zilongwang/ReadingBank huggingface dataset:
demonstrate the relative security of various forms of housing. It also highlights that pathways are not linear—there is no continuum from homelessness to home ownership. Pathways are also not one-directional, as people can frequently move in and out of different tenure types. People who are not able to maintain affordable tenure in the private market are usually not able to access social housing until their circumstances become critical. Figure 2.3: Housing pathways and relative security of tenures 2.2 Current government roles and responsibilities in housing assistance and homelessness services Direct government housing assistance and homelessness services are intended to help people who have difficulty securing housing in the private market to access and maintain appropriate housing. Assistance is particularly directed at low-income renters and those at risk of homelessness. Additional government assistance is provided through specific remote Indigenous housing programmes. This section sets out the roles of the Commonwealth and the States and Territories in providing housing assistance and homelessness services, and analyses the pressures facing current arrangements. It also touches on international comparisons of reforms to intergovernmental roles and responsibilities and housing assistance policies. Figure 2.4 below summarises current Commonwealth and State and Territory involvement in housing assistance and homelessness services against four key roles: policy; funding; service delivery; and regulation. As can be seen, there is a high level of shared policy and funding responsibility. Figure 2.4: Summary of Commonwealth and State and Territory roles and overlaps Area State and Territory role Commonwealth role Overlaps Shared lead Shared lead High Policy Oversee policies that directly affect the housing market (land release, zoning, land taxes). Social housing and homelessness policy. Oversees policies that indirectly affect the housing market (migration, tax settings, financial services regulation). Commonwealth Rent Assistance (CRA) policy. Influences national social housing, homelessness and Indigenous housing policy. Both levels of government share responsibility for policy to address housing affordability pressures. Shared lead Shared lead High
…………………………………………………………………………………………………........ …………………………………………………………………………………………………........ …………………………………………………………………………………………………........ State order of preference for advertised housing units: 1. …………………………………………………………………………………… 2. …………………………………………………………………………………… 3. …………………………………………………………………………………… Affirmation The information given here is complete and correct to the best of my knowledge. (Applications would be rejected for false, inaccurate or incomplete information). SIGN: ………………………………….. DATE: ……………………………… Tel: ………………………………….. Email:………………………………………
the environment connections on how the design of Aboriginal dwellings led to the design of structures used in today’s society. -Students were able to thoroughly analyze and appreciate connections that forces can have on a dwelling and how the Aboriginal society built their dwellings to withstand these forces. connections on how the design of Aboriginal dwellings led to the design of structures used in today’s society. -Students were able to identify connections between Aboriginal and modern design and structure. They were able to make a variety of connections between the types of forces in the environment and how the Aboriginal society built their dwellings to withstand the forces. how the design of Aboriginal dwellings led to the design and structures used in today’s society. -Students were able to reasonably identify and analyze connections between Aboriginal and modern design and structure. They were able to make adequate connections between the types of forces in the environment and how the Aboriginal people compensated to withstand these forces. connections on how the design of Aboriginal dwellings led to the design and structures used in today’s society. -Students made limited connections on how their Aboriginal people built their structures to withstand forces. Demonstrates skills for communication -Students were able to demonstrate an excellent ability to utilize the scientific method when communicating the information learned about structures and forces in their Aboriginal group. -Students were able to explain with precision and thoroughness the issues in the construction and defend their plan in the final creation of their prototype. -Students were able to use a variety of scientific language to communicate the information learned about structures and forces in their Aboriginal group. -Students were able to provide in-depth explanation of the issues that arose during the construction of their prototype. They were able to explain their building choices. -Students were able to demonstrate a basic ability to utilize the scientific method to communicate the information learned about structures and forces in their Aboriginal group. -Students were able to adequately explain their issues in construction but provided simplistic methods used to solve these issues. -Students were unable to communicate the information learned about structures and forces in their Aboriginal group. -Students were able to explain their issues in construction but provided limited explanation as to how they solved their issues in construction.
NCH – engagement – asking staff, from bottom up, what they do, if they’re in the right job, etc. Enid – changing to better match the corporate plan Change to skills that staff need - Elin – we need to change how we use psychology (rebels, questioners, obligers, etc.); how do we get tenants to change behaviours? Workforce planning – something NCH are looking at; what’s baseline in terms of workforce? Push to encourage tenants to do as much as they can for themselves.
