zilongwang/ReadingBank huggingface dataset:
Guest or any third party that arise in relation to a Serviced Apartment, in any way in relation to the Reservation or the Clients or Guest’s or any third party’s use of the Serviced Apartment except to the extent that the loss or liability occurs due to the Agent’s negligence. 12 INSURANCE 12.1 The Property Partner shall as a minimum maintain the following insurance policy during the term of this Agreement with a reputable insurance company: Public liability insurance, to a minimum of £5 million (or equivalent), to cover injury and damage to third parties on their premises. The responsibility of insuring contents and building lies with the Property Partner. In both cases the insurer must be notified by the Property Partner that the premises will be let. [INSERT DETAILS OF INSURANCE POLICY REQUIRED] 12.2 The Property Partner will, on the Agent’s request, supply the Agent with evidence of such valid insurance cover. 13 DURATION AND TERMINATION This Agreement shall remain in force unless and until terminated by one party giving the other not less than [INSERT NUMBER] days prior written notice. 13.1 If the Property Partner terminates this Agreement, then such termination by the Property Partner will not affect any Reservations made prior to termination and the Property Partner shall, despite such termination, provide the Serviced Apartments in respect of all such Reservations in accordance with this Agreement providing that payment has been made for the Reservation. 13.2 The Agent shall be entitled to immediately terminate this Agreement and cease acting as an agent for the Property Partner at any time however the Agent shall only be entitled to terminate or cancel a Reservation made by written notice to the Property Partner if the Property Partner breaches any of the provisions of this Agreement and in such circumstances the Property Partner shall refund all Serviced Apartment Rates paid in relation to such Reservation. Any other cancellation of a Reservation shall be dealt with in accordance with the Property Partner’s Terms of Stay or as otherwise agreed between the parties. 13.3 The termination of this Agreement shall be without prejudice to any other right or remedy of either party in respect of the breach concerned (if any) or any other breach. Commission claim clauses post-termination for agents operating a commission claim model. Agents that deduct commission at source should delete these clauses.
Insert any marketing text here Images to be 4.55cm in width. Product name Body text is Calibri 11pt. Price from: Code: Bonus offer: Recommended services: Body text is Calibri 11pt. Images to be 4.55cm in width. Product name Body text is Calibri 11pt. Price from: Code: Bonus offer: Recommended services: Body text is Calibri 11pt. Images to be 4.55cm in width. Product name Body text is Calibri 11pt. Price from: Code: Bonus offer: Recommended services: Body text is Calibri 11pt. Product name Price from:
Recommended Reading by R. Henry Migliore (Please note: all above titles and authors are included in this list.) Book Author A Letter to America Boren A Manager’s Guide to the Millennium Ken Jatejaka and Richard J. Dunsing A Noble Calling David Whitlock and Gordon Dutile, Eds. A Treasury of and Wisdom Frederick K. Slicker AT the Hang-up Ted Owens Bet on Cowboys Not Horses Brooks Mitchell Crackerjack Positioning Ron Reynolds, Jr. Don’t Look Now, Your Character Is Showing Travis Jones and Paul Smith Exploring Spirituality: Going Deep in Life and Leadership Ian Percy FDA-DEA; Blessed So Help Me God Gary L. Gibson Flight of the Buffalo Belasco Stager Frontline Teamwork Louis W. Joy III and Jo A. Joy Game Plan for Life Joe Getting Over the Four Hurdles of Life Dale Brown Half Time; Moving From Success to Significance Bob Buford How to Soar Like an Eagle in World of Turkeys Robert Stevenson
Book Title Author How to Win Customers and Keep Them for Life Michael Le Jabes Thomas Lemming Joy at Work: A Revolutionary Approach to Fun on the Job Dennis W. Bakke Market Analysis: Assessing Your Business Opportunities Stevens, Sherwood, and Dunn Nearing Home Billy Graham Never Too Late Michael Cardone, Sr. No Mountain High Enough: Raising Raising Me Linda Armstrong Kelly Nuts: Southwest Airlines Crazy Recipe for Business and Personal Success Freiberg and Freiberg Once Upon A Time When We Were Colored Clifton L. Taulbert Sam Walton: Made in America Sam Walton Seeking God’s Heart: A Devotional Journey Through the Psalms K. Frederick Slicker Seeking Your Purpose, Running the Race, Finishing Strong Tern Owens “Shula’s Victory Secrets” excerpts from Everyone’s a Coach Don Shula and Ken Blanchard Success and Beyond: 50 Keys Dr. Eugene L. Swearingen Success and Beyond; 50 Keys Eugene Swearingen Success Is a Choice Rick Pitino Success Secrets of Super Achievers Jim Stovall Thank God It’s Monday Patrick Klingaman
VRO-RS2016/C APPENDIX C TO RECOGNISED STUDENT APPLICATION FORM RS2015 ENGLISH LANGUAGE REQUIREMENTS – UNIVERSITY MINIMUM REQUIREMENTS This table gives an indication of the equivalence of English language proficiency tests: Test type Standard score Additional requirement Higher score Additional requirement IELTS 7.0 Minimum 6.5 per component 7.5 Minimum 7.0 per component TOEFL ibt 100 Minimum component scores: Listening – 22 Reading – 24 Speaking – 25 Writing – 24 110 Minimum component scores: Listening – 22 Reading – 24 Speaking – 25 Writing – 24 Cambridge English Advanced (CAE) & Proficiency (CPE) 185 Minimum 176 per component 191 Minimum 185 per component
I Standard margins on this page, and on all text pages, are 1.4” left, 1.15” right, 1.25” top and bottom. Margins must be a minimum of 1” on all sides and consistent throughout the document. If binding, a margin of 1.4” is recommended. The page number (Arabic) 1 is in the bottom center of the page. Number every page of the thesis in sequence through to the end of the document (references or appendix). If the thesis is written using the chapter method, the major heading consists of the chapter designation (CHAPTER I) and the title. Both are centered, in all capital letters. Number chapters using Roman numerals. Use one or two double spaces between chapter designation and chapter title. If the chapter title is longer than one line, use spacing of text between the lines of the title (double space). Use same font size as other major headings (and bold if other major headings are bold). Be consistent with spacing between chapter title and text for all chapters (one or two double spaces). The following page has an example of the section method. Please choose either style, and delete the other option.
