula description and all market ID’s. To also include who the transition pipeline owners are and to update the reference numbers in the document to reflect the correct references. N. Datar (AEMO) 19 December 2017 119.10.1 Estimated Consumption of meter removal Estimated Consumption of meter removal to be added to the register for further review. D. McGowan (AEMO) 119.10.2 Estimated Consumption of meter removal A Gas Market Issues (GMI) will be drafted by around existing scenarios. Mario Iogha (Origin) Mark Riley (AGL) Early 2018 119.10.3 A GMI to be drafted and this item added to the register. R. Abbott (APA) 119.10.4 Gas Day start time AEMO will internally follow up and present view at prioritising session in January 2018. D. McGowan (AEMO) January 2018
Water Company General Rate Case Workbook TABLE OF CONTENTS Page # 1.0 GENERAL INFORMATION 1-1 1.1 General Rate Case Workbook Overview 1-1 1.2 Completion Time for GRCW 1-1 1.3 Point of Contact 1-1 1.4 Required Documents 1-2 1.5 Acronyms and Abbreviations 1-2 2.0 SYSTEM SUMMARY 2-1 2.1 System Configuration 2-1 2.2 Software Requirements 2-1 2.3 Hardware Requirements 2-2 2.4 Example Upgrade 2-2 3.0 USING GRCW WORKBOOK 3-1 3.1 Input Procedures [Tab – Input] 3-1 3.1.1 Information – Section 1 3.1.2 Balance Sheet – Section 2 3.1.3 Income Statement – Section 3.1.4 Debt Structure – Section 4 3.1.5 CIAC, Assets, and Depreciation Schedules – Section 5 3.1.6 Usage Data (All Metered Customers) – Section 6 3.1.7 Federal Income Tax Rate – Section 7 3.1.8 Conversion Factor – Section 8 3.2 Expected Output [Tab Output] 3-3 3.2.1 Revenue Requirement – Section 9 3.2.2 Monthly Rates (Company Proposed Rate Design) – Section 3.2.3 Distress Model and Other Ratios – Section 11 3.3 Special Instructions for Error Correction 3-4 3.4 Caveats and 3-4 4.0 FILING A GENERAL RATE CASE 4-1 4.1 General Rate Case Statue and Required Information 4-1 4.1.1 Cover Letter 4.1.2 Tariff 4.1.3 Customer Notice 4.1.4
Student Response(s) Right On Developing Developing Not yet Possible Indicators Possible Indicators Possible Indicators Possible Indicators Question 1 – Student correctly identifies B and D as correct responses. Question 2 – a.) Student properly sets up and solve proportion. b.)Student calculates 564 correctly. Question 1 – Correctly identifies both correct equations. Question 2 – a.) Sets up proportion correctly but does not subtract b.)Student knows how to calculate percent of a number but fails to subtract c.) Student calculates 60% instead of 6% by misplacing decimal. Question 1 – a.) Student recognizes 15% as .15 and knows to multiply by that decimal. Question 2 – a.) Sets proportion up incorrectly. b.) Student only calculates 6% c.) Student correctly calculates 6% and adds instead of subtracts from 600. d.) Student calculates percent increase instead of decrease. Question 1 – Student incorrectly chooses D or E Question 2 – Student shows little to no understanding of percent for example: a.) Does not set up proportion b.)Student divides by decimal to calculate percent c.) Students adds 6 d.) Student does not convert percent to a decimal d.) No work shown
Response Interventions Right On Almost There On the way Not Yet a.) Student correctly answered that Figures A and B are congruent. b.) Student explained that Figure A and Figure B are the same size and shape OR explanation contains rigid motion. a.)Describe the sequence that occurred in the transformations from Figure A to Figure C. b.) Ask specific question for transformation student answered incorrectly. 1.) What is a translation? 2.) What is a rotation? If you rotated the figure, where would the eye be located. 3.) What is a reflection? a.) What are the three transformations? b.) What is a translation? c.) What is a rotation? d.) What is a reflection? e.) What does congruence mean? a.) How did figure A move to get Figure B? b.) How did figure B move to get figure C? c.)Did moving the figure change its size or shape?
