zilongwang/ReadingBank huggingface dataset:
his sister was given up for adoption shortly after his mother’s death. Little Darger was living with his father in Chicago, Illinois. There he was given the task of going to the store and doing the shopping to support his allying father. By the age of ten, his father was placed in a home for the aging, and Darger found himself placed in the care of a Catholic boys home called Our mission of our Lady of Mercy. He was tormented by the other boys for making strange noises and wired behavior. He was eventually excommunicated from the school as he puts it “for being annoying”. A doctor he was taken to decided that he had mental illness, self-abuse, and his heart was in the wrong place. He was then sent to Lincoln, Illinois; to the Lincoln Asylum for children (Figure 2). At the asylum he was subject to harsh punishments and forced labor. Children would mostly spend days in the fields from seven in the morning till five at night with only a half hour break during the day. Little effort was put in to teacher the children via book. Several unusual events took place during his time at the asylum. Some of those events include, a child was ravaged by rats, a doctor died after attempting self-castration, and a teacher who would use inmate corpses as part of anatomy lessons while referring to the deceased by name. Ultimately, Darger escaped a year before the asylum was investigated for abuse (Park). Once free, he found work as a janitor, attended daily Catholic Mass and lived a quiet solitary life in which almost no one knew him or noticed him. The tenants who lived with Darger at 851 W. Webster Avenue, in the Lincoln Park, said that he was a very quiet man who only remarked on the weather when talked to. He also would hold conversation with himself in his apartment that people could hear as they walked past his door. In the conversations Darger would use many different voices including little girls. He spent years like that in his apartment only coming out to attend church and go to his job as a janitor at the local hospital.
Henry Wadsworth Longfellow "The Cross of Snow" In the long, sleepless watches of the night, A gentle face--the face of one long dead-- Looks at me from the wall, where round its head The night-lamp casts a halo of pale light. Here in this room she died, and soul more white Never through martyrdom of fire was led To its repose; nor can in books be read The legend of a life more benedight. There is a mountain in the distant West That, sun-defying, in its deep ravines Displays a cross of snow upon its side. Such is the cross I wear upon my breast These eighteen years, through all the changing scenes And seasons, changeless since the day she died. Robert Frost "Out, Out - " The buzz saw snarled and rattled in the yard And made dust and dropped stove-length sticks of wood, Sweet-scented stuff when the breeze drew across it. And from there those that lifted eyes could count Five mountain ranges one behing the other Under the sunset far into Vermont. And the saw snarled and rattled, snarled and rattled, As it ran light, or had to bear a load. And nothing happened: day was all but done. Call it a day, I wish they might have said To please the boy by giving him the half hour That a boy counts so much when saved from work. His sister stood beside him in her apron To tell them "Supper." At the word, the saw, As if it meant to prove saws know what supper meant, Leaped out at the boy's hand, or seemed to leap - He must have given the hand. However it was, Neither refused the meeting. But the hand! Half in appeal, but half as if to keep The life from spilling. Then the boy saw all - Since he was old enough to know, big boy Doing a man's work, though a child at heart - He saw all was spoiled. "Don't let him cut my hand off - The doctor, when he comes. Don't let him, sister!" So. The hand was gone already. The doctor put him in the dark of ether. He lay and puffed his lips out with his breath. And then - the watcher at his pulse took a fright. No one believed. They listened to his heart. Little - less - nothing! - and that ended it. No more to build on there. And they, since they
Henshaws in Greater Manchester Our local services and hubs, and what they can offer you. Atherton House, Trafford (M16 0GS) Our Trafford hub provides support with information and advice, counselling, independence and friendship groups and courses throughout the week, as well as our Children & Families service. Ring us to find out more and get involved on 0161 872 1234. Wythenshawe Forum, Wythenshawe (M22 5RX) Our hub in Wythenshawe on Thursdays and Fridays offer a weekly fitness classes, coffee mornings, our Living with Sight Loss, drop-in sessions as well as counselling. Get in touch with our First Step team on 0161 872 1234. Manchester Royal Eye Hospital, Central Manchester (M13 9W) Our Patient Support Officers Zoe and Gail are at the hospital five days a week, providing emotional and practical support right when people need it most. Drop-in or to arrange an appointment, contact our Patient support office on 0161 276 5515.
