zilongwang/ReadingBank huggingface dataset:
It would be useful for states to think more broadly when it comes to the age of responsibility. States have been acting in ever-more-punitive ways toward teens. Yet the point of laws regulating the behavior of young people should not be to restrict them. It’s to begin educating them in the ways of responsible adulthood. What’s important, after all, is not passing a test or meeting an arbitrary age requirement, but learning lessons and applying them to real life. L Purpose: One-Sentence Summary: Activity 10: One-Sentence Summarizing (Answer in notebook) Your group will be assigned a different section for this activity. Write a one-sentence summary for your assigned section. You may need to a summary for each paragraph within your section before writing your single sentence summary. Groups will choose a spokesperson to present one-sentence summaries while the class writes them down in the appropriate boxes. Your teacher may help groups with this process, so be sure to listen to his or her editing ideas and include them in what you write in the boxes. Activity 11: Noticing R’s of Maturity Complete the chart with a partner by adding examples for each “R.” Age of Responsibility—Key Concepts 3 R’s Definitions Examples
In your response, be sure to consider all three “R’s” (rites, rights, and responsibilities) involved in becoming a mature person, an adult. Identify the subject of your paper Turn your subject into a guiding question Answer your question with a statement Refine this statement into a working thesis Activity 22: Taking a Stance—Guiding Questions Your teacher may have you use a Thesis Generator as a starting point in taking a clear stance on this issue. You may also want to think about or write the answers to the following questions in order to generate your thesis: What is your tentative thesis? What support have you for your thesis? What evidence have you found for this support (e.g., facts, statistics, statements from authorities, personal experience, anecdotes, scenarios, and examples)? How much background information do your readers need to understand your topic and thesis? If readers were to disagree with your thesis or the validity of your support, what would they say? How would you address their concerns? (What would you say to them?) Think about what most people know and think about the topic of your paper. If you want to change the opinions of the audience, you will need to think about persuasive techniques, both logical and emotional. Writing Rhetorically Entering the Conversation Activity 23: Composing a Draft
Developmental disability: Victim has been deemed developmentally delayed by Regional Center (RC) – reference Probate Code section 2351.5. Manager approval Supervisor approval Manager approval Consult with County Counsel Seek Capacity Declaration (GC-335) via… Victim’s health insurance provider, Elder Abuse Forensic Center, or Other resource. Refer case to PG prior to or concurrent with filing AIRO application. Consult with a Probate Court Investigator Social worker to share concerns regarding the current conservatorship not being able to provide long-term safety to the client. Public Guardian’s Office can investigate concerns and the matter back to court for revisions (if applicable). Consult with County Counsel File application for AIRO (see AIRO Process below). File application for AIRO (see AIRO Process below). Do not file application for AIRO (Public Guardian will review/assess) AIRO Process: The AIRO filing instructions only to 1a and 2 1a 2 Complete Elder or Dependent Adult Abuse Restraining Order packet (check website or consult with Clerk for your local Superior Court) On section 3(c) of the EA-100, check “Other” and enter your name and title preceded by “Adult Protective Services” (e.g. Adult Protective Services, Social Services Social Worker V). Complete Elder or Dependent Adult Abuse Restraining Order packet (check website or consult with Clerk for your local Superior Court) On section 3(c) of the EA-100, check “Other” and enter your name and title preceded by “Adult Protective Services” (e.g. Adult Protective Services, Social Services Social Worker V).
2018-20 Organizing Chair Schools Softball: Conference 5A and 6A 5A El Paso ISD Ysleta ISD Amarillo ISD Aledo ISD Mandsfield ISD Fort Worth ISD Azle ISD Northwest ISD Frisco ISD McKinney ISD Carrollton ISD Dallas ISD Forney ISD Midlothian ISD Texarkana ISD Nacogdoches ISD Leander ISD Georgetown ISD Magnolia ISD New Caney ISD Mt. Belvieu Barbers Hill ISD Baytown Goose Creek ISD Houston ISD Rosenberg Lamar CISD Austin ISD San Antonio ISD SA Alamo Heights ISD Southwest ISD CC Flour Bluff ISD Victoria ISD PSJA ISD Edcouch Elsa ISD 6A El Paso Socorro ISD Ector County ISD San Angelo ISD Crowley ISD Keller ISD Irving ISD Cedar Hill ISD Richardson ISD ISD Garland ISD Rockwall ISD Belton ISD Round Rock ISD Cy-Fair ISD Conroe ISD Spring ISD Spring Branch ISD Houston ISD Katy ISD Fort Bend ISD Baytown Creek ISD Pasadena ISD Pearland ISD League City Clear Creek ISD Del Valle ISD San Marcos ISD East ISD Northside ISD Pass ISD McAllen ISD Edinburg ISD Brownsville ISD
There was discussion of signature of a liquor license. Motion was made, seconded and passed unanimously to approve and sign the renewal of the liquor license for Libby’s Variety. Motion was made, seconded and passed unanimously to adjourn the meeting. The meeting adjourned at 12:27 p.m. ________________________________________________________________________ Approved – Select Board Morning Meeting September 1, 2016 Page 4
