zilongwang/ReadingBank huggingface dataset:
developing domestic public policy that complies with generally accepted international human rights standards and principles. The Basic Principles on the Role of Lawyers The UN Principles on the Role of Lawyers provide specific substance to the due process guarantees recognized in the UDHR and the ICCPR. The Preamble and Articles 1, 2, 3 & 6 of the Basic Principles on the Role of Lawyers articulate the duty to ensure equal access to lawyers and provide sufficient funding for legal services to the poor and other disadvantaged persons as part of States’ duties to ensure adequate human rights protection. […] Whereas adequate protection of the human rights and fundamental freedoms to which all persons are entitled, be they economic, social and cultural, or civil and political, requires that all persons have effective access to legal services provided by an independent legal profession […] 1. All persons are entitled to call upon the assistance of a lawyer of their choice to protect and establish their rights and to defend them in all stages of criminal proceedings. 2. Governments shall ensure that efficient procedures and responsive mechanisms for effective and equal access to lawyers are provided for all persons within their territory and subject to their jurisdiction, without distinction of any kind, such as discrimination based on race, colour, ethnic origin, sex, language, religion, political or other opinion, national or social origin, property, birth, economic or other status. 3. Governments shall ensure the provision of sufficient funding and other resources for legal services to the poor and, as necessary, to other disadvantaged persons. Professional associations of lawyers shall cooperate in the organization and provision of services, facilities and other resources. 6. Governments shall ensure that all persons are immediately informed by the competent authority of their right to be assisted by a lawyer of their own choice upon arrest or detention or when charged with a criminal offence. 7. Governments shall further ensure that all persons arrested or detained, with or without criminal charge, shall have prompt access to a lawyer, and in any case not later than forty-eight hours from the time of arrest or detention. United Nations Principles and Guidelines on Access to Legal Aid in Criminal Justice Systems The United Nations Principles and Guidelines on Access to Legal Aid in Criminal Justice Systems (Principles and Guidelines) represent the first international instrument dedicated
1 The learner must know about their rights The learner must know: Assessment Requirements Evidence Location 1.a Basic rights as an individual Learners should identify rights as an individual The following assessment methods can be used in the assessment of this standard: Written and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Who to tell if they think their rights are being denied Learners should state who to tell if they think their rights are being denied 2 The learner will know about their responsibilities The learner must know: Assessment Requirements Evidence Location
2.a Main responsibilities as an individual for self and others Learners should identify main responsibilities as an individual for self and others The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Ways in they can demonstrate responsibility Learners should give examples of ways in which they can demonstrate responsibility Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer
This list is not exhaustive and other appropriate assessment methods may be used. 4.b A way in which each of the above rights is protected Learners should state a way in which each of the above rights is protected Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer
Rights and Responsibilities It's important to know your rights and responsibilities as they relate to applying for and receiving financial aid from the university. Please note: Your award was determined in accordance with the laws, regulations, and appropriations of the U.S. Congress, the Commonwealth of Massachusetts, and Fitchburg State University (FSU), and is subject to adjustment or cancelation in the event of changes to these laws and/or your eligibility. Your Rights You have the right to privacy. All records and information submitted with your application for financial aid are confidential, and subject to legal requirements concerning disclosure of such information. You have the right to know about the refund policies for both FSU and Financial Aid if you withdraw after the semester begins, The & Academic Life Office acts as a resource for students considering withdrawal. You have the right to request a reduction or cancelation of your student loan. Remember that a student loan is a debt that must be repaid; borrow only what you need. You have the right to know specific consumer information such as campus crime statistics and athletic information. You have the right to know what financial aid programs are available to you, including information on all federal, state and university financial aid programs. You have the right to know the application procedures and deadlines for each of the available programs. You have the right to know how financial aid is distributed and the basis for these decisions. You have the right to know how and when financial aid is disbursed. You have the right to know how your financial aid eligibility was determined. This includes how costs for tuition and fees, room and board, books and supplies, travel, and personal and miscellaneous expenses were determined in your estimated cost of attendance. It also includes what resources were considered in the calculation of your financial aid eligibility (such as parental contribution and other financial aid or personal assets). You have the right to know the interest rate of your loan, the total amount to be repaid
Assess future technology needs continue to research new technology advances ongoing CEO and staff continue to watch what is happening in other libraries and determine if residents would benefit from new technologies (i.e. 3D printer, video production) Staff training staff require continuous technology training in order to keep up with patrons’ technology help demands ongoing CEO, Manager of Circulation and IT Support Technician $2,000 (included in HR budgets) In order to maintain our position as the Technology Help Centre for the Township, staff need to be trained to provide technology help. Action Plan 2014-2017 Technology Strategic Direction - #3 Use available technologies to preserve local history. INITIATIVE ACTION TIMELINE RESPONSIBILITY BUDGET NOTES Digitize local history material ensure the archives has appropriate hardware to perform digitization 2015-2017 Manager of Programming & volunteers $1,000 Action Plan 2014-2017 Strategic Direction: Advocacy - #4 Develop and implement a marketing strategy that equips staff, volunteers and Board to promote the Library as a community hub. INITIATIVE ACTION TIMELINE RESPONSIBILITY BUDGET