DATE EVENT LOCATION CONTACT Sat. May 14 Clark Art Museum Tour Williamstown, MA EVENT IS CANCELLED Wed-Sat May 18-21 Carlisle Import & Kit Show Carlisle, PA Steve Bell Sat. May 28 09-11:00 AM Tech Session : Meet Wayne Carini of Chasing Classic Cars F40 Motor Sports 464 Portland-Cobalt Road Portland CT 06480 Ted Stanton Sun. June 5 09:00 AM British By The Sea Car Show Harkness State Park Waterford, CT 06385 Ted Stanton Thurs-Sun June 9-12 British Motorcar Festival Colt State Park Bristol, RI Peter Sturtevant Sun. June 12 Time TBD Rallye For A Cure Jaguar Hartford, Hartford, CT Jud Perkins Sat June 18 12 noon Winery & Brewery Tour Hoosick, NY Denny Broughel Sun. June 26 British Car Day Larz Anderson Museum 15 Newton St Brookline MA Sat. July 9 Castle in the Cloud Car Show Ludnow Estate 455 Old Mountain Rd Moultonborough, NH Don Margeson Sat. July 16 Tour to the Rhinebeck Aerodome Old Rhinebeck Aerodome 9 Norton Road Red Hook NY 12571 Jud Perkins Sat. July 23 20th Show of Dreams BCNH Alvirne Hill House 211 Derry Rd Hudson, NH Diana Stanley Wed-Sun July 27-31 SUMMIT 2016 Stratton Mountain Resort Stratton, VT Linda Hakala Continued on next page
PROGRAMME 1st —5th of October 2018 Golden Gate Highlands National Park, Free State Province Date/ Day Activity Responsibility Entity Time Monday 1st of October Departure: From various destinations to Golden Gate National Park Departure from O R Tambo International (NFVF-will commence with the visual documentation-when the participants packing and going into the bus) Arrival & Welcoming Introduction & Orientation (SANParks) Briefing of adjudicators/educators/ (encouraging the learners to promote and interact with the public) posting on our respective websites/Facebook pages. NHC NFVF NHC ALL NHC/DBE 06H00 12H00 16H00 17H00 18H30 Tuesday 2nd of October Breakfast NAC, Brand SA, SAHRA, & NFVF Workshop Importance of the arts; and documentation and archiving) Preparations by learners (NFVF –to move around capturing the moments) Lunch lunch lunch lunch Presentations: Pre-camp presentations ALL Partners ALL ALL 08H00
Szczecin, date…………………… DECLARATION I, ……………………......................... passport holder no. ……………….... born on ………………………., hereby declare that I am not immunized against virus HepB. The immunization will be completed during the first year of studies. …………………................. (signature)
Overview of preliminary Hep-CORE data Topic 1: Written national HBV and/or HCV strategies Survey respondents representing 23 countries answered a question about written national HBV and/or HCV strategies. Respondents indicated that 14 countries have written national hepatitis strategies and nine do not. Respondents from some of the countries without strategies commented that their governments were in the process of developing strategies. Among the 14 countries with strategies, 79% were reported to have strategies that refer to both HBV and HCV, and most strategies are exclusively for viral hepatitis. Does your country have a written national HBV and/or HCV strategy? Is there an action plan stating how the strategy will be implemented? Is the strategy exclusively for viral hepatitis, or does it integrate viral hepatitis with other diseases? Which best describes the content of the strategy? Austria No Belgium Yes Yes Integrates viral hepatitis with other diseases It includes HCV but not HBV Bosnia and Herzegovina No Bulgaria Yes No Exclusively viral hepatitis It includes both HBV and HCV Croatia No Egypt Yes Yes Exclusively viral hepatitis It includes both HBV and HCV Finland No Germany Yes Yes Integrates viral hepatitis with other diseases It includes both HBV and HCV Greece No Hungary No Israel Yes Yes Integrates viral hepatitis with other diseases It includes both HBV and HCV Italy Yes Yes Exclusively viral hepatitis It includes both HBV and HCV Macedonia No Netherlands Yes No Exclusively viral hepatitis It includes both HBV and HCV Romania Yes No Exclusively viral hepatitis It includes both HBV and HCV Serbia No Slovakia Yes Yes Exclusively viral hepatitis It includes both HBV and HCV
MARYLAND MEDICAID PHARMACY PROGRAM HEP C PROTEASE INHIBITOR RESPONSE-GUIDED THERAPY (RGT) GUIDELINES Boceprevir Response-Guided Therapy based on HCV RNA Treatment Response and Patient Characteristics Population HCV RNA Assessment at Treatment Weeka Regimen Total treatment duration Week 8 Week 12 Week 24 Treatment Naïve (without cirrhosis) Undetectable Undetectable Undetectable PEG/riba for 4 weeks, then boceprevir and PEG/riba for 24 weeks 28 weeks Detectable Undetectable OR Detectable <100 IU/mL Undetectable PEG/riba for 4 weeks, then boceprevir and PEG/riba for 32 weeks, then PEG/riba for 12 weeksb 48 weeks Treatment Naïve Poorly Interferon Responsive (defined as HCV RNA decline <1.0 log10 at week 4) Undetectable OR Detectable Undetectable OR Detectable <100 IU/mL Undetectable PEG/riba for 4 weeks, then boceprevir and PEG/riba for 44 weeks 48 weeks Prior Relapserc/Partial Responderd Undetectable Undetectable Undetectable PEG/riba for 4weeks, then boceprevir and PEG/riba for 32 weeks 36 weeks Detectable Undetectable OR Detectable <100 IU/mL Undetectable PEG/riba for 4weeks, then boceprevir and PEG/riba for 32 weeks, then PEG/riba for 12weeks 48 weeks Prior Null Respondere Undetectable OR Detectable Undetectable OR Detectable <100 IU/mL Undetectable PEG/riba for 4 weeks, then boceprevir and PEG/riba for 44 weeks 48 weeks Compensated Cirrhosis (Treatment-naïve or Undetectable OR Detectable Undetectable OR Detectable <100 IU/mL Undetectable PEG/riba for 4 weeks, then boceprevir and PEG/riba for 44 weeks 48 weeks
GOOD PRACTICE: How we plan to further develop and embed the identified good practice: 1. The implementation of the Digital Shift project that enhances the student learning experience (Expectation B3) LIS will continue to undertake an annual review of good practice across the schools and publish a set of exemplar case studies, celebrating successes in this area. They will support the PVC with a student-led audit of Blackboard to ensure minimum standards are being met and will continue to develop policy (where appropriate) to embed emerging practice in to standard UCLan policy and procedures e.g. electronic management of assessment policy. 2. The availability of international study opportunities for all students (Expectation B3) International study opportunities continue to be built into all courses and opportunities for study at UCLan Cyprus are actively promoted 3. The embedded approach to widening participation, employability and internationalisation (Expectations B4, B1, B2,B3) These expectations are embedded in our course review and approval processes and are part of our overall university strategy. The new university strategy is likely to further develop and embed these principals. 4. The effective role of the University in supporting its partners (Expectation B10) The University values its partners and is committed to continuing to support them and to further enhance the support we offer as opportunities arise. 5. The enhanced accessibility of quality assurance materials through the virtual learning environment (Expectation C) The university is currently going through an approval process to purchase a curriculum management system (Worktribe) which will allow far greater control and accessibility to our quality assurance materials moving forward as well as other benefits such as enhanced management reporting and the automatic population into Banner, KIS, website etc.