Development of boomer typology and data review The Boomer typology outlined in Section B of this scoping study is intended as a starting point for discussion. Some are more robust and meaningful than others, and some may still cover a level of diversity worthy of further disaggregation. Drawing upon the Census and other key data sources (see Table 6), trend analysis can be carried out to identify whether - and if so, how - the nature and behaviours of the Boomers entering retirement demonstrate distinct characteristics from previous generations, beyond their sheer size . We can also start to gain an indication of the relative size of each of these indicative types across the Boomers as a whole. Table : Data Review Source Measures of interest include: Age reporting/cohorts ABS Census Sample size: universal Dwelling size/bedroom count Household Growth at the LGA/SLA level Tenure Type of landlord Household structure (couples, with children, living alone) Household incomes Previous residence 1 year/5 years ago Migration: in flows by age cohort, outflows, net movement (for 2011) Single, by 5 year, by 10 year grouping to 115 Housing, Income and Labour Dynamics in Australia (HILDA) (Annual waves, longitudinal panel) Sample size: Approx. 8000 Satisfaction with home (living space, number of bedrooms, comfort, distance from public transport, access to services used, housing needs in general) Satisfaction with safety Sense of community Satisfaction with neighbourhood Preference to continue living in current area Bedroom count Tenure Landlord Rent costs Mortgage payments, amount outstanding, overpaying, year expected to pay off 15-24, 25-34, 45-54, 55-64, 65-74, 75+ Survey of Income and Housing (SIH) Biannual (02, 04, 06, 08, 10, 12) Sample size: Approx. 18000 (09-10) Household wealth Household net worth Household characteristics of net worth groups Main source of income (wage, pensions, allowances etc, by age cohort. Value/type of assets and liabilities held, including property, by age cohort 15-24, 25-34, 55-64, 65-74, 75+
Housing Tasmania Sales Policy Attachment 1 Public Housing Density by Suburb February 2012 (based on Australian Bureau of Statistics 2006 Census of Population and Housing, B31 Dwelling Structure table) Alanvale/Mayfield 31.1% Austins Ferry 3.3% Beaconsfield 6.0% Beauty Point 0.4% Bellerive 6.8% Berriedale 2.3% Bicheno 2.4% Blackmans Bay 2.0% Bothwell 1.3% Branxholm 2.2% Breadalbane 1.1% Bridgewater 40.0% Bridport 0.5% Brighton 0.3% Burnie 5.1% Campania 0.7% Campbell Town 4.7% Carrick 0.6% Chigwell 32.2% Claremont 9.2% Clarendon Vale 49.5% Colebrook 1.5% Conara 5.3% Cooee 1.7% Cressy 0.8% Currie 3.5% Cygnet 6.8% Deloraine 6.3% Devonport 12.0% East Devonport 22.5% East Launceston/Elphin 3.0% Evandale 1.6% Exeter 2.8% Fingal 8.7% Gagebrook 57.3% Geeveston 3.0% Geilston Bay 5.4% George Town 15.2%
Glenorchy 13.2% Goodwood 33.3% Granton 0.2% Hadspen 1.9% Hobart 13.9% Howrah 2.1% Huntingfield 4.5% Huonville 4.6% Inveresk/Invermay 14.4% Kempton 8.8% Kings Meadows 6.7% Kingston 7.9% Lady Barron 3.5% Latrobe 7.6% Launceston 8.9% Legana 0.3% Lenah Valley 2.7% Lilydale 0.9% Lindisfarne 1.4% Longford 6.8% Longley 0.9% Lutana 7.0% Margate 0.8% Miandetta 0.2% Midway Point 2.4% Montagu Bay 11.5% Montrose 1.3% Moonah 2.9% Mornington 13.3% Mount Nelson 3.9% Mount Stuart 0.1% Mowbray 8.6% New Norfolk 11.4% New Town 11.7% Newnham 6.3% Newstead 0.4% North Hobart 12.2% Norwood 1.1% Oatlands 3.1% Old Beach 0.4% Orford 0.8% Ouse 8.5% Parattah 2.3% Park Grove 0.1% Penguin 5.4% Perth 2.5% Port Sorell 0.1% Prospect 1.2% Prospect Vale 6.2% Punchbowl 13.6% Queenstown 1.8% Railton 2.9% Ravenswood 34.4% Richmond 0.9%
Class Reading overview Class discussion Video: 30 days on minimum wage Week 15: FALL BREAK: Monday, November 23, 2015 Week 16: Classes Resume! General topic: COMMUNITY-CENTERED HELPING AND ADVOCACY Day and Date: Monday, November 30, 2015 Required readings Text chapters 12-13 Class Reading overview Guest Speaker Week 17: FINAL PRESENTATIONS Day and Date: Monday, December 7, 2015
*Note: The class will be broken into 2 parts: Part I: August 18- September 29, 2015 Part II October 6, 2015- December 8, 2015 Week Topic Readings *Readings are posted in Reggienet (“ Conquering Chaos” book must be purchased) Week 1 August 18 Child welfare overview Child Welfare Definitions handout Week 2 August 25 Unit 1 Policy and History Unit 1 reading packet Week 3 September 1 Out of class: On line trainings/readings Unit 2 Values, Professionalism, ethics. Unit 2 reading packet On line trainings: (in place of class) Mandated reporter (public content DCFS site)- Burgos (VTC site) Working with Deaf and Hard of Hearing Families Week 4 September 8 Unit 3 Human Development Unit 3 reading packet Seven deadly sins of childhood Week 5 September 15 Unit 4 Engaging Children and Families Unit 4 reading packet On line training (homework): Early Childhood Intervention Week 6 September 22 Unit 5 Culturally Informed Practice Unit 5 reading packet Week 7 September 29 Unit 6 Trauma-Informed Strength-Based Practice Unit 6 reading packet Exam 1 review for October 6 Exam 1