Gone by Michael Grant Rebecca by Daphne du Maurier Skulduggery Pleasant by Derek Landy A Clockwork Orange by Anthony Burgess Transport you Harry Potter series by JK Rowling The Lord of the Rings by JRR Tolkien Percy Jackson series by Rick Riordan Life of Pi by Yann Martel Northern Lights by Philip Pullman The Great Gatsby by F Scott Fitzgerald
Practical English Challenges Reading Entry Level 1 Practical English Challenges Reading Entry Level 2 £39.95 £39.95 Trugs 1 (& 2, if affordable) £71.99 Upper Case Wooden Letters £14.34 Sandpaper letters (lower case) £11.94 King Street Readers Set One (set of 10) with Exercises £60.00 Sample readers e.g. ‘The Lift’ (£4) plus ‘The Lift Exercises’ (£4.50) £8.50 Play on Words Book Volume 2 £19.95 + VAT (3.99) £23.94 Filling in Forms – Photocopy Master (PDF) £18.00 Phonics Resources for Older Learners by Frances Woodward Phonics Stories for Older Learners £45.00 £25.00 A Cloze Thing – work book by Brown & Brown £4.00 Social Sight Words - 56 cue words on cards or magnets – or make your own. £11.94 Days Months Seasons – 46 cards (or magnets) for sight recognition & sequencing in both upper and lower case – or make your own. £9.95 Magnetic board to use with magnetic activities £7.14 Dolch 1st 100 words & Dolch 2nd 100 words 2 sets of 100 professionally produced magnets (or cards) for learning Dolch words to help reading fluency and speed – or make your own. £11.94 each
How does your organisation assess its own performance? Details of Any Third Party Approval, Validation or Licensing Submitted by: ________________________________ (PLEASE NAME) On Behalf of: ________________________________ Signed: ____________________________________ Date: __________________
Pink soft ballet shoes in satin, canvas or leather, with pink elastic. Grade 3 Male Female Leotard Short sleeved or sleeveless white PCL leotard (or well fitting white T-shirt if leotard felt be be unsuitable). Navy PCL or Lycra stirrup tights. Leotard Sleeveless or short-sleeved, scooped neck PCL leotard in pale pink, pale blue, red mulberry, fuchsia, navy, lavender, burgundy or dark green with matching elasticized belt; Mondor style , , , #3545, #3546. Click on the style # to view. Shoes White ballet shoes in canvas or leather with white elastic; short white socks. Not applicable.
Candidates may perform the Free Movement exercises and study in either ballet shoes or bare feet. Notes NEW in 2013! Please to view both the Male and Female Uniform requirements, commencing 1 January 2013. Tights/Socks Pink nylon tights; Mondor style , , , and , or pink ankle socks; Mondor style Click on the style # to view. Pink soft ballet shoes in satin, canvas or leather, with pink elastic or pink ribbons. Candidates may perform the Free Movement exercises and study in either ballet shoes or bare feet. Grade 4 Male Female Leotard Short sleeved or sleeveless white PCL leotard (or well fitting white T-shirt if leotard felt be be unsuitable). Navy PCL or Lycra stirrup tights. Leotard Sleeveless or short-sleeved, scooped neck leotard (any matt effect fabric in pale pink, pale blue, red, mulberry, fuchsia, navy, lavender, burgundy or dark green with matching elasticized belt; Mondor style , , #3545, #3546. Click on the style # to view. Shoes White ballet shoes in canvas or leather with white elastic; Skirt Not applicable.