MARKS: 70 TIME: 2 HOURS SECTION A: Comprehension Question (Level) Expected Answer Mark 1.1 1 Sleeping in class √ 1 1.2 3 Should be made up of academically-minded young people. 1 1.3 1 Keeps you from falling asleep Make your teachers love you any 2 Makes you more excited about the material It will help you do better in tests 2
MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Incidence of GRE Infection Prevention Quarterly IPMC Quarterly IPCM and Trust Board Dr. C Mitchell (IPCT Lead) Isolation of GRE patients Infection Prevention Weekly Infection Prevention dashboard Weekly Policy audit report to: HoN, NMAC, IPMC Dr. C Mitchell (IPCT Lead) Heads of Nursing Cleanliness & hygiene of patient isolation facilities Infection Prevention Weekly Infection Prevention dashboard Weekly Policy audit report to: HoN, NMAC, IPMC Dr. C Mitchell (IPCT Lead) Heads of Nursing
Stage 2 – Full Impact Assessment What is the impact Level of Impact Mitigating Actions (what needs to be done to minimise / remove the impact) Responsible Officer Monitoring of Actions The monitoring of actions to mitigate any impact will be undertaken at the appropriate level Specialty Procedural Document: Specialty Governance Committee Clinical Service Centre Procedural Document: Clinical Service Centre Governance Committee Corporate Procedural Document: Relevant Corporate Committee All actions will be further monitored as part of reporting schedule to the Equality and Diversity Committee
In addition to the do nothing and the preferred series of schemes, the following were evaluated, A large roundabout at Coach Road – The currently proposed signalised junction could be amended to a larger roundabout. However, this was discounted due to pedestrian accessibility and land issues. 5. FINANCIAL CASE 5.1 Spend / Funding Profile 17/18 18/19 19/20 20/21 Total Funding Status (A) Total Private Investment (£) 0 0 0 0 0 (B) Total Other Public Sector Investment (non-SCR funding) (£) 0 0 0 0 0 (C) Total SCR Funding Sought (£) 0 £173,775 £2,352,200 £3,595,013 + £2,337,013 in 21/22 £8,458,000 Unconfirmed (D) Total Project Investment (£) (A+B+C=D) 0 £173,775 £2,352,200 £3,595,013 + £2,337,013 in 21/22 £8,458,000 Unconfirmed SCR as % of Total Project Investment 0 100% 100% 100% 100% Degree of certainty of cost estimates 60% (Project designed and initial cost estimated based on specific requirements / details of this project); 5.2 Please outline any additional work required to confirm project costs / funding and when this is likely to be completed. 75 words max Complete detail design and final cost estimation (July 2019) Produce tender estimates (Summer 2019) Complete tender evaluation and appoint contractor actions (October 2019) 5.3 If funding sought is part or wholly grant, please justify why 100% loan is not suitable. 100 words max The scheme costs will be significantly greater than the ITB funding allocation so additional third party funding needs to be sought. The Council has no funding capacity to repay a loan due to pressure on the Council’s capital and revenue budget.
Can your child build a bridge with blocks? Does your child dress up and “play act” pretending he/she is somebody else? Can your child point and name 4-6 basic colours? If you place 5 objects in front of your child, can she count them by saying “one, two, three, four, five” in order? Personal-social Does your child eat by himself/herself using utensils? Does your child go to the washroom by himself/herself? Does your child wash his/her hands with soap and water and dry off with a towel without help? Does your child dress and undress himself/herself without help? Does your child take turns by waiting while another child or adult takes turn? Does your child like to play with other children? Can your child use words to express his/her feelings and needs? Can your child separate from parent/caregiver with some comforting? Does your child follow rules at home? When your child does not get his/her own way, he/she… When your child in is a new situation he/she… What are your child’s likes and dislikes (e.g. foods, hobbies, sports)?
Choose a character from the play and explain how that character and his/her personality, motives, and actions impact the characters of Romeo & Juliet and the overall outcome of the tragedy. To assess your understanding of Homer’s The Odyssey, you will evaluate Odysseus’s character based on your personal definition of a hero. You will use evidence from the text to support your analysis. Using your three traits of a hero, explain how Odysseus does or does not exhibit those traits. Your prompt: Although you may change your topic and/or prompt at any time throughout the unit, the due date for your FINAL prompt is ___________________________.