Transfer Course Equivalency Guide Use this checklist to mark the courses taken at . HCC (Coding at ) MSU ACCOUNTING (ACNT, ACCT) ACCT _____ 2301 Principles of Financial Acct 2143 _____ 2302 Principles of Managerial Acct 2243 All ACNT courses WE AGRICULTURE (AGRI) All courses ELNA ANTHROPOLOGY (ANTH) All courses ELNA ARABIC (ARAB) All courses ELNA ART (ARTS) ART _____ 1301 Art Appreciation 1413 _____ 1311 Design I (2-D Design) 1113 _____ 1312 Design II (3-D Design) 1123 _____ 1316 Drawing I 1313 _____ 1317 Drawing II 1323 _____ 2316 Painting I 2313 _____ 2326 Sculpture I 2523 _____ 2333 Printmaking I 2153 _____ 2341 Art Metals I 2813 _____ 2346 Ceramics I 2613 _____ 2356 Photography I 2013 All other ARTS courses ELNA ASTRONOMY (ASTR) All courses ELNA BIOLOGY (BIOL) BIOL _____ 1322 Basic Nutrition 1333 _____ 1411 General Botany 1544 _____ 1413 General Zoology 1144 _____ 2301 Anatomy & Physiology I 1134 _____ 2302 Anatomy & Physiology II 1234 _____ 2420 Microbiology 2144 All other courses ELNA BUSINESS ADMINISTRATION BUAD (BUSG, BUSI, HRPO, LMGT, MRKG) _____ 1301 Introduction to Business 1033 All other courses WE
Simple Strategies of Song : Offertory – Song. A song can be for the liturgy as well as used for teaching about liturgy and Sacrament : Communion : For First Communion Remembering those who await the Sacrament. “Singing is of great importance in all celebrations, but it is to be especially encouraged in every way for Masses celebrated with children, in view of their special affinity for music.” P30 Repetition in Mass Settings for children as a way to enhance participation. Songs for Other Sacraments Penance: : based on the Forgiving Father “It’s not about the son, it’s about the Father” Confirmation: teaching and celebrating the Gifts of the Spirit Spirit of God: Celebrating Our Saints An Irish Blessing – St Patrick- but also for many special occasions: farewells, funerals, weddings I Sing To Mary – for all Marian Feasts. – For St Joseph. Writing School Songs and prayers. Andrew has written songs inspired by the following saints: St Andrew: St Matthew: St Mary: and St Peter: St Thomas the Apostle: Songs Of Farewell & One for fun! – Hamba Gahle, Go well, walk in faith! – “They’ll remember how they began and how they left, so have them smiling both times and they’ll want to come back”, Bobby Cameron Andrew has joined the WLP Family! Andrew will be at the WLP Booth, Booth 1111 after this workshop and during most breaks. Come and say g’day!
Skovsted, S. & Hansen, J.G. (1994), Statistisk revision i praksis – effektiv styring af revisionsarbejdet, Holte: Holte Bogtrykkeri Welinder, H. (2003) Revision af debitorer. Revifora – Revisionsorientering. Artikler Arlbjørn, J. et al (2006), Outsourcing, Supply Chain Management og ”Uafhængig revision”. Revision og Regnskabsvæsen. (september) Fabricius, O. & Rytter, J. (2000) Revision af omsætning. Revifora – Revisionsorientering FSR (1996) Notat vedrørende væsentlighed. Danmark: Foreningen af Statsautoriserede Revisorer. Mortensen, H. F. (1988) Factoring. Revisionsorientering Online artikler COSO. (2012), Internal Control - Integrated Framework, [Online], , [05.10.2013] Del Din, A., Talpo, L. & Pepe, N. (2009), Derecognition: IASB’s Proposed Amendments to IAS 39, [Online], , [11.10.2013] FSR (1989) Responsumsag nr. 938 af 26. Juni 1989, [Online], , [14.10.2013] IFRS. (2011), IFRS 9 Mandatory effective date and disclosures, [Online], , [08.10.2013] Økonomi – og Erhvervsministeriet (2006), Revisorlovgivning – I internationalt perspektiv, [Online], , [17.10.2013] BILAG 1 Fedders & Steffensen, 2009, s. 679
KEY N. s or newton second 2 or FORCE = MASS times ACCELERATION 1 or "the law of inertia" 3 or “for every action, there is an equal and opposite reaction” F = ma, 4 = m*10, m = 0.4 kg F = ma, F = 0.6*9.3, F = 5.58 N Air resistance B Velocity indicates direction/speed is the absolute value of velocity vf2 = vi2 + 2ax, vf2 = 0 + 2*9.8*8, vf = 12.522 m/s vf = vi + at, vf = 7 + 5*3, vf = 22 m/s C KE = 0.5mv2, KE = 0.5*5*32, KE = 22.5 J m1v1 = m2v2 , 0.2*5 = m2*7, m2 = 0.143 kg D 50 = 0.5*20*v2, v = 2.236 m/s C C A B D C B D G A C F B E Tiebreakers: in order, 10, 18, 16 (additional questions may have been randomly selected to use as tiebreakers)
JSUM 12.2 Amount with a decimal point as a separator REM_I 35 Payment reason - document name (contract, invoice, etc., document number and date) REM_II 35 Payment reason - document name (contract, invoice, etc., document number and date) REM_III 35 Payment reason - document name (contract, invoice, etc., document number and date) TYPE_R 17 Beneficiary's type (A RESIDENT / A NON-RESIDENT) DECL30000 50 Declaration on the origin of funds (for transactions exceeding BGN 30000) DECL_BNB 1 Please, indicate with „Y“ for YES or „N“ for NO whether the payment relates to granting a loan between local legal entities or sole traders and foreign entities (Y,N) – as regards fund transfers between local and foreign entities. Formats: XML Examples:
Shirt, PT (Service Specific) 2 2 Shorts, PT (Service Specific) 2 2 Towels, Bath (Military Styles Only) 2 2 Barrettes/Hair Fasteners N/A 1 Socks Pt (White –no logo) 6pr 6pr Laundry Bags (Nylon Mesh) 1 1 Health and Comfort Requirements (Only those items that have not been previously opened/used will be accepted) NOTES: Athletics shoes will meet the following criteria: a. Any combination of black/white or solid black, or white in color. b. Low cut or high top PT shoes ( no “five finger toe” shoes) c. Valued less than $100 All health and hygiene products must be brand new and CAN NOT contain: a. Alcohol b. Aerosols c. Compressed gasses Items Minimum Required (Male) Minimum Required (Female) Disposable Razors 2 2 Deodorant Stick 1 1 Toothbrush 1 1 Face Cloth (Military Style) 1 1 Shower Shoes (Pair) 1 1 Bars of Soap 1 1 Shampoo (Non-Alcoholic)/Conditioner 1 1 Shaving Cream (Non-Aerosol, Non-Alcoholic) 1 1 Soap Dish 1 1 Toothpaste 1 1 Toothbrush Holder 1 1 Feminine Hygiene Products N/A N/A Military ID (CAC Card) Medical and Dental Records Prescription glasses are needed if available. (contacts will only be authorized until government issued glasses can be obtained) If no record is available, provide SF 600 with confinement physical documentation. Prisoner Medication Requirements (If any) If a prisoner is currently taking medication, that medication must be brought with the prisoner to the brig at confinement. The medication shall remain in the custody of the escort until turned over to brig staff. Money Cash Minimum $50.00 (If any)