Provision of information The provision of any advice, notification or information in relation to these guidelines should be undertaken in line with the requirements of Part 2 – Objectives and principles of the Act, S7, Provision of advice, notification or information under this Act. 1. The contents of any advice, notice or information or provided to a person with a disability under the Act must be explained by the person giving the advice, notice or information to the maximum extent possible to the person with a disability in the language, mode of communication and in terms that the person is most likely to understand. 2. An explanation under (1) must, where reasonable, be given both orally and in writing. 3. If a person is incapable of reading and understanding the information provided, the disability service provider must use reasonable endeavours to convey the information to the person in the language, mode of communication or in terms that the person is most likely to understand. 4. The disability service provider may give a copy of the advice, notice or information to a family member, guardian, advocate or other person chosen by the person with a disability. Where no person is chosen, the information may be given to a person the disability service provider considers can assist the person with a disability. The person must not be employed or be a representative of the disability service provider. It is important that families are supported to participate in the life of the individual in order to foster positive and cooperative partnerships between family and disability service providers. This is of particular importance with respect to assisting the individual to understand their rights, responsibilities and support available to them. It is important, however, that all parties are mindful of respecting the wishes of the individual accessing services. Victorian Charter of Human Rights This policy has been developed to support the principles and requirements of the Act and ‘The Victorian Charter of Human Rights and Responsibilities’. This document is presented in two sections: • Section A: Applies to all service provision. • Section B: Applies only to residential services.
Are provided with access to information on the prevention and response strategies related to bullying. Are aware of the College’s policy and support the school in effectively managing bullying. Wider community, including other professionals Has strategic inclusion in prevention and bullying incident management. Provide support and input into the College’s approach to preventing and managing bullying.
Obstructions (e.g. a fence or anything that blocks access) 3 A reported problem where the right of way is still available to most users albeit with some difficulty or inconvenience and/or where there is an easy alternative route nearby. Examples include: Damaged stile or gate Poor surface condition Vegetation overgrowth/ undergrowth Fallen tree / Tree with structural issues requiring non urgent action Barbed wire on structures e.g. gates and stiles Encroachment to limit users’ access A3 - Maximum of 16 of problem being reported (including inspection within 20 working days). B3 - No specific target. Problem will be addressed as and when resources allow or by volunteers. C3 - No specific target. Problem will be addressed as and when resources allow or by volunteers. 4 A reported problem which does not prevent a right of way being used nor has any significant impact on its accessibility. Examples include: Misleading signs and notices Missing, damaged or signposts and waymarkers Poor fencing adjacent to a path Encroachment where users’ access is not limited Mud Minor deviation from legal line Minor vegetation growth A4 - No specific target. Problem will be addressed as and when resources or by volunteers. B4 - No specific target. Problem will be addressed as and when resources allow or by volunteers. C4 - No specific target. Problem will be addressed as and when resources allow or by volunteers. * This is the minimum inspection regime. Paths can happen more regularly inspected if volunteers are trained as path inspectors.
This table shows the desired response times for dealing with reported issues on the public path network. These are likely to be adjusted on conclusion of the Rights of Way Review and revisited annually thereafter. Once adopted, all response times will be subject to variation, depending on competing areas of rights of way work and available resources. A Routes B Routes C Routes What does the route look like? Description of the route Nationally and regionally, long distance promoted route e.g. Staffordshire Way, Way for the Millennium, Heart of England Way, etc. Crosses a SCC country park Runs within 50m of a school, shop, community resource Likely to be routes Likely anticipated use is high Locally promoted route Runs within 50m of a publically accessible green space Likely to be multi-user route (e.g. bridleway) Runs within 10m of an application to upgrade a route Likely anticipated use is medium Other routes not classed A or B Target Standards (users might expect the following standards and conditions) Infrastructure is in good, safe condition Path surfaces are generally in good condition Absence of significant encroachment by vegetation Absence of any other obstructions Infrastructure in a reasonable, safe condition Path surfaces are in reasonably good for most of the year although seasonal problems (e.g. vegetation and flooding) may occur. Absence of other obstructions, although ploughing and Some infrastructure may be difficult to use Some barriers or other obstructions may be present Path runs along its natural surface and can be muddy and/or vegetation may be dense in places
Absence of significant encroachment by vegetation Absence of any obstructions Path signed where it leaves metalled road and clearly waymarked where required along its route (e.g. vegetation and flooding) may Absence of other obstructions, although ploughing and cultivation may occasionally be a problem Path signed where they leave metalled road Target Standards (users might expect the following standards and conditions) Gaps, pedestrian or two step stiles, all in good, safe condition Path surfaces generally in good condition (firm and free of significantly wet areas) Absence of significant encroachment by vegetation and not restrictive to path usage) Absence of any other obstructions Path signed where it leaves metalled road and waymarked where required along its route Majority of path furniture in reasonable, safe condition Reasonably good surfaces (although including range of gradients) and drainage (allowing for weather conditions) Vegetation encroachment likely during the growing season but generally kept to reasonable levels (i.e. route not totally blocked by vegetation) Absence of any other obstructions Path signed where it leaves metalled road Path furniture may be difficult to use and some barriers or other obstructions may be present Varying gradients and some surfaces will be rough and uneven Path may be muddy and/or vegetation may be dense in places, especially during spring/summer Signing and waymarking may be missing or limited Inspection Regime* 25% of paths inspected annually 25% of paths inspected once every three years 25% of paths inspected once every five years Number Commonly Reported Issues A Routes B Routes C Routes 1 Any which poses an imminent danger, likely to result in (or already has) a significant accident or injury. Examples include: Dangerous animal Shooting on or over path A1 - Maximum of 5 working days (including inspection within 2 working days with resolution, where possible, or made safe or priority lowered within 5 working days of problem being reported). B1 - Maximum of 5 working days (including inspection within 2 working days with resolution, where possible, or made safe or priority lowered within 5 working days of problem being reported). C1 - Maximum of 5 working days (including inspection within 2 working days with resolution, possible, or made safe or priority lowered within 5 working days of problem being reported).
