zilongwang/ReadingBank huggingface dataset:
Background The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) calls for states to offer programs of study (POS), which local educational agencies and institutions may adopt as an option for students participating in career and technical education (CTE). Each local recipient of Perkins IV funds must offer at least one POS that, at a minimum: Incorporates and aligns secondary and postsecondary education elements; Includes academic and CTE content in a coordinated, non-duplicative of courses; Offers the opportunity, where appropriate, for secondary students to postsecondary credits; and Leads to an industry-recognized credential or certificate at the level, or an associate or baccalaureate degree. Many states often use some level of local CTE program recognition or approval to local educational agency (LEA) eligibility for access and use of the Perkins funding for CTE program improvement. State CTE approval processes evolve over time and may have roots in earlier authorizations of the federal Perkins funding that did not include provisions for a defined program of study. The legislatively specified POS may not currently be incorporated into existing program approval processes used by states, in part because the elements are broadly defined and open to state and local interpretation. Perkins IV also provides states with the flexibility to establish their own criteria for approving CTE programs that qualify for federal Perkins funding As a result, programs of study offered within and among states may differ in because of a lack of uniform criteria used to establish and implement a program of study. Although POS are intended as a singular program construct spanning secondary and postsecondary CTE studies, states typically have created separate approval processes for secondary providers and postsecondary providers. Often these stand alone; separate approval processes contain few requirements for explicit program alignment and between secondary and postsecondary educational levels. Some CTE approval processes have focused on sequencing the technical coursework that comprises a POS, with less rigorous attention given to the associated CTE content.
T (3/12) Rousseau, The Social Contract, pp. 181-182, 190-210, 213-217, 225, 230-237, 261-268. R (3/14) Rousseau, The Social Contract, pp. 274-279, 296-309. Week 11: Marx’s Theory of Alienation T (3/19) Hegel, “Lordship and Bondage,” pp. 111 – 119 (E-reserve); and Marx, Economic and Philosophic Manuscripts of 1844, pp. 70 – 81 (E-reserve). R (3/21) Marx, Economic and Philosophic Manuscripts of 1844 (cont’d). Week 12: Marx (cont’d) T (3/26) Marx, The Communist Manifesto, pp. 469 – 491. (E-reserve) R (3/28) NO CLASS. Instructor will be away at conference. ***Essay #2 due Friday 3/29. Part III: Politics and Violence Week 13: Franz Fanon T (4/2) Read Sartre’s “Preface”, pp. xliii – lxii; and Fanon, The Wretched of the Earth, Chapter 1 “On Violence”, pp. 1 – 36. R (4/4) Fanon, “On Violence”, pp. 36 – 62. Recommended: “Fanon & Violence” - Week 14: Fanon, cont’d. T (4/9) Fanon, The Wretched of the Earth, Ch.5 and Conclusion, pp. 181 – 239. R (4/11) Oded Na’aman “The Checkpoint: Terror, Power and Cruelty”, Boston Review. Week 15: Gandhi’s theory of non-violence (satyagraha) T (4/16) Gandhi, Selected Political Writings R (4/18) Gandhi, Selected Political Writings Week 16: Conclusion T (4/23) Orwell, “Reflections on Gandhi”. Recommended: “Violence” by Uday S. Mehta: *** Essay #3 due at my office by noon on Tuesday, April 30th 2013. “Exit” paper – due date TBA
will do basic forest surveying, timber cruising, logging operations, use and maintenance of power saws, fire control, insect control, log scaling, timber reforestation, safety and first aid. The student will be exposed to career opportunities in forestry, forestry computer applications, and leadership skills. Prerequisite: Forestry I. Completing both years of Forestry 1 and Forestry 2 may count as one year of science credit (with successful completion of Integrated Science.) Based COCC, MHCC, SWOCC, TVCC 0114 18504 Environmental Sci This two period class involves classroom and fieldwork. Students will be taught marketing, timber cutting, cat logging, log loading, mill operations, cable logging, fire control, forestry laws, and heavy equipment operation and maintenance. Students in this class will spend time on site at mills, tree farms, forestry operations, and logging. Prerequisite: Forestry I and II. 0.5 Intermediate Required Technical Skill Based Statewide Partners – COCC, MHCC, SWOCC, TVCC 0103 18503 SCHOOL OF FORESTRY This two period class is a two-year commitment, which involves forestry, and the integration of academic classes. The forestry course work in the School of Forestry consists of the course work described in technical forestry and forest management above. Prerequisite: Forestry 1 and 2 0.5 Introductory Optional Technical Skill Based Statewide Partners – COCC, MHCC, SWOCC, TVCC Required or Optional Technical Skill Based Statewide Partners – COCC, MHCC, SWOCC, TVCC Required or Optional Technical Skill Based Statewide Partners – COCC, MHCC, SWOCC, TVCC Required or Optional Technical Skill Based Statewide Partners – COCC, MHCC, SWOCC, TVCC