Jen has 3 sweets. Her brother gave her 5 more sweets. How many sweets did Jen have then? Jeje had 10 toy cars He gave 4 of them to his friend Raj How many cars did Jeje have then? Su had 5 stickers Her mother gave her some more. Then Su had 9 stickers. How many stickers did her mother give him? Lily had 7 balloons. Some of them popped. Then Lily had 3 balloons. How many balloons had popped? Some children were going for a walk. 3 more children joined them. Then there were 9 children. How many children were walking at the start? Sacha had some coins in his pocket. He lost 7 of them. Then he had 3 in his pocket. How many coins did he have at the start? Jim had 5 red marbles. Mimi had 4 blue marbles. How many marbles did they have altogether? The mother dog had 8 puppies. 3 of them were brown and the rest where black. How many black puppies were there? My friend found 9 coins. Her sister, Jo found 6 coins. How many more coins did my friend have than Jo?
Ann and Daeda were catching bugs Ann caught 10 and Daeda caught 7. How many more bugs does Daeda need to catch to have as many as Ann? 3 + 5 = [ ] 10 – 4 =[ ] 5 + [ ] = 9 7 – [ ] = 3 [ ] + 3 = 9 [ ] – 7 = 3 5 + 4 = [ ] 8 – 3 = [ ] 9 – 6 = [ ] 10 – 7 = [ ]
4. Explain the following methods of cooking that can be used for meat. Give an example recipe for each. An example has been completed. Stewing/casseroling Food is cooked in a small amount of liquid at simmering point. Liquid is part of the dish to be served and gives flavour. The method requires long slow cooking. It is suitable for cheaper cuts of meat which can be made tender. A stew is prepared and cooked on top of the cooker. A casserole is prepared on the hob and cooked in the oven. Example: Pot roasting Meat is browned initially then cooked in a covered container which retains the steam given off by the meat. This gives a moist finish to the dish. Example: Braising Food is cooked in a container which is closed for all or most of the cooking time. There are three stages: 1 Selection of root vegetables are prepared and placed in the dish (mirepoix) 2 The meat is browned, placed on top of the vegetables and a liquid is added until the meat is 2/3 covered 3 The container is covered with a lid, brought to the boil on a stove, transferred to the oven to complete the cooking at simmering point. Example: Roasting Food is cooked by dry heat in a hot oven or on a spit. Small amounts of fat are used to prevent drying out. High temperatures increase shrinkage and loss of juices in the meat. Water and fat soluble vitamins are lost. Example: Grilling Fast method of cooking using intense heat from an electric Shallow frying Food is cooked in a small amount of fat or oil. High or low Barbequing This method is the same as grilling but is usually done in the Microwave Foods cooked in the microwave often remain pale and moist
element, gas flame or barbeque. The heat source can be above or below the food. Little or no additional fat is used; some fat in the food melts and drips away. Example: temperatures can be used. Food will absorb fat especially if the temperature is too low. Coatings can reduce this. Small pieces of food can be cooked at very high temperatures in a wok, this is called stir frying. Example: open air. The use of charcoal gives flavour to the food, it can also be basted with a marinade or sauce to prevent it drying. Some fat may be used to keep food moist and prevent sticking. Example: as no external heat is used. Some foods are more successful than others. Water soluble vitamins are retained due to the small amount of liquid used and the rapid cooking time. Example: For meat recipe ideas see the Meat and Education website - Simply Beef and Lamb recipes - Love Pork recipes - Eat Welsh Beef and Lamb recipes - Food4Life (Northern Irish beef, lamb and pork) recipes -
element, gas flame or barbeque. The heat source can be above or below the food. Little or no additional fat is used; some fat in the food melts and drips away. Example: temperatures can be used. Food will absorb fat especially if the temperature is too low. Coatings can reduce this. Small pieces of food can be cooked at very high temperatures in a wok, this is called stir frying. Example: open air. The use of charcoal gives flavour to the food, it can also be basted with a marinade or sauce to prevent it drying. Some fat may be used to keep food moist and prevent sticking. Example: as no external heat is used. Some foods are more successful than others. Water soluble vitamins are retained due to the small amount of liquid used and the rapid cooking time. Example: For meat recipe ideas see the Meat and Education website - Simply Beef and Lamb recipes - Love Pork recipes - Eat Welsh Beef and Lamb recipes - Food4Life (Northern Irish beef, lamb and pork) recipes -