Health and Physical Education Lesson Ideas (19 ideas) Racism in Australia , Primary Upper (10–12) – Secondary Lower (13–14); 2005 , Secondary Lower (13–14) – Secondary Middle (15–16) 2001. Countering Racism , Primary (10–12) , Primary (10–12) — Secondary Lower (13–14) — Secondary Middle (15–16) Studies of Society and Environment (SOSE) International racism and anti-racism , Secondary (13–14) (2004), Secondary Lower (13–14) – Secondary Middle (15–16) (2004), Primary Upper (10–12) — Secondary Lower (13–14) – Secondary Middle (15–16) (2003), Primary Upper (10–12) – Secondary Lower (13–14) (2003), Primary Upper (10–12) – Secondary Lower (13–14) (2002) Secondary Lower (13–14) — Secondary Middle (15–16) (1947) (2000), Primary Upper (10–12) — Secondary Lower — Secondary Middle (15–16) Racism in Australia theme: , Primary Upper (10–12) – Secondary Lower (13–14); 2005 (2004), Secondary Lower (13–14) — Secondary Middle (15–16) , Primary Upper (10–12) — Secondary Lower (13–14) — Secondary Middle (15–16) (2003), Primary Upper (10–12) — Secondary Lower (13–14) — Secondary Middle (15–16) (2002), Secondary Lower (13–14) — Secondary Middle (15–16) , Secondary Lower (13–14) – Secondary Middle (15–16) 2001.
Ride the Comet – Scoring Guide 1. a (3 choices) 2. a (2 choices) 3. b, c 4. b (3 choices) 5. b 6. b 7. a 8. d 9. a (3 choices) 10. a (2 choices) 11. a, c 12. d 13. c 14. A 15. C 16. B 17. c 18. d 19. c 20. b (2 choices) 21. d 22. b (2 choices) Scoring Guide 22 – 4 21 – 3.5 18-20 – 3 15-17 – 2.5 10-14 – 2 7-9 – 1.5 4-6 – 1 1-3 – .5 0 – 0
Nature of business/principal activity:………………………………………………… Employment number of persons including working proprietors/ partners/ commission agents/contingent paid and contractual workers, on the pay rolls of the Government establishment excluding part-time workers and apprentices. (The figures should include every person whose wage or salary is paid by the Government establishment). On the last working day of the previous half year Blindness and low vision Deaf and hard of hearing Locomotive disability including cerebral palsy, leprosy cured, dwarfism, acid attack victims and muscular dystrophy Autism, intellectual disability, specific learning disability and mental illness Multiple disabilities from amongst persons with disabilities under columns (1) to (4) including deaf-blindness (1) (2) (3) (4) (5) On the last working day of the half year under report Blindness and low vision Deaf and hard of hearing Locomotive disability including cerebral leprosy cured, dwarfism, acid attack victims and muscular dystrophy Autism, intellectual disability, specific learning disability and mental illness Multiple disabilities from amongst persons with disabilities under columns (1) to (4) including deaf-blindness (1) (2) (3) (4) (5) Men with disability Women with disability Total ------------------------------------------------------
Accounts Are you able to provide a copy of your organisation's audited accounts for the last two years? Yes No If 'No', do you have an alternative means to show your organisation’s financial status and resources – for example, if you have not traded for longer than a year? Yes No Please append available documents. Insurance Are you able to or willing to take any insurance to provide or assist to provide the relevant service? You must decide whether your approach requires insurances. Yes No If 'Yes', confirm which and why this may be important for the service in question. If 'No', please confirm why this is not possible Business planning Are you able to provide a business plan for the period you wish to provide or support to provide the relevant service? Yes No
cannot suspend legislation or policies that give people access to food and the guidance gives the specific example of unjustifiable changes to social welfare legislation. I am sure many of you are making the links here with the UK’s Government’s welfare reform program. Scotland is also required to protect our right to food against violations by third parties. Businesses being the obvious example. This means that the food sold in our markets must be safe and nutritious, this also extends to the obligation to regulate advertising and supporting parents and professionals to encourage healthier eating and physical exercise. The obligation to fulfil is about being proactive and facilitating food security. This covers many bases of policy from land reform to minimum wage. An important element of the fulfil obligation includes providing social safety nets for the most deprived. So what is the state of realisation of the right to food in Scotland? The impact of public sector cuts and welfare reform has undoubtedly given rise to concerns about the right to food in Scotland. When we first started