Smarter Balanced Technology Skills GRADE Content Area Question Type Technology Required Practice Test Examples Training Test Examples ELA and Math Multiple choice, single correct response (radio buttons) Select the radio button corresponding to an option To deselect an option, select a different radio button Only one option can be selected G5 ELA, Question 2 G5 Math, Question 1 G3-5 ELA, Question 2, Part A G3-5 Math, Question 1 ELA and Math Multiple choice, single correct response (highlight) Highlight an option by selecting an option To deselect an option, select a different option Only one option can be selected G5 ELA, Question 10 None available ELA and Math Multiple choice, multiple correct responses (checkboxes) Mark checkbox corresponding to an option To deselect an option, click on the checkbox that is already marked One or more options can be marked G5 ELA, Question 19 G5 Math, Question 26 G3-5 ELA, Question 2, Part B G3-5 Math, Question 6 ELA and Math Multiple choice, multiple correct responses (highlight) Highlight an option by selecting an option G5 ELA, Question 17 None available
To deselect an option, click on the previously highlighted option One or more options can be selected ELA and Math Matching Tables (variation using True/False or Yes/No format) Select checkbox corresponding to an option in a table cell To deselect an option, select a checkbox that is already marked G5 ELA, Question 22 G3-5 ELA, Question 6 G3-5 Math, Question 4 ELA and Math Short Text Keyboard entry into multiline text box (no text formatting) Ability to edit previously entered text G5 ELA, Question 16 G3-5 ELA, Question 1 G3-5 Math, Question 8 Math Only Drag and Drop (select and move objects) Click and drag object to appropriate location in Question response area G5 Math, Question 21 G3-5 Math, Question 3 Math Only Hot Spot Select targeted areas in the response area G5 Math, Question 16 G3-5 Math, Question 5 Math Only Table Fill in Keyboard into table cells or drag/drop objects into table cells None available G3-5 Math, Question 7 Math Only Graphing Select the Add Point icon. Click in the Question response area to create a new point. To remove the point, select the Delete icon. Click on the point to be deleted. Select the Connect Line icon. Click in the Question response area where the line is to start. Click and drag to the area where the line is to end. To remove the Not available G3-5 Math, Question 7
Smarter Balanced Technology Skills SIXTH GRADE Content Area Question Type Technology Skill Required Practice Test Examples Training Test Examples ELA and Math Multiple choice, single correct response buttons) Select the radio button corresponding to an option To deselect an option, select a different radio button Only one option can be selected G6 ELA, Question 1 G6 Math, Question 1 G6-8, ELA, Question 4 G6-8 Math, Question 7 ELA and Math Multiple choice, single correct response (highlight) Highlight an option by selecting an option To deselect an option, select a different option Only one option can be selected G6 ELA, Question 11 None available ELA and Math Multiple choice, multiple correct responses (checkboxes) Mark checkbox corresponding to an option To deselect an option, click on the checkbox that is already marked One or more options can be marked G6 ELA, Question 7 G6 Math, Question 7 G6-8 Math, Question 4 ELA and Math Multiple choice, multiple correct responses (highlight) Highlight an option by selecting an option G6 ELA, Question 21 None available
line, select the Delete icon. Click on the line to be deleted. Math Only Equation/numeric Select buttons representing numbers and mathematic symbols to create a numeric response or equation G6 Math, Question 2 G6-8 Math, Question 2 ELA Only Two-part multiple-choice, with evidence responses Multiple-choice (radio buttons) or multiple-choice (highlight) Currently nothing available G6-8 Math, Question 2 ELA Only Hot Text (select and move text) Select text, click and drag text to new area Currently nothing available None available ELA Only Listening Tasks Student must or pause an audio clip by selecting buttons G6 ELA, Question 22 G6-8 ELA, Question 4 ELA Only Essay Keyboard entry using text formatting buttons Ability to edit previously entered text ELA Performance Tasks None available Accessing Context Menu for Embedded Resources NOTE: The Context Menu allows students to access additional features that are available to support them in answering specific questions. Type of Testing Device How to Access Context Menu Windows-based computers Click on right-mouse button Chromebook (trackpad) Hold down Alt key on keyboard, and tap the trackpad
To deselect an option, click on the previously highlighted option One or more options can be selected ELA and Math Matching Tables (variation using True/False or Yes/No format) Select checkbox corresponding to an option in a table cell To deselect an option, select a checkbox that is already marked G7 ELA, Question 26 G7 Math, Question 18 G6-8 ELA, Question 5 G6-8 Math, Question 6 ELA and Math Short Text Keyboard entry into multiline text box (no text formatting) Ability to edit previously entered text G7 ELA, Question 2 G6-8 ELA, Question 1 Math Only Drag and Drop (select and move objects) Click and drag object to appropriate location in Question response area G7 Math, Question 8 G6-8 Math, Question 5 Math Only Hot Spot Select targeted areas in the response area G7 Math, Question 13 G6-8 Math, Question 8 Math Only Table Fill in Keyboard entry into table cells or drag/drop objects into table cells None available G6-8 Math, Question 3 Math Only Graphing Select the Add Point icon. Click in the Question response area to create a new point. To remove the point, select the Delete icon. Click on the point to be deleted. Select the Connect Line icon. Click in the Question response area where the line is to start. Click and drag to the area where the line is to end. To remove the None available G6-8 Math, Question 1