RUBRIC –How Geomatics is Used In… 1 2 3 4 Organization Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. x1 ____ Content Student did not use sufficient number of slides to convey the information Student presentation contained only limited number of slides Student presentation contained the required number of slides Student presentation contained the required number of slides (more than required) x.5 ____ Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration. x1 ____ Visuals Student used no visuals. Student occasional used visuals that rarely support text and presentation. Visuals related to text and presentation. Student used visuals to reinforce screen text and presentation. x.25 ____ Mechanics Student's presentation had four or more spelling errors and/or grammatical errors. Presentation had three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. x.25 ____ Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms. x.5 ____ Total----> 14 ____ Comments:
ILP RE BIG QUESTION: What can we learn from creation stories? Date Spring 2 Week 2 Develop wk 1 CHICKS 1st March Friday 3rd March – Zoo trip. Reading: Bonobo Writing: Amur Leopard RE: Hindu creation story Science Science Science Art and Design PSHE PE Computing Music Sc WS 6 Gather and record data to help in answering questions.Sc A 4; En SL 7 Poo experiment: which is the smelliest poo? Mash up different food that Bonobos eats, which is the smelliest poo? Sc WS 3 perform simple tests. ScA1,3,ScWS 5 Poo experiment: which is the smelliest poo? Mash up different food that Bonobos eats, which is the smelliest poo? Relationships: Can I understand a wide range of feelings? Indoor PE linked to performance Outdoor PE- team games Derby city scheme. Data handling, textease data. Amount of food Bonobos eat Linked to production Maths Y1 Maths Y2 Text 1+2 Drama 1+2 Word Y1 Word Y2 Sentence Y1 Sentence Y2 Terminology for pupils Identify and represent numbers using objects and pictorial representations inc the number line, and use the language of: equal to, more than, less than (fewer), most, least. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9. Measurement: Volume/Capacity (1 Week) Solve problems with addition & subtraction: including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods. Choose and use appropriate standard units to estimate and measure: capacity (litres/ml) to the nearest appropriate unit… using measuring vessels Compare and order volume/capacity and record the results using >, < and = Read relevant scales to the nearest Dear Zoo Acting out being at a Zoo- what you need to do- instructional writing Suffix – ing, ed Suffixes- ness, ful, ment GD-possession Full stops, capital letters - and Command sentences, question sentences Commands Questions Non-fiction
Perceived Civility Mean scale with higher scores indicating more civil) Perceived Politeness Mean scale with higher scores indicating being politer) Perceived Ineffectiveness Mean (4-point scale with higher scores indicating ineffective) Perceived Opposition to Pipelines Mean (5-point scale with higher scores indication more opposition) Perceived Partisan Slant Mean (5-point scale with higher scores indicating more Republican) MSNBC Uncivil 1.50 (std. dev.: .67; N = 32) 1.44 (.76; 32) 2.78 (.71; 32) 4.72 (.73; 32) 1.32 (.79; 31) MSNBC Civil 2.50*** (1.15; 20) 2.50*** (.89; 20) 2.79 (.79; 19) 4.70 (.73; 20) 1.40 (.88; 20) Fox News Uncivil 1.47 (.70; 19) 1.42 (.51; 19) 2.58 (.67; 19) 1.47 (1.07; 19) 4.53 (.84; 19) Fox News Civil 2.82*** (1.19; 17) 2.77*** (1.25; 17) 2.94 (.90; 17) 1.65 (1.12; 17) 4.41 (1.00; 17) Table A1: Pre-Test Results Note: *** p<0.01, ** p<0.05, * p<0.1 for two-tailed tests. All tests are within-source (e.g., MSNBC Uncivil versus MSNBC Civil). Finally, we note that our main outcome measures in the experiment come from prior work: favorability from Lavine et al. (2012: 57-58), thermometer ratings from Levendusky and Malhotra (2016: appendix 5), and trust from Levendusky (2013: 174). 3. Composition of our Sample We hired the firm Bovitz Inc. to conduct the survey. They collected the data from a but representative (on all key census demographics), sample of the United States. The survey was administered via the Internet. Table A2 below compares our sample to the 2015 American Community Survey, the Census Bureau’s most recent estimate of the characteristics of the U.S. population. point point
Reingen & Kernan, 1977), in courtship (e.g., Guéguen, Pascual, Marchand & Lourel, 2008) and in employment relations (e.g., Herbout, Guéguen & Grandjean, 2008). Moreover, it has been shown to have a useful potential as a tool in the hands of governmental agencies – e.g., in an effort to curb teen smoking (Bloom, McBride, Pollak, Schwartz-Bloom & Lipkus, 2006) or to minimize energy consumption (Meineri & Guéguen, 2008): a minimal initial interaction, such as agreeing to respond to a short questionnaire, significantly increases subsequent willingness to commit to the major cause. The research to date has thus emphasized interpersonal interaction and psychological processes experienced by the person being approached. On the face of it, it does not seem likely to be applicable to the context of influencing institutions. But, surprisingly perhaps, we believe that a very similar strategy is used by courts vis-à-vis other branches of government and the legal community at large. Consider for example the practice of courts to commonly make statements about the law that go beyond what is necessary to decide the specific case. Common law courts have developed the doctrine of obiter dictum, according to which such incidental statements are not considered to be part of the binding precedent. Arguably, courts use these statements – which are not needed for the case at hand and formally have no legal effect – as a foot-in-the-door of sorts. Common law courts that gradually develop the law are interested in encouraging smooth acceptance of new developments. The early exposure to new ideas which they put forward as obiter dictum ensures that later on, when the time comes to formally change the law, less resistance will be incurred. We thus argue that the obiter dictum can be understood – at least in some cases – as a weapon of influence employed by courts. Whether judges use
The Movement for Quality Government in Israel v. The Knesset, judgment of May 11, 2006 (Supreme Court of Israel) (Hebrew) The State of Israel v. The Histadrut, 32 PDA 337 (1999) (The Israeli National Labor Court) (Hebrew) The State of Israel v. Buchris, 36 PDA 1 (1997) (The Israeli National Labor Court) (Hebrew) United Mizrachi Bank Ltd. v. Migdal, 49(4) PD 221 (1995)
Introduction In the sequence of the recent global financial and economic crisis, monetary authorities of the developed countries have decided to reduce key interest rates in order to ensure not only financial stability, but also to smooth the impacts on real output and unemployment. On the one hand, in a interest rate scenario, the ability of monetary policy to stimulate economic activity is substantially reduced. On the other hand, however, and according to data from the ECB (2012), only five Euro area countries (Estonia, Luxembourg, Slovenia, Slovakia and Finland) exhibited a debt-to-output ratio below that advocated by the Stability Growth Pact (SGP) in 2011. In this context, it is important to assess the efficiency of fiscal policy to overcome scenarios of recession or of rather slow growth in most of the Euro area countries, albeit constrained by the need to correct public finance disequilibria. From both empirical and theoretical literature we find that, usually, fiscal consolidation periods are associated with recessions. Moreover, while the literature is ambiguous on how recessions affect the size of fiscal multipliers, the Academy provides evidence of smaller impacts on output from debt-correction measures during consolidation periods, providing even evidence on effects, namely, from cuts in public wages. We intend to assess how large are fiscal multipliers in the Euro area. In particular, we compute several multipliers on the revenue side – covering for social security contributions, direct and indirect taxes – and on the expenditure side – public wages, intermediate consumption, transfers and public investment. Moreover, we aim at contributing to the (rather sparse) literature on the size of multipliers across cycle phases or under specific periods of policy shifts, such as fiscal consolidation episodes. We compute fiscal multipliers from estimations produced through a panel-data VAR approach, using annual data for all country members, from 1998 to 2008. The paper proceeds as follows. In section 2, we provide a review of the main mechanisms that shape the size of fiscal multipliers across cycle phases and during consolidation processes. After a brief description of methodology and data (section 3), we compute fiscal multipliers in section 4, controlling for openness, debt-to-output ratio, fiscal consolidation periods and cycle phases. Finally, we present the concluding remarks in section 5. Keynesian
How Nike Solved Its Sweatshop Problem Max Nisen May 9, 2013, 10:00 PM Reuters It wasn't that long ago that Nike was being shamed in public for its labor practices to the point where it badly tarnished the company's image and hurt sales. The recent was a reminder that even though Nike managed to turn around its image, large parts of the industry still haven't changed much at all. Nike was an early target for the very reason it's been so successful. Its business model was , using the money it saved on aggressive marketing campaigns. Nike has managed to turn its image around. Nike hasn't been completely successful in bringing factories into line, but there's no denying that the company has executed one of the greatest image turnarounds in recent decades. Here's the timeline of how Nike became a global symbol of abusive labor practices, then managed to turn things around: After prices rose and labor organized in Korea and Taiwan, Nike contractors to move to Indonesia, China, and Vietnam. 1991: Problems when activist Jeff Ballinger publishes a report documenting low wages and poor working conditions in Indonesia. Nike first formally responds to complaints with a factory . 1992: Ballinger publishes an exposé of Nike. highlights an Indonesian worker who worked for a Nike subcontractor for 14 cents an hour, less than Indonesia's minimum wage, and documented other abuses. 1992-1993: at the Barcelona Olympics in 1992, ' 1993 interview of Nike factory workers, and Ballinger's NGO "Press For Change" provokes a wave of mainstream media attention. 1996: Kathy Lee Gifford's clothing line is shown to be made by . Her teary apology and activism makes it a national issue.
ESPN NFL. “NFL, union at odds over HGH test.” Feb. 24, 2010 (Sept. 3, 2010) http://sports.espn.go.com/nfl/news/story?id=4940922 Harding, Luke. The Guardian. “Forgotten victims of East German doping take their battle to court.” Nov. 1, 2005. (Sept. 1, 2010). http://www.guardian.co.uk/sport/2005/nov/01/athletics.gdnsport3 Klion, Mark. Personal correspondence. Aug 25, 2010. Mirkin, M.D., Gabe. Personal interview. Aug 7, 2010. Maske, Mark. The Washington Post.“NFL favors blood-testing players for HGH.” Feb. 23, 2010. (Aug 26, 2010). Shipley, Amy. The Washington Post. “This is very clever chemistry.” Dec. 4, 2004. (Aug 5, 2010). http://www.washingtonpost.com/wp-dyn/articles/A33774-2004Dec3_2.html SI.com. “How We Got Here: A timeline of performance-enhancing drugs in sport.”Mar 11, 2008. (Aug 26, 2010). http://sportsillustrated.cnn.com/2008/magazine/03/11/steroid.timeline/index.html Sports Injury Bulletin “Performance Enhancing Drugs in Sport.” Ryan Shulman. (Sept. 1, 2010). http://www.sportsinjurybulletin.com/archive/performance-enhancing-drugs
acidification. Any major changes in the region’s carbon flux would also need to be incorporated into current climate models, Haumann added. Of course, all of these consequences are mere speculation for now. The new study doesn’t actually document any of these effects taking place. And in the future, the trends it describes may even be reversed by the continually warming climate. “Anticipated future declines in ice extent and volume would suggest that sea-ice freshwater transport should decrease,” wrote , a scientist with the Woods Hole Oceanographic Institution, in a comment on the new paper, also published Wednesday in Nature. But he added that these future reductions will also likely “play a prominent part in changes in the Southern Ocean’s overturning circulation.” So uncertainties about the paper’s implications — and the future of the Southern Ocean, as a whole — do abound. But the study does generally speak to the idea that changes in important ocean processes can be initiated by a much wider variety of factors than scientists used to believe. “Haumann and colleagues’ findings emphasize that Antarctic sea ice is not merely a passive indicator of climate change and variability, but also a driver of changes in the climate system,” wrote Maksym wrote in his comment. “…[S]ea ice might have a bigger role than previously thought.”
Note A sale or return transaction may be canceled at any time up until the moment that the “Payment Complete” button is pressed in the Payment Screen. Once that occurs, the transaction is finalized and the receipt is printed and the transaction can no longer be canceled. Tip If the software has been configured to require a login for each transaction, you may be prompted to reenter your logon PIN after you cancel the sale or return.. Special Item and Payment Roll Back Depending on the items purchased or the payments already accepted there may be additional steps necessary to rolling the transaction back so that it may be canceled. Authorized Online Payments such as credit cards or special items requiring external activation such as gift cards must be properly reversed for the sale to truly be annulled. If the current transaction meets these conditions, the cancel sale dialog will display an alternative prompt listing the items or payments that will need to be voided or reversed in order for the sale to be canceled. If you decide to cancel the sale and click “Yes”, the application will attempt to perform all of these reversals automatically. The Online Payment screen will appear and begin reversing the charges or activations. Note Not all payment types can be voided or reversed. An example of this is a debit card processed with the customer’s PIN. This transaction cannot be voided because the funds are transferred from the customer’s account immediately. In cases like that, the sale or return transaction CANNOT be canceled and must be completed normally. If a mistake was made but the sale cannot be canceled, you will need to complete the transaction then create an off-setting return or refund transaction to reverse the payment or provide back the difference between what was charged and what should have been charged.
Applicants applying to carry out rewiring must submit with their application, written confirmation from a registered and tax compliant electrical contractor that the condition of the existing wiring in the home is unsafe and poses a health and safety risk to the occupants of the house. Applicants applying for replacement boilers must submit with their application, written confirmation from a registered and tax compliant contractor that the gas/oil boiler is broken beyond repair and cannot work again. 2. Level of Grant The level of grant aid available shall be determined on the basis of gross household income and the approved cost of the works as assessed by Dublin City Council. The table below sets out the level of grant available based on an assessment of household income. Gross maximum household income p.a. % of costs available Maximum Grant available Up to €30,000 95% €8,000 €30,001 - €35,000 85% €6,800 €35,001 - €40,000 75% €6,000 €40,001 - €50,000 50% €4,000 €50,001 - €60,000 30% €2,400 In excess of €60,000 No grant is payable No grant is payable 3. Household Income Household income is calculated as the annual gross income of all household members over 18 (or over 23 if in full time education) in the previous tax year. In determining gross household income local authorities shall apply the following disregards: €5,000 for each member of the household aged up to age 18 years; €5,000 for each member of the household aged between 18 and 23 years and in full time education or engaged in a FAS apprenticeship; €5,000 where the person with a disability for whom the application for grant aid is sought, is being cared for by a relative on a full-time basis; Child Benefit Early Childcare Supplement Family Income Supplement Domiciliary Care Allowance Respite Care Grant Foster Care Allowance Fuel Allowance Carer’s Benefit / Allowance
• Once you have been admitted to the Graduate College, your information will be forwarded to the director of the MA in English program, and you should contact your advisor to begin the process of reviewing your application to determine that you have met program-specific requirements (see requirements above). • Provisionally-admitted students have until the end of their first semester in the program to take and achieve a minimum score on the Miller Analogies Test; however, because admission to the program depends on your score, you should take the test as soon as possible. You may register here to take the test at NSU: • Second-semester enrollment will be placed on hold until students achieve a passing score. • The research-based writing sample should demonstrate your ability to analyze literature or rhetoric (the two areas of concentration in our program) and to write effectively. The writing sample should show the admission committee how your work fits with the purpose of the program, which "emphasizes the study of rhetoric, theory and practice of composition, research, critical skills and the literature of diverse cultures and historical periods." Submit a writing sample that shows your ability to engage in the graduate study of literature and/or rhetoric in an appropriate way. You want the writing sample to illustrate your skills in both critical analysis and writing. • In the "Statement of Purpose," you will want to discuss your research interests in detail, identify your interest in the program and in teaching, and your reasons for pursuing graduate study in English. • The writing sample and personal statement should be sent via email to the program director, Dr. Chris Malone, at malonect@nsuok.edu. Once the graduate admissions committee has reviewed your materials, you will be notified of your program admission status.
If you… … be sure to… … and then say, plan to ask for help from a teacher use your manners by asking first, “When is a good time to talk to you about …..?” are having difficulty on an assignment (previous or current assignment) NOT ask how many points it is worth, but show you care about learning the material “I really want to do well and was wondering if you could help me improve in ….” are losing motivation or worry you may not be successful in the class let your teacher know you realize it, and let them know what you plan to do to improve “I am making more of an effort by going over my notes after class and using post-it notes to mark the important points.” want to talk to the teacher about a question that you got wrong or an idea you want to discuss do the very best you can to talk to him or her – they are usually very happy to hear your interest in their content “Could you clarify for me the idea of…?” want to end the conversation with the teacher make eye contact, smile, pick up your books or restack the books in your hands “Thank you for your time and I’ll be sure to ask if I have any other questions.” have tried to speak with your teacher and you haven’t received the help you need find your case carrier or another teacher or staff you trust “I have spoken with Mr./Ms. _____ but I am still not getting the help I need. What else can I do? Can you help?” are feeling nervous about talking to someone about your needs take deep breaths and practice what you want to say to yourself “I need to stand up for myself!” or “I can do this!”
Hey seniors! listen up!! Whether you want to admit it or not, the college application process is here and moving quickly. As you decide where to apply, many of you will realize that you need a letter of recommendation. Most schools that require letters of recommendation, require two (2) teacher recommendation, and possibly a counselor recommendation. Do not send more than are asked for. Here are tips that you need to consider when asking a teacher for the favor: 1.)How well does the teacher know you? It's a good idea to pick a teacher that you've worked closely with and will be able to comment on your growth as a student. 2.) What grade did you earn in their class? Select a class that you did well in. 3.) Be organized! When you ask the teacher, you should be prepared to give them a copy of your resume, a copy of your brag sheet, and an envelope that is addressed to the college and stamped. This will give the teacher an idea of your achievements. If the letter of rec is going to go out with other info such as transcripts and college resume – ask them to please send the letter directly to the Guidance office. 4.) Be organized!! Ask your teacher at least two to three weeks before it needs to be sent. Discuss this with the teacher when you ask. Some teachers get many requests and they may need additional time to complete your letter. 5.) Be organized!!! Discuss with your teacher your college plans, what you are thinking of studying, and what traits or characteristics you would like them to highlight. Make sure you give your teacher a copy of your brag sheet! 6.) Check back with your teacher, letting them know when you have applied. 7.) Be sure to write them a thank you note & keep them informed on your college process. They will invest a good amount of time helping you and will be interested to hear how things turn out! Any additional questions, see your counselor!
HOUSING & SOCIAL SECURITY GROUP MEETING TUESDAY 14 FEBRUARY 2017 VICTORIA QUAY, EDINBURGH PRESENT Jules Oldham– Homeless Action Scotland Caitlin McCorry – ALACHO Ashley Campbell – CIH Scotland Gillian Evans – SLGP (GCC) Aoife Deery – Shelter Scotland Michael McClements – COSLA Hanna McCulloch – CPAG Emma Sheilds– Renfrewshire Council Sharon McIntyre – Wheatley Group Rob Gowans– CAS Beth Reid – Crisis Moira Couper – Edinburgh City Council David Bookbinder - GWSF Scottish Government: Owen Griffiths (Chair) Susan Carsley Ruth Whatling Marjory McDowall Yvonne Harris Owen Griffiths welcomed members to the meeting and the minutes of the previous meeting were agreed. Action points from last meeting (29 November 2016) At the last meeting group highlighted the links between the H&SS group and other SG social security stakeholder groups including the Ill Health and Disability Benefits Stakeholder Reference Group. AP2: The H&SS group’s remit will be updated to reflect these links. Discretionary Housing Payments 2016/17 – Update Owen summarised the funding position for the current year 16/17. Final payments will be made after the end of the year in respect of actual spend incurred by local authorities. 2017/18 – Update Owen updated the group on plans for DHP funding in 2017-18. This will be the first year of funding following the devolution of responsibility for DHPs as from 1 April
Click on “Allow” button and additional confirmation message will appear (Pic. 12). Pic.12. Allow and Remember. Click on “Allow and Remember” button. After this action user will have possibility to upload/download content in the editor. After that you may see “Security Warning” window (Pic. 13). Select “I accept the risk and want to run this application” check-box and click on “Run” button. Pic. 13. View of “Security Warning” window NOTE: Currently certificate is untrusted, so you have to repeat step 14 each time when “Security Warning” window appears.
Topology Diagram Below diagram is the example for the single ring application. Web screen shot Below screen shot show you the X-ring Pro configuration on the web: SW_1~SW_4 (Each Ring must assign unique ring id, the maximum ring id is 255)