March 9 (W): Rousseau, A Discourse on the Origin of Inequality, pp. 84-126 March 14 (M): Rousseau, The Social Contract, pp. 181-182, 190-210, 213-217, 225, 230-237, 261-268 March 16 (W): Rousseau, The Social Contract, pp. 274-279, 296-309 March 21 (M): Portable Edmund Burke, pp. 416-474 March 23 (W): Portable Edmund Burke, pp. 63-81, 489-499 March 28 (M): Portable Edmund Burke, 507-530 March 30 (W): Portable Edmund Burke, 194-212 Second Paper Handed Out April 4 (M): Marx-Engels Reader, pp. 26-52, 53-54, 3-6, 299-302 April 6 (W): Marx-Engels Reader, pp. 70-81 Second Paper Due April 11 (M): Marx-Engels Reader, 203-217, 305-306, 336-339 April 13 (W): Marx-Engels Reader, pp. 469-491 April 18 (M): Grand Synthesis April 20 (W): Conclusion: Final Exam Questions Handed Out/ Remaining Evaluations FINAL EXAMINATION: Thursday, April 28 (12:30-2:30 P.M.) `
January 4 (W): Introduction: “What Is Political Theory Anyway, and Why Should I Care?” One Answer; Athenian Democracy: The Cradle of (Discontented) Western Political Thought Start Reading Plato January 9 (M): Plato, Republic, pp. 1-102 January 11 (W): Plato, The Republic, pp. 102-174 January 16 (M): NO CLASS; MLK HOLIDAY January 18 (W): Plato, The Republic, pp. 175-235 January 23 (M): Plato, The Republic, pp. 264-320 First Paper Handed Out January 25 (W): From the “Dark Ages” to Political Modernity (start reading Machiavelli) January 30 (M): Portable Machiavelli, pp. 77-95 (The Prince) February 1 (W): Portable Machiavelli, pp. 96-166 (The Prince); February 6 (M): Portable Machiavelli, pp. 168-228, 252-253, 281-287 (Discourses) First Paper Due February 8 (W): Portable Machiavelli, pp. 287-301, 320, 314-316, 319-325, 326-338, 342-345, 351-356, 386-388, 400-402, 416-418 (Discourses) February 13 (M): Locke, Second Treatise, pp. 3-30 February 15 (W): Locke, Second Treatise, pp. 30-65 February 20 (M): Locke, Second Treatise, pp. 65-107 February 22 (W): Locke, Second Treatise, pp. 107-124 Midterm Questions Handed Out February 27 (M): Midterm Examination (In Class)
March 1 (W): Rousseau, A Discourse on the Origin of Inequality, pp. 43-83 March 6, March 8: No Class, Spring Break March 13 (M): Rousseau, A Discourse on the Origin of Inequality, pp. 84-126 March 15 (W): Rousseau, The Social Contract, pp. 181-182, 190-210, 213-217, 225, 230-237, 261-268 March 20 (M): Rousseau, The Social Contract, pp. 274-279, 296-309 March 22 (W): Portable Edmund Burke, pp. 416-474 March 27 (M): Portable Edmund Burke, pp. 63-81, 489-499 March 29 (W): Portable Edmund Burke, 507-530 April 3 (M): Portable Edmund Burke, 194-212 Second Paper Handed Out April 5 (W): Marx-Engels Reader, pp. 26-52, 53-54, 3-6, 299-302 April 10 (M): Marx-Engels Reader, pp. 70-81 Second Paper Due April 12 (W): Marx-Engels Reader, 203-217, 305-306, 336-339 April 17 (M): Marx-Engels Reader, pp. 469-491 April 19 (W): Grand Synthesis/Final Exam Questions Handed Out FINAL EXAMINATION: Thursday, April 27 (12:30-2:30 P.M.) `
May 27 (T): Portable Machiavelli, pp. 168-228, 252-253, 281-287 (Discourses) May 28 (W): Portable Machiavelli, pp. 287-301, 320, 314-316, 319-325, 326-338, 351-356, 386-388, 400-402, 416-418 (Discourses) First Paper Due May 29 (TH): The “Great Transformation” and Locke; Locke, Second Treatise, pp. 3-30 May 30 (F): Locke, Second Treatise, pp. 30-65 June 2 (M): Locke, Second Treatise, pp. 65-107 June 3 (T): Locke, Second Treatise, pp. 107-124; Second Paper Topic Handed Out (On Machiavelli and Locke) June 4 (W): Rousseau, A Discourse on the Origin of Inequality, pp. 43-83 June 5 (TH): Rousseau, A Discourse on the Origin of Inequality, pp. 84-126 June 6 (F): Rousseau, The Social Contract, pp. 181-182, 190-210, 213-217, 225, 230-237, 274-279, 296-309 June 9 (M): Burke, The Portable Edmund Burke, pp. 416-474 June 10 (T): Burke, The Portable Edmund Burke, pp. 63-81, 489-499; June 11 (W): Burke, The Portable Edmund Burke, pp. 507-516; 194-212; Second Paper Due June 12 (TH): Marx-Engels Reader, pp. 26-52, 53-54, 3-6, 299-302 June 13 (F): Marx-Engels Reader, pp. 70-81, 344-345, 150 June 16 (M): Marx-Engels Reader, pp. 203-217, 305-306, 336-339 June 17 (T): Marx-Engels Reader, pp. 469-491, 172-173; 187; 143-145; Final Exam Questions Handed Out June 18 (W): Concluding Lecture June 19 (T): Class Discussion/Debate/Review Session June 20 (F): Final Examination (In Class: On Rousseau, Burke, and Marx)