Hutton CE Primary School Model Complaints Procedure for Maintained Schools Based on Best Practice Advice for School Complaints Procedures 2016: Version Control Issue No. Author/Owner Date Written Date Approved by Governors Review Date* 1 Luci Amos November 2016 2/12/16 December 2017 *Review is recommended every 2 – 3 years
“The recommendations provided in this report do not constitute a Commercial Item Determination (CID). DCMA’s evaluation is limited to whether the proposed item(s) meet the FAR 2.101 definition of a commercial item. This information is provided to assist the contracting officer in making a Commercial Item Determination (CID). Please see Section GOVERNMENT COMMERCIALITY RECOMMENDATION of this report provides additional information on the commerciality recommendation.” Fair and Reasonable Review: P/N DESCRIPTION CONTRACTOR PROPOSED DCMA RECOMMENDED DIFFERENCE (CONTRACTOR PROPOSED – DCMA RECOMMENDED) TOTAL PRICE If pricing support was performed, include the following statement: “The price recommendations provided herein form an adequate basis for negotiation of a fair and reasonable price. The FAIR AND REASONABLE PRICE RECOMMENDATION section this report addresses the above recommendation in more detail.” Summary of potential identified during the review. Please see the applicable section of this report for additional detail. CONTRACTOR BUSINESS SYSTEMS This section should contain: Describe the impact (risk) of any estimating and/or purchasing system deficiencies or actions taken to mitigate the risk on the proposal evaluation. STATEMENT OF ADEQUACY OF CONTRACTOR’S SUBMISSION This section should contain the following information: Narrative summary of contractor’s commerciality assertion (FAR 2.101) including a summary of contractor’s basis of commerciality and supporting rationale The contractor’s submission sufficiency review must include an explicit statement on the information received for an analysis such as “The proposal and/or information received was adequate to support a recommended position for negotiation on the proposal elements analyzed.” SUMMARY OF GOVERNMENT TECHNICAL EVALUATION
1 The learner will know about prejudice and discrimination within society The learner must know: Assessment Requirements Evidence Location 1.a Minimum of three diverse groups of people in a community Learners should identify a minimum of three diverse groups of people in a community 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. 1.b An example of a vulnerable group within society Learners should give an example of a vulnerable group within society 1.c The possible prejudices and/or discriminations that individuals may encounter because of a lack of tolerance Learners should identify the possible prejudices and/or discriminations that individuals may encounter because of a lack of tolerance 1.d Tolerance within a community setting Learners should give an example of lack of tolerance within a community setting 1.e Threatening behaviour within a community setting Learners should give an example of threatening behaviour within a community setting
2.g A criminal law that may be broken as a result of a Knife Crime Learners should identify one criminal law that may be broken as a result of a Knife Crime 3 The learner will know about the effect Knife Crime has upon people The learner must know: Assessment Requirements Evidence Location
3.a Long-term effects that Knife Crime may have on: (a) victims (b) perpetrators (c) their families or friends or witnesses of the crime Learners should identify long-term effects that Crime may have on: (a) victims (b) perpetrators (c) their families or friends or witnesses of the crime 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. 3.b An appropriate action to take if Knife Crime is experienced and/or witnessed Learners should state an appropriate action to take if Knife Crime is experienced and/or witnessed 3.c A minimum of six pieces of information that should be given when reporting a Knife Crime Learners should outline a minimum of six pieces of information that should be given when reporting a Knife Crime 4 The learner will know where to access information and help relating to Knife Crime The learner must know: Assessment Requirements Evidence Location
It is important to note that the tool does not guarantee against acute changes or future exacerbations of chronic illness. Risk assessment and scales for assessing and managing escalating behaviours and levels of danger Description The module on Identifying and Managing Seclusion and Restraint Risk Factors A Core Strategy: A Primary Prevention Tool used by the Victorian Creating Safety Program provides a discussion of individual, environmental and medical factors risk factors relevant to the task of managing the potential for adverse events arising from an of distress and aggression. Environmental triggers identified include frustration and anger precipitated by the enforcement of hospital policies, a sense of unfair treatment and intervention, and long wait times or problems in the health care system. The tool presented, the Lalemond Behaviour Scale, provides staff with a common language in which five levels of behaviour are identified on a continuum from the lowest to the highest level of concern. The Scale provides a structure that encourages clinical judgement in conjunction with a standardised checklist of observations. It also provides a way for staff to hear the second level messages of patients. The five levels and their associated messages are: agitated (I’m distressed); disruptive (pay attention or listen); destructive (losing control; dangerous – lost control); and lethal (stop me). Source National Executive Training Institute, 2005127 Risk assessment and scales for assessing and managing escalating behaviours and levels of danger Relevance Provides clinicians with a tool to guide them in matching the appropriate responses to the presenting behaviour. The tool also assists clinicians to identify and then focus on alleviating underlying distress. The tool promotes communication and rapport building at the earlier levels rather than later when exertion of control and authority might be indicated. The emphasis is also on a team approach to assessment, clinical decision making and care management.
Title Recognising and responding to maltreatment experienced by disabled children Workshop leaders Professor Julie Taylor, University of Birmingham Dr. Chris Jones, University of Strathclyde Venue: Glasgow Times: 28th September. Registration from 10.00. Workshop from10.30 am- 4.00pm Aims: To provide an interactive ‘deep dive’ workshop that explores the risks, consequences and experiences of disabled children who have been abused and neglected; and to explore how we can best facilitate pathways to safe disclosure. Objectives: To critically analyse the reasons why disabled children may be abused To synthesise recent research on disabled children and the child protection system To engage in a critical discourse about disclosure of abuse for disabled children To construct imaginative alternate care pathways for disabled children that could prevent abuse and neglect Provisional Programme for the day: The speakers will draw on their own recent research on disabled children and child protection including studies in Scotland, the UK and sub-Saharan Africa. The programme will be interactive and include evidence-based presentations, videos, discursive participant exercises, and the opportunity to test a new model of disclosure of abuse of disabled children. Participants should be aware that some material may be sensitive. Risks, experiences and consequences 10.30 Concepts, theories and evidence on maltreatment of disabled children Study 1 synopsis (A cause for concern) Study 2 synopsis (Talking about child protection) 11.15 Understanding the impact of impairment on Experiences and consequences of abuse 3 synopsis (Children with albinism)
Welcome to Country and Acknowledgement of Country to ensure there is shared meaning Indigenous Employee Network, Human Resources July yearly Invite a Traditional to provide a Welcome to Country at least one significant event, including our NAIDOC week event. By December 2017 Include an Acknowledgement of Country at the commencement of all important internal and external meetings. By December 2017 Encourage Acknowledgements of Country at meetings by developing and distributing Acknowledgement of Country cards to be attached to staff security passes for reference at meetings. 2.3 Provide opportunities for Aboriginal and Torres Strait Islander staff to engage with their culture and communities by celebrating NAIDOC Week Lead: Assistant Director, Performance and Wellbeing, Human Resources Supported by: Indigenous Employee Network and the Diversity Council March yearly Review human resources policies and procedures to ensure there are no barriers to staff participating in NAIDOC Week. NAIDOC Week yearly Enable Aboriginal and Torres Strait Islander staff to participate with their cultures and communities during NAIDOC Week. NAIDOC Week yearly Provide opportunities for all staff to participate in NAIDOC Week activities, including the NAIDOC Week Ball. 2.4 Recognise and acknowledge Aboriginal and Torres Strait Islander staff achievements in the Department Lead: Indigenous Champion Supported by: Indigenous Employee Network, Human Resources, Diversity Council By December 2018 Develop awards framework for ongoing NAIDOC awards ceremonies. NAIDOC Week yearly Host awards and publish news articles, case studies and testimonies.
crumbles like bread is actually Jesus. Because of this change in substance, it is proper to offer the Eucharist worship. The effects of receiving the Eucharist are: An increased and deepened with Jesus Forgiveness of venial (lesser) sins A strengthening to avoid future mortal (serious) sins A reinforced union with all other believers, who are the Church A preparation of the body for bodily resurrection The Church encourages the faithful to receive the Eucharist every time they attend Mass. Strictly speaking, receiving the Eucharist is only “required” at least once a year. Anyone aware of having committed mortal sin must go to sacramental confession before receiving Jesus in the Eucharist. Out of respect and reverence for Jesus in the Eucharist, there are several small ways to prepare for Mass. The Church proscribes a one-hour fast (this includes gum and coffee) before receiving the Eucharist as a way to remind ourselves that we are about to receive the Son of God. Another way to keep in mind the importance of the Eucharist is to wear respectful clothing to church. ____________________________________________________ V. Child’s Preparation for First Communion A. Formal Preparation All Second students will discuss the meaning of the Eucharist in their classroom sessions. They will also practice how to receive the Eucharist as well as all the music for their First Communion Mass. There are two additional parts of the parish’s formal preparation for First Communion: First Communion Retreat
Relationships The Department’s unique role in protecting Australia’s environment and heritage means we can build strong relationships between Aboriginal and Torres Strait Islander peoples and other Australians. We value this role and will nurture and enrich these relationships by actively engaging Aboriginal and Torres Strait Islander peoples and openly translating good intent into actions. This will allow meaningful and appropriate connections whilst maximising reconciliation outcomes from our activities. Action Target Timeline Responsibility Reconciliation Action Plan Committee actively monitors the plan's development and implementation Oversee the development, endorsement and launch of the plan. Ensure there are Aboriginal and Torres Strait Islander people on the committee. Meet at least three times per year to monitor and report on the plan's implementation. Appoint an internal Indigenous Champion from the Executive Board. Update Terms of Reference for the committee. February, June and October annually Department of the Environment and Energy’s Indigenous Policy Team Celebrate National Reconciliation Week to strengthen and maintain relationships between Aboriginal and Torres Strait Islander staff and other staff Organise 10 internal National Reconciliation Week events each year. Allocate corporate funding of up to $25,000 per annum Register our National Reconciliation Week events via Reconciliation Australia’s National Reconciliation Week website. Encourage staff and senior leaders to participate in events to recognise and celebrate National Reconciliation Week. 27 May – 3 June, annually National Reconciliation Week/NAIDOC Week Committee Maintain and leverage mutually beneficial relationships with Aboriginal and Torres Strait Islander peoples, communities Implement and review Indigenous Engagement Guidelines to work with our Aboriginal and Torres Strait Islander stakeholders. Meet with two local Aboriginal and Torres Strait Islander organisations to input into Indigenous Engagement Guidelines review. 30 June 2017 Department of the Environment and Energy’s Indigenous Policy Team