quite alike, and so they are a well-matched couple. They are both narrow-minded and individuals. Tom only cares about making himself look better, and we later learn it’s the same case for Daisy. She appears to love Gatsby, but she only “loved” him for his money, and once she learns how he came about all his money she instantly turns back to Tom. In addition, Fitzgerald’s use of the symbol of the square of artificial light helps to show unity of the two characters in a subtle but effective way. Once the relationship between Tom and Daisy is examined, it is difficult to argue that they are anything but a perfectly matched couple. Sara: Nice job extending the evidence from Sutton’s text that the imagery and framing of light reveals Tom and Daisy’s relationship. Strong evidence and explanation of their relationship adds to the evidence Sutton uses to show how they were “two of a kind”. Make sure to state somehow that you are not analyzing so much Sutton’s evidence as the conclusion he draws from this evidence. Since you don’t necessarily go after or address his focus on light as imagery, you’ll need to do this to make sure we know you’re adding evidence from a pool of evidence outside what Sutton uses.
Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York, NY: Scribner, 1925. Print. Sutton, Brian. ""Fitzgerald's The Great Gatsby"" Gale Group Database. N.p., n.d. Web. 25 Feb. 2014.
Great Start Materials Order Form The following materials are available to school districts and others who work with children ages 0-5 and their families. It is the mission of the Oakland Schools Early Childhood Department to work collaboratively with schools, families and other social, health, and related agencies to support the total development of all children from birth through eight years of age in Oakland County. In order to help accomplish our mission, we are providing resources and materials to support the school success of all young children. We appreciate the grant support from the Office of Great Start that assists us with production costs. Parent Resource Guide The Oakland County Parent Resource Guide is designed for the families of children 0-5 years of age and the agencies that provide services to these children. We hope that families will find the guide helpful in accessing and using the many resources available in Oakland County. Social and Emotional Health A Guide for Families with Children Birth to Age 8 There are critical skills a child needs to have in order to be ready to learn. These are called social and emotional skills. This booklet is for parents who want to help their children (birth to eight) to be socially and emotionally healthy so they are ready to: make and keep friends, express how they feel in safe ways and, learn throughout life. Five Ways to Support Your Growing Child! Strengthening Families is a national strategy to build strong families and promote optimal child development. The Oakland County Initiative involves parent partnerships, program shifts and system changes. The approach benefits all families’, builds on family strengths and works with community partners and programs. Eat Smart, Move More This guide offers parents and caregivers simple solutions to help their families eat smart and move more. It contains tips on nutrition, active play, and screen time. It also offers practical information to help support healthy habits in young children and families. Learn and Grow Together Designed to help you understand and support your child’s development. It provides information about stages of child development and fun activities you can do together to help your child learn and grow. Amazing Me In this story, an amazing kangaroo named Joey shows all of the amazing things he can do now that he is 3 years old. These amazing things are called developmental milestones. First steps, first words, and using the potty for the first time are all developmental milestones. This book will show you what to look for as your child grows and develops. Coming Soon: Parent Guide: Is My Child Ready for Kindergarten?
Directions: During Germany’s rise to power in the 1930’s, both England and France practiced appeasement rather than challenging Adolf Hitler’s actions. In the thought bubbles above each leader’s head write what they were thinking about appeasement. Then in the boxes at the bottom, write what appeasement made them seen as by the other leader. Neville Chamberlain Seen as: Adolf Hitler Seen as:
Nonaggression Pact What 2 countries signed a pact in 1939? Why did they make the agreement? The Battle of Britain Who defended Britain against the Nazi Luftwaffe? What technologic advantage did they have? Draw a “dog fight” below: 1939 1940 1941 Invasion of Poland Why did the Nazi invasion of Poland start World War II? Draw a below: Finish this picture of Hitler in front of the Eiffel Tower Fall of France Why did France fall so easily to the Nazis?