Required Texts: Plato (Translated by G.M.A. Grube). Five Dialogues. Hackett Publishing Compnay. ISBN: 9780872206335 Terrence Ball, ed. The Federalist with Letters of “Brutus.” Cambridge University Press. ISBN: 9780521001212 Herbert J. Storing, ed. The Anti-Federalist: Writing by the Opponents of the Constitution. University of Chicago Press. ISBN: 9780226775654 Robert A. Dahl. How Democratic is the American Constitution? Yale University Press. ISBN: 0300095244 Alexis de Tocqueville. Democracy In America. Penguin Books. ISBN: 9780140447606 George Kateb. The Inner Ocean: Individualism and Democratic Culture. Cornell University Press. ISBN: 9780801480140 Bonnie Honig. Political Theory and the Displacement of Politics. Cornell University Press. ISBN: 0801480728 Sheldon Wolin. Democracy Incorporated: Managed Democracy and the Specter of Inversted Totalitarianism. Princeton University Press. ISBN: 069114589X Carole Pateman. Participation and Democratic Theory. Cambridge University Press. ISBN: 052129004X Additional required readings not included in this list are noted throughout the syllabus. These readings are available via hyperlinks provided throughout the syllabus. Lecture, Reading, and Discussion Schedule: Introduction Week 1 Monday, August 25: Syllabus walk through and discussion of course expectations. Sign up for response paper/seminar presentations. Reading: None. Wednesday, August 27: Distribute instructions for Group Project #1 and break up into groups. Reading: “The U.S. is an Oligarchy, Study Concludes,” The Telegraph, April 16, 2014. Available here: McCutcheon v. FEC preview:
Week Five Jan 30: Mill, 448-466. Feb 1: Mill, 467-481. Feb 3: *Discussion* Martin Gilens and Benjamin I. Page, “Testing Theories of American Politics: Elites, Interest Groups, and Average Citizens,” Perspectives on Politics 12 (2014), 564-581 [focus on the substantive conclusions of this study]. *Paper 1 Due Sunday, Feb 5 at 5pm Part Three: Culture Week Six Feb 6: Friedrich Nietzsche, Beyond Good and Evil, “Preface,” “The Free Spirit” (1-3, 35-56) Feb 8: Nietzsche, “What is Religious,” selected “Epigrams and Interludes” (59-76) *Discussion Post #4 Due Feb 9 Feb 10: Nietzsche, “Natural History of Morals” (97-118) Week 7 Feb Nietzsche, “Our Virtues” (145-170) Feb 15: Nietzsche, “What is Noble” (201-237) *Discussion Post #5 Due Feb 16 Feb 17: **Discussion** Part Four: Mass and Elite Week 8 Feb 20: José Ortega y Gasset, Revolt of the Masses, 11-46. Feb 22: Ortega y Gasset, 47-77. *Discussion Post #6 Due Feb 23 Feb 24: **Discussion** Ortega y Gasset, 78-96.
McCutcheon v. FEC case summary: Part I: Athenian Democracy Week 2 *Monday, September 1: No class (Labor Day holiday) Reading: Aristotle’s The Constitution of Athens, Parts 42-69. The entire work is available online for free here: . Just scroll down to Part 42 and read to the end. Plato’s Apology from Five Dialogues, translated by G.M.A. Grube Plato’s Republic, Book VIII (8). The entire work is available online for free here: Wednesday, September 3: Discussion Leader: _____________________________ Part II: American Democracy Week 3 Monday, September 8: Reading: The Federalist with Letters of “Brutus,” ed. Terence Ball. Federalist Papers 1-3, 6, 9-10, 14, 17, 27, 33, 35-40, 45-51, 84. Discussion Leader: _____________________________ Wednesday, September 10: Week 4 Monday, September 15: Reading: The Federalist with Letters of “Brutus,” ed. Terence Ball. Federalist Papers 52-58, 62-64, 67-78, 80-83. Discussion Leader: _____________________________ Wednesday, September 17: Group Project #1 Due and in-class presentations Week 5 Monday, September 22: Distribute instructions for Group Project #2. Reading: The Anti-Federalist: Writings by the Opponents of the Constitution, ed. Herbert J. Storing. Introduction (pp. 1-5); Letters of the
Reading: Democracy Inc.: Managed Democracy and the Specter of Inverted Totalitarianism by Sheldon Wolin. Chapters 5-9. Discussion Leader: _____________________________ *Wednesday, November 26: No class (Thanksgiving Holiday) Week 15 Monday, December 1 Reading: Democracy Inc.: Managed Democracy and the Specter of Inverted Totalitarianism by Sheldon Wolin. Chapters 10-13. Discussion Leader: _____________________________ Wednesday, December 3 Week 16 Monday, December 8 Reading: Participation and Democratic Theory by Carole Pateman. Chapters 1-4 and 6. Discussion Leader: ____________________________ Wednesday, December 10 Final Exam Friday, December 19, 12:30-2:30pm. Group Project #4 Due. We will use this time to present and discuss our final group projects RESPONSE PAPERS/SEMINAR PRESENTATIONS: Guidelines:
at least one funeral by now. Tuesday 13 March The Eucharist How is your understanding of the Eucharist evolving? What theology of Eucharist works for you, and why? What is influencing you and changing you? CTD 6pm-8.30pm Saturday 28 April Stepney POT study day on mission shaped ministry Tbc 9.30am – 2.30 pm ( timings approx – tbc) There will also be the Bishop’s Lent Quiet Day to fit into February, but no date fixed as yet. Summer Term 8 May Preparation for Eucharistic Presidency Additional to, and not a substitute for, what you learn with your training incumbent! CTD 6pm-8.30pm 14 -16 June Rehearsal and Priesting retreat Buckden Towers Cambridgeshire Saturday 16 June Ordination Service 4pm venue tbc 11 July Summer party Irena’s house 24 Calabria Rd N5 1JA
POT Calendar for 2017-18 Autumn Term Second Year + the events in black Third Year + the events in black When and where Tuesday 5 September Planning and prioritizing CDT 6pm-8.30pm Tuesday 12 September Clergy Study Day: Your Next Move Causton Street 9am -4pm Tuesday 10 October Calling London: Diocesan Clergy Study Summit for ALL clergy Church House Westminster 9.30am-4pm Tuesday 14 November Baptism Models of Church and Ministry CTD 6pm-8.30pm 29 November Bishop Adrian’s Advent Quiet Day NB Stepney curates only: for all his clergy. Details to follow from +Adrian tbc Tuesday 12 December Exploring chaplaincy Enthusing and managing volunteers CTD 6pm-8.30pm