perseverance. The boar is a fierce combatant when at bay and ceases fighting only with its life. Therefore it was given only to those considered fierce warriors. In the boar is one of the most popular charges. The meat of the boar was considered to be food of the Celtic Gods. The symbol of the boar was worn in battle as a charm against injury. Boar's Head Represents hospitality, or one who is hospitable. Book If open, the book signifies manifestation. If it is closed, it signifies counsel. Books are also considered a symbol of learning. The bible is frequently mentioned as the book represented in the crest or arms, though it would not appear any differently than a regular book. Bows Represents readiness for . Buck Represents a male deer. Indicates one who is skillful but will not fight unless seriously provoked. Once fighting becomes necessary the stag is said to down its enemy. It is also a symbol of peace and harmony - an individual who is politic and a lover of harmony. In the buck or stag was one of the most ancient charges and was regarded as the most handsome. It also represents the very ancestors of the Celtic race. Bull's Head Bulls' heads are perhaps more commonly found than the animal itself. Generally the horns are blazoned of a different tincture. Represents valor, bravery, and generosity. C Caduceus Symbolizes medicine. Cannon The cannon is a symbol well bestowed on those who have dared their terrors in sieges and battles. See also GRENADES Castle The castle has often been granted to one who has faithfully held a castle for his sovereign, or who has captured one by force or stratagem. The castle symbolizes spiritual power and vigilance on the watch as well as home and safety. Cat A symbol of a great cat, or a cat-a-mountain, which refers to a wildcat, puma, or mountain lion. It signifies liberty, vigilance and courage. There is also a separate reference to a spotted cat. Cats are most common in Scottish or Irish arms. Chameleon Represents one who is adaptable to the surrounding and his circumstances. Chaplet A chaplet is a wreath without stems or ribbon, made of green oak, laurel or other leaves, with four roses. It is a symbol of fame. It is also known as the crown of joy and
Name Rocket ID Address City, State Zip Phone number E-Mail address Activity Grade 9 Grade 10 Grade 11 Grade 12 hrs/wk hrs/yr Positions, Honors, Recognition, Letters ( in-school ) ( Out of school ) Work Experience Community Service Awards/Achievements Enrichment Experiences
Parent signature: _________________________________________ Date: _________________________________________________ Exam Schedule January 2016 Grade 12 Tuesday January 26 Wednesday January 27 Thursday January 28 Friday January 29 AM History 30 ELA 30 A Chemistry 30 Pre - Calculus 30 PM Regular Classes Work and Study Time Work and Study Time Work and Study Time Grade 11 Tuesday January 26 Wednesday January 27 Thursday January 28 Friday January 29 AM Regular Classes Work and Study Time Work and Study Time Math FND 20 PM Regular Classes Math WAM 20 Health Science 20 Work and Study Time Grade 10 Tuesday January 26 Wednesday January 27 Thursday January 28 Friday January 29 AM Regular Classes Work and study Time History 10 Work and Study Time PM Regular Classes Math WAM 10 Work and Study Time ELA B10 Speeches
Employment Details & Addresses 2 3 Places of Interest 1 2 3 DESCRIPTIVE General Description (e.g. hair colour; height; weight): Distinguishing features (e.g. scars; tattoos): Habits: Hobbies: Do they have a mobile phone: Number: Do they have money with them?: How much?: Do they have access to money?: Any relevant medical information:
Figure 2.1 Theoretical framework 3. Characteristics of Suriname and the Hindustani from Nickerie Suriname is a small nation situated in the northeast coast of South America with the neighboring countries: Guyana, French Guyana and Brazil. The vast majority of the population of 567.291 (Central Bank of Suriname, 2017), lives in the coastal area (94.6%), as most part of the country, the interior, is Amazon rainforest. Due to the recession, the poverty rate of 7.6% (2016) is rising as well as the unemployment rate of 7.8% (UNDP, 2016). In terms of the Human Development Index (HDI) Suriname holds, with an index of 0.73, the position of 97 out of 187 (UNDP, 2016). Although this can be considered as a high human development score worldwide, Suriname scores less compared to most CARICOM states. Regarding child labour the government has set several policies to eradicate the phenomenon. The Surinamese Labour Act states that in general it is prohibited for individuals younger than 14 years of age to work in an enterprise or company. This prohibition however does not apply to work in families in which the child is being raised (also educational institutions, workplaces and the like) and if the work is not primarily for gaining a monetary benefit and has an educational character. Furthermore, the prohibition does also not apply to work in agriculture, horticulture and cattle breeding for the family. Furthermore, exceptions