line, select the Delete icon. Click on the line to be deleted. Math Only Equation/numeric Select buttons representing numbers and mathematic symbols to create a numeric response or equation G7 Math, Question 1 G6-8 Math, Question 2 ELA Only Two-part multiple-choice, with evidence responses Multiple-choice (radio buttons) or multiple-choice (highlight) G7 ELA, Question 5 G6-8 Math, Question 2 ELA Only Hot Text (select and move text) Select text, click and drag text to new area Currently nothing available None available ELA Only Listening Tasks Student must start or pause an audio clip by selecting buttons G7 ELA, Question 25 G6-8 ELA, Question 4 ELA Only Essay Keyboard entry using text formatting buttons Ability to edit previously entered text ELA Performance Tasks None available Accessing Context Menu for Embedded Resources NOTE: The Context Menu allows students to access additional features that are available to support them in answering specific questions. Type of Testing Device How to Access Context Menu Windows-based computers Click on right-mouse button Chromebook (trackpad) Hold down Alt key on keyboard, and tap the trackpad
Smarter Balanced Technology Skills EIGHTH GRADE Content Area Question Type Technology Skill Required Practice Test Examples Training Test Examples ELA and Math Multiple choice, single correct response (radio buttons) Select the radio button corresponding to an option To deselect an option, select a different radio button Only one option can be selected G8 ELA, Question 2 G8 Math, Question 4 G6-8, ELA, Question 4 G6-8 Math, Question 7 ELA and Math Multiple choice, single correct response (highlight) Highlight an option by selecting an option To deselect an option, select a different option Only one option can be selected G8 ELA, Question 1 None available ELA and Math Multiple choice, multiple correct responses (checkboxes) Mark checkbox corresponding to an option To deselect an option, click on the checkbox that is already marked One or more options can be marked G8 ELA, Question 7 G8 Math, Question 16 G6-8 Math, Question 4 ELA and Math Multiple choice, multiple correct responses (highlight) Highlight an option by selecting an option G8 ELA, Question 3 None available
US$78 485-61 delivered to Shamva Gold Mine; US$ 245 467-82 delivered to How Gold Mine; US$ 626-96 delivered to Redwing Gold Mine; and US$ 36 184-02 delivered to Mazoe Gold Mine. The claim was denied by the appellant. In para 4 of its plea it averred: “While the defendant accepts that certain electrical goods were purchased by it from the plaintiff, defendant denies receipt of most of the goods to which the claim relates and puts plaintiff to the proof thereof. The defendant further avers that plaintiff has been requested to provide a proper and correct summary of goods delivered in order for payment to be made but plaintiff is still to do so. The defendant further denies that any proper demand for payment had been made by the plaintiff as alleged.” During April 2012, three pre-trial conferences were held at which the parties attempted to reconcile the figures in order to arrive at some consensus as to the amount owing and a possible settlement. The figures having been so reconciled, the amount claimed was reduced to $301 342.73. However, the parties were unable to agree on the outstanding issues and, on 30 April 2012, the matter was referred to trial on three issues, namely:- Whether the defendant is indebted to the Plaintiff in the sum claimed or any other sum at all; Whether the defendant received all the goods forming the subject of the plaintiffs claim; and Whether due and proper demand for payment was made to the defendant prior to the issue of summons.
Payment of the sum of US$58 335,00 as per the acknowledgment of debt; Interest thereon at the rate of 1,5% per month calculated from the date of the acknowledgment of debt, being 17 April, 2012, to date of payment in full; of suit. The appellant entered appearance to defend and what it termed a special plea averring: “The defendant specially pleads that the same matter between substantially the same parties is still pending in this court under case number HC 3595/12 which matter the plaintiff purportedly withdrew from this court on 26 January 2013 but which withdrawal is null and void. Wherefore defendant prays for the dismissal of the plaintiff’s claims with costs on the attorney – client scale.” Thereafter the respondent made an application for summary judgment premised upon the acknowledgment of debt alluded to supra. The appellant opposed the application by raising a number of preliminary issues which were essentially not germane to the resolution of the real issue between the parties. The court a quo properly was not detained by those issues. On the merits the appellant claimed that it had a bona fide defence set out in paragraph 4.1 of the opposing affidavit which reads: “4.1 Whilst I admit having signed, on behalf of respondent, the document annexed to applicant’s papers as Annexure “B” that document makes it clear that payment of the amount due was conditional upon my receiving a loan from a financial institution. In other words a condition precedent to the payment of the amount outstanding has not been met.”