Species/Strain: Route of Administration: Oral – gavage Duration: Total exposure days: 28 days Dose: Group Number and sex of Dose mg/kg animals bw/day Control 10/sex (5) 0 Low-dose 10/sex 100 Mid-dose 10/sex 300 High-dose 10/sex (5) 900 Number in parenthesis indicates the number of recovery animals (14 to 15-day recovery period) Frequency of Dose: Dose regimen: 7 days per week. Vehicle: 1% carboxymethylcellulose (medium viscosity) in deionised water Statistical methods used: Statistical differences between the control and treated groups were determined along with an analysis of variance of the treated groups of the same sex compared to the control group at common time points. Statistically significant probabilities were reported as either p0.05 or p0.01. Description of method: The purpose of the study was to evaluate the toxicity potential associated with the oral administration (gavage) of the test material in Sprague-Dawley rats for a 28-day repeated dose with a 14 to 15- day recovery period. The highest dose level chosen was aimed to induce toxic effects but not death or severe suffering, with the descending sequence of dose intended to demonstrate any dosage related response and no- observed-adverse effects at the lowest dose level (NOAEL). The dosage levels were chosen based on the results of the above- mentioned oral dose-finding study. Results: Clinical signs: Clinical observations included localised alopecia on the back, limbs, neck and underside; scabbed area on back and neck; soft or liquid faeces; and urine stained abdominal fur. All these observations are considered to be incidental because they were not dosage related. Body weight: No treatment-related effects on body weight and body weight gain were noted. During the recovery period, a significant decrease (p 0.05) of approximately 7% of control values in mean body weight in males treated at 900 mg/kg bw/day was recorded on Study Day 36. The mean body weight in the control and 900 mg/kg bw/day treatment groups was 421.024.4 and 39324.4
4 APPARATUS REQUIRED 6 5 MATERIALS & CHEMICALS 7 6 THEORY 8-9 7 FOOD PRESERVATION 10 7.1 PRINCIPLES OF FOOD PRESERVATION 11 7.2 METHODS OF FOOD PRESERVATION 12 8 PROCEDURE 13 9 EFFECT OF CONCENTRATION OF SUGAR 14 10 EFFECT OF CONCENTRATION OF KHSO3 15 11 EFFECT OF TEMPERATURE 16 12 EFFECT OF TIME 17 13 RESULTS,CONCLUSIONS&SUGGESTIONS 17-18 14 BIBLIOGRAPHY 19 Objective The objective of this project is to study the effect of Potassium bisulphite as a food preservative under various conditions.
REQUEST FOR LEAVE Fellows must formally request time off for vacation, planned medical appointments and medical leave, and professional development. Requests should be discussed with and approved by your Primary Supervisor. Additionally, please send e-mail notification to the Training Director. TRAINING POLICIES AND ETHICAL AND PROFESSIONAL CONDUCT CAPS adheres to the ethical standards and practices set forth by the American Psychological Association (APA), the laws and regulations set forth by the California Board of Psychology (BOP), and University of San Francisco policies. APA ethical guidelines, BOP laws and regulations, and University policies may be found on “Jade,” the CAPS internal server.
Potato Salad Supreme Nutrition Facts Serving Size 1/6 of recipe (10.5 ounces) Servings Per Recipe 6 Amount Per Serving Calories 210 Calories from Fat 20 % Daily Value * Total Fat 2g 3% Saturated Fat 0g 0% Trans Fat 0g Cholesterol 0mg 0% Sodium 140mg 6% Total Carbohydrate 44g 15% Dietary Fiber 6g 24% Sugars 5g Protein 6g Vitamin A 70% Vitamin C 80% Calcium 8% Iron 10% * Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs. Calories: 2000 2,500 Total Fat Less than 65g 80g Saturated Fat Less than 20g 25g Cholesterol Less than 300mg 300mg Sodium Less than 2,400mg 2,400mg Total Carbohydrate 300g 375g Dietary Fiber 25g 30g 10% calories from fat Ingredients: 6 medium boiling potatoes 3 medium celery sticks 2 medium carrots 1/2 small mild onion 1/2 cup plain non-fat yogurt 2 tablespoons reduced calorie mayonnaise 1 teaspoon prepared mustard salt and pepper to taste Directions: Fill saucepan half full of water; bring to a boil. Peel potatoes (optional) and cut into 3/4-inch chunks. Add to boiling water and cook until tender (about 10 minutes). While potatoes cook, peel and chop celery, carrots, and onion. In small bowl, mix together yogurt, mayonnaise, and mustard. When potatoes are done, drain them and place them in large bowl. Add celery, carrots, and onion and stir together. Add yogurt mixture to potato mixture and mix well. Add salt and pepper to taste. Eat immediately, or cover and refrigerate to blend flavors. Variations: Substitute red or green pepper for carrots. Add 2 tablespoons chopped radishes. Yields about 6 servings Source: Sisters in Health: A Nutrition Program for Women. Division of Nutritional Sciences, Cornell University and Cornell Cooperative Extension, 1999.