mapping the gaps in human rights in Scotland back in 2009 issues around access, accessibility adequacy was nowhere near as a common a concern among those with direct experience of poverty and those campaigning for social justice as they are now. Here we are in 2014 with the scandal of food banks as a defining political issue. It appears that there most certainly is a compelling evidence that the UK is regressing on its obligations rather than progressively realising it. The disproportionate impact of lack of access to nutritious food on women, children and disabled people is also an indictment of Scotland’s human rights record in this area. What can be done to realise the right to food in Scotland? There is work going on in Scotland at the moment to give greater effect to the right to food as a recognised and enforceable legal right. This work is within SNAP, Scotland’s National Action Plan for Human Rights. The evidence base for SNAP found that Scotland needed a more systematic approach to assure and not assume the realisation of human rights in practice. SNAP brings together government, public bodies, trade unions, feminist organisations, civil society and people with direct experience of poverty to agree actions on all areas affecting people’s lives. One
Table 2. Sample distribution of attitudinal and behavioral indicators (n=1607) Privacy-sensitivity Strongly disagree Somewhat disagree Neither Somewhat Strongly agree I don’t mind sharing a ride with strangers if it reduces my costs 13.44% 22.15% 20.41% 35.53% 8.46% Having privacy is important to me when I make a trip 2.80% 10.52% 22.84% 41.19% 22.65% I feel uncomfortable sitting to strangers 8.59% 22.53% 27.88% 29.12% 11.89% Tech-savviness Does not describe me at all Describes me slightly well Describes me moderately well Describes me very well Describes me extremely well I frequently use online banking services 2.43% 3.42% 6.41% 18.67% 69.07% I frequently purchase products online 1.24% 7.28% 14.87% 23.58% 53.02% Learning how to use new smartphone apps is easy for me 2.49% 5.48% 16.68% 27.13% 48.23% Variety-seeking lifestyle propensity (VSLP) Does not describe me at all Describes me slightly well Describes me moderately well Describes me very well Describes me extremely well I it is important to have all sorts of new experiences and I am always trying new things 3.48% 12.62% 29.33% 34.12% 20.45% Looking for adventures and taking risks is important to me 13.36% 24.98% 33.25% 21.81% 6.59% I love to try new products before anyone else 6.90% 15.91% 28.28% 30.33% 18.58% lifestyle propensity (GLP) Strongly disagree Somewhat disagree Neither Somewhat agree Strongly agree When choosing my commute mode, there are many things that are more important than being environmentally friendly 4.60% 15.93% 28.38% 34.85% 16.24% I don’t give much thought to saving energy at home 39.33% 37.59% 11.64% 8.59% 2.86%
RIGHT TO WORK CHECKLIST Employee name ………………………………… Department/ college... ……………………………………. Type of check (initial or repeat) ……………….. Date of check ……………………………………………… Step 1: Obtain document Tick one document/ specified combination of documents from either List A or List B
Financing – (Sample National Funds (Cash) or FMF) Sole Source – Non-Recurring Cost (NCR) Waiver – Address – Please forward responses to the address below: : Transportation Requirements: Ship DTC: (example 4, 7, or 9) MAPAC: Response to LOR Required by: POC: Requester:
X=______________________________ y=_____________________________________
Write the beginning of a story using TEN of your spelling words. Your paragraph could be in the genre of fantasy, mystery, or biography. Show evidence of this genre in your story. Underline your spelling words. Use ALL of your words in detailed sentences having context clues showing the meaning of the spelling word. Underline your spelling word with two lines. Underline the clues in each sentence with one line. Word Clue Pyramid Words: Write ALL of your words adding one letter at a time. The result will be in a pyramid shape: S Sp Spe Spel Spell Use ALL of your spelling words in detailed sentences. Underline the nouns in red, the verbs (action words) in blue and the adjectives (describe nouns) in green. EX: The little brown dog trudged adj adj n v through the dirty snow. adj n Use ALL of your words and put them in sentences with alliterations (many words starting with the same letter). A dictionary can help you find words to use! EX: Bob brought bananas in his basket for the boys. Define ALL of your and provide the part of speech used. EX: abundance – noun; a very large quantity of something. EX: heroic – adjective; having the characteristics of a hero or heroine; very EX: plummeting – verb; fall or drop straight down at high speed.