The appeal essentially raises one issue for determination, which in my view is dispositive of the whole matter; Whether the court a quo was correct in finding that the appellant’s entry on to the mining claims warranted the granting of mandamus van spolie, as well as the interdict. The following facts are largely not disputed. Firstly, the appellants did effect entry onto the disputed premises without the backing of a court order or “due process”. The deponent to the appellants’ opposing affidavit, Muyengwa Motsi who is the third appellant in casu, admitted the same in his opposing affidavit a quo, when he stated; “Indeed I entered the mine premises. I did not need permission from anyone to do so. Applicant has been mining thereat illegally for the past 2 years. I did not use any false pretence. Indeed our intention has and continues to be to take over the mines and occupy same as can be envisaged (sic) by the numerous court orders granted in our favour which applicant blatantly refuses to recognise (see case no. HC 26/11, HC 3208/13 and HC 1194/13).” Secondly, the appellants in addition to this, admitted to the deployment of armed guards by the entrance to the disputed premises. The third appellant stated as follows in his opposing affidavit; “Ad para 3 … however the second respondent is within his rights to place guards at the mine to ensure that all the ore that was mined illegally does not leave the premises …” Given these admissions, which seem to give credence to the respondent’s claim that the appellants forcefully entered the disputed mine premises, the Judge a quo, I find, was correct in his observation to the following effect: “In a nutshell, this is an admission that the respondents have effectively entered the mine. They did so without any permission from anyone ………. In casu the applicant was dispossessed against his will and without the authority or order of, this court. In acting as they did, whether as principals or agents, all respondents took the
Application Information to assist applicant & decision maker To be complete by applicant Office use Type of Short Break How can the funds be spent? Conditions & Limitations Amount limited to Grant application & supporting documentation Value Screening Applied Amount Recommended Universal Activities For example: cinema, theatre, football matches, trampolining , horse riding, swimming (none specialist activities) Admission cost for the child into the activities of their choice This does not include, travel, memberships, subs or spending money associated with the activity. £150 Cost of a carer’s time to support and supervise the child on a day or single session activity The carer must not reside at the same address or hold parental responsibility for the child. The carer must be 18 years or over and photographic identification will be required to be submitted along with the application. A detailed breakdown of cost of the carer will be required on submission of the application. i.e., how many hours and cost per hour the carer will be working. £600 Costs to cover any employment checks including an enhanced DBS check You will be responsible as an employer for ensuring you meet with all relevant employment laws and for ensuring the suitability of the carer. Monies can be applied towards the cost of the enhanced DBS check and any relevant employment checks. Cost to cover expenses for the carer Up to a maximum of £10 per day to cover any subsistence costs for the carer that are incurred. Most activities permit a carer to enter free of charge, only in the unusual circumstances when this is not the case the admission costs can be applied for through the Grant. This does not include, memberships or subs as it is the expectation the carer is there to support or supervise the child. Specialised Activities provided specifically for children with disabilities and or additional needs The cost of the child’s session This does not include, travel, subs or spending money associated with the activity In the event that the Council has an established agreement with the Provider, they will be paid directly for cost of the sessions that are approved. Does not cover room hire for universal group activity i.e. birthday parties etc. £600 Essential Equipment This can be used to buy/loan/hire essential equipment needed for an activity session This does not include the purchase or long term loan of live animals beyond a single session. But can be used to hire a riding hat or ice boots for example. £75
same, and that, in any event, the first respondent had locus standi in judicio to institute the proceedings. The court a quo further erred in finding that the first respondent had peaceful and undisturbed possession of the mining concessions in its capacity as project manager and that, therefore, it was entitled to spoliatory relief in its personal capacity when the founding affidavit did not make such allegation and relief was not sought on that basis. The court a quo further erred in finding that the appellant had committed an act of spoliation against the fifth respondent when, in the circumstances, the appellant was not found to have done anything to evict the fifth respondent from mining concessions. The court a quo further erred in entitling, authorising and empowering the fifth respondent’s security personnel, with all its chain of command, to remain at the mining concessions until resolution of a matter that was resolved on the 22 February 2016 when the relevant statutory functionary exercised his discretion against the further extension/renewal of the special mining grants in question. The second, third and fourth appellants were also aggrieved by the decision of the court a quo and appealed to this Court on the following grounds. The court a quo erred in finding that the appellants had committed acts of spoliation against the first and second respondents in the absence of evidence or even an allegation that the appellants evicted the said respondents and in the face of evidence
GUVAVA JA: I agree. UCHENA JA: I agree. Civil Division, Attorney-General’s Office, appellant’s legal practitioners Sawyer & Mkushi, second, third and fourth appellants’ legal practitioners Scanlen & Holderness, first respondent’s legal practitioners
The respondent was later charged with two acts of misconduct, i.e. refusal to work overtime in case of emergency and wilful disobedience of a lawful order given by his superior. The appellant’s Disciplinary Committee acquitted the respondent on the first charge but found him guilty on the second charge. It then ordered his dismissal with effect from 26 October 2005 and its decision was subsequently upheld by the appellant’s Appeals Committee. On appeal by the respondent against his dismissal, the Labour Court found that, because it was known that the respondent was on authorised time off, the order to write a report was so unreasonable as to be unlawful. Therefore, the respondent’s refusal to comply with that order was not an act of insubordination. The court allowed the appeal and ordered the appellant to reinstate the respondent or pay damages in lieu of reinstatement. The grounds of appeal herein are essentially twofold: that the court a quo applied the wrong test in holding that the order given to the respondent was so unreasonable as to be unlawful; that the court consequently erred in finding that the respondent’s refusal to write the report did not constitute wilful disobedience of a lawful order given by his superior.