Sector-Based Interviews Examples Potential Interviewees (organizations, agencies, groups, specific individuals) Interviewer(s) Faith Ministerial associations, churches, synagogues, mosques, parish nurse groups, congregational groups Legal and Financial Financial, legal and advanced care planning professionals Local Government Adult protection, city council members, city inspectors, city planners, emergency responders, human services staff, police/sheriff, public health staff, public transportation workers Residential Settings Independent living communities, assisted living residences, nursing homes Clinics Home Care Agencies Hospitals
Health Department staff AARP Transit providers Transit system manager Para-transit manager Human services transportation manager Bicycling community Bicycle/greenway planners Advocacy groups Bicycle stores Pedestrian advocates Pedestrian planners Advocacy groups Urban center representatives Minority & ethnic advocates Neighborhood groups Civic and cultural groups Religious leaders Workforce & lower income advocates Labor groups Employers Religious leaders Local HUD services Social Services Workforce Development Board representatives Medical community Transportation / facilities managers Employment manager Service providers Industrial / commercial Department of Commerce Industrial Commission Economic development specialist Industry / trade group Goods / freight movement Railroads / trucking / ports / airports Shipping industry (FedEx, UPS, USPS, etc) Industry / trade groups American Trucking Association FRA (Federal Railroad Administration) / FAA (Federal Aviation Administration) Tourism / second home owners Visitors bureau Chamber of Commerce Rental / resort industry Agri-tourism / Department of Agriculture Department of Commerce (tourism) Interest groups Special destinations
National, state and local parks and lands parks & recreation) Department of Cultural Resources Tribal / cultural centers Military BRAC Installation planners Base commanders Transportation Directorate Economic development interests Chamber of Commerce Homebuilders Association Department of Commerce Industrial Commission Agriculture / forestry USDA / US Forest Service N.C. Department of Agriculture & Consumer Services N.C. Forest Service Farmers markets Ag Extension Soil and Water Conservation District Board Farming groups Emergency services / emergency management Fire Departments / EMS Police State and local emergency management offices Infrastructure providers Utilities commission / staff / companies – water, sewer, power, gas, cable/internet, phone, cellular service, dams Local public works departments Toll road authorities Seafood industry Fishing industry Processors Intercity bus / rail Bus lines / station managers Amtrak Airports Airport manager Employee representatives Car rental / taxi service representative
Objectives Measure Quantitative Measures Reduce community GHG emissions Community-wide total GHG reduction (tonnes of C02 / Year) Reduce cost of implementation Cost per tonne of GHG reduction Increase building energy efficiency Energy intensity of existing residential buildings (kWh / occupant / year)* Energy intensity of new residential buildings (kWh / occupant / year)* Energy intensity of existing commercial buildings (kWh / sq. m / year)* Energy intensity of new commercial buildings (kWh / sq. m / year)* Reduce waste Tonnes of waste reduced Reduce high GHG transportation modes Mode split (private vehicle, transit, walking, cycling) Average trip length % of vehicles in community fueled or partly fueled using renewable energy resources Objectives Measure Qualitative Measures Make best use of public involvement in Implementation Is strategy amenable to public participation? Flexibility of Strategy Is strategy flexible in the face of changing technologies, demographics, and economics? Ease of implementation Do existing plans, policies, legislation or regulations support the strategy? Does the strategy implementation require significant City staff resources? Risk/Uncertainty of implementation Are there specific risks that could result in this strategy not being realized? Work through partnerships where possible Does local government have exclusive/shared/no influence or jurisdiction to implement strategy? If partnerships are required, do effective partnerships exist? Are potential partners readily identifiable, are they few or numerous, are they likely to be motivated to participate? Is there an opportunity to collaborate?
State Special Education Allocation State Special Education funds are provided for special education services to children ages 3 - 21 - Val Arnold, OSPI Special Education Office. State Transitional Bilingual Program TBIP funds cannot be used for pre-kindergarten students. The program is for K-12 students. - Helen Malagon, OSPI Director of Migrant & Bilingual Services. Student Transportation The state will fund students who need special transportation to a district operated Head Start, district operated Early Childhood Education Assistance Program, or other district operated early education program. Allan Jones, OSPI Student Transportation Director, Basic Education Allocation Districts may use non-categorical state basic education funding to support preschools authorized under RCW 28A.215.010. - Bob Butts, Assistant Supt of Early Learning, OSPI. Local Funding Sources Parent Tuition School districts may “fix a reasonable charge for the care and instruction of children” in preschools. (RCW 28A.215.010) - Bob Butts, Assistant Supt of Early Learning, OSPI. Local Maintenance and Operating Levies Districts may use M&O funds to operate preschools authorized under RCW 28A.215.010. - Bob Butts, Assistant Supt of Early Learning, OSPI. Local Organizations/Businesses Kiwanis, Rotary, Lions, Girl Scouts, Boy Scouts, United Way, etc. Child Care Aware Provides professional development for early learning providers and information regarding childcare providers within school districts - Child Care Aware website: wa.childcareaware.org
The Washington State Legislature has not yet approved state operating and capital budgets for the 2015–17 biennium, which begins July 1. If the Legislature does not enact budgets by June 30, state agencies will have to implement full or partial shutdowns. While we still expect the budgets to be approved by June 30, the Division of Child Support has been working with the state Office of Financial Management to develop contingency plans. . In the unlikely event that a shutdown is necessary, we will have to suspend all services except those required to fulfill our federal obligation to transmit withholding notices and disburse collected funds within two business days until the 2015–17 budgets are enacted.
Segment of Target Population: ______________________________________________________ Potential Partner Organization Organization Representative Potential Role in Partnership Potential Contribution to Partnership Message to Engage Partner Method of Communicating Message Person Delivering Message School Principal Dan Care Team Member Advisory Taskforce Referrals Care plan development Improve low attendance Decrease behavior issues Improve low test scores Reduce teacher stress/burnout PTSA Mtg Email Phone School Board Mtg Janice
Health & Safety Health & Safety Advisor Health and Safety Awareness Health & Wellbeing Workshop Day 2 OPA Operational Training Instructor(s) Operational Training Tour of drill yard Smoke Tent Tour of M999 / vehicle extraction Observe operational training Incident Command Suit Incident Command Suite Training Coordinator Tour of the Incident Command Suite Observe & take part in command suite scenario situations Day 3 Winsford Fire Station Watch - Winsford Fire Station Day in the life of a Firefighter Tour of the pump Trip in a Fire Appliance ISAR Team ISAR Team Member(s) Insight in to role of the ISAR team, including presentation from the Bosnia floods operation and Nepal earthquake. Communication / confined space exercise
following publication of the Official Journal and apply 6 months later. chlorpyrifos, chlorpyrifos-methyl triclopyr. To be discussed/possibly voted at the September 2017 Standing Committee Sante 10304/2017 Proposal includes MRLs reviewed under Article 12 of Regulation 396/2005. Enters in to force 20 days following publication of the Official Journal and shall apply 6 months later. 2-phenylphenol bensulfuron-methyl dimethachlor lufenuron To be discussed/possibly voted at the September 2017 Standing Committee Sante 10094/2016 Proposal includes MRLs reviewed under Article 12 of Regulation 396/2005. Enters in to force 20 days following publication of the Official Journal and shall apply 6 months later. Contact: Russell Wedgbury: e-mail A list of published Commission Regulations is available on our . Further Information
Presentation What it May Look Like Possible Reasons Initial Approaches Overly Compliant/Passive Eagerly and indiscriminately complies with your suggestions Appears to place all responsibility for decision making, execution and outcome on to you/others “Whatever you say”, “You’re the boss” Depression or other psychiatric condition Fear of failure, sometimes based on past experiences Passive aggressive Low self-esteem Genuine appreciation and desire to not “be a bother” Work to build confidence and self-efficacy Encourage the Veteran to take the lead in decision making and accomplishing tasks Give clients simple and reasonable tasks to complete Offering choice wherever possible and give space/time to make their choice Affirm their own contributions to outcomes Encourage them do the things they can reasonably accomplish on their own Resist the urge to take over a task if they are unsuccessful or don’t complete it the first time Fearful/Distrustful Avoidant behaviors such as missing appointments or not returning calls Veteran may be guarded in providing even basic information Veteran may decline assistance despite obvious need Psychiatric or SUD disorders, including Axis II disorders Past negative experiences Defense mechanisms such as projection or displacement Trauma Fear of legal consequences such as incarceration, parole/probation violations, or involuntary hospitalization Cultural factors/not comfortable asking for or accepting help Consider briefer yet more frequent visits Allow for extended time to build rapport Be flexible with missed appointments Provide deliverable outcomes Allow the Veteran to guide the pace of assessment, explore gently and don’t push too hard for answers if Veteran is presenting as guarded
trends for UK mammals using BBS mammal data: 1995-2005 update. BTO Research Report No: 462 Page 50 Potential ecological consequences of a badger removal operation in the IAPA Welsh Assembly Government Ecological Impact Assessment (EcIA) December 2009 Defra (2002). Countryside and Rights of Way Act 2000 Section 74: List of Habitats and Species of Principal Importance for the Conservation of Biological Diversity in England. Defra (2007) The Ecological Consequences of Removing Badgers from an Ecosystem. Research project final report. http://randd.defra.gov.uk/Document.aspx?Document=ZF0531_6288_FRP.doc Donadio, E. & Buskirk, S. W. (2006) Diet, morphology, and interspecific killing in Carnivora. American Naturalist 167, 524-536. Doncaster, C.P. (1992) Testing the role of intraguild predation in regulating hedgehog populations. Proceedings of the Royal Society of London B, 249, 113- 117. Doncaster, C.P. (1994) Factors regulating local variations in abundance: field tests on hedgehogs. Oikos, 69, 182-192. Errington, P.L. (1946) Predation and vertebrate populations. Quarterly Review of Biology, 21, 144–177. EU Council Directive (79/409/EEC), on the conservation of wild birds. EU Council Directive (92/43/EEC), on the conservation of natural habitats and of wild fauna and flora. Gibbons, D.W., Reid, J.B. & Chapman, R.A. (1993) The New Atlas of Breeding Birds in Britain and Ireland: 1988-1991. London: Poyser. Hailey, A. & Goutner, V. (2002). Changes in the Alyki Kitrous wetland in northern Greece: 1990- 1999, and future prospects. Biodiversity and Conservation, 11:
Neagh. A change in private ownership of the bed and soil of Lough Neagh would not affect these arrangements. 5.1.3 There have been some suggestions that the owners of the bed and soil of Lough Neagh, could charge for “storing” that water. The Working Group has confirmed, however, that natural water bodies/flowing water cannot be “stored” in this manner and any attempt to mount such a case would not be successful. In terms of NI Water infrastructure to abstract from or discharge to the Lough, the Company already owns the necessary lands and rights. 5.2 Commercial & Recreational Activities on the Lough 5.2.1 Lough Neagh has the largest commercial wild eel fishery in Europe, exporting some 650 tonnes of produce per year to outlets in the UK, Holland and Germany. Eel fishing has been a major industry in Lough Neagh for centuries. Today Lough Neagh eel fisheries export their eels to restaurants all over the world and Lough Neagh Eel has been granted Protected Geographical Status under European Union Law. The eel fishing rights along the river now belong to the Lough Neagh Fishermen’s Co-operative Society Limited as far downstream as The Cutts and, in the estuary, they belong to The Honorable Irish Society. Eels are a very important commercial resource in Lough Neagh and Lower Bann system, generating an estimated annual income of £4million. It is estimated that some 300 families earn and depend on income from the fishery. The number of young eels returning from the sea to the Lough has declined significantly since 1980. The Lough Neagh Fishermen’s Co-operative Society Ltd has supplemented natural recruitment since 1984 by the purchase of young eels and, in recent years, this has been part funded by DCAL and the European Fisheries Fund (EFF). There is an Eel Management Plan applicable to the Lough Neagh eel fishery under European Eel Regulations, which requires proactive management measures to tackle the decline in eel numbers and meet specific conservation objectives. (Commercial eel fishing in Lough Erne has recently halted under the EC regulations).