Create a crossword puzzle using ALL of your spelling words. The clues can give hints about the meaning of the word, synonyms or antonyms. You can use Puzzlemaker or graph paper to make your puzzle. Use TEN of your showing examples of figurative language: simile, metaphor, idiom, hyperbole, alliteration, personification, and/ or onomatopoeia. The sentences must be detailed and well written. Pick TEN of your words and put them in a conversation between two people. The conversation has to make sense – would people really say that? Use correct punctuation for dialogue and use a variety of synonyms for “said.” You can make It in comic book format. Name: ______________________________________________________ Number: _________ Spelling Choice Board Assignments Directions: Choose three spelling choice board assignments to complete by Friday.
Administrator Checklist for Observing Active Engagement in PreK Classroom and Teacher(s) observed: ______________________________________________________ Date(s) and Time(s) observed:____________________________________________________________ Child engagement “look for” behaviors: Moving (enthusiastically) Using materials (enthusiastically, creatively, persistently) Following teacher directions/on-task Talking with teachers (asking and responding enthusiastically to questions, having conversations, sharing ideas and plans) Talking/interacting with peers (conversation, joining play, coordinating play) Observation Ratings and Notes Observe at 1 setting for at least 10-15 minutes of the activity. Take notes and rate applicable settings 1-5. Setting(s) observed For how much of the time are children actively engaged, overall? (See “look fors” above) Observation notes What engagement behaviors did you see? Are all students equally engaged? If variability in engagement, are patterns observed? 1= Almost no time 2=Rarely 3= Half 4= >Half 5= Almost Always Whole/small group 1 2 3 4 5 Learning Centers 1 2 3 4 5 Transitions/ Routines 1 2 3 4 5 Other: 1 2 3 4 5 Analysis (Use your Observation Ratings) Overall, how actively engaged were students in the activity setting(s) you observed? If you observed more than one, in which activity setting(s) was there:
Appendix C – Description of VI Investigations, Lawsuits and Complaints During the period January 1, 2012 through December 31, 2014 were no Title VI Investigations, Lawsuits or Complaints to report. Appendix D – Public Participation Plan Appendix E – Language Assistance Plan Appendix F – Minority Representation on Ride On Advisory Committees – December 2014 Committee Black or African American White/ Caucasian Latino/ Hispanic American Indian or Alaska Native Native Hawaiian or other Pacific Islander *Note Totals Transit Advisory Group (TAG) 5 5 1 0 1 0 3 15 % of CAC Committee 33% 33% 7% 0% 7% 0% 20% 100% *Note – races reported: African and Middle Eastern Appendix G – Title VI Policies Montgomery County VI Policies
5.8 Lead Asset – Unit Cost Actuals Allocation methodologies Summary views (guide word limit: 800 per summary section) Current year: Summarise the projects delivered and explain any significant changes as cost drivers (eg a change in scope of works from the business plans) compared to what might be expected from the scope of works by itself. Main drivers for over/under spend , and timing of delivery against the business plan by: Scope – explain why the scope of works changed. Cost driver – explain what drivers led to cost changes (using the new unit cost table – e.g. consenting, environmental conditions). Cost type – explain the drivers impacted costs (e.g. project management, construction – see new unit cost template). Additional commentary 5.8 Lead Asset – Unit Cost Actuals Allocation methodologies Summary views (guide word limit: 800 per summary section) Current year: Summarise the projects delivered and explain any significant changes in scope of works from the business plans (i.e. where single assets valued over £100k) compared to what was expected from the business plan. Main drivers for over/under spend , and timing of delivery against the business plan by: Scope – explain why the scope of works changed. Cost driver – explain what drivers led to cost changes the new unit cost table – e.g. consenting, environmental conditions). Cost type – explain where the drivers impacted costs (e.g. project management, construction – see new unit cost template). Additional commentary Where the data is held already on the system, explain any assumptions made
Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Higher Education Faculty prepared to coach currently employed ECE Professionals to improve professional practice: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Availability of high quality ECE-Based practice experience: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Program revisions that:
Expected Outcomes: Evaluation: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Reporting: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Grant Administration and Oversight: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies)
Second Story of Unit 1:Weaving a Good Story Rikki-Tikki-Tavi Lesson Plans Day 1 Objectives: SOL 7.5 TSW read and demonstrate comprehension of a variety of fictional texts (short story) although the main purpose this morning is to preview – get students ready to read this week’s selection SOL 7.5a conflict SOL 7.5e TSW make, confirm, and revise predictions SOL 7.5d TSW describe the impact of word choice, imagery, and literary devices including figurative language SOL 7.5l TSW use reading strategies to monitor comprehension throughout the reading process SOL 7.4e TSW use context and sentence structure to determine meanings Big Idea for the Week – What Makes you Brave? Focus: Plot Development – especially conflict (SOL 7.5a), Predict (SOL 7.5e), Suspense and Foreshadowing (SOL 7.5d), Pre-reading: Quickwrite: TSW complete an Anticipation Guide for “Rikki-tikki-tavi.” (This is one I’ve created myself) Also, students should turn to page 38 of their Literature Interactive Reader and read and complete the big idea: What Makes you Brave? Students will preview the short story “Rikki-tikki-tavi” by watching the old Power Notes for the short story – share with students the build background, the literary focus: conflict ( I am adding this text analysis this week to the new series suspense and foreshadowing.), and the Introducing the Selection.