(attach when executed) OF COLORADO DESIGN/BUILD GUARANTEED MAXIMUM PRICE (GMP) AGREEMENT (STATE FORM SC-9.0) EXHIBIT L REQUEST FOR PROPOSAL (DATED _____________) STATE OF COLORADO DESIGN/BUILD GUARANTEED MAXIMUM PRICE (GMP) AGREEMENT FORM SC-9.0) EXHIBIT M DESIGN BUILD ENTITY’S FEE PROPOSAL STATE OF COLORADO DESIGN/BUILD GUARANTEED MAXIMUM PRICE (GMP) AGREEMENT (STATE FORM SC-9.0) EXHIBIT N SALES AND USE TAX FORMS STATE OF COLORADO DESIGN/BUILD GUARANTEED MAXIMUM PRICE (GMP) AGREEMENT (STATE FORM SC-9.0) EXHIBIT O APPROVED CODES OF COLORADO GUARANTEED MAXIMUM PRICE (GMP) AGREEMENT (STATE FORM SC-9.0) EXHIBIT P CODE COMPLIANCE PLAN REVIEW AND BUILDING INSPECTIONS
English 4 Cite significant textual evidence to support synthesis of explicit and inferred meaning and/or in areas the text leaves indeterminate; investigate multiple supported interpretations. Standard 6: Summarize key details and ideas to support analysis of central ideas. Kindergarten With guidance and support, retell the central idea and identify key details to summarize a text read, or viewed. Grade 1 Retell the central idea and key details to summarize a text heard, read, or viewed. Grade 2 Retell the central idea and key details from multi-paragraph texts; summarize the text by stating the topic of each paragraph heard, read, or viewed. Grade 3 Summarize multi-paragraph texts using key details to support the central idea. Grade 4 Summarize multi-paragraph texts using key details to support the central idea. 5 Summarize a text with two or more central ideas; cite key supporting details. Grade 6 Provide an objective summary of a text with two or more central cite key supporting details. 7 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. Grade 8 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. English 1 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. English 2 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. English 3 Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic; provide an objective summary of the text. English 4 Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic; provide an objective summary of the text. Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and visual, auditory, and kinesthetic modalities.
---------------------------------------------------- Recommendation: Approval Contingent Approval Disapproval __________________________________ __________________ Primary Reviewer’s Signature Date Scientific Scoring Scale Descriptor Additional Guidance on Strengths/Weaknesses 1 Exceptional Exceptionally strong with essentially no weaknesses 2 Outstanding Extremely strong with negligible weaknesses 3 Excellent Very strong with only some minor weaknesses 4 Very Good Strong but with numerous minor weaknesses 5 Good Strong but with at one moderate weakness 6 Satisfactory Some strengths but also some moderate weaknesses 7 Fair Some strengths but with at one major weakness 8 Marginal A few strengths and a few major weaknesses 9 Poor Very few strengths and numerous major weaknesses Weakness: An easily addressable weakness that does not substantially lessen the impact Moderate Weakness: A weakness that lessens the impact
scores of all students content area classes Improve PLAN and ACT Scores of all students Teachers use PLAN and ACT type questions weekly as “Bell Ringers” X Classroom teachers June 2011 Improvement on PLAN and ACT Improve academic performance of all students in all classes. Examine student work during weekly teacher plan period meetings X Principal/Classroom teachers June 2011 Student work continues to improve Learning Walks Focus of learning walks: 2.2 The teacher consistently communicates the expectation that all students will achieve the goals and standards of the lesson and uses a variety of strategies to create effort and ability from most students. Teacher consistently establishes and maintains high expectations for all students. 2.3 Teacher consistently develops and builds strong relationships with students. 3.7 Teacher activities and assignments are consistently rigorous for all students and aligned to instructional Teacher consistently adjusts the instructional plan to meet the needs of students. 4.3 The teacher consistently analyzes formative/summative student assessment data and uses it to instruction. High School : Scott High School Goal 3: Beginning in fourth grade, all students will participate in at least one activity providing a meaningful connection to school beyond the regular classroom. Current participation rate: __88___% 2011-12 School participation rate goal:100% Objective Strategies and Action Steps Check if this strategy will reduce the achievement gap Responsibility Timeline Evidence of Effectiveness Increase student participation in Selected upper high school Deb Ison One week Increase in student participation rate.