Additional requirements for Community infrastructure PO3 Development for Community infrastructure: (a) is not at risk from the landslide hazards; (b) will function without impediment from a landslide; (c) provides access to the infrastructure without impediment from the effects of a landslide; (d) does not contribute to elevated risk of landslide to adjoining properties. AO3.1 Development is designed in accordance with the recommendations of a site specific geotechnical assessment which makes reference to the Community infrastructure and its needs and function. Note – A site specific geotechnical assessment will detail requirements that will address the Acceptable Outcomes of this Performance Outcome. Planning scheme policy – Natural hazards provides guidance on preparing a site specific geotechnical assessment.
Potential Patient/Family Advisory Board Agenda Topics Storytelling – share stories of good and bad experiences with the health system, relationship with primary care Waiting room set up/aesthetics Perform a clinic walk through – tour the clinic from check in to check out, soliciting patient feedback along the way Magic wand exercise – ask the audience if they had a magic wand what they would change about… the clinic, healthcare, the hospital, etc. Norms, Delights, Surprises – Brainstorm what features are found at each of these levels as they apply to a clinic. Norms are the status quo (as an example, for a hotel, this may include a clean room and a door with a lock). Delights are higher end features commonly found (in the hotel example this could be a heated outdoor pool, free wi-fi, etc). Surprises are pleasurable features that are beyond status quo (if the hotel draws a bath for you knowing you had mentioned wanting one when you returned after your workday). In talking in the general sense, the clinic leadership can reflect on where they are failing to meet or where they are surpassing patients’ expectations Quality improvement bootcamps – brief learning sessions at the patient level on QI itself (what is a PCMH? How do you do QI? What are the pros/cons of an EMR?) Disease-related mini learning sessions – If your clinic does QI work on disease-specific projects (e.g. increasing the compliance with HbA1c checks), offer a 30 to 60 min patient level education session on diabetes Vetting of language on patient handouts Creating the powerpoint stream for a TV in the waiting room Feedback on QI projects – make sure to solicit feedback early, while the project is still malleable! Brainstorming of QI projects – consider allowing the PFAC to brainstorm their own QI projects or having them choose from a list of projects the staff/providers are interested in but have not yet begun work on
Contact James O’Connell – Company Secretary Phone: (08) 8942 5798 Email: Location Approx 260 kms east of Darwin Description Proposed underground development with ore processed at existing facilities. Exploration Decline completed Q4 2014 and PFS completed Q1 2015. On 11 June 2015, ERA announced that the Ranger 3 Deeps project will not proceed to Final Feasibility Study in the current operational environment. Project economics require operation beyond the current Ranger Authority (Jan 2021). Product Uranium (U3O8) Resource Estimated 19.58 Mt @ 0.224% U3O8 equating to 43,858 t of uranium oxide. Mine Life Requires extension beyond January 2021 Approvals Environmental – Draft EIS submitted Mining – subject to enviro approvals Proposed Schedule Construction – TBA Production – TBA Jobs Construction – 100-150 Production – TBA Capex Includes $120M for exploration decline and $57M for PFS Mine Name WINCHESTER Company Korab Resources Limited Contact Andrej Karpinski – Executive Chairman Phone: (08) 9474 6166 Email: Location Approx 70 kms south of Darwin and 2 kms east of Batchelor. Description Potential open pit mining operation with on-site processing through simple crushing, screening and sorting. Ore will be trucked to Darwin port for export. Results of the Feasibility Study released in January 2015 and updated in March 2018. Product Magnesite (Magnesium Carbonate) DSO rock Resource 16.6 Mt @ 43.2% MgO Mine Life Pre-Feasibility Study (PFS) based on up to 12 years at variable mining rates. Current Mine Plan based on 300,000tpa for 10 yrs or 600,000 tpa for 5 yrs. Approvals Development proposals to be submitted in Q1 2019. Proposed Schedule Construction – 2019 Production – 2019/20 Jobs Construction – TBA Production – Up to 36 Capex $2.5M (from Pre-Feasibility Study). Mine Name ROPER VALLEY IRON ORE Company Northern Territory Iron Ore Pty Ltd Contact Bill Mackenzie – Managing Director Phone: To Be Advised Email: Location 420 kms south-east of Darwin and 150 kms east of Mataranka. Description Conventional open pit mining from Deposits C, W and X. On-site processing will involve conventional crushing and screening, to produce 2-6 Mtpa of saleable iron ore. Ore will be transported by public roads to a purpose built Barge Loading Facility
What is the force that acts upon a rollercoaster after it reaches the top of the hill? Kinetic energy Mass Potential energy Gravity At which position does the rollercoaster have the greatest potential energy? At the top of the hill Halfway down the hill Towards the bottom of the hill At the top of a smaller hill. ©KeslerScience.com ©KeslerScience.com Safe Moving Stored Another word for kinetic energy could be energy. Using the diagram on the reading, at which point would the cars be losing potential energy and gaining kinetic? At the top of the hill Halfway down the hill At the bottom of the hill Potential D. Going up the second hill
Study Jams: URL is case-sensitive Click Play on the video. Answer questions from cards #2-4 on your lab sheet. Study Jams What is energy? What is the difference between potential and kinetic energy? After watching the video describe a situation where an object would have potential energy transformed into kinetic energy?