The Provider/Contractor agrees that compliance with this assurance constitutes a condition of continued receipt of Federal/State financial assistance, and that it is binding upon the Provider/Contractor, its successors, transferees and assignees for the period during which such assistance is provided. The Provider/Contractor also agrees that the Department may withhold financial assistance to any recipient found to be in violation of the Maine Human Rights Act, 5 M.R.S.A. § 4551 et. seq. or the Federal Civil Rights Act, 42 U.S.C. § 1981 et. seq. in accordance with 5 M.R.S.A. § 783. If any real property or structure thereon is provided or improved with the aid of Federal/State financial assistance extended to the Provider/Contractor by the Department, this assurance shall obligate the Provider/Contractor, or in the case of any transfer of such property, any transferee, for the period during which the real property or structure is used for a purpose for which the Federal/State financial assistance is extended or for another purpose involving the provision of similar service or benefits. If any personal property is so provided, this assurance shall obligate the Provider/Contractor for the period during which it retains ownership or possession of the property. The Provider/Contractor further recognizes and agrees that the shall have the right to seek judicial enforcement of the assurance. * Technical assistance and information relating to the requirements associated with sections 1 through 5 can be found at U.S. Health and Human Services Website: . Technical assistance and information regarding section 1 can also be found at the U.S. Equal Employment Opportunity Commission website: . Technical assistance and information relating to the requirements associated with section 6 can be found at . Information relating to section 6 can be found at .
14. What is the mariner unable to do? 15. Explain this simile: “Like one that on a lonesome road doth walk in fear and dread, and having once turned round, walks on, and turns no more on his head; because he knows a frightful fiend doth close behind him tread.” What two things does the mariner compare? 16. When he feels the breeze at his back, he believes he sees something that brings him joy. What does he see? 17. What heavenly creatures does the mariner see standing on each corpse of the crew? 18. Who were the three people the mariner sees next? 19. Who will “wash away the albatross’s blood”? 20. How to do the on the skiff boat react to the mariner’s ship? (Hint: what do they say about the ship’s sails?) 21. What suddenly happens to the ship with the skiff-boat approaches it? 22. The mariner ends up on the Pilot’s boat and started rowing. What does the Pilot’s boy call the mariner? How is this ironic? 23. Where was the mariner standing at the beginning of this part? 24. What does the mariner ask the Hermit to do? What do you think this means? 25. What is the mariner compelled to tell the Hermit? 26. How was the mariner’s action of killing the albatross impacted his life? What is forced to do the for the rest of his life?
Efficiency Evaluation Report to the California Energy Commission (CEC) for use in the Integrated Energy Policy Report (IEPR)? 2 ORA If the answer to question 1 is yes, please provide any additional available information about the submission The 2011 IEPR report states that “staff leveraged the CPUC’s most recent efforts to measure utility program
of the Energy Efficiency Evaluation Report to the CEC, and the CEC’s use of the Energy Efficiency Evaluation Report for the IEPR process. savings. The CPUC Energy Division’s estimates of program savings from 2006-2008 program cycle, as well as additional evaluation for 2009 programs, represent the most thorough and comprehensive effort to date”. See
page 110 of the . 3 ORA Question 3: Did the Commission and/or the Energy Division use or consider the Energy Efficiency Evaluation Report for purposes other than the risk/reward incentive mechanism (RRIM) adopted in Yes, the 2011 Potential is calibrated to ex-post gross and net savings from the 2006-2008 EE Evaluation Report. See page 20 of .
the RRIM for which the Commission and/or the Energy Division used the 2006-2008 Energy Efficiency Evaluation Report. (JASC) and the Demand Analysis Working Group (DAWG) of the 2006-2008 Energy Efficiency Evaluation Report. 5 ORA Question 5: Did the Commission and/or the Energy Division submit the 2006-2008 Energy Efficiency The CAISO started incorporating EE forecasts into their planning process for this most recent cycle, so the 2006-2008
AAA ARCHIVES RECORDS REQUEST 1. Department 2. Division 3. Agency Name 4. Account Number 5. Requested By 6. Phone No. 7. Date 8. Pick-up/Delivery Address SERVICE REQUESTED Temporary File Withdrawal Temporary Box Withdrawal Review at Records Center Permanent Withdrawal Deliver to Office (see section 8) Pick-up/Return boxes or files (see section 8) Other: ITEMS REQUESTED BARCODE NO. Printed Name Signature
Ria let go and jumped up in joy. She clapped her hand together. She put her foot out. She snapped her fingers and had Kanna crawl over “Kiss my feet” Ria Said “Yes, PRINCESS ria” Kanna Said She kissed her feet and Ria laughed. She kissed each of her biceps in front of her “You still sore” Ria Said smiling down on her “Yes, Princess Ria” Kanna Said sweet Ria grabbed her and put her in her arms. She gives you a kiss “Guess I got to take you to the hot springs to fix you up cutie. Come on your princess will help you out” Ria Said She then carried her away.