The Sr. basketball team won gold medal in RAPSA (I am not sure, if this is name) Set up SLSS merchandize website, where even branded items such as Under Armour are available for purchase Volley ball tournament is scheduled to take place at SLSS during next term AIM for SEVA to funds for building schools in India Updates, Pro Grant Event Planning– Dr. Bashir The PRO Grant Event will take place on Feb. 22nd. The main event will start on 6:30. Refreshments will be served between 6:00 & 6:30. Parents are requested to attend in great numbers as this valuable information is not available elsewhere. Both the presenters, Lawrence DeMaeyer and Carla Pereira from Peel District School Board, are confirmed. Since the presenters are from PDSB, they will be given away flowers and thank you cards as a token of appreciation. Following booths will be set up to give out information between 6:00-6:30 Volunteer MBC Canadian Mental Health Association Scholarship Canada SLSS Robotics Club Helping Hands App The Flyer for the event is ready; is posted on the school website and has been printed to be posted on various locations in the area. The registration at Eventbrite is open. The is shared and linked to SLSS School Council Facebook page as well. A synervoice will be sent out a week before the event to boost the registration. The report cards go home on Feb. 9th. An invitation to the event and its program will be sent out to the parents with the report cards. Eventbrite: Mrs. Tasneem Ahmed Facebook: Mrs. Tasneem Ahmed Exit Surveys: Ms. Jyotika Lalwani Refreshments: Ms. Sabina Alam and Ms. Nighat Nabi Registrations: Mr. Malik & Julie Rahman MC: Ms. Howard Intro to school council: Dr. Bashir Ask the local councillor and CMRA to promote the event The event will be videotaped and photographed. Questions and Answers Q: A community member and a school council member at the Churchill Meadows Public School, Ms. Shazia Aman, passed on a request from the School Council at the CMPS. CMPS were planning to host their annual movie night for the parents and student from the community on Thursday, Feb. 8, 2018. They requested student volunteers from Stephen Lewis Secondary
1 Digital: Metal-stem: Digital: Metal-stem: 2 Digital: Digital: 3 Digital: Metal-stem: Digital: 4 Digital: Metal-stem: Digital: Metal-stem: 5 Digital: Metal-stem: Digital: 6 Digital: Metal-stem: Digital: Metal-stem: 7 Digital: Metal-stem: Digital: Metal-stem: 8 Digital: Digital: 9 Digital: Metal-stem: Digital: Metal-stem: 10 Digital: Metal-stem: Digital: Metal-stem: 11 Digital: Metal-stem: Digital: Metal-stem: 12 Digital: Metal-stem: Digital: Metal-stem: 13 Digital: Metal-stem: Digital: Metal-stem: 14 Digital: Metal-stem: Digital: Metal-stem: 15 Digital: Digital: 16 Digital: Digital: Metal-stem: 17 Digital: Metal-stem: Digital: Metal-stem: 18 Digital: Metal-stem: Digital: Metal-stem: 19 Digital: Metal-stem: Digital: Metal-stem: 20 Digital: Metal-stem: Digital: Metal-stem: 21 Digital: Metal-stem: Digital: Metal-stem: 22 Digital: Metal-stem: Digital: Metal-stem: 23 Digital: Metal-stem: Digital: Metal-stem: 24 Digital: Digital: Metal-stem: 25 Digital: Metal-stem: Digital: Metal-stem: 26 Digital: Digital: Metal-stem: 27 Digital: Digital: 28 Digital: Metal-stem: Digital: Metal-stem: 29 Digital: Metal-stem: Digital: Metal-stem: 30 31 DAILY – Refrigerator Inspection REFRIGERATED EQUIPMENT: _________________________ Month/Year __________________
DAILY – Operation Inspection (Page 1) Month/Year ______________________ Date Observer Initials Morning Inspection Afternoon Inspection Corrective Actions Dishmachine Sanitizing Dish Sink Set-up Wipe/ Spray Sanitizer Mop Bucket Set-up oF/ppm 180oF/50 ppm Pressure 15-25 psi (ppm) 200–400 ppm 200-400 (ppm) Trash Floors Wiping cloths Surfaces 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
23 24 25 26 27 28 29 30 31 Prepared by: Angela M. Fraser, Ph.D., Associate Professor/Food Safety Extension Specialist and Amanda Henderson, B.S. Department of Food, Nutrition, and Packaging Sciences Clemson University, Clemson, SC 29634 The material in this workbook is based upon work supported by the SC Department of Education. For more information, contact Dr. Angela Fraser at 864.656.3652 or at . © 2010 Clemson University. These materials are protected by United States copyright law and may not be reproduced, distributed, transmitted, displayed or published without the express prior written permission of Clemson University. The Clemson University Cooperative Extension Service offers its programs to people of all ages, regardless of race, color, sex, religion, national origin, disability, political beliefs, sexual orientation, marital or family status and is an equal opportunity employer. Revised August 7, 2013
Suggestions (response not required) ---------------------------------------------------- Recommendation: Approval Contingent Approval Disapproval __________________________________ __________________ Statistical Reviewer’s Signature Date Scientific Scoring Score Descriptor Additional Guidance on Strengths/Weaknesses 1 Exceptional Exceptionally strong with essentially no weaknesses 2 Outstanding Extremely strong with negligible weaknesses
Chapter Treasurer’s Award Score Sheet DEPARTMENT OF CAREER AND TECHNICAL EDUCATION SFN 15016 Minimum Standards Remarks 1. The official treasurer’s book or suitable accounting methods/computer program was used. ( ) Meets ( ) Does not Meet 2. Records appear that they were the work of the Chapter Treasurer, Assistant Treasurer, and/or Treasurer’s. ( ) Meets ( ) Does not Meet 3. The records show evidence of being kept up to date during the year. ( ) Meets ( ) Does not Meet 4. The records cover the entire time for which the Treasurer was elected. ( ) Meets ( ) Does not Meet 5. The Treasurer made regular reports to the chapter and copies of these reports are included in the Secretary’s book. ( ) Meets ( ) Does not Meet 1. Opening inventory, closing inventory, and chapter’s net worth statement are included. (typed, complete, and properly formatted) Each is worth 10 points. 30 All required statements are included. 20 Missing one of three required statements. 10 0 Missing Zero two of required three statements required were statements. included. Points Awarded: 2. Auditing committee’s report is included. 25 Report is included. 0 Report is not included. Points Awarded: 3. A chapter budget is included for the current year. Neatly typed, income and expense budget included. 75 All requirements are met. 50 Two of three requirements are met. 25 0 One of the Zero three requirements requirements have been is met. met. Points Awarded: 4. A dues collection record breakdown is included. 20 Members are listed. Date paid is included. 10 Members are listed. Date paid is not included. 0 Not included Points Awarded:
5. Individual member records, including dues, fundraising, and project information are completed and neatly typed. --Note that not all students will have info. for projects 150-76 Records are complete and neatly typed. 75-1 Records are complete but not neatly typed. 0 No records are included. Points Awarded: 6. Receipts and disbursements journal is completed. 250-150 Six to 10 monthly records are included. 125-25 One to five monthly records are included. 0 Journal is not included. Points Awarded: 7. Records of special chapter projects or mini-chapters is included. Each report is worth 10 points (30 max). 30 3 chapter project reports are included. 10-20 1-2 chapter project reports are included. 0 No chapter project reports are included. Points Awarded: 8. Monthly treasurer’s reports are included. Each report is worth 10 points (max 100). 100 Five to ten monthly reports are included. (10 points per report) 10-50 One to five monthly reports are included. (10 points per report) 0 No reports are included. Points Awarded: 9. Neatness, legibility, and permanence of records. Needs to be typed to receive maximum points. 50-26 Records are typed, clean, and attractive. 25-1 Records are and clean. 0 Records are handwritten and/or noticeably disheveled. Points Awarded: Total Points Awarded (can’t exceed 730) Award Granted Remarks
Item Action Who Due 2 financial experts to supplement both the Specified Care and Services Reference Group and its Costing Sub-Group Email to Nominations and one page bio information ALL MEMBERS COB Monday 8 July Selection of Financial Experts Bios of all nominations received to be distributed via to Reference groups members NACA Sec COB Tuesday 9 July Selection of Financial Experts Email to Preferred 2 financial experts ALL MEMBERS COB Friday 12 July Selection of Financial Experts Outcome of email vote to be distributed to reference group via email NACA Sec COB Monday 15 July Costing Sub-Group To establish the consumer representative on the Costing Sub-Group COB Friday 12 July Meeting Notes from May SC&S Meeting To be distributed to Reference Group NACA Sec COB Monday 15 July Meeting Dates To set meeting date in mid-August NACA Sec Ongoing
questions of law authorised the arbitrator to act outside the provisions of Art 23(2) of the Model Law. The arbitrator dismissed the claim by the appellant. He said: “An agreed list of issues was filed by the parties on 13 May 2010. The hearing of evidence commenced on 20 May 2010, and ended on 3 June 2010, with an adjournment to 2 August 2010 for argument. The realistic inference to draw from this background is that GDI changed its mind when it proceeded to prepare its heads of argument, and decided to introduce the defence that the two agreements were illegal and unenforceable. An objection in limine should be taken by a defendant before plea. Its object is to avoid further pleadings and the holding of a trial, and to afford finality to litigation, thereby avoiding the consequential costs.” He goes on to say, “Having regard to both the absence of an application by GDI to or supplement its Amended Statement of Defence, and more importantly, to the excessive delay in raising the illegality defence, the arbitral tribunal considers it now inappropriate to permit GDI to rely on it.” The arbitrator went on to determine the matter on the merits. He found that the first respondent’s witness Mr Liu was an unreliable witness because he was argumentative and evasive when answering questions. He also found that Mr Liu had refrained from disclosing documents containing information on the foreign currency his company had raised from the sale of tobacco during the two periods covered by the agreements. Mr Liu was constrained under cross-examination to admit that there was information relating to the transactions concerned which he had not disclosed. As a result he produced schedules which revealed the actual proceeds of the tobacco sold over the two
I, as parent/guardian, understand that I will not be charged for any of the services provided at the health center. I also understand that the Family Service Center or the medical provider may bill Medicaid or other insurance providers for these services. I authorize/assign payments of authorized benefits directly to the Family Service Center. By signing below, we (student and parent/guardian) acknowledge that we have read and understand the services to be provided at the school-based health center. We both give permission for this student to receive the services provided by the program. This consent is effective while the student is enrolled in West Feliciana Parish School system unless the School-Based Health Center is notified in writing, that I no longer wish for my child to receive services. I understand that I may be asked to complete a one page form every year to update important information. We also understand that the school-based health center is operated by the West Feliciana Parish School System and its employees and contractors. _______________________________________ ______________________________________ Printed Name of Parent/Legal Guardian/Student Relationship _______________________________________ __________________________________ Signature of Parent/Legal Guardian Date ______________________________________ ___________________________________ Signature of Student (optional) Date This consent may be withdrawn or modified at any time with written permission of the parent/guardian and student to the entity referred to above. A duplicate copy of this document will be given to parents or guardians upon request.