Go to Press PLAY to watch the rollercoaster go through the track. Press STEP to see the rollercoaster stop at each 1. On your lab sheet describe what is happening to the energy along each of the 6 steps of the rollercoaster. different stage. ©KeslerScience.com
B. Z C. W D. X 29. When a match is lit, _______ energy is transformed into light and heat energy. A. chemical B. elastic C. gravitational D. electrical 30. Which type of energy depends on the distance between two particles and the charge of each particle? A. electrical potential energy B. gravitational potential energy C. chemical potential energy D. kinetic energy
TOPs/BAs adjust existing generation (or bring on expensive alternate generation) to get under an SOL that may be ultra-conservative and may not be reflective of actual system conditions. TOP and RC monitor for pre- and post-Contingency exceedance of Facility Ratings, buts voltage limits, and actual exceedance of stability limits. Action taken only when actual system conditions indicate a need for action. New Paradigm Solutions The proposed alternate paradigm was designed to take into account all existing and proposed NERC Standards, as well as the maturation of operational practices over the years. It acknowledges that tools have and will continue to change that allow TOPs to ensure reliability in more effective and efficient ways. In Phase II the team evaluated how the proposed alternative paradigm addressed the issues identified during the Phase I effort. It was determined that the proposed alternate paradigm addresses many of the issues that were identified with the current paradigm. In Phase III the team developed recommended solutions to address the identified issues. TTC-Calculation Currently the TTC for a path is generally calculated by the Path Operator. Under the new paradigm the Path Operator role is eliminated but the need for TOPs to calculate path TTC still remains. The calculation of Path TTC can be performed by a TOP (or designate) with the knowledge and ability to perform assessments, or it may be performed by a separate entity per appropriate agreements. Under the proposed Paradigm, TTCs are not real-time operating parameters; rather, SOLs are real-time operating parameters. That being said, the POTF recommendation does not preclude TOPs from using Path TTC for situational awareness, or even as a trigger point for operator action as part of an Operating Plan. Ensuring Acceptable System Performance Today, Path SOLs exist primarily to ensure acceptable pre- and post-Contingency system performance for the elements of the Path or elements impacted by Path flow. The RC SOL Methodology already requires acceptable pre- and post-Contingency performance for all elements of the BES, not just for WECC Paths. Moving away from the Path SOL paradigm allows TOPs the flexibility to achieve acceptable system performance by other more efficient means. Under the proposed paradigm, it is acceptable to determine stability limitations through offline studies and to use those stability limits in real-time operations. As with any other
activities for up to four years in advance? Has your authority considered the guidance provided in the ADEPT report Potholes and Repair Techniques for Local Highways and adopted as appropriate to your local circumstances? Yes No OCC in partnership with Skanska look to ensure that the findings of the ADEPT review are, where possible, followed and adopted. The partnership work closely to ensure that the right techniques and materials are used in the relevant conditions to provide a good, resilient and cost effective solution. These techniques range from standard hot material permanent repairs, propriety cold lay materials in specific circumstances to innovative high volume repair solutions where circumstances allow. To ensure that ‘Right first time delivery’ can be achieved Skanska provide robust training of all of their staff and sub-contractors which has built in a pride in patch ethos that drives quality performance and delivery. This approach closely aligns with the recommendations of the ADEPT review. As a partnership OCC and Skanska carry out joint audits of the workmanship, adopting a ‘cradle to grave’ approach which explores the quality and consistency of all stages of the defect repair process. This helps identify any areas that fall below the expected standards and allows the introduction of effective action plans to resolve any issues and drives a culture of continuous improvement. Has your authority developed a detailed highway inspection manual and have put appropriate training in place for your Highway Inspectors? Yes No The Inspectors are trained and in possession of current certification that confirms they have been trained and reach the required standards. The training of the inspectors is delivered by the Skills Training Centre. As part of the training inspectors are given a copy of the Council’s “The Little Book Of Highway Defects” (link provided at Question H below). This book is issued to highways staff, operatives and councillors and is available to the public via a web link. It explains OCC’s approach to defect management;. A number of other local authorities have requested copies of the book as an example of best practice. Does your authority Yes The highways partnership between OCC and
53869 Fairfax Volunteer Fire Department 53914 U.S.-Ukraine Foundation 54053 New Futures 54086 Washington Performing Arts Society 54091 Girl Scouts of Virginia Skyline Council, Inc. 54097 New Horizons Supported Services, Inc. 54112 Parent-Child Home Program, The 54161 Sisters4Sisters, Inc. 54276 Robert F. Kennedy Center for Justice and Human Rights 54316 Cystic Fibrosis Foundation, Virginia Chapter 54390 Chelsea School, The 54412 Association for Marine Exploration 54430 Lutheran Volunteer Corps 54437 Support Our Troops®, Inc. - Virginia Chapter 54522 Children’s Charitable Alliance 54529 Down Syndrome Association of Northern Virginia (DSANV), The 54537 Rappahannock Goodwill Industries, Inc. 54585 American Friends of Chaiyanu 54726 Federal Law Enforcement Officers Foundation 54732 Soles4Souls Inc 54757 CSI Ministries, Inc. 54775 Washington District of Columbia Jewish Community Center, Inc. 54784 HomeAid Northern Virginia 54808 Bikes Belong Foundation 54815 American Friends of Beit Hatfutsot 54823 Montgomery County Humane Society, Inc. 54876 Alliance for the Chesapeake Bay, Inc. 54977 National Brain Tumor Society 55027 Latin American Youth Center, Inc. 55058 Keep A Child Alive 55082 Gift of Life Bone Marrow Foundation 55090 Jubilee USA Network 55130 Landmines, International Campaign to Ban 55154 Institute of Grace 55284 Persecuted Christians Care Fund 55337 Vision Africa 55369 Brain Injury Services 55407 National Hand Dance Association 55419 Corazón, Inc. 55422 Identity, Inc.