Maintain and strengthen the Commission’s partnership with Reconciliation WA through renewal of annual membership. August each year Office of the Director General Strengthen contracting mechanisms that encourage disability sector organisations to provide culturally appropriate services to Aboriginal clients. May 2018 Sector Engagement and Development Action 1.2: Continue engaging and building local relationships with Aboriginal people, communities and organisations Deliverable Timeline Responsibility Provide six-monthly reports on activities undertaken to engage with local Aboriginal peoples and organisations in relation to disability services and supports. June and December each year Local Operations Identify opportunities to expand Aboriginal partnership initiatives under the Remote Area Strategy. June 2017 Local Operations Focus area: Engagement between Aboriginal peoples Action 1.3: Celebrate and actively promote participation in events during National Reconciliation Week (NRW) Deliverable Timeline Responsibility Promote and celebrate NRW throughout the Commission by organising at least one annual internal event for Commission staff. May - June each year Rotate hosting responsibility between Directorates Enable participation by Local Coordinators and Working Group members in local community NRW events. May - June each year Local Operations Support an external NRW such as the Banner Street Project, led by the Department of Aboriginal Affairs. May - June each year Office of the Director General Register the Commission’s NRW event on Reconciliation Australia’s website. May - June each year Office of the Director General
Access Reconciliation Variance Adjustment (CB30.1). Inquire on the bank transaction that requires adjustment. Add one or more reconciliation adjustment distributions. Optional. To override the default reference or description for a reconciliation adjustment distribution, choose to open Distribution Options (CB30.2). Optional. To adjust tax information for a reconciliation adjustment distribution, choose Tax to open Tax (CB30.3). Select the Change form action. Follow-up Tasks you adjust a bank transaction, you must release it to update the bank account balance and post it to the General Ledger. On Reconciliation Variance Adjustment (CB30.1), inquire on the adjusted transaction you want to release and select the Release form action. Listing Bank Account You can list reconciled, voided, and open transactions for a given bank account in a specified bank period. Use this procedure to list bank account history. STEPS To list bank account history Run Bank History Report (CB220). In the Company you can select a company number to request payments for a specific company. If you leave this field blank, all companies using the bank account you define in the Cash Code, Cash Code Group, or Cash Code List field will be reported. You can type a date range for issued and/or reconciled transactions. If you leave these fields blank, all transactions, regardless of the transaction or reconcile will be listed. If you want to list all open transactions, regardless of type, leave the Transaction Code field blank and select Open in the Transaction Status field. In the Amounts field, you can select B to run the report in the base currency. If you leave this field blank, the report will run in the bank currency.
the safety and efficiency of the road from which access is gained is not adversely affected; and vehicular access to rear lots does not have a detrimental impact on lots adjoining the access strip due to excessive noise, light, dust, stormwater runoff and the like. where two rear lots adjoin each other, a single common driveway and reciprocal access easements are provided; no more than two rear lots and/or rear lot access strips directly adjoin each other (excluding lots that directly adjoin each other at a single point e.g. a corner); rear lot access strips are located on only one side of a full frontage lot; and rear lot access strips and driveways comply with the requirements of Table 9.4.4.3.3 (Access strip requirements for rear lots) and the standards specified in the Planning scheme policy for development works. Irregular shaped lots PO8 Development provides for irregular shaped lots to be created only where:- the creation of regular lots is impractical such as at a curve in the road; safe access and visual exposure to and from the site can be provided while not adversely impacting on the functionality of the surrounding road network; and the irregular lot is demonstrably suitable for its intended purpose. AO8 Irregular shaped lots are designed so that they:- satisfy the requirements for maximum to depth to frontage ratio specified in Table 9.4.4.3.2 (Minimum lot size and dimensions); and comply with requirements of 9.4.4.3.4 (Minimum width for irregular shaped lots). AO8 and provide your representations. Rearrangement of lot boundaries PO9 Development provides that the rearrangement of lot boundaries is an improvement to the existing situation. AO9 The rearrangement of lot boundaries results in an improvement to the existing situation whereby the size and dimensions of proposed lots comply more with Table 9.4.4.3.2 (Minimum lot size and dimensions), and at least one of the following is achieved:- the rearrangement of lots remedies an existing boundary encroachment by a building, structure or use areas; the rearranged lots will be made more regular in shape; AO9 Click and provide your representations.
CO19 Access to each lot is limited to one existing vehicular access crossover; or Access to each lot is limited to one vehicular access crossover constructed in accordance with Design Guidelines set out in D1 and D3 of Planning scheme policy – FNQROC Regional Development Manual. Stormwater CO20 Onsite erosion and the release of sediment-laden stormwater from the premises is minimised at all times including during construction and complies with Planning scheme policy – FNQROC Regional Development Manual. CO21 Filling or excavation on the premises does not exceed a maximum of one metre vertical change in natural ground level at any point. CO22 Filling or excavation does not cause ponding on the premises or adjoining land in accordance with Planning scheme policy – FNQROC Regional Development Manual. 9.2.3.3.b – Lot reconfiguration outcomes Zone Minimum lot size Minimum width and dimension Setbacks High impact industry 2000m2 40 metres 0 metres from the side or rear boundary; or not less than 3 metres from the side or rear boundary. Low density residential 600m2 15 metres In accordance with the setback requirements of the Queensland Development Code Low impact industry 800m2 20 metres 0 metres from the side or rear boundary; or not less than 3 metres from the side or rear boundary. Low-medium residential 450m2 12 metres In accordance with the setback requirements of the Queensland Development Code
School Details 1. Name Of School 2. Academic Session 3. District 4. Postal Address PIN 5. Village / City 6. Tehsil 7. Pin Code 8. Phone No. STD CODE NUMBER 9. Mobile No. 10. Fax No. STD CODE NUMBER 11. E-mail Address @ 12. Nearest Police Station
GENERAL INFORMATION 1. Year of Establishment / or to be establishment 2. Date of First Opening of School / / 3. Name Of Trust / Society / Managing Committee 4. Whether Trust / Society / Managing Committee Is registered 5. Period up to which Registration of Trust / Society / Managing Committee is 6. Whether there is a proof of non-proprietary Character of the Society / Managing Committee Supported by the list of members with their address on an affidavit in copy 7. Name and official Address of the Manager / President / Chairman of the School Name Designation Address PIN Numbers Office Residence 8. Income & Expenditure during last 3 years surplus / deficit Year Income Expenditure Surplus / Deficit i) 2015 – 2016 Rs. Rs. Rs. ii) 2016 – 2017 Rs. Rs. Rs. iii) 2017 – 2018 Rs. Rs. Rs.
Nature and Area of School 1. Medium of Instruction 2. Type Of School Entry Class (Specify entry & Exit Classes) Exit Class 3. If Aided, the Name of agency & Percentage of aid 4. If School Recognized / Affiliated earlier 5. If So, by authority Recognition Number 6. Does the School Has its own Or is It running in a rented building 7. Whether school building or other Structure or ground are used during the day or night for commercial or residential purpose (Except for the purpose of residence of any employee of school) or for political or non – educational activity of any kind whatsoever ? 8. Total Area of School 9. Built in area of School Enrolment Status S. No. Class No. of Section No. of Students Boys Girls 1. Pre – Primary LKG UKG 2. I – V I II III IV V VI
Name of Teacher F/Name Or Spouse Name Date of Birth Academic Aadhar Card no Class Date of Apptt. Trained Or 1. 2. 3. 4. 5. 6. Teaching in Both Elementary & Secondary (details of each teacher separately) Name of Teacher F/Name Or Spouse Name Date of Birth Academic Aadhar Card no Class Date of Apptt. Trained Or 1 2 3 4 5 6 7 8 9 10 11 12 Head Master
NVE, 2014. Norwegian water resource. [Internett] Available at: http:www.nve.no [Funnet 21 January 2014]. NVEAtlas, 2014. Norwegian Water resource. [Internett] Available at: http://atlas.nve.no/ge/Viewer.aspx?Site=NVEAtlas [Funnet 16 January 2014]. J., 1992. Planning and Impelmenation of Hydro power Projects. Trondheim: ISBN Skår, Ø., 2002. Precambrian Research. U–Pb geochronology and geochemistry of early Proterozoic rocks of the tectonic basement windows in central Nordland, Caledonides of north-central Norway, pp. 265-283. StatnsKraftvek, 2014. Norgeskart. [Internett] Available at: http://www.norgeskart.no/#12/423924/7368122/+fjelltopper [Funnet 18 January 2014]. SWECO Norge AS, 2012. Norwegian Water Resource Authorithy. [Internett] Available at: [Funnet 5 February 2014]. Volume III Project Drawings Annex A Project drawings Volume IV Project Analysis and Calculations Annex B Project various analysis
2.3 Full drivers licence and use of a vehicle 3. KNOWLEDGE & UNDERSTANDING 3.1 Knowledge/understanding of the issues facing homeless young people. 3.2 Understanding and sympathy with Christian Values 3.3 Understanding of young peoples’ support needs. 3.4 Knowledge and commitment to Health and Safety and anti-discriminatory working practices, and the implications of both in the working environment. 3.5 Able to demonstrate clear understanding of safeguarding requirements and procedures. 3.6 A good understanding of homelessness legislation 4. COMPETENCIES 4.1 Self Development: Ability to identify personal learning and development needs and planning ways of meeting these. 4.2 Continuous Improvement: Reflective and inclusive approach to service evaluation & recognise the need for action or change and take appropriate action without needing to be told. 4.3 Problem-solving and decision making: Ability to solve problems and making decisions. 4.4 Needs led services: Focused on views and needs of clients ensuring a quality led effective service delivery. 4.5 Commitment and Integrity: Maintain social, organisational and ethical values in all actions. 4.6 Team working: Committed and reliable leader and member of team and understands impact of role on others 4.7 Communication: Written and oral communication is concise and accurate. 4.8 Building effective external relationships: Ability to up and maintain a network of external contacts who can help achieve service goals. 4.9 Equity, Diversity and Rights: Promotes equity and diversity, upholding the rights of clients, staff and volunteers. 5. CONTRACTUAL 5.1 Ability to work day and early evening shifts on a seven day a week rota including bank holidays.
a shared template for profiling the diseases and then break into groups to conduct the research needed to complete the profiles, with each group focusing on a particular disease. You should co-construct the template with the students, but they might include headings for the following: Name of disease: Symptoms: Cause: Diagnosis: Management: Avoidance (if possible): Significant scientific breakthroughs: Ethical issues: As the students complete their investigations, encourage them to think about how well they are communicating the information. Afterwards, have them share their profiles with each other so that everyone gets an overview of the diseases that were investigated. Discuss what the students have learned about how people cope with these diseases and how science and the community can help: How is science supporting people with brain diseases? What can friends and whānau do to support people with brain diseases? What might people in the wider community do to support people with these diseases? What about support for those who care for them? Extension The students could investigate brain health and identify ways that we can look after our brains, stimulate the brain, and avoid head injury. They could think about who needs to know this information and explore an appropriate way of communicating it. RESOURCE LINKS Background information for teachers “Four Common Sense Tenets of Brain-Based Learning” from ASCD. Gray, A. (2000). Huntington’s and Me: A guide for young people. Huntington’s Disease Association: Wellington. This book provides useful information for young people who are learning to cope with Huntington’s in their family. “Inside the brain of a struggling reader: Why a one-size-fits-all approach does not work for every child” from District Administration. “Strengthening Connections in a Brain-Friendly Classroom” from ASCD. More on Melanie Cheung “A career with moments of pure magic” from New Zealand Science Teacher. “Celebrating Women Series – Dr. Melanie Cheung” from Mindfood. “Dr Melanie Cheung – Chur Ep.3” from Totes Māori, TVNZ. “Melanie Cheung – Neurobiologist” from Māori Futuremakers. Science Learning Hub “Brains” “Understanding brain development” “Functional MRI looking at the over time” “What is normal?” “Making connections in the brain” Other sources “Aristotle on the Brain” from the Neuroscientist. (an article from 1995 examining Aristotle’s ideas about the function of the brain)
Department Office Street address Postal address National Office Enid Lyons Building 71 Athllon Drive Greenway ACT 2900 GPO Box 9820 Canberra ACT 2601 New South Wales Tower B, Levels 8-9 280 Elizabeth Street Surry Hills, Sydney NSW 2010 GPO Box 9820 Sydney NSW 2001 Northern Territory Level 7, Jacana House 39-41 Street Darwin NT 0800 GPO Box 9820 Darwin NT 0801 Queensland 100 Creek Street Brisbane QLD 4000 GPO Box 9820 Brisbane QLD 4000 South Australia Level 17, ATO Building 26 Franklin Street Adelaide SA 5000 GPO Box 9820 Adelaide SA 5001 Tasmania 1 199 Collins Street Hobart TAS 7000 GPO Box 9820 Hobart TAS 7001 Victoria Level 3 2 Lonsdale Street Melbourne VIC 3000 GPO Box 9820 Melbourne VIC 3001 Western Australia Level 2 226 Adelaide Terrace Perth WA 6000 GPO Box 9820 WA 6848 Annual budget line The Department may require, at its discretion, Reconnect service providers to submit a detailed budget. Staffing Direct service delivery staffing costs, including: staff salaries and on-costs / staff accruals professional development staff supervision costs training and conference expenses workers compensation superannuation job advertising
PHASE II: EVENT PLANNING This section describes the process of moving from normal operations into active Reconstitution planning, following an event. Sample text for this section is provided below. During Phase II, the [Organization Name] will transfer from normal operations to Reconstitution planning following an event. In Phase II, the event has occurred and assessment of the threat and facilities begin. Reconstitution operations begin when the [Organization head], or designee, ascertains that the emergency situation has ended and is unlikely to reoccur. The Reconstitution Manager, in concert with Reconstitution POCs, lead Reconstitution efforts in accordance with the [Organization Name] Reconstitution Plan. The first step in Phase II is performing a building damage assessment. PHASE III: IMPLEMENTATION OF OPERATIONS This section describes the process of moving from Continuity or Devolution operations to normal operations. The for this phase is the transfer of Essential Functions back to the primary operating facility, a temporary operating facility, or a new or rebuilt operating facility. Sample text for this section is provided below. During III, [Organization Name] headquarters implements Reconstitution operations after the Continuity or Devolution event is over. The focus during Phase III is to resume [Organization Name] headquarters normal day-to-day operations and transfer functions, personnel, equipment, essential records, etc., from the Continuity facility or Devolution site back to the normal operating facility, a temporary operating facility, or a new permanent operating facility. Key activities performed during Phase III include, but are not limited to, those listed in Table 2.2 below. Table 2.2 Phase III Activities IV: END OF RECONSTITUTION This section describes the process of resuming normal operations and reviewing and evaluating the Reconstitution process after the Continuity/Devolution event is over and the organization has transitioned back to normal operations. Activities and actions in this step are on conducting facilities, communications, and information technology tests with focus on resuming normal operations and identifying lessons learned, best practices, and improvement needs and documenting those findings in an after-action report. Sample text for this section is provided below.
QUESTION: Analyze the political, economic, and social changes that the Reconstruction period promised southern African Americans. Why and to what extent did those promises go unrealized during and after Reconstruction? What time period is your answer to focus on? Specifically, what thing(s) does the question ask you to examine? What MAJOR outside information can you associate with this time period in reference to this particular question? What do you know already about the promises made during the early years of Reconstruction and WHY those promises didn’t happen (or at least some of them). Political promises and realities Economic promises and realities Social promises and realities Look over the political, economic, and social information you’ve written Which of the three categories do you think was the most harmful for African Americans during and after Reconstruction? Why? Write a tentative thesis statement that fully answers the question, takes a position, and establishes categories for analysis. Document Analysis—complete the following.
UNITED STATES HISTORY DBQ 1. Evaluate the impact of the ratification of the Civil War Amendments on the South from 1865 to 1896. Document 1 Source: “Black Codes” of Opelousas, Louisiana 1. "No or freedmen shall be allowed to come within the limits of the town of Opelousas without special permission from his employers. Whoever breaks this law will go to jail and work for two days on the public streets, or pay a fine of five dollars.” 2. “No negro or freedman shall be permitted to rent or keep a house in town under any circumstances. No negro or freedman shall live within the town who does not work for some white person or former owner.” 3. “No public meetings of negroes or freedmen shall be allowed within the town.” 4. “No freedman shall be allowed to carry firearms, or any kind of weapons. No freedman shall sell or exchange any article of merchandise within the limits of Opelousas without permission in writing from his employer.” 5. “Every negro is to be in the service of (work for) some white person, or former owner.” Document 2
Reconstruction Plans, Laws, Amendments, and Effects ’s Reconstruction Plan Congress’ Wade-Davis Bill Andrew Johnson’s Plan (“Presidential Reconstruction”) “Radical Reconstruction” Plan Proposed: 1863 Rejected by Congress Proposed: 1864 Vetoed by Enacted:1865-1867 Enacted:1867-1877 Conditions: Conditions: Conditions: Conditions: Programs passed by Congress to assist African-Americans Reconstruction Amendments Political Impact of Reconstruction Economic Impact of Reconstruction Negative Effects of Reconstruction Which Reconstruction Plan was the most appropriate for the nation after the Civil War? Explain. Did the positive effects of Reconstruction outweigh the negative effects? Explain. What unanswered questions remain regarding “fixing” something that is “broken” in America?
Data Collection Summary Audit Start Date ________________ Completion Date ______________ Criteria Suggested READ Codes / Terms Standard Total % A Patients presenting with Memory loss symptoms/mild cognitive decline Cognitive symptoms 28G.. Forgetful R00z0 [D]Memory deficit Short-term memory loss 1B1A-2 Memory loss symptoms 1B1A-3 Memory disturbance 2232 O/E – Mentally confused 2232-1 O/E - Confused 2841 Confused 2842. Disorientated in time 284 O/E disorientated 2842 Disorientated in time 3AB3. Change in behaviour 3AD3 Kingshill6-Cognitive Impairment Test ETLS1 6-Orientation Memory Concentration Test 38Dv. GPCOG - general practitioner assessment of cognition B Of A those who have a record of having had the following investigations : Full blood count – FBC Urea and electrolytes Plasma vitamin B12 Folate levels Plasma calcium level Serum calcium function test Thyroid function test Fasting blood glucose level Urinalysis 424. Full blood count - FBC 44JB. Urea and electrolytes 44Le. Plasma vitamin B12 42YD Folate levels 44h7. Plasma calcium 44I8. Serum calcium 44D6. Liver function test 442J. Thyroid function test 44TK Fasting blood glucose level 461.. Urinalysis – general Practices should which codes are currently being exported by their local labs when searching for blood results
21. What was the initial written purpose of the Freemen’s Bureau? 22.What type of farming had landowners divided their land and gave each worker a few acres along with seed and tools. When crops are harvested each worker gave a portion of his crop to the land owner? Hint- tenant or sharecropping 23.What was the name of the vigilante group who wanted to restore white supremacy after the Civil War? 24. What was the first attempt at freeing enslaved Blacks in the South? 26. What was the initial “true” purpose of the Emancipation Proclamation? 27. How does Blacks having the right to vote threaten the Democratic Party? 28.Which of the four main forms of labor is the most beneficial for the average Georgian? Why? 29. The Freedmen’s Bureau INVESTED in the local community. Justify. 30. It was easier for the North to recover from the Civil War than it was for the South. Justify.
Read pp. 376 - 382. Feel free to use class notes to answer the questions as well. Describe President Lincoln's planned approach to Reconstruction. What was the reconstruction Plan of the Radical Republicans in Congress? Explain how the Ten-Percent Plan and the Wade-Davis Bill reflected different approaches to the problem of bringing the Southern states back into the Union. How did the views of President Andrew Johnson on Reconstruction differ from the views of the Radical Republicans? Identify and explain the role of the Freedmen's Bureau. List some of the restrictions placed on blacks by the "Black Codes." How did these Codes help bring about the passage of the Civil Rights Act of 1866? What was President Johnson's response to the establishment of the Freedmen's Bureau and the Civil Rights Act of 1866? List the provisions of the 14th. Amendment. What main benefits did it offer African Americans? Identify the provisions of the Reconstruction Act of 1867 and explain how the law fulfilled the major objectives of the Radical Republicans. Why was the Tenure of Office Act (1867) passed? How was it connected to the impeachment of President Andrew Johnson? Go to :Identify the candidates who ran for the Presidency in the 1868 election. What role did African American voters play in this election? What major political issue was addressed by the 15th. Amendment to the U. S. Constitution? Do you think that the Radical Republicans were justified in impeaching President Andrew Johnson? Explain your position. Why did most freed blacks become sharecroppers or tenant farmers during Reconstruction? What were the goals of the KKK? Identify the Congressional laws that were designed to protect citizens from racial violence. Terms/People- Be sure that every term listed below is discussed in the questions above. Highlight/underline the term/person in your above answers. * Andrew Johnson * Freedmen's Bureau * Reconstruction * Civil Rights Act of 1866 * Ten-Percent Plan * "Black Codes" * 15th. Amendment * 14th. Amendment * Radical Republicans * Reconstruction Act of 1867 * Senator Charles Sumner (MA) * impeachment * Cong. Thaddeus Stevens (PA) * Tenure of Office Act (1867) * Wade-Davis Bill (1864) * Edwin Stanton * Scalawag * Carpetbagger * Revels * Sharecropping