Robert Higgs, “War Prosperity? A Reassessment of the U.S. Economy in the 1940s,” The Journal of Economic History, Vol. 52, No. 1 (Mar., 1992), pp. 41-60 19 JULY – 25 JULY World War II and After Peter R. Senn, “Cigarettes As Currency,” The Journal of Finance, Vol. 6, No. 3 (Sep., 1951), pp. 329-332 Wikipedia entry on “Stagflation” 26 JULY – 1 AUGUST High Inflations in the eighties/nineties/2000s Read this straight description of the Argentine inflationary waves from an Economics course: Another Report on current Argentinian problems: Yonca Ozdemir, “A study in comparative inflation in Argentina Brazil Israel Mexico and Turkey,” a paper from the International Studies Association meeting, 2004. News Item from Business News, 21 Aug. 08: “Crippled by inflation, Zimbabwe doctors strike for better pay” 2 AUGUST – 8 AUGUST Inflation in modern times: Considerations I Guido Hülsmann, “The Cultural and Spiritual Legacy of Inflation” 9 AUGUST – 15 AUGUST Inflation in modern times: Considerations II Hans Sennholz, “The Many Evils of Inflation”file Llewellyn H. Rockwell, “War and Inflation”file
Life of Abraham: The Obedience of Faith, by F. B. Meyer, Lance Wubbels (YWAM Publishing, 1996; ISBN 1883002346) Our Father Abraham: Jewish Roots of the Christian Faith, by Marvin R. Wilson (Eerdmans, 1989; ISBN 0802804233)
WESTERN AUSTRALIAN SPORT AND RECREATION INDUSTRY STRATEGIC DIRECTIONS 2011–2015 (SD5) Western Australia’s sport and recreation industry has been guided by three five-year strategic directions since 1997, giving the industry a framework in which to operate and develop. It has also guided State Government decision-making and funding directions and has been the catalyst for the achievement of a range of industry outcomes. SD5 is the title for the next generation of strategic directions. The intent of the Strategic Directions documents is to: Establish a sport and recreation industry vision and strategic direction; Highlight the current and future key issues and challenges facing the development of the sport and recreation industry; Establish a guiding framework within which sport and recreation organisations can develop their own strategic plans and development priorities; Provide advocacy and policy support to achieve a range of industry outcomes; Promote understanding of Government priorities and their relation and impact to sport and recreation; and Establish key partnerships within, and between, government and industry on key issues. SD5 is a dynamic framework. Issues and challenges will continue to evolve over the lifetime of the framework. Relevance to Club Development This Regional Club Development plan has been informed by two key challenges in SD5, Organisational and People Development. People Development The industry must bolster its attraction and retention strategies to ensure competitiveness in a projected tight labour market. Innovative solutions and models are required to: a) enable productivity gains for ‘time poor’ volunteers; and b) engage young people in volunteering.
Ann – Marie Baggott Carolina Prendergast Christine Siddall Georgina Taylor Helen Lyndon Jacqui Grantham Jemma Green Judy Good Julie Dear Julie parkins Julie Perrin Kim Fenton Laura Thomas Lindsay Ammar Michelle Friend Michelle Zeman Nicola York Rhian Boccius Stephanie Churchill Stephanie cooper MEN Gareth brown Martin sampson Neil Gibson Richard lambert Rodney dell Tim Prosser 3 Judy good 4 Tim Prosser 5 Tom White Horse Inn All men Joined by ladies all wearing moustaches 3 Commercial Break Sue Gibson Tina Craig Kevin Hanlon Commercial Break Anne Marie Baggott Nicola York Stephanie 4 Talavera videos of the children reading published poetry Sixth Form Music atmospheric piece to which CAMUS could dance??? Georgina taylor Jemma green Julie dear Michelle Zeman Nicola York Rhian Boccius Stephanie Churchill Laura Thomas 5 Blackadder sketches Chorus sung medley
P348 – 352 Captain Cook Scene 1 Blackadder - Baldrick - George – Gareth Brown 1 Stand by me/Lean on me ALL CHORUS available 6 Church scene from “Oh what a Lovely War” Chaplain – Martin sampson Haig – Richard Lambert Soldiers 1 Kevin Hanlon 2 Tim Prosser Sergeant – Neil Gibson Corporal – Rodney Dell Nurse to sing first of “Homefires” then joined by Nurses – Michelle Friend Ann – Marie Baggott Carolina Prendergast Christine Siddall Helen Lyndon Jacqui Grantham Judy Good Julie Parkins Julie Perrin Kim Fenton Laura Thomas Lindsay Ammar Michelle Friend Stephanie Cooper War Poetry?? Tina Craig Nic Main Kim Fenton The Soldier’s adieu All men 7 2 or 3 6th form students Poetry montage Comedy duet I hate to get up in the morning (Irving Berlin) Neil Gibson and Kevin Hanlon If you were the only girl with alternative words 8 Commercial Break Julie Perrin Helen Lyndon Laura Thomas Le Tombe de Couprin - Ravel DANCE Georgina Taylor Jemma Green Julie Dear Michelle Zeman Nicola York Rhian Boccius