□ UK 20% □ NIL □ EU other (rate = %) □ Other (rate = %) Payer requires invoice? □ Yes □ No Wording for invoice description line (if other than standard) Project number Payment status □ Payment received □ Not yet paid Date received Date completed
500 West Embargo Street Rome, New York Phone: 315-339-7768 RPI Field House (Troy, NY) 1900 Peoples Ave Troy, New York 12180 Phone: 518) 276-6262 Rutland Regional Fieldhouse 46 Diamond Run Mall Place Rutland, Vermont 05701 Phone: 802-775-3100 Salisbury School Saratoga Rink 30 Weibel Avenue Saratoga, New York 12866 Phone: (518) 583-3462 Saugerties Kiwanis Ice Arena Washington Avenue and Small World Avenue Saugerties, NY 12477 Washington Avenue and Small World Avenue Saugerties, New York 12477 Scotts' Memorial Rink 52 MacAdam Rd Chazy, New York 12921 TU Center (Albany) 51 South Pearl Albany, New York 12207 Utica Auditorium Vietnam Vets Memorial Rink (N. Adams, MA) S. Church Street North Adams, Massachusetts 01247 Phone: (413) 662-5112 Whitestown Community Center 1 Championship Way Whitestown, New York 13492-3601 Phone: (315) 768-6047 Williamstown
Prior relationships were common among engaged students, and these relationships ranged from a few months to a few years. Engaged students were more likely to be sexually active. Feelings towards cohabitation were mixed: some engaged couples had already cohabited and intended on doing so prior to the wedding, whereas others had not but intended to before the wedding. Others were completely opposed. Non-engaged students had discernibly different reactions towards Ring by Spring; however, non-engaged students also acknowledged negative perceptions regarding "Ring by Spring." They also attached a stigma to Ring by Spring because they felt it limited personal agency. Regarding religion and its effect on perceptions of young engagements, there was little difference between non-engaged and engaged students. Students who were more religious had more traditional beliefs about marriage and young engagement, and were also more supportive of early engagements at St. Olaf. Students who self-identified as agnostic or atheist were more uncomfortable with early engagements. Just as religion correlated with perceptions of early engagements, it also had an effect on views regarding cohabitation. Most were open to cohabiting after graduation, even in situations when families expressed disapproval. Abstract
FARM DEBT MEDIATION intake agreement for farm debt MEDIATION Farm Debt Mediation Act 1994 (NSW) – Form 9 This agreement is to be discussed at the intake meeting for a farm debt mediation under the Farm Debt Mediation Act 1994 (NSW) (‘FDM Act’) which can be conducted by teleconference, videoconference or face-to-face. This Agreement must be signed before the mediation starts by the mediator and the parties to the dispute, either on the one document or as separate documents (counterpart execution). Others attending the mediation, such as advisers, representatives and support people, only need to sign the Confidentiality Agreement at Annexure A. THIS AGREEMENT IS MADE ON 20 (day) (month) (year) AMONGST THE FOLLOWING PARTIES (TOGETHER CALLED ‘THE PARTIES’) (name of creditor – please clearly) (address) (name of farmer – please write clearly) (address) (name of farmer – please clearly) (address) (name of guarantor – please write clearly) AND THE MEDIATOR/S (CALLED ‘THE MEDIATOR’) (name of mediator – please write clearly) (address) (name of mediator – please write clearly) (address)
Details of outstanding farm debts: FACILITY BALANCE OUTSTANDING (as at date of issue of section 18A notice) TOTAL SECTION 2 – OF THE MEDIATION Mediator’s fees and expenses: For all preparation time and the first hours of the mediation session: $ to be shared as agreed between the parties. Additional time: up to $ to be shared as agreed between the parties. Room hire and out of pocket expenses – at cost SIGNING OF THE INTAKE AGREEMENT The parties and the mediator have signed this Intake Agreement as follows: Date: 20 (day) (month) (year) (name of mediator – please write clearly) (signature) (name of co-mediator – please clearly) (signature) (name of farmer party or representative – please write clearly) (signature) (name of farmer party or representative – please write clearly) (signature) (name of guarantor or representative – please write clearly) (signature) (name of creditor party or representative – please write clearly) (signature) (name of creditor party or representative – please write clearly) (signature) ANNEXURE A CONFIDENTIALITY AGREEMENT
Were Party A’s options for settlement canvassed? Yes No Were Party B’s options for settlement canvassed? Yes No How many settlement options were proposed and by whom? Total Mutually Party A Party B Were both parties prepared to consider/discuss the others settlement options? Yes No Did Party A move off initial position? Yes No Did Party B move off initial position? Yes No Were both parties at all times competent to continue the mediation? Yes No For how long did the mediation process continue? (hours) Did you, as mediator, adjourn the mediation to a later date? Yes No Did both parties attend mediation with authority to settle within any range that could reasonably be anticipated? Yes No If one did not have the requisite authority, which party? Party A B Did any person representing a party to the mediation fail to have written authority from that party to enter into Mediation