In the result, I make the following order: The judgment of the a quo is set aside and is substituted with the following: “The appeal is dismissed with costs.” GARWE JA: I agree OMERJEE AJA: I agree Chadyiwa & Associates, appellant’s practitioners Ziumbe & Mtambanengwe, respondent’s legal practitioners
100% = < of Federal Poverty Guidelines 101% = > and 125% of Federal Poverty Guidelines 126% = > and 150% of Federal Poverty Guidelines 151% = > and 200% of Federal Poverty Guidelines 201% = > and 250% of Federal Poverty Guidelines 251% = > and 300% of Federal Poverty Guidelines 301% = > of Federal Poverty Guidelines 1 $11,880 $14,850 $17,820 $23,760 $29,700 $35,640 $35,641+ 2 $16,020 $20,025 $24,030 $32,040 $40,050 $48,060 $48,061+ 3 $20,160 $25,200 $30,240 $40,320 $50,400 $60,480 $60,481+ 4 $24,300 $30,375 $36,450 $48,600 $60,750 $72,900 $72,901+ 5 $28,440 $35,550 $42,660 $56,880 $71,100 $85,320 $85,321+ 6 $32,580 $40,725 $48,870 $65,160 $81,450 $97,740 $97,741+ 7 $36,732 $45,915 $55,098 $73,464 $91,830 $110,196 $110,197+ 8 $40,896 $51,120 $61,344 $81,792 $102,240 $122,688 $122,689+ 9 $44,976 $56,220 $67,464 $89,952 $112,440 $134,928 $134,929+ 10 $49,920 $61,845 $74,214 $98,952 $123,690 $148,428 $148,429+
Accordingly the appeal succeeds with costs. The judgment of the court a quo is set aside and substituted with the following: “The claim is dismissed with costs.” MALABA DCJ: I agree GUVAVA JA: I agree Antonio & Dzvetero, appellant’s legal practitioners Wintertons, 1st respondent’s legal practitioners Attorney-General’s Office, 2nd respondent’s legal practitioners
Enter the name of the county in which you are filing, or have already filed, this case. STATE OF , CIRCUIT COURT, COUNTY Enter the Plaintiff’s name. Plaintiff(s): ____________________________________________________ -vs- Defendant(s): Enter the Defendant’s name. Enter the case number. Affidavit of Mailing Case No. After you have mailed the summons and complaint, or other document, you must complete the information to the right. UNDER OATH, I STATE: I placed in an envelope a copy of the following documents: Authenticated Copy of the Summons and Complaint Motion: Other: the date [month, day, year] on which you placed the documents in a mailbox, and the name(s) and address(es) of the person to whom you mailed them. I mailed that envelope with proper postage affixed on [Date] to: Name Address Address City State Zip Name Address Address City State Zip STOP! Take this document to a Notary Public BEFORE you sign it. After you have been sworn by a Notary Public, sign and print your name and date the document in front of the Notary Public. ► Signature Print or Type Name Date Have the Notary Public sign, date, and seal the document. State of County of Subscribed and sworn to before me on Notary Public/Court Official Name Printed or Typed My commission/term expires: (Seal)
1. The appeal is allowed with costs. 2. The judgment of the court a quo is set aside and substituted with the following: “(i) The application is dismissed and leave is given to the defendant to defend the action. (ii) The costs of the application for summary judgment are reserved for determination by the trial court.” GARWE JA: I agree PATEL JA: I agree Tavenhave & Machingauta, appellant’s legal practitioners Scanlen & Holderness, respondent’s legal practitioners
(recusal) lies the very concept of judicial independence. In casu either way the decision goes, eyebrows will be raised on the ruling by either party or the public given the nature and magnitude of accusations traded between the state and the defence counsel for the 1st accused which has spilled to the bench… Given the circumstances, a decision which represents the true interests of justice can only be achieved by another independent and impartial (so to speak) judicial officer.” On 1 March 2012 the magistrate forwarded record of proceedings to High Court with the request that it be placed before a judge for quashing of proceedings so that fresh proceedings could commence before another magistrate. When the referral came to the notice of the appellant’s legal practitioner, she filed an application in the High Court for review of the same proceedings on the ground that there was no real and substantial justice. In the application she went on to allege that the appellant had been placed on remand on false information contained in Form 242. She placed documents to show that the allegations were not supported by evidence. She also went further to ask the reviewing judge to determine the legality of the order of remand. She then sent a letter to the Registrar of the High Court for the attention of the reviewing judge in which she alleged that referral by the Magistrate for quashing of proceedings was unlawful. She said the appellant had not been heard before the decision to recuse himself by the magistrate was made. The court a quo dismissed the application on 23 May 2012. As already indicated there was no misdirection on the part of the learned judge on the question of the validity of the grounds on which the application was based. It is clear that the learned judge would not have had the power to consider whether there were grounds