Stephanie Churchill Laura Thomas 9 Piano solo Sixth Form student Music piece Commercial Break Richard lambert Julie dear 10 Ladies Solo 1 Over There (The yanks are coming) – All Chorus 2 Somewhere over the Rainbow – Michelle Zeman/Jemma green 3 There’s a long, long trail a winding – Verses ladies Chorus All men TILL THEN Sue sampson and 10 ladies Ladies solo – Till we meet again Men solo - Drink with me – Nic Main and then all men Solo/duet dance a la Strictly as they are singing the song above and below ??? Same lady and Man duet – Roses of Picardy – Christine Siddall and Martin Reprise Silver threads among the gold Rodney Dell verses/Chorus Sue Gibson Seventy – Neil Gibson 11 Chorus number The Army and the Navy need attention Ladies Ann – Marie Baggott Carolina Prendergast Christine Siddall Emily Bloomfield Georgina Taylor Helen Lyndon Jacqui Grantham Jemma Green Judy Good Julie Dear Julie Parkins Julie Perrin Kim Fenton Laura Thomas Lindsay Ammar Michelle friend Michelle Zeman Nicola York Rhian Boccius Stephanie Churchill Stephanie cooper Finale Pack up your troubles/Tipperary ALL
17. Why do you think the black farmer was beaten by the sheriff? 18. Based on what you have seen so far, how are Tolson and Farmer Sr. different? 19. Why were Tolson’s politics threatening to the debater who quit the team? 20. Do you think the notion of “separate and unequal” still exists in our schools today? Why or why not? 21. “A hungry Negro steals a chicken and goes to jail; a rich business man steals bonds and goes to Congress.” What point is Tolson trying to make? (How does it relate to an unjust law is no law at all?) 22. How does Dr. Farmer redeem himself in the eyes of his son? 23. How does Henry Lowe cope with his pain and anger after witnessing the lynching? 24. Why is Lowe so hurt when Farmer Jr. says “this is all useless”? 25. Why do you think that debating Harvard is so important to Tolson? 26. Why is Tolson unable to go to Harvard with the debaters? 27. Why was the debate topic changed?
Wigan Borough Leigh Sexual and Reproductive Health, Entrance C, Leigh Health Centre, WN7 Monday 9a.m. – 8p.m. Tuesday 9a.m. – 8p.m. Wednesday 9a.m. – 8p.m. Thursday 9a.m. – 8p.m. Friday 9a.m. – 4:30p.m. The Shine Centre, The Galleries Shopping Centre, Wigan WN1 1AR SHINE – SexualHealth, Integrated, Non-judgemental, Empowering Monday 9a.m. – 7p.m. Tuesday 9a.m. – 7p.m. Wednesday 9a.m. – 4:30p.m. Thursday 9a.m. – 7p.m. Friday 9a.m. – 4:30p.m. Community clinics also run on the following days: Monday 6p.m. – 8p.m. Golborne Health Centre, Lowton Road, Golborne WA3 3EG Tuesday 6p.m. – 8p.m. Platt Bridge Health Centre, Rivington Street, Wigan, WN2 5NG
Thursday 1400 - 1800 Drop in clinic. From 5 November we will open from 1500 - 1800 Friday 1400 - 1800 Drop in clinic. From 6 November we will open from 1500 - 1800 Saturday 1100 - 1500 Drop in clinic. From 7 November we will open from 1000 - 1230 Sunday CLOSED STOCKPORT CENTRAL YOUTH – Opening Times ( Extension of clinics during NHTW, please ring number below for further details) Monday 9.10am-11.30am (Appointment only) 1-1.30pm (Appointment only) 1.30 - 5.15pm (Drop-in) Tuesday 1-1.30pm (Appointment only) 1.30-5.15pm (Drop-in) Wednesday 1-1.30pm (Appointment only) 1.30-5.15pm (Drop-in) Thursday 1-1.30pm (Appointment only) 1.30-5.15pm (Drop-in) 6-7pm(Appointment only ) Friday 1-1.30pm (Appointment only) 1.30-4.15pm (Drop-in)
Goals A diverse range of opportunities for visitors to experience parks is maintained. Improved visitor facilities are provided in the areas where they are needed. Strategies Park Protect and enhance visitor experiences throughout the parks with priority to the experiences defined for each Visitor Experience Area. All – refer to table 8.1 Work with community groups, user organisations and volunteers in managing visitor facilities, roads and tracks. All – refer to table 8.1 Minimise the impact of visitors on environmental values, giving priority to Visitor Experience Areas and Conservation Zones. All – refer to table 8.1 Ensure facilities within Visitor Experience Areas are in keeping with the visitor experiences offered and their setting. All Support Healthy Parks Healthy People programs, particularly those people who may benefit most from a healthy parks experience. All Provide park information and liaise with the Falls Creek Alpine Resort in development of a visitor and cultural centre within the resort for park and resort visitors. Alpine NP Actively collaborate with the Alpine Resorts’ provision of all season visitation, including promoting appropriate access to tracks and trails in park areas adjacent to resorts. Bogong High Plains and King–Howqua areas, Alpine NP, Baw Baw NP
for the exemption that the wide interpretation which we favour should be given to it. It is consistent with the reasoning which allowed such an objection in the first place that it should extend to any involvement in the process of treatment, the object of which is to terminate a pregnancy.” (emphasis supplied) The employers appeal to this Court. Two distractions There was some discussion, at an earlier stage in these proceedings, of the relevance of the petitioners’ rights under article 9 of the European Convention on Human Rights. This protects the “right to freedom of thought, conscience and religion,” including the freedom “to manifest his religion or belief, in worship, teaching, practice and observance”. It is our duty, under section 3(1) of the Human Rights Act 1998, to read and give effect to legislation, whenever it was passed, in a way which is compatible with the Convention rights, so far as it is possible to do so. However, the article 9 right is a qualified right, which may be subject to “such limitations as are prescribed by law and necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others”. Refusing for religious reasons to perform some of the duties of a job is likely (following the decision of the European Court of Human Rights in Eweida v United Kingdom (2013) 57 EHRR 213) to be held to be a manifestation of a religious belief. There would remain
District documents such as district and school improvement plans, school committee policies, curriculum documents, summaries of student assessments, job descriptions, collective bargaining agreements, evaluation tools for staff, handbooks, school schedules, and the district’s end-of-year financial reports. All completed program and administrator evaluations, and a random selection of completed teacher evaluations. Site Visit Schedule Tuesday 10/11/2016 Wednesday 10/12/2016 Thursday 10/13/2016 Orientation with district leaders and principals; interviews with district staff and principals; document reviews; review of personnel files; parent focus group; and visits to classrooms for observations. Standards interviews; interviews with town officials and school committee; interviews with school leaders; parent focus group; classroom observations. Interviews with school leaders; follow-up interviews; district review team meeting; classroom observations; district meeting with the superintendent, principals, and business manager.
Planning and Environment Act 1987 GREATER SHEPPARTON PLANNING SCHEME AMENDMENT C118 INSTRUCTION SHEET The planning authority for this amendment is the Victorian Planning Authority. The Greater Shepparton Planning Scheme is amended as follows: Planning Scheme Maps The Planning Scheme Maps are amended by a total of 3 attached map sheets. Zoning Maps Amend Planning Scheme Map Nos. 11, 14 & 19 in the manner shown on the attached map marked “Greater Shepparton Planning Scheme, Amendment C118”. Overlay Maps Amend Planning Scheme Map Nos. 11PAO & 14PAO in the manner shown on the one attached map marked “Greater Shepparton Planning Scheme, Amendment C118”. Amend Planning Scheme Map Nos. 11DCPO & 14DCPO in the manner shown on the one attached map marked “Greater Shepparton Planning Scheme, Amendment C118”. Insert Planning Scheme Map No. 19DCPO in the manner shown on the one attached map marked “Greater Shepparton Planning Scheme, Amendment C118”. Planning Scheme Ordinance The Planning Scheme Ordinance is amended as follows: In Zones – Clause 37.07, insert Schedule 1 to the Urban Growth Zone in the form of the attached document. In Overlays – Clause 45.01, amend the Schedule in the form of the attached document. In Overlays – Clause 45.06, insert Schedule 4 in the form of the attached document. In Particular Provisions – Clause 52.01, replace the Schedule with a new Schedule in the form of the attached document. In General Provisions – Clause 61.03, replace the Schedule with a new Schedule in the form of the attached document. In Incorporated Documents – Clause 81.01, replace the Schedule with a new Schedule in the form of the attached document. End of document