In year two, the performance report should take the following form: 1a Performance Measure Quantitative Data Award financial aid to 100 percent of students. Target Actual Performance Data Raw Ratio % Raw Ratio % / / Y1 Y2 100/100 100% 85/100 85% Y3 Y4 Y5 Note: Target and Actual Performance Data can be reported as either “Raw Number” or “Target Ratio” (does not have to be both) depending on how the objective was proposed in the original application during the grant competition process. Performance measure in APR should be consistent with the original application. Here is an example of the same objective written as a raw number measure for a project funded to serve 100 students, and provided financial aid to only 85 students in Year 2: 1a Performance Measure Quantitative Data Award financial aid to 100 percent of students. Target Actual Performance Data Raw Ratio % Raw Number Ratio % / / Y1 Y2 100 85 Y3 Y4 Y5
PROJECT CLOSURE REPORT PURPOSE Project Closure Report Purpose This report is the final document produced for the Idaho State Board of Education to assess the success of the project, identify best practices for future projects, resolve all open issues, and formally close the project. PROJECT CLOSURE REPORT GOALS Project Closure Report Goals This Project Closure Report is created to accomplish the following goals: Review and validate the milestones and success of the project. Confirm outstanding issues, risks, and recommendations. Outline tasks and activities required to close the project. Identify project highlights and best practices for future projects. PROJECT CLOSURE REPORT SUMMARY Project Background Overview Project Background Overview
What are the present stances, values and judgements about this topic in Australia? What were the past stances, values and judgements about this topic in Australia? Compare the past and present perspectives in Columns A and B. ♦ Why do you think things have changed? ♦ Why did people in the past not think the way we do today? Use HERSLEEP if stuck.
Previous experience in day to day running of services E A/I Experience of managing and motivating people E A/I Experience of developing and implementing plans and the successful delivery of objectives. E A/I Experience of leading in the management of change D A/I Experience of managing Health and Safety, Confidentiality and Data Protection E A/I Negotiating resources to ensure delivery of high quality care/ service. D A/I The ability to anticipate barriers and issues and take action to mitigate risks, demonstrating persistence in finding ways to overcome obstacles D A/I Detailed understanding of HR management principles and techniques E A/I Working knowledge of employment legislation E A/I Working knowledge of Health and Safety Legislation E A/I Knowledge and understanding of governance (clinical, financial and corporate). E A/I High level of competence in Microsoft Office packages (Outlook, Word, Excel, and Power Point as a minimum). E A/I Understanding CQC legislation D A/I Knowledge and understanding of the NHS and the challenges facing primary care D A/I Competent in clinical IT systems including both SystmOne and EMIS D A/I Criteria 4: Skills Excellent communication skills (written and verbal) E A/I
TIC-TAC-TOE CHOICE BOARD — HEREDITY Directions: Check the boxes you plan to complete. They should form a across or down. All products are due by _______________________________ . Create a skit or play about the different types of mutations that occur and how they impact genes and chromosomes. Research dominant and recessive traits that humans can display and choose at least 10 traits that interest you. Choose two friends to “cross” and predict what traits their offspring would exhibit. Share your results with the class. Dog breeders engage in selective breeding in order to improve certain dog breeds. Create a brochure that explains this practice and why it is used. Farmers and scientists have been working together to develop genetically modified (GM) foods. Create a news report that explains how this is done and shares your view on the creation and use of these “GM” foods. Research why disorders occur in one sex more often than in the other. Create a brochure about common sex-linked disorders. Using photos from magazines or photo clipart, create a scrapbook that could represent three generations of a family. Track and share the dominant and recessive traits in each generation on each page. Create a poster board display that shows various dominant and recessive traits in a species that was not discussed in class. Include a cross between two of the species that shows how dominant and recessive traits are passed on to offspring. Cloning has been a genetic reality since 1952 and various organisms have been cloned. Create a PowerPoint presentation on these organisms that addresses how organisms are cloned, the ethical issues behind cloning, and whether you support cloning. Create a board game that tests your classmates’ knowledge of genes, chromosomes, and the mutations that can impact them.