Agreement? Yes No If a party did not provide written authority, which party? Party A Party B NON-SETTLEMENT If no settlement was reached, what needed to happen in order for settlement to have occurred? Did all parties attend the mediation session? Yes No If any party was absent, which party? Party A Party B Did the absence of this prevent the mediation from proceeding? Yes No Did the parties arrive within 30 minutes of the scheduled commencement? Yes No Were issues discussed by the parties? Yes No Were options canvassed by the parties? Yes No Did the parties agree that nothing further could be gained by continuing mediation? Yes No Did one party discontinue mediation, at a time when the other party wanted to continue? Yes No If so, party discontinued mediation? Party A Party B GENERAL Do you, as mediator, wish to make any further comments? Yes No Mediators name: Co-mediators name (if applicable): Signatures: Date: ____ / _____ / ________
Introduction to R Session 6: More loops, control structures, and bootstrapping Download the lawschool dataset, from the course website, and read it into your R session. This dataset is a random sample of 15 law schools, taken from a collection of 82 participating law schools in a large study of admission practices. Two measurements were made on the entering classes of each school: LSAT, the average score for the class on a national law test, and GPA, the average undergraduate grade-point average for the class. We will estimate the correlation of LSAT and GPA, and obtain a 95% confidence interval for this correlation. Illustrate the relationship of LSAT and GPA using a plot (or plots) of your choice. Calculate the correlation of LSAT and GPA with the cor()function. Bootstrap the correlation of LSAT and GPA using a repeat()or while() loop. Start with 50 bootstrap replicates, and then try using 200, 800, and 3200 bootstrap replicates. Keep the output from all four versions. In one graphical window, plot histograms of the bootstrap correlation values for the four bootstrap replicate sizes considered in the previous question (50, 200, 800, and 3,200 replicates). Also calculate the standard deviation of the correlation of LSAT and GPA for each of the bootstrap replicate sizes. Calculate a 95% confidence interval for the correlation of LSAT and GPA using the bootstrap quantiles with 3,200 bootstrap replicates.
Expected opportunities Opportunities for Australian entities* Opportunities for nonAustralian entities Services Earthworks YES NO Railway Track Construction YES NO Camp Design and Construction YES NO Electrical Works YES NO Underground Services and Works at Mine YES NO Design and construction of Non-Process Infrastructure Facilities YES NO Supply and Installation of Stackers and Reclaimer YES YES Process Plant Structural, Mechanical and Piping YES NO Design and Construction of a Primary Crushing Facility YES NO Design and Construction of Gravimetric Train Load-out Facility YES NO Supply and installation of Borefields, Plant Distribution Pipework and Water Storage Tanks YES NO Supply and Installation of 220kV /33kV Power YES NO Supply and Installation of Electrical and Instrumentation Systems YES NO Communications YES NO Design, supply, installation, testing of commissioning of mine Plant Control Network/CCTV/Security Systems/Control Systems YES NO Supply and Installation of Fines and Lump Sample Stations and Sampling Laboratory YES NO Design, Supply, Installation and Commissioning of Rail Signalling and Asset Protection System YES NO Road Upgrade YES NO Design and Construction of a New Airport YES NO Goods Building Supply for Camps YES YES
Group B Memorize 10 Spanish words using image and word prepared mnemonics in seven minutes. The words on test B’ are used the same words on Test B to set the word's level the same. Do the translation test. They were asked to write down 10 Spanish words meanings in Japanese. Memorize 10 Spanish words using image and word mnemonics in seven minutes. Note: The memorizing time, seven minutes, is not included the time making the mnemonics. Do the translation test. They were asked to write down 10 Spanish words meanings in Japanese. 2.4 Results 2.4.1 Results There was a big effect after subjects memorized first tests. There was not much difference between mnemonics and self-made mnemonics. Both showed much effective by this method. Average score were very high right after they memorized by using mnemonics. Group A’s average scores were 9.56 for Test A and 9.81 for test b. Group B’s average scores were 9.599 for test A’ and 9.762 for test b’. Here is the table on the next page.
KWCG Q2 Northwest Q4 GTA East Start - TBD GROUP 2 Sudbury/Algoma Start - TBD Peterborough to Kingston Start - TBD Southern Georgian Bay/Muskoka Start - TBD London Area - TBD GROUP 3 Renfrew Start - TBD Niagara Start - TBD North/East of Sudbury Start - TBD Greater Bruce/Huron Start - TBD St. Lawrence Start - TBD Chatham/Lambton/Sarnia Start - TBD * The second regional planning cycle has been already initiated for these regions
Section 2a - School or college education from age 11 School(s) or college(s) attended Dates of attendance dd/mm/yy Examination results (A-level or equivalent) Subject Result Year Awarding body From: To: From: To: Section 2b - University education University(ies) attended Dates of attendance dd/mm/yy Degrees (or equivalent) Degree awarded (e.g. B.Sc.) Result Year Subject From: To: From: To: From: To: