zilongwang/ReadingBank huggingface dataset:
territory of another Member State of the Customs Union and the Register of organizations and individuals engaged in production, processing and (or) storage controlled goods imported into the customs territory of the Customs Union. Register of authorized medicinal products for veterinary use, diagnostic systems etc. Table A5: List of Products Categories Subject to Mandatory Conformity Assessment Within the CU Machinery and equipment. Low-voltage equipment. High-voltage equipment. Devices running on gaseous fuels. Equipment operating under pressure. Vessels working under pressure. Equipment for explosive environments. Rides, equipment for playgrounds. Elevators. Wheeled vehicles. Tractors. Agricultural machinery. Machinery for forestry. Tires. Railway rolling stock, including that for high speed trains. Metro rolling stock. Light rail and trams. Objects of sea transport. Inland water transport. Small craft. Buildings. Building materials and products. Rail transport infrastructure, including that for high speed trains. Infrastructure underground. Highways. Pyrotechnics and containing their products. Explosives for civil use and containing their products. Light industrial products (finished piece goods, carpets and rugs, knitted, garment and leather, footwear, fur and fur). Toys. Products for children and adolescents. Skin care products for children. Kitchen Ware. Products for sanitary purposes. Perfumes and cosmetics. Oral hygiene products. Containers and packaging. Personal protective equipment. Means of fire safety. Fire protection. Medical products. Sanitary ware. Furniture products. Chemical products. Synthetic detergents. Household products. Paints and solvents. Fertilizers. Plant protection products. Gasoline, diesel and marine fuel, jet fuel and heating oil. Alternative fuels. Lubricants, oils and special fluids. Devices and systems for water, gas, heat, electricity. Devices and systems of oil and refined products. Food products. Alcoholic beverages. Fodder. Grain. Tobacco products. Hunting and sporting arms, ammunition. Telecommunications facilities. Coal and its products Source: Government of Kazakhstan. Annex 5: Sector Specific Impact of NTMs The Structure of the Dairy Industry in Kazakhstan Box A1: Fragility of The Dairy Industry in Kazakhstan
Communication and engagement Build and manage productive and effective relationships and partnerships that engage stakeholders. Description for the policy practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Understand the need for stakeholder engagement and effective communication. Identify appropriate contacts and networks. Build relationships with internal and external stakeholders. Undertake consultation with staff involved in program delivery to understand issues and identify options. Assist in the development of clear and concise communication materials (oral and written). Ensure that communication is appropriately targeted to the audience. Provide support for briefings (oral and written). Summarise information and evidence. Prepare meeting notes and schedules. Understand the sensitivities and diversity of the target audience and the policy position. Use communication skills such as listening and checking appropriately. Research and support the use of appropriate communication techniques, products and media. Analyse consultation feedback and provide the rationale for selection of the preferred policy option using evidence to respond to enquiries. Support the decision making process by anticipating and responding to requests for information from stakeholders. Understand how the selected option will work in practice. Capture consultation feedback. Respond effectively and efficiently to enquiries from delivery partners and the front-line. Comments
Implementation and evaluation Manage policy implementation and ensure ongoing monitoring and evaluation of policy performance to deliver desired outcomes. Description for the policy practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Support policy implementation and ongoing monitoring and evaluation of policy performance. Assist with project planning, project management, delivery and contracts to achieve policy outcomes. Understand the importance of policy monitoring and evaluation. Research and gather evidence of policy effectiveness and performance. Understand how working with delivery partners improves policy in practice. Understand front-line experiences of the policy in practice. Assist with environmental scanning to support ongoing monitoring and evaluation of policy effectiveness and performance. Understand the need to develop relationships with policy professionals. Understand the need for ongoing improvements in policy science and management. Comments
Communication and engagement Build and manage productive and effective relationships and partnerships that engage stakeholders. Description for the policy practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Articulate, negotiate and communicate the needs of stakeholders through productive relationships and partnerships. Build productive working relationships in order to engage in high level negotiation and mediation. Manage conflicts proactively. Seek agreement and mandate from government. Ensure those responsible for program delivery have the opportunity for input to policy options. Articulate, negotiate, mediate and communicate the agency’s policy position, policy decisions and research findings at a range of different forums. Direct the use of appropriate communication techniques, products and media in the development and implementation of policy. Endorse the preferred policy option and ensures that ministers have timely, relevant and reliable evidence to inform decision making. Build support for the decision through collaborative and trusting relationships with ministers and other decision-makers. Shape an innovative and practical delivery system. Ensure front-line customer considerations are represented in policy development. Communicate with ministers and other key decision-makers using robust rationale, (oral and written). Ensure evidence is clear and identifies/details impacts on the customer and the front-line. Manage the agenda and direction for briefings and meetings. Work across government, including other jurisdictions, to promote the use of robust and authoritative evidence. Comments
TRB's Committee on Accessible Transportation and Mobility Subcommittee on Policy and Practice ABE60(1) Subcommittee Meeting Agenda Wednesday, January 10th, 2018 10:15 AM- 12:00 PM Marriott Marquis, Howard University (M1) I. Welcome: – Mary Crass and Judy Shanley II. Introductions by subcommittee members: name, organization: Reminders Subcommittee Purpose and Goals Policy and Practice Subcommittee Mission To sustain a vibrant international forum to share research, experience, and practice related to accessible mobility options for people with disabilities and older adults in order to facilitate the replicability of evidence-based practices across member countries. Guiding Principles Members will explore opportunities, challenges, and solutions related to policy to practice accessibility topics through trusted and respectful forums; Member forums will seek opportunities to inform and learn from international events such as TRANSED. Forum agendas, communications, and materials will reflect inclusive perspectives from broad and diverse subcommittee stakeholders. Content of the subcommittee will align with the mission and purposes of ABE60 and its research and technology committees, as well as with, the TRB organizational principles and agenda. III. Webinar Planning – Aligning Sustainable Development Goals with Accessible Transportation & Mobility Topics – All; IV. Update and Recommendations on Curriculum work to identify College-level training materials on accessible transportation V. Case Profiles – Policy to Practice Implications New York City Ordinance on new highway construction and ramp requirement (invited guest) VI. Wrap-up and Next Steps - - Mary and Judy Webinar topics Quarterly meetings
3-5 Dispositions In a developmentally appropriate fashion: increase interpersonal and social skills. refine learning, study, and work habits. consider career and life goals. adopt practices that support global citizenship. Individual Dispositions Initiative Interaction Responsive Interaction Complete work on time Internalize class routines Maintain healthy habits Respect others’ physical person and space Express confidence and positive self-esteem Maintain appropriate focus Respect the property of others Assist in development of classroom rules/norms Make wise behavior choices Participate appropriately during classroom discussion Express emotions in socially acceptable ways Ask peers or adults for assistance as needed Engage in appropriate conversations with peers and adults Treat others with respect and courtesy Use verbal, written, and electronic communication appropriately Engage respectfully with persons of different individual, social, and cultural norms Consider consequences before taking action Set personal and academic goals. Participate in group activities Help peers when asked Respect the ideas of others Interact appropriately with peers and adults Express empathy and sympathy Follow directions Accept responsibility for behaviors Participate in school-wide and community service projects Choose appropriate responses when confronted with various options Third Grade-Fifth Grade Standards Through a developmentally appropriate, integrated approach, students in the later elementary years will continue to engage in experiences that promote positive social and communication skills. They will develop awareness of how words, actions, and behaviors affect others, learn to be responsible for their actions both socially and academically, and increase their understanding of the world around them through cultural interaction, exposure to career and professional opportunities, and the investigation of local, national, and international events. Personal and Social Development Respect Yourself and Others DSS.3-5.1 Understand Self and Others Demonstrate an awareness as to how their words impact others. Develop positive relationships with peers, other children and adults. DSS.3-5.2 Maintain Positive Relationships Show respectful and caring behavior toward others.
I would like to be an artist So I could make a Painting of you Little Polish Boy Standing with your Little hat on your head The Star of David on your coat Standing in the ghetto with your arms up as many Nazi machine guns pointing at you I would make a monument of you and the world who said nothing I would like to be a composer so I could write a concerto of you Little Polish Boy Standing with your Little hat on your head The Star of David on your coat Standing in the ghetto with your arms up as many Nazi machine guns pointing at you I would write a concerto of you and the world who said nothing I am not an artist But my mind had painted a painting of you Ten Million Miles High is the Painting so the whole universe can see you Now Little Polish Boy Standing with your Little hat on your head The Star of David on your coat Standing in the ghetto with your arms up as many Nazi machine guns pointing at you And the World who said nothing I'll make this painting so bright that it will blind the eyes of the world who saw nothing Ten billion miles high will be the monument so the whole universe can remember of you Little Polish Boy Standing with your Little hat on your head The Star of David on your coat Standing in the ghetto with your arms up as many Nazi machine guns pointing at you And the monument will tremble so the blind world Now will know What fear is in the darkness The world Who said nothing I am not a composer but I will write a composition for five trillion trumpets so it will blast the ear drums of this world The world's Who heard nothing I am Sorry that It was you and Not me “TO THE LITTLE POLISH BOY STANDING WITH HIS ARMS UP” By: Peter L. Fischl
When I receive a polite e-mail, I expect to see most (and probably all) of the following: a subject line showing it’s a student message (and thus not spam!) Request from Taro Suzuki Office visit (from Michiko Tanaka) English class homework from Chikako Yamamoto a polite salutation (careful of punctuation and spelling, please) Dear Dr. Elwood, Not Dear Dr. elwood.jim, (that’s my e-mail address, not my name!) Not Dear Elwood, (that’s very, very rude!) an introduction (who is sending me this e-mail?) My name is Taro Suzuki, and I’m in your 1st period English 1C class on Friday at Meiji University. My name is Michiko Tanaka, and I’m a student in the Interdisciplinary Mathematical Sciences Faculty at Meiji University. My name is Chikako Yamamoto, and I’m a graduate student here at Meiji University. a concise explanation of the sender’s purpose As you mentioned in class, for my final project I need to visit your office and speak with you. I have a question about my homework. I would like to consult with an American about… I’m writing a paper on genetics and I have several questions about English terms. I’m sending my homework as an attachment I’m sorry I was absent from today’s class. I had a cold and could not attend any of my classes. your polite request, question, etc. (notice the “May I…?” form) May I visit your office next Friday, February 18th, at 2:30? May I ask you to look over my paper for grammatical mistakes, please? May I send you some questions about genetics terms in English? May I take a few minutes of your time sometime next week? May I ask you to check my homework, please? a “thank you” for using some of my time. Thank you for your time. a polite closing & your name Sincerely, Taro Suzuki For example, your message should look something like the message on page 2:
When I receive a polite e-mail, I expect to see most (and probably all) of the following: a subject line showing it’s a student message (and thus not spam!) Request from Taro Suzuki Office visit (from Michiko Tanaka) English class homework from Chikako Yamamoto a polite salutation (careful of punctuation and spelling, please) Dear Dr. Elwood, Not Dear Dr. elwood.jim, (that’s my e-mail address, not my name!) Not Dear Elwood, (that’s very, very rude!) an introduction (who is sending me this e-mail?) My name is Taro Suzuki, and I’m in your 1st period writing class on Friday. My name is Michiko Tanaka, and I’m a student in the Interdisciplinary Math Department at Meiji University. My name is Chika Yamamoto, and I’m a graduate student here at Meiji University. a concise explanation of the sender’s purpose As you mentioned in class, for my final project I need to visit your office and speak with you. I have a question about my homework. I would like to consult with an American about… I’m writing a paper on genetics and I have several questions about English terms. I’m sending my homework as an attachment I’m sorry I was absent from today’s class. I had a cold and could not attend any of my classes. your polite request, question, etc. (notice the “May I…?” form) May I visit your office next Friday, February 18th, at 2:30? May I ask you to look over my paper for grammatical mistakes, please? May I send you some questions about genetics terms in English? May I take a few minutes of your time sometime next week? May I ask you to check my homework, please? a “thank you” for using some of my time. Thank you for your time. a polite closing & your name Sincerely, Taro Suzuki For example, your message should look something like the message on page 2:
Name_______________________________________________________________________ Per. __________ Create Your Own Political Cartoon A political cartoon is an illustration or comic strip that makes a point about a political issue or event Task: Create a political cartoon based on a CAUSE of the American Revolution Objective: Identify and explain British methods of control and the response of the colonists during the period. Directions: Choose an event from the following list: (Proclamation of 1763, Sugar Act, Stamp Act, Quartering Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts) Choose a point of view: British/ Loyalist Colonist/ Patriot DRAW your political cartoon Limit your use of words, but you may include brief captions and/or labels of objects Be sure that you utilize symbolism and create a title See the rubric below for expectations. 16 12 8 4 Message -Key issue and cartoonist’s position are clearly identifiable -Key issue and cartoonist’s position are identifiable -Key issue is identifiable; cartoonist’s position may be unclear -Key issue and cartoonist’s position are unclear Content -Cartoon clearly conveys an understanding of the issue -Excellent use of appropriate symbolism -Title is clear, clever and relevant to topic -Cartoon conveys understanding of the issue -Uses appropriate symbolism -Title is clear and relevant to topic -Cartoon conveys a limited understanding of the issue -Attempts to use symbolism -Title is unclear or irrelevant to topic -Cartoon conveys little or no understanding of the issue -Does not use symbolism -Title is missing Visual Presentation & Creativity -Cartoon is neat and clean, demonstrating meticulous attention to detail -Color and creative graphics are used exceptionally well -Cartoon is neat and clean -Color and creative graphics are used -Cartoon is somewhat neat -Some color and creative graphics are used -Cartoon is messy -Color and graphics are lacking Total Quiz Points = ____________/ 48 Due Date _____________________ *You will hand in this rubric with your final product.
TENTATIVE COURSE SCHEDULE – (subject to modification) WEEK DATE TOPIC Required Reading/Assignment 1 1/6-1/8 Political Economy: Concepts and Principles Clark, Chapters 1 & 2 Bowles, et al., Chapter 2 2 Contending Economic Theories: Neo-Classical, Keynesian, Marxist Wolff & Resnick, “Three Different Theories” 3 1/22 Political Economy of the State TBA Essay Assignment #1 (1/22) 4 Political Economy of Inequality: Causes Stiglitz, Chs Western & Rosenfeld, “Unions and Wage Inequality” 5 2/3-2/5 Political Economy of Inequality: Consequences Bartels, Unequal Democracy, Ch 1; Wilkinson, “The Impact of Inequality” Essay Assignment #2 (2/5) 6 Political Economy of Crisis Kotz, “The Financial and Economic….” Crotty, “Structural Causes….” 7 Political Economy of Debt and Austerity Kuttner, Chs 1 & 2 Essay Assignment #3 (2/19) 8 Political Economy of Policy Formation Gilens, “Inequality and Democratic Responsiveness” 9 3/3-3/5 Political Economy of Punishment Wanquant, “Ordering Insecurity” Essay Assignment #4 (3/5) 10 Political Economy of Public Health Coburn, “Neo-liberalism and health inequalities” 11 SPRING BREAK 12 Political Economy of Work Tilly, Chs 1 and 2; Kalleberg, “Precarious Work” Essay Assignment #5 (3/26) 13 Political Economy of Taxation Swank and Steinmo TBA 14 4/7-4/9 Political Economy of Financialization Krippner, Chs. 1& 2 Essay Assignment #6 (4/9) 15 Political Economic Alternatives to Capitalism Wolff, Ch. Alperowitz, Ch. Finals Week Essay Assignment #7 (4/23)
[ ] give priority to SIGs in polling [ ] women have their reserved seats [ ] shun sexual harassment [ ] Unity 7 8 9 10 C10 Were there malpractices during the meeting/rally [ ] None [ ] Threats [ ] sexual harassment [ ] Insults [ ] physical harm [ ] Incitement [ ] Destruction of opponents materials [ ] Inducement/receiving money [ ] other specify 1 2 3 4 5 6 7 8 9 C11 In case of any incidences fill the Incidence Form C12 Make additional notes for anything else not captured in the tool. Be precise and non-judgmental. Only
Political Parties in the United States First Two-Party System Federalists v. Republicans: 1780s-1801 Republicans (later Democratic-Republicans) Emphasized state’s rights “Strict” interpretation of the Constitution Preference for agriculture and rural life Strength in South and West Foreign policy sympathized with France Stressed civil liberties and trust in the people Federalists Favored strong central government “Loose” interpretation of the Constitution Encouragement of commerce and manufacturing Strongest in the Northeast Favored close ties with Britain Emphasized order and stability (In practice, these generalizations were often blurred and sometimes contradicted.) Era of Good Feelings – One Party Rule Brief period of single-party politics. Disagreements would arise around specific issues, but this did not create competing factions with competing philosophies. Second Two-Party System Democrats v. Whigs: 1836-1850 Democrats (formerly Democratic-Republicans) Were Jeffersonian agrarians who favored farms and rural independence and the right to own slaves Favored states-rights Becomes a party of tradition (looked backward to the past) Spoke to the fears of Americans Opposed banks and corporations as government-legislated economic privilege Opposed government-legislated reforms and preferred individual freedom of choice Favored rapid territorial expansion by either purchase or war. Believed in progress through external (territorial) growth. Agrarianism, slavery, states-rights and territorial expansion all mean this ideology was favored in the South (but was also in the North) Whigs Were entrepreneurs who favored industry and urban growth Wanted to use federal and state government to promote economic growth, especially transportation and banks The party of modernization Looked forward to the future Spoke to the hopes of Americans Advocated reforms such as temperance and public schools and prison reform Favored gradual territorial expansion over time and opposed the Mexican War Believed in progress through internal growth Urbanization, industrialization, federal power, commercial expansion favored by the North
As A Leader, Political Savvy Is NOT About Being Political As A Leader, Political Savvy Is NOT About Being Political BY 25 | The concept of “organizational politics” often conveys behavior that, at its best, is unsavory and, at it’s worst, is unprincipled, unethical and lacking trust. However, “political” behavior is, by definition, neither positive nor negative. The “goodness” or “badness” of political behaviors resides not in the wielding of influence itself but in the means used and the objectives obtained. Clearly organizations are a complex labyrinth of egos, issues, rivalries, sacred cows and personal sandboxes. Leaders who are “politically savvy” accept these facts and deal with them. To them these are everyday elements of “organizational life”. As such, they are able to influence successfully within and outside of their direct area of responsibility, understand the underlying issues and context, the personalities involved, and get things done in this labyrinth with the least amount of disruption for maximum benefit. In short, they are “politically savvy.” Being politically savvy is a key competency to success at the senior leadership levels and those who do this well more often then not, do the following: As you read through the list below take note of where you rate yourself – 1 (low) to 5 (high) – on each of the following for statements You’re able to analyze the situation or context You’re capable of building partnerships and alliances You’re able to keep conflict to a minimum You’re able to build a strong reputation
A Closer Look at Being Politically Savvy Able to Analyze the Situation or Context Politically savvy leaders understand the organizational culture, each group’s roles and responsibilities, and know who the key influencers are in each area. Those that do this well can answer the following questions skillfully about their organization. What is the image and reputation your organization hopes to project? What is the history of the organization? From where has it come? What are the most important core values? What business models, ways of doing business, organizational schemes, etc. are central to its success? What behaviors are considered acceptable within the organization? When do employees arrive and leave work? Is humor a part of the workplace? How are those in powerful positions addressed and treated? Who has influence in the organization? Remember that organizational influence comes from many sources: title and direct authority, credibility, expertise, or a long history within the organization. Who are your key stakeholders? These are the folks you need to help you be successful and are usually your peers. What contribution do they make? Who are the key influencers in each of these groups? How can your group help them or contribute to their success? Capable of Building Partnerships and Alliances
Political Science Pathway Courses Bridgewater Fitchburg Framingham Mass College of Liberal Arts Salem Westfield Worcester 1 POLI 172 Intro to American Government POLS 1000 Introduction to United States Government POSC 110 Intro to American Politics POSC 201 U.S. Government and Public Policy POL 201 Intro to American Politics or POL 219 Intro to Public Policy or POL 231 Intro to Political Theory or POL 251 Intro to International Relations or POL 271 Intro to Comparative Politics POLS 0101 American National Government 2 POLI 250 Research Methods in Political Science POLS 2400 Political Science Research Methods POSC 210 Political Science Research and Methods POL 300R Introduction to Research in Political Science 3 POLS 1100 Intro to Political Science POL 201 Intro to American Politics or POL 219 Intro to Public Policy or POL 231 Intro to Political Theory or POL 251 Intro to International Relations or POL 271 Intro to Comparative Politics 4 POLS 1300 Introduction to International Relations POSC 120 Introduction to World Politics POSC 205 International Relations POL 201 Intro to American Politics or POL 219 Intro to Public Policy or POL 231 Intro to Political Theory or POL 251 Intro to International Relations or POL 271 Intro to Comparative Politics POLS 0209 International Relations or POLS 0210 Comparative European Gov or POLS 0224 Politics of Developing Countries
(iii) Deputy Prime Minister of India from (c) J.C. Shah 1977-79 (iv) Union Minister of India from 1952-1977 (d) Morarji Desai 4. What was ‘Operation’ Blue Star’? Why did it hurt the sentiments of the Sikh Community? 5. Why and how did the Mizo Movement for secession gain popular support? 6. Mention any two of the agreements signed between the two super powers starting in the 1960s. 7. Name any four founders of NAM and the countries they belonged to respectively. 8. Mention any two major military features of the Cold War. 9. “The leaders of the newly independent India did not see politics as a problem; they saw it as a way of solving the problems.” How far do you agree with the statement ? 10. Match the following : A B (a) A politically controversial appointment (i) Charu Mjumdar (b) Led the Railway strike in 1974 (ii) Jayaprakash Narayan (c) Declined to join Nehru’s Cabinet (iii) George Fernandes (d) Died in police custody (iv) Justice A.N. Ray 11. While the rest of the country was reorganized on linguistic lines in 1950s, why had Punjab to wait till 1966 ? 12. How was the reorganization of North-East India completed and by when ? 13. What is meant by the Cuban Missile Crisis ? 14. Which two ideologies were involved in a conflict during the Cold War era and why ? 15. Mention any two reasons for the emergence of a Cold War situation after the Second World War. 16. Analyse the circumstances that compelled the Communist Party of India to go for a split in 1964. 17. Match the following in a meaningful way: (A) (B) (Nature of regional aspirations) (States) (a) Socio-religious identity leading to statehood. (i) Mizoram (b) Linguistic identity and tension with centre. (ii) Jharkhand (c) Regional imbalance leading to demand for statehood. (iii) Punjab (d) Secessionist demands on account of tribal identity. (iv) Tamil Nadu 18. Assess the Rajiv Gandhi – Longowal Accord as a step towards bringing normalcy to Punjab. 19. Why is it said that the story of Nagaland is similar to that of Mizoram ?
PHILIP BARBOUR HIGH SCHOOL COMPLEX BELL SCHEDULE Daily Schedule 7:40 Teachers in Classrooms 7:55 – 8:40 1st Period (45 minutes) 8:44 – 9:29 2nd Period (45 minutes) 9:33 – 10:20 3rd Period (47 minutes) 10:24 – 11:09 4th Period (45 minutes) 11:09 – 11:44 “A” Lunch (35 minutes) 11:13 – 11:58 First 5th Period (45 minutes) 11:58 – 12:33 “B” Lunch (35 minutes) 11:48 – 12:33 Second 5th period (45 minutes) 12:37 – 1:22 6th Period (45 minutes) 1:26-2:11 7th Period (45 minutes) 2:15 – 3:00 8th Period (45 minutes) Advisor-Advisee Schedule 7:40 Teachers in Classrooms 7:55 – 8:35 1st Period (40 minutes) 8:39 – 9:19 2nd Period (40 minutes) 9:23 – 10:05 3rd Period (42 minutes) 10:09 – 10:49 4th Period (40 minutes) 10:53 – 11:33 Advisor/Advisee (40 minutes) 11:33 – 12:03 “A” Lunch (30 minutes) 11:37 – 12:17 First 5th Period (40 minutes) 12:17 – 12:47 “B” Lunch (30 minutes) 12:07 – 12:47 Second 5th Period (40 minutes) 12:51 – 1:31 6th Period (40 minutes) 1:35 – 2:15 7th Period (40 minutes) 2:19 – 3:00 8th Period (41 minutes) Two-Hour Delay Schedule 9:40 Teachers in Classrooms 9:55 – 10:25 1st Period (30 minutes) 10:29 – 11:01 2nd Period (30 minutes) 11:05 – 11:35 3rd Period (30 minutes) 11:39 – 12:09 4th Period (30 minutes) 12:09 – 12:39 “A” Lunch (30 minutes) 12:13 – 12:48 First 5th Period (35 minutes) 12:48 – 1:18 “B” Lunch (30 minutes) 12:42 – 1:18 Second 5th Period (35 minutes) 1:22 – 1:52 6th Period (30 minutes) 1:56 – 2:26 7th Period (30 minutes) 2:30 – 3:00 8th Period (30 minutes)
An individual within the government has been especially influential in promoting, developing, or designing breastfeeding policy. collective group of individuals within the government who has been influential in promoting, developing, or designing breastfeeding policy. collective group of individuals within the government who has been minimally influential in promoting, developing, or designing breastfeeding policy. collective group of individuals within the government who has been partially influential in promoting, developing, or designing breastfeeding policy. collective group of individuals within the government who has been strongly influential in promoting, developing, or designing breastfeeding policy. protect, promote, and support women’s right to breastfeed. She was the principal author of the Expanded Breastfeeding Promotion Act and sponsored the Expanded Maternity Leave Bill, developed by the Senate Committee on Women, of whom she is Chair. She also: a) sponsored a bill to ensure there is one midwife in every health station per 5,000 people, in order to help the Philippines reach its Millennium Development Goal of improving maternal and neonatal health outcomes, b) a resolution asking the legislature to launch an inquiry into Milk Code violations and c) succeeded in getting “gender provisions’ into the ‘Philippine Disaster Risk Reduction and Management Act of 2010’. Score: Major Progress Domain- Existence: Yes Domain- Effective: Senator Cayetano had a strong level of impact on promoting, developing and implementing expansion of the maternity leave legislation.
Data Gathering Action Plan Political Will Gear (PWG) This plan describes the strategy to gather information required to score each benchmark. The action plan must include a schedule of regular meetings or conference calls made in the intervening two months between Meeting 1 and Meeting 2. It is during this period that the Gear Teams must score their benchmarks. Gear Team Members: Benchmark Assigned Team member(s) Potential Data Sources Data Collection Strategy PWG1: High level political officials have publicly expressed their commitment to breastfeeding action PWG2: Government initiatives have been implemented to create an enabling environment that promotes breastfeeding
Any EHRA employee seeking authorization to: Become a candidate for any minor public office Occupy any minor public office Parts 1 and 5 Part 3 required only if requesting leave Part 4 required only if directed by president or chancellor Promptly file with your supervisor a written statement of the amount of any payments to which you would be entitled as a candidate or officeholder and If directed by the president or chancellor, submit a petition demonstrating that holding this public office will not create a conflict of commitment Any EHRA employee seeking authorization to: Become a candidate for any major public office Parts 1, 2, 3, and 4 Submit a petition for a full or partial leave of absence during period of candidacy and/or Submit a petition demonstrating that becoming a candidate for this public office will not create a conflict of commitment A full-time EHRA employee seeking authorization to: Occupy a full-time public office Parts 1 and 3 Submit a petition for a full leave of absence (for up to two years) for the time during which you will hold public office A full-time EHRA employee seeking authorization to: Occupy a part-time public office for which compensation is more than nominal Occupy a seat in the NC General Assembly Parts 1, 2, 3, and 4 Submit a petition for a full or partial leave of absence during time in office and/or Submit a petition demonstrating that holding this public office will not create a conflict of commitment A part-time EHRA employee seeking authorization to: Occupy a full-time public office Occupy a seat in the NC General Assembly Parts 1, 2, 3, and 4 Submit a petition for a full or partial leave of absence during time in office and/or Submit a petition demonstrating that holding this public office will not create a conflict of commitment A part-time EHRA employee seeking authorization to: Occupy a part-time public office for which compensation is more than nominal Parts 1 and 5 Part 3 required only if requesting leave Part 4 required only if directed by president or chancellor Promptly file with your supervisor a written statement of the amount of any payments to which you would be entitled as a candidate or officeholder and If directed by the president or chancellor, submit a petition demonstrating that holding this public office will not create a conflict of commitment SECTION B: PETITION INFORMATION
Yes No I prefer not to say If yes how would you describe your disability? 3 Ethnicity Which group do you most identify with? White British Irish or other White Background Any other White background (specify if you wish) Chinese Any Chinese background (specify if you wish) Asian Bangladeshi Indian Pakistani Any other Asian background (specify if you wish) Mixed ethnic background Of more than one ethnicity Black African Caribbean Any other ethnic background Any other ethnic background (specify if you wish)
The skills you’ll have You will: Be a skilled and natural communicator – with the ability to not only write engaging content, but also to articulate yourself clearly and confidently Have project management experience, ideally with knowledge of PR, political lobbying and stakeholder engagement , or be able to demonstrate how your experience and skills are transferable to these disciplines Be capable of developing comprehensive and deliverable engagement and communication strategies for complex projects and presenting them to clients Be able to think strategically and to research and understand the wider policy environment that will impact engagement and consultation Have an understanding of how the UK planning and political systems work, or you’ll certainly be keen to learn Have experience of managing clients, accounts and projects, and the ability to build strong relationships with clients, partners and suppliers Have high standards, take pride in your work, and have a keen eye for detail Be comfortable working as part of a multi-disciplinary team. You’ll enjoy variety, thrive in a busy office environment, and won’t mind last minute changes to plan! Be an effective ambassador for the company The basics… You’ll be qualified to degree level or equivalent You’ll have a detailed understanding of PR and communications disciplines You’ll be comfortable with committing to working outside of normal working hours when needed You’ll also have a willingness to undertake travel when necessary Your salary and benefits £26-34k (dependant on experience) 24 days holiday (excluding bank holidays) plus an additional day off for your birthday and another at Christmas Matched pension contributions of up to 5% Kiddivouchers scheme to support working parents A flexible approach to working
at least slightly liberal compared to about 20 percent who identified themselves as at least slightly conservative, with the remainder seeing themselves as middle of the road (Gross and Simmons 2007, 26).Among political scientists, 50 percent identified themselves as Democrats and 6 percent as Republicans, with the remainder identifying themselves as independents (Gross and Simmons 2007: 31).So if professors are politically biased in grading, and if Democrats and Republicans liberals and conservatives are equally likely to be biased, the odds are about 3-to-1 that the bias will come from the left side of the aisle. is . However, under certain circumstances bias can be demonstrated empirically.For example, consider students say, X and Y.Let us assume that the X students receive generally higher scores from the professor than the Y students.Does this indicate bias? Not necessarily erhaps the X students actually deserve higher scores, in which case the estimator used to award scores is unbiased.To determine whether , let us assume that the X and Y characteristics can effectively be hidden from the professor.Under this scenario, if the grades do not show differences between the X and Y students, we can conclude that the knowledge of the attribute biased the professor’s grades; , the grades are unbiased.
Diller, Matthew.2000.“Judicial Backlash, the ADA, and the Civil Rights Model.” Berkeley Journal of Employment and Labor Law.21(1): 19-53. Fleming, Neil D.1999.“Biases in Marking Students’ Written Work: Quality?” Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Sally Brown and Angela Glasner, editors.Buckingham: Society for Research into Higher Education and Open University Press. Gross, Neil and Solon Simmons.2007.“The Social and Political Views of American Professors.”Working paper.September 24.Website available at Horowitz, David and Eli Lehrer. 2002. "Political Bias in the Administrations and Faculties of 32 Elite Colleges and Universities." Center for the Study of Popular Culture, Los Angeles. Jacobson, Jennifer.2006.“Study Casts Doubt on Claims that Conservative Students Face Discrimination in Classes”Chronicle of Higher Education.March 30.Reposted, with comments at Jaschick, Scott.2006.“The Real Bias in the Classroom.”Inside Higher Ed.March 20.Website available at Johnson, L. 1996. “Resisting Change: Information-Seeking and Stereotype Change.” European Journal of Social Psychology.26: 799–825.
individual’s page and with someone like O’Rourke or any elected official, the pool of followers is just as likely to acknowledge or even comment on a personal post such as a birthday announcement. Despite the paucity of personal posts, Congressman O’Rourke’s use of this type of posts is similar to the use of community outreach and recognition posts and all are consistent with Gatson’s (2011) notion that personal information sharing serves an important part of identity maintenance as well as Williams and Gulati’s (2012) position that such posts fuel a personal connection between politicians and their constituents. Add to this the viral nature of expression on Facebook and even though there are few personal posts, it is easy to see why they receive tremendous support. The category of reflection consists of posts that only discuss or explain an issue without providing resolution or with minimal commitment or direction from Congressman O’Rourke. Reflection posts are mostly shared links to articles that may or may not have a comment from O’Rourke, leaving the interpretation up to the user. Again the uniqueness of Facebook means that when O’Rourke or any politician shares information and links to media, they are capitalizing on the viral nature of social media. While we did not track reposting in the content surveyed, it is clear that there is an important effect taking place when information is shared. And to an extent, even when there is not an explicit endorsement of the information or ideas in other media, there is an implicit connection and likely subtle support between the source and the reposter. A post that reached many users was Congressman O’Rourke’s thoughts on the US Supreme Court decision regarding The Defense of Marriage Act on June 26, 2013. The following accompanied a link shared by the Congressman:
Southwest Asia (Middle East) Political Geography Notes Standard – SS7G5: The student will locate selected features in Southwestern Asia (Middle East). Element b.: Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey. Location: Describe the location of each of the following political features. Connection to the GPS: Describe the geography of the following political features. Afghanistan – Located at the far eastern edge of the region of Southwest Asia (Middle East). Describe Afghanistan (what is it like?) – Landlocked (no sea coast). Lots of mountains (mountainous). People are divided into tribes. Iran – Located west of Afghanistan. Describe Iran (what is it like?) – One of the largest countries in Southwest Asia. Long seacoast along the Persian Gulf and Arabian Sea (helps Iran to ship exports – selling goods to other countries). Lots of mountains (mountainous). Iraq – Located west of Iran. Describe Iraq (what is it like?) – Two of the largest rivers (Tigris and Euphrates) run through Iraq. Shatt al-Arab also runs Iraq, where the Tigris and Euphrates meet. Israel – South of Turkey is Lebanon, and south of Lebanon is Israel. Bound by the Gaza Strip along the southern coast and the West Bank to the east. Describe Israel (what is it like?) – Homeland for the Jewish people. Saudi Arabia – Located on the Arabian Peninsula. The Persian Gulf lies to the northwest of the country and the Red Sea to its west. Describe Saudi Arabia (what is it like?) – Largest country on the Arabian Peninsula. Turkey – Located to the north and west of Iraq. Shares a border with Iraq, Syria, and Iran. Describe Turkey (what is it like?) – Euphrates and the Tigris Rivers begin in Turkey. Numerous dams have been built there to save water.
Dimension Publishing Company Nigeria Ltd. Novak, M. (1973): The Rise of the Unmettable Ethnics. New York: Macmillan. Nwankwo, A.A (2005). Nigeria: The Future of Democracy. Enugu: Fourth Dimension Publishing Company Ltd Nwatu, R. (2001), Principles of Development Administration: Enugu: Computer Edge Publishers Okibe, H. B. (2000): Political Evolution and Constitutional Development in Nigeria: 1861 – 1999. Enugu: Marydon Publishers. Okorie, J. U. (2000), Developing Nigeria’s Workforce: Calabar: Page Environs Publishers Okoye, I. (1991):National Consciousness in Nigeria. Onitsha: Etukokwu Publishers Ltd. Onuoha, J. (1992): What is the State? Enugu: Acena Publishers. Osuntokun, J. (1980): “The Historical Background of Nigerian Federation” Journal of the Nigerian Institute of International Affairs. Lagos; Nigeria. Salawu B, (2001): African Journal of International Affairs and Development. Vol. 6, No 1. Seers, D. (1977). “The New Meaning of Development”, International Development Review; No.3 Sklar, R. L. (1963): Nigeria Political Parties: Enugu: Nok Publishers (Nigeria) Ltd. Turner T. (1976): Review of African Political Economy. Vol.1, No 1. Tyodan S.G. (1984): “The military and society in Nigeria” Lecture Series delivered in University of Jos. Ugborgu V.(2002): “ Set to Break the Jinx” Newswatch March 25, Vol. 35, No.12. Uweru N. (2004): “The military killed sports in Nigeria” Insider weekly, No 10, March 8. Uzoma, T.(2003): “NFA is Corrupt” The Sun, August 30.
PROCESS INDICATORS Process indicators Source and supporting information Do political parties have accessibility guidelines/action plans in place? Please give details of provisions related to information and communications material (e.g. manifestos, information about candidates, website, meetings etc.) The MoJ made efforts to expand voter education and the electoral information available, including extensive website content. Personal letters were sent to all new voters, while pamphlets and booklets were sent to schools for teaching purposes. The MoJ established a presence in social media, such as Facebook, where they held a number of well-attended live question and answer sessions. Information guides were distributed in 20 languages. For the first time, candidate lists were provided on audio CD and in Braille making it possible for the visually impaired to independently study candidate lists in their district. For further information, see the report of the OSCE regarding the Parliamentary elections of the 17th of April 2011. Are there mechanisms in place to ensure that disabled people’s organisations (DPOs) are consulted and involved in the development of laws and policies in electoral matters? Please give details of the mechanisms through which DPOs are involved. The Constitution of Finland (, section 14 entitled “Electoral and participatory rights”, stipulates that “the public authorities shall promote the opportunities for the individual to participate in societal activity and to influence the decisions that concern him or her.” There are no specific mechanisms in place with regard to electoral matters and DPOs. However, citizens, NGOs and other civic groups are heard when government prepares draft decisions. Public bodies that ask for citizens’ views include ministries, central government agencies and municipal authorities. During a round of comments government circulates its draft decision for comments to selected experts and civic groups. For such preparatory work to be successful, it is important to ensure that comments are obtained from an adequate range of persons and organisations. An NGO often acts as an expert. For example, a DPO can comment on disability policies. An NGO can also use its own initiative to submit a comment without being invited to do so by government. In the drafting of legislation by ministries, citizens are primarily heard through the procedure, before obtaining any comments The National Council on Disability, VANE is a co-operative organ for authorities, disability organisations and organisations for relatives of disabled people. It closely follows the decision-making in the society, gives statements and promotes the real implementation of
STRUCTURE INDICATORS Structure indicators Source and supporting information Has [country] ratified the CRPD without a reservation to Article 29? Please give details of any reservation. No (CRPD has been neither signed nor ratified) Has [country] ratified the CRPD without a reservation to Article 12? Please give details of any reservation. No Has [country] ratified the CRPD without a reservation to Article 9? Please give details of any reservation. No Please indicate the legislation which applies to European Parliament and municipal elections in your country. Please highlight possible amendments in view of the 2014 European Parliament elections. Does the same law apply for national, federal, local and regional elections, and referendums? European, national and municipal elections - The Electoral Act 1992 -The European Parliament Elections (Voting and Candidature) Regulations 1994 -Local Elections Regulations 1995 (as amended) -The Electoral (Amendment) Act 1996 -The Electoral Act 1997 -The European Parliament Elections Act 1997 -The Electoral (Amendment) Act 1998 -The Electoral (Amendment) Act 2001 -The Electoral (Amendment) Act 2002 -The Electoral (Amendment) Act 2004 -The Electoral (Amendment) Act 2006 -The Electoral (Amendment) Act 2009 -The Electoral (Amendment) (No.2) Act 2009