Shot M Smith 7.88m 2k (14) J Williams 9.89m 2.72k (10) S McNally 10.99 3.25k (08) S McNally 11.48m 4k (10) S McNally 11.35m 4k S McNally 11.35m (08) Discus L Sewell 14.8m 0.75k (97) M Smith 30.58m 0.75k (17) J Williams 31.11m 1kg (12) J Williams 30.11m 1kg (13) S Jones 22.11m (12) E Crooke 40.80m (10) Hammer x x J Williams 37.83m (12) J Williams 40.13m 3k (14) S McNally 27.09m 4k (11) S Day 35.33m (11) Javelin C Colbert 15.60m 300g (15) C Colbert 28.44m 400g (17) L Fennessy 34.51m 500g (18) J Williams 30.45m 500g (14) Ruth Wells 28.57m (11) Multi Event 4 x100 65.0 (15) 56.24 (16) D Jones H Oaker G Ince I Eckley 54.7s (18) D Jones M Thomas H Oaker C Flight 54.5 (15) 51.98 (16) 52.4 (16) 4 x 400 or 4 x 300m x x 4.41.7 (16) S Hare, E Cockell, K Marston, S Misztal 4.28.9 (16)
Here are some reasons to utilize a PS form 3996: Route out of adjustment Sloppy mail (Advo, inserts, etc.) Excessive COA’s Stand up talk Safety talk Window or phone interruption to talk to customer Excessive parcels Excessive mark ups on parcels Excessive carrier mark ups (in general) Excessive review of CFS mail Excessive hot case mail Excessive amount of accountable mail Inclement weather Feeling ill – under medication Heat, humidity Waiting for mail Late dispatch/distribution of mail Unfamiliar with route Traffic or construction delays Mail cased from previous afternoon Medical restrictions Thin mail Thick mail Utility bills Samples Late leaving due to __ft of mail New case labels Doctor/dentist appointment Odd shaped mail Full coverage Customer phone bills New deliveries Deviation due to Express Mail pieces Working on case labels Paychecks or SS checks Checking the PS 3982 (Pink cards) Power outage, fire/tornado drill Meeting with management No vehicle Filling out vehicle maintenance form Vehicle breakdown Delivering mail cased by someone else Excessive “Hold” mail Marriage mail Time spent filling out the PS 3996 Talking to Union steward Putting in a request for a Union steward Instructed to report early, but can’t complete in 8 hours Delivery confirmation mail Edit sheets Upside down DPS Delivering mis-sorted DPS Multiple loading trips to vehicle Snow/ice covered vehicle Retrieving gear from locker Apartment vacancies – clean up A PS 3996 is simply an estimate of your daily workload!
Date Please mark X in the appropriate box (you will need to overwrite the box symbol with your X): Please indicate your gender Female Male Prefer not to answer Do you consider yourself to have a disability? Yes No Prefer not to answer Please indicate your ethnicity Asian or Asian British Black or Black British Any other mixed background – please describe Caribbean Chinese Irish White British Any other ethnic group – please describe Prefer not to answer Please indicate your age range 65+ 55-64 45-54 35-44 25-34 18-24 Prefer not to answer Where did you see this post advertised?
Map Site Asset No. Asset 30 ciii Eccleshall Road Farm civ Farmstead South of Eccleshall Road Farm 31 cv Farm South-East of Eccleshall Road Farm 32 cvi Mucklestone Wood End 33 cvii Ridge and furrow 34 cviii Milepost
Monday Tuesday Wednesday Thursday Friday 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 Les Fraises (Strawberries) La Mandaine (Mandarin) Les Bananes (Banana) Les Carottes (Carrots) Assorted Whole Fresh Fruit 24 Cucumber Coins Cauliflower Florets Pineapple Tidbits Fresh Grapes Assorted Whole Fresh Fruit 25 L’ Anguria (Watermelon) La Pera (Pear) Ravanello (Radish) L’ Ananas (Pineapple) Assorted Whole Fresh Fruit 26 豆荚 Pea Pods 西兰花 Broccoli 橘子 Mandarin 菠萝 Pineapple Assorted Whole Fresh Fruit 27 Pimiento (Bell Peppers) Pina (Pineapple) Lechuga Romana (Shredded Romaine) Tomate (Tomato) Assorted Whole Fresh Fruit 30
event that this is discovered after a contract award, legal action may be taken against the proponent and/or any party involved in the matter. Any proponent that submits false information in response to this Request forProposals (RFP), and any other person or entity involved in collusion, may be excluded from competing for future contracts tendered by the Government of Bermuda. Confirmation of non-collusion I/We certify that this is a bona fide proposal, intended to be competitive and that I/We have not fixed or adjusted the amount of the proposal or the rates and prices quoted by or under or in accordance with any agreement or arrangement with any other person. I/We confirm that we have not received any information, other than that contained within the RFP pack, or supplementary information provided to all proponents. I/We also certify that I/We have not done and undertake that I/We will not do at any time any of the following acts: communicating to a person other than the RFP Contact the amount or approximate amount of my/our proposed proposal (other than in confidence in order to obtain quotations necessary for the preparation of the proposalfor insurance); entering into any agreement or arrangement with any other person that he shall refrain from competing or as to the amount of any proposal to be submitted; or offering or agreeing to pay or give or paying any sum of money, inducement, gift /hospitality or valuable consideration directly or indirectly to any person in relation to this procurement. Signed (1) _____________________ Title ____________________ Date __________________ (2) _____________________ Title ____________________ Date __________________ for and on behalf of_____________________________________________________________
Chapter 7: Age of European Exploration: 1450–1600 55–56 Native American Civilizations 114–19 Activity 1: Indian Civilizations Activity 2: Letters from Mexico CD Material Complex Indian societies Indian civilizations and the Creation Mandate 57–58 Origins of European Exploration 120–23 Activity 3: Christopher Columbus Spreading the gospel through exploration 59–60 Growth of European Exploration 124–28 Activity 4: Explorers and Rulers 61–62 Consequences of European Exploration 129–30 Activity 5: Bartolomé de Las Casas Improving treatment of Indians 63 Chapter Review Activity 6: Chapter Review 64 Chapter Test Chapter 8: Europe Colonizes the Americas: 1600–1800 65–66 Colonization of Latin America 134–41 Activity 1: South America CD Material John Calvin and missions in South America Creoles and citizenship 67–68 Colonization of North America 141–45 Activity 2: Early American Colonization Activity 3: Why the Pilgrims Left the Netherlands CD Material Pilgrims and Puritans Religion and education 69–71 Struggle for Independence 145–48 Activity 4: Simón Bolívar Activity 5: European Exploration of the Americas CD Material 72 Chapter Review Activity 6: Chapter Review 73 Chapter Test Chapter 9: Transformations in European Culture: 1500–1800 74–75 The Rising Power of European States 152–55 Activity 1: The English Bill of Rights Activity 2: Ruling Powers in Europe CD Material Power in European states 76–77 The Scientific Revolution 155–62 Activity 3: Galileo’s Observations Creation Mandate in history Christians and science Robert Boyle Attempts to undermine Christianity with science 78–79 The Enlightenment 162–64 Activity 4: Matching The Enlightenment’s undermining of Christianity Corruption of Christianity in culture 80 Chapter Review Activity 5: Chapter Review 81 Chapter Test Chapter 10: Oceania and Australia: 1600–1900 82–83 The Islands of Oceania 168–71 Activity 1: John G. Paton Activity 2: James Chalmers CD Material Missionaries: John Paton and James Chalmers 84 Early European Exploration 171–73 Justice on the islands
Days Topic(s) Pages Support Materials (Main Activity) Bible Integration 68 Chapter 10 Test Chapter 11: Changing American Life 69–70 Improving Transportation and Communication 207–14 Activity 1: “The The Age of Invention 71–72 Developing Industry, Agriculture, and Sea Trade 215–22 Activity 3: American Inventions Understanding Why People Accepted Their Wages 73 Reforming America 222–28 Activity 5: Chapter Review 74 Chapter 11 Review 75 Chapter 11 Test Chapter 12: Westward Expansion 76 Moving Westward 231–34 Activity 1: Trails to the West Reasons for Going West 77 Acquiring Texas 234–37 Activity 2: Map Study: Manifest Destiny “Remember the Alamo!” 78 Settling Oregon, Utah, and California 238–41 Activity 3: Oregon Trail Diary 79 Fighting for the Southwest 241–45 Thoreau’s “Civil Disobedience” 80–81 Increasing Sectional Rivalry 245–46 Activity 4: Chapter Review 82 Chapter 12 Review 83 Chapter 12 Test Chapter 13: Storm Clouds over the Nation 84 Differences Between the North and the South 251–54 Activity 1: Who Has the Greater Authority? Differences Between the North and the South 85 Slavery in Antebellum America 254–62 Activity 3: Frederick Douglass’s Escape from Slavery Charles Hodge; African Americans, the Bible, and Slavery; The Church and the Slave 86 The Slavery Issue Intensifies 262–66 Activity 4: Differing Viewpoints: The Episode 87 The Election of 1860 and Secession 266–69 Research the Candidates The Secession of the Southern States 88 Fort Sumter and War 270–73 Activity 5: Account of the Firing on Fort Sumter Shared Core Values 89 Chapter 13 Review 90 Chapter 13 Test Chapter 14: The States at War
PERSON SPECIFICATION JOB TITLE: Heritage Banker/Fixer Stonemason The Person Specification focuses on the skills, experience, knowledge and qualifications required to undertake this role effectively REQUIREMENTS The post holder must be able to demonstrate: ESSENTIAL (E) DESIRABLE (D) Education and Training Professionally qualified and experienced stonemason General understanding of relevant current H&S practices and procedures CSCS card E E D Knowledge and Experience of… Heritage Masonry Banker work Fixing on scaffolded sites Setting out procedures Site based stone cleaning and conservation techniques including an understanding of lime mortars Lime plastering; lime rendering; shelter coats; conservation pointing Conservation stone carving Knowledge or experience of the current working practices of the Society for the Protection of Ancient buildings or the Cathedrals Workshop Fellowship Mentoring and training apprentices, trainees and students E E E E E D D D Competencies Ability to work at height and on scaffolded sites Teamwork High standards of workmanship Problem analysis Good communication Attention to detail Good interpersonal skills Self-motivation E E E E E E E E
5.0 Objectives, Priority Activities and Performance Targets for 2018–19 The Council’s objectives listed below include those which generally correspond to certain strategic goals listed in the Council’s Strategic Plan 2016–2020. Objective 2018–19 Priority Activities Performance Targets More Victorians understand the role that heritage plays in the life of our communities Support the Council to speak on important heritage issues, including at an increased range of events in Victoria Increased use of social media platforms Run new and promote existing programs that improve community understanding of and connection to cultural heritage Work with the Minister, Heritage Victoria, National Trust, local government, community heritage organisations and other stakeholders to communicate and clarify responsibilities and processes Increased member participation in an increased range of public events in 2018–19, compared with previous years An increase in measurable social media activity in including all publicly advertised events and decisions The commencement during 2018–19 of the proposed Review of the State of Cultural Heritage The Council completes at least three widely used projects to champion and support exemplary heritage practice Develop resources for different stakeholders to improve their awareness of best-practice cultural heritage Conduct work to understand and better recognise the social significance of cultural heritage Review of the Criteria and Threshold Guidelines in relation to Criterion G (social significance) by June 2019 Review and assessment of pilot study results in relation to the Heritage Technical Codes by December 2018 Expansion of the Open House partnership in July 2018 The Council works effectively with managers of natural, Aboriginal and non-Aboriginal cultural heritage to encourage a greater understanding of cultural heritage Work with agencies and custodians responsible for natural, Aboriginal and non-Indigenous cultural heritage to improve collaboration and understanding of cultural heritage The Joint Working Group will hold four meetings in 2018–19 The Joint Working Group will develop actions in response to the Final Report recommendations by March 2019
Quality Management Committee Roster Committee Member Title Organization Email Address Jeanne Alicandro, M.D. Medical Director IPRO Margaret Brockman Program Manager II DHHS, Div. of Public Health-Rural Health Resource Center Raquel Edmunds Program Coordinator DHHS, Div. of Children & Family Services Chase Francl NABHO Jamie Hahn Program Manager II DHHS, Div. of Public Health Scott Hartz Data/Financial Analyst DHHS, Div. of Developmental Disabilities Michael Horn, M.D. Medical Director UnitedHeathcare Community Healthplan Cindy Kadavy Senior Vice President Nebraska Health Care Association Kim Kern NABHO Timoree Klingler Legislative Aide to Senator Howard Nebraska Legislature Stacy Lagemann* Manager-Quality Improvement Nebraska Total Care Heather Leschinsky Deputy Director, Delivery Systems DHHS, Div. of Medicaid & Care Calder Lynch Director DHHS, Div. of Medicaid & Care Gary Rihanek, RP Nebraska Pharmacists Association wageydrug@prodigy.net Josie Rodriguez Administrator DHHS, Div. of Public Health-Office of Health Disparites & Health Equity Josie.rodriguez@nebraska.gov Lauralie Rubel* State President, Nebraska WellCare Monica Seeland Nebraska Hospital Association Julie Sundermeier Nebraska Perinatal Quality Improvement Collaborative Larry Voegele Chief Executive Officer Ponca Tribe of Nebraska
Group v precinct listing Summary A group of houses by the same designer-builder was originally proposed as a precinct, but this was not supported by Heritage Victoria. They were then proposed for individual listing. The Panel accepted this approach but suggested that a serial listing, which linked them all with a single HO number and Statement of Significance, might have been a better approach. Name of Panel report and page number: Whitehorse C74 Part 2 (2008) pp.36-38. Summary Various thematically-related rural properties were proposed for individual listing under the HO. When queried about the potential for using a group or serial listing, the consultants who prepared the study advised that they were not aware that this option was open to them. Name of Panel report and page number: Melton C71 (2009) p.33. Summary Are collections of buildings really a precinct or could they be defined as a group? If the buildings and other associated heritage items are reasonably proximate then the delineation of a heritage precinct is perhaps the preferable approach. It allows heritage input to decisions about changes to non-contributory properties adjoining or near the buildings that are of significance. This can reinforce and enhance the values of the precinct as a whole by ensuring that extensions, alterations and redevelopments of non-contributory properties are done in a way which complements the contribution made to the place as a whole by the contributory buildings. If instead the significant buildings are very dispersed and well in a minority in the totality of buildings in the area in question, it may be better to give them a serial or group listing in order to avoid the inclusion in a precinct of an excessive number of intervening non-contributory properties. Too many non-contributory buildings can lead to a dilution of the sense of precinct and cause an unnecessary administrative requirement for permit processing. Serial listing is especially appropriate if the places have a recognisably common building form such as the East Echuca miners’ cottages. While the term ‘group listing’ is sometimes used in relation to this type of listing, the Panel suggests that it is better applied to small proximate collections of properties which do not necessarily have the same built form and are too few to create a sense of precinct, but which share a common history. Name of Panel report and page number: Campaspe C50 pp.49-50. See also Melbourne C186 pp.50.
level that would perform the functions over the longer term the salaries were increased by 75 per cent to account for on-costs (e.g., superannuation) and overheads (e.g., human services, accommodation, IT support, travel) the salaries were converted to an hourly rate, based on the expected work hours and leave entitlements. The following table sets out the hourly rates applied for each staff level. Staff level Total hourly cost VPS2 $72.85 VPS4 $104.57 VPS5 $128.66 VPS6 $174.55 Executive $240.95 For Heritage Council members, daily rates were used to estimate the costs. This is because members are generally paid a daily sitting fee, and use of venues for hearings typically is based on a daily arrangement. The daily costs associated with Heritage Council members (as shown in the table below) was provided by the Heritage Council and includes sitting fees and an allowance for travel and venue costs (hearings). Daily cost HC Chair Daily cost HC member $875.20 $791.20 Applying these costs to the estimated hours in Step 1 results in the total staff costs, as at 2016-17. As the proposed fees will commence during the 2017-18 financial year, the resulting costs were increased by 2 per cent to align with the increase in the value of fee units that will apply across all government fees from 1 July 2017. In addition to these staff-related costs, there are a number of specific other costs that need to be included. These relate to underwater cultural heritage permits and are: an allowance of $150 per permit for the apportioned cost of boat used in enforcement and compliance activities for activities that require the use of moorings or other equipment provided at a shipwreck, an additional cost of $100 was included. This is a notional amount only as currently there are no working moorings in place, but could be in the future so the fees need to allow this. As there are no present moorings, the cost was based on the capital costs used in the 2007 RIS, with staff indicating this would still be a reasonable estimate of the costs should such equipment be provided. Note that no fees have been charged in this category in the last 6 years. STEP 3: Determine if the costs are efficient The costs that result from Steps 1 and 2 are set out in Table 9 of this RIS.
1.4 Identify opportunities to assist private owners with heritage responsibilities such as funding opportunities, fee waivers & other council supports for building works.* Action Resourcing Target Date Completion Progress Outcome Area Responsible 2 Enhance opportunities for staff and volunteers to build heritage skills. Council Ongoing Commenced Cultural Development Action Details: 2.1 Support council staff and historical society members in professional development.* 2.2 Support staff and historical society members to attend indigenous ‘cross cultural’ professional development.* Action Resourcing Target Date Completion Progress Outcome Area Responsible 3 Continue Heritage Advisory Service subject to continued support from Heritage Victoria Heritage Victoria / Council Ongoing Ongoing Planning & Development COMMUNICATING AND PROMOTING Action Resourcing Target Date Completion Progress Outcome Area Responsible 1 Promote knowledge of local Aboriginal history Council 2015 ongoing Commenced Cultural Development Economic Development Action Details: 1.1 Develop fact sheets for information centres and information on Council’s website. 1.2 Investigate opportunities for joint projects, partnerships and access to resources with the Wurundjeri, Dja Dja Wurrung and Taungurung organisations.* 1.3 Include indigenous place names in Council’s ‘street and place naming policy’. Action Resourcing Target Date Completion Progress Outcome Area Responsible 2 Enhance accessibility of heritage information to public and Council officers Council 2014 ongoing Commenced Statutory Planning Strategic Planning
Arts and Culture Study Asset conversion Policy Asset Protection Policy Asset Management Policy Asset Management Strategy Botanic Garden Master Plan Kyneton Botanic Garden Master Plan Malmsbury Building Maintenance Plan, Building Maintenance Program Building Asset Management Plan Capital Works Budget Council Budget Council Long Term Financial Plan Council Plan Cultural Heritage Report Engineering Requirements for Infrastructure Construction Footpath Policy Guidelines for Working Near Trees Leisure Strategy Macedon Ranges Planning Scheme Municipal Strategic Statement Natural Environment Strategy Open Space Strategy Public Arts Policy Redundant Assets Policy Road Asset Management Plan Roadside Management Plan Settlement Strategy Strategic Resource Plan Street Tree Policy Tourism Strategy Macedon Ranges Shire Council Stage 1 - Heritage Review Citations Shire of Kyneton Conservation (Heritage) Study Macedon Ranges Cultural Heritage and Landscapes Study
differences Predict what the British would do with the land gained after the French and Indian War 74 176–79 158–60 167–68 Boston Massacre Sequence events from the French and Indian War to the Boston Massacre Give an account of the Boston Massacre from two points of view Describe how the colonists felt about paying taxes from two points of view 75 179–81 161–63 169–70 The Colonists Respond Evaluate how the colonists responded to British law Identify the consequences of the Boston Tea Party 76 182–85 164–66 171–73 Events Leading to War Respond to questions from different points of view Sequence events leading up to the Revolutionary War 77 185–87 167–69 175 The Declaration of Independence Decide whether he agrees with the Loyalists or the Patriots Defend the choice of becoming a Loyalist or a Patriot Sign a copy of the Declaration of Independence or a pledge to King George 78 188–91 170–72 177–78 Revolutionary War Battles Identify the key battles of the Revolutionary War Locate these battles on a map Participate in a marching drill 79 191–93 173–75 179–80 Revolutionary War Timeline Locate Revolutionary War battles on a map Identify the Battle of Yorktown as the last battle of the Revolutionary War Read a timeline of the Revolutionary War events 80 194–95 176–77 181–83 John Adams List John Adams’s most important accomplishments Explain why letters can be an important source for history Read a timeline 81 196–97 Activity: Stars and Stripes Flag Construct a flag like the one used in the Revolutionary War Explain that each star and each stripe represents a colony Recognize June 14 as Flag Day 82 197 185–86 Review and Test
Need for adequate time for site visits Lack of feedback on outcome of applications – not knowing how advice is followed up Support from Council when decisions get tough Recognising the limitations of the role, and managing expectations Managing conflicts of interest. Heritage Advisory Services: A Guide for Councils 3.14 Professional development Professional development for people interested in cultural heritage is available through a variety of formats in short or long courses, including the following: Heritage Advisor Workshops PLANET course through DTPLI: Longford Academy: University of Canberra Summer School: ANU Institute for Professional Practice in Heritage and the Arts (IPPHA): Deakin University – Cultural Heritage Centre for Asia and the Pacific (CHCAP): Single subjects at other universities eg. Latrobe Australia ICOMOS: Commonwealth Department of the Environment, ‘Heritage Trades and Professional Training Project’: 4 HERITAGE CONTEXT AND LEGISLATIVE BACKGROUND Heritage is both tangible and intangible and is the full range of our inherited traditions, monuments, objects, and culture. Most importantly, it is the range of contemporary activities, meanings and behaviours that we draw from them. Heritage is, or should be, the subject of public reflection, debate and discussion. Heritage is an essential part of the present we live in--and of the future we will build. [Illustrate with State-wide examples] Heritage Victoria, ‘Intangible Cultural Heritage’: