zilongwang/ReadingBank huggingface dataset:
~1970 March 2018 Change to Newsletter AGM WARR Victoria update around the track Parkrun Tourist news Roderick Hoffman (Legend) New members Next Club Run Hi members - it is time for a change. We are looking for someone to take over the newsletter please. It is time for this editor to take a break. It produces itself with members sending in running stories We will now be producing a quarterly newsletter instead of a bi-monthly (facebook, yamma etc.) AGM The AGM was held at Dolls point on the 24th February with an excellent attendance. The following executive and other honorary positions were declared: President: Vacant Vice President: Vacant Secretary: Dave Taylor Treasurer & Public Officer: John Gately Committee: Shane Batkin, Roger Moresi & Jason Vella Warr Captain: Roger Moresi Webmaster: John Gately with Jason Vella Newsletter editor: Vacant with Neil Campbell filling in. Merchandise Officer: Roger Moresi QANTAS A
*? > Brengun. He was wearing a hat at the bucket. *? >QR. Something to do with beers, his phone rang and he was wearing a hat at the bucket. OF THE WEEK ----- QR ANNOUNCEMENTS – Our deepest condolences go to Sniffer and Climax on the passing of their father Reg last Thursday. AGPU 27th October, 2018. Arncliffe Scots Sports and Social Club Theme – Musicals RECEDING HAIRLINE -NEXT WEEKS RUN – Details will on the B2H3 website.
And further, that would be: No pre-determined, thematic manifesto or master narrative. This language and these expressions are generous in themselves, fresh and insightful. They speak of a greater cultural democracy with the warmth of inclusion and the rejection of a singular totemic view, determined by only a few. This approach honours the view that ideas are hotly contested spaces requiring broad views of histories and hugely diverse views of the present. A perfect metaphor for that diversity is the differing form of artistic and creative expression, and the differing use of artistic materials, by each of the artists. The respectful dialogue comprises: Oil of canvas Polymer paint of canvas Vinyl, plywood and video Fibreglass, porcelain, pigments Blown glass, water colour, pencil, ink Stainless steel, performance Silicone, hair, sugar, clay, sequins Red chalk, carbon fibre Digital animation, soundscape Amongst others What a richly textured, beautifully imagined, brilliantly realised Biennial Congratulations and thank you to the gallery, Nick and his team, Erica, supporters. Everyone. It is a delight to declare it open.
shown that the poverty is concentrated and food deprivation is acute in predominantly rural areas with limited resources such as rain-fed agricultural areas The report recommends: • Implement a universal public distribution system. The NCF pointed out that the total subsidy required for this would be one per cent of the Gross Domestic Product. • Reorganise the delivery of nutrition support programmes on a life-cycle basis with the participation of Panchayats and local bodies. • Eliminate micronutrient deficiency induced hidden hunger through an integrated food cum fortification approach. • Promote the establishment of Community Food and Water Banks operated by Women Groups (SHG), based on the principle ‘Store Grain and Water everywhere’. • Help small and marginal farmers to improve the productivity, quality and profitability of farm enterprises and organize a Rural Non-Farm Livelihood Initiative. • Formulate a National Food Guarantee Act continuing the useful features of the Food for Work and Employment Guarantee programmes. By increasing demand for food grains as a result of increased consumption by the poor, the economic conditions essential for further agricultural progress can be created. Prevention of Farmers’ Suicides In the last few years, a large number of farmers have committed suicide. Cases of suicides have been reported from states such as Andhra Pradesh, Karnataka, Maharashtra, Kerala, Punjab, Rajasthan, Orissa and Madhya Pradesh. The NCF has underlined the need to address the farmer suicide problem on a priority basis. Some of measures suggested include: • Provide affordable health insurance and revitalize primary healthcare centres. The National Health Mission should be extended to suicide hotspot locations on priority basis. • Set up State Level Farmers’ Commission with representation of farmers for ensuring dynamic government response to farmers’ problems. • Restructure microfinance policies to as Livelihood Finance, i.e. credit coupled with support services in the areas of technology, management and markets. • Cover all crops by crop insurance with the village and not block as the unit for assessment. • Provide for a Social Security net with provision for old age support and health insurance. • Promote aquifer recharge and rain water conservation. Decentralise water use planning and every village should aim at Jal Swaraj with Gram Sabhas serving as Pani Panchayats. • Ensure availability of quality seed and inputs at affordable costs and at the right time and place.
Rural to Urban Migration Homework You will be explaining why people move from rural areas to urban areas Read the following information: Rural = countryside Urban = towns/cities are an estimated 200 million migrant workers in China. Most move from the rural west to the more urban areas in the east. Many arrive without the skills demanded by urban employment and end up without work or in low paid jobs. Even so, it is common for these migrant workers to send money back home to support their families. In response to the large numbers of unskilled workers moving to the cities, the Chinese government has set up vocational schools in a bid to limit unemployment. The courses are open to people up to the age of 35 and teach specific job-related skills as well as more traditional subjects. Cao Fei and Tong Yan are part of a new generation of young people in China, with opportunities and ambitions beyond those available to their parents under a strict communist government. Cao Fei and Tong Yan do not want to do the same unskilled physical labour as their parents. They want to do jobs they like with a more relaxed environment. Both dream of becoming clothes designers, partly to be better able to support their families. To realise their dreams, they have enrolled in a vocational school to learn the basics of design and clothes production. The school takes on work producing clothes for private companies. The companies cover the cost of materials while students gain real life experience. They plan to move to the city when they graduate. Both dream of working for big companies and possibly moving abroad but are aware they will miss their families back home. Answer these questions using the information above: How many migrant workers are there in China? Where are the rural areas in China? West or East? Why do many rural people end up without work or in low paid jobs? What do migrant workers send home to their families? Why did the Chinese government set up vocational schools? What do the courses at vocational schools teach? Cao Fei and Tong Yan want to be clothes designers. If they hadn’t moved to the city, what kind of work would they have ended up doing (like their parents)?
Apgar score 7, or less, at 5 minutes weight less than 2000 gm Evidence of respiratory distress Persistent hypothermia Neonatal hypoglycaemia Major congenital anomaly Reference: Obstetric Services in NSW, Part 2, Country Regions, Report of the Maternal and Perinatal Committee, 1983, NSW Health Department APPENDIX IV from the Third Edition of the Guide to the Role Delineation of Health Services INDICATIVE LIST OF SURGICAL PROCEDURES GENERAL SURGERY MINOR SURGICAL PROCEDURES MAJOR SURGICAL PROCEDURES Excision of skin lesion Thyroidectomy Excision of subcutaneous tumour Vascular graft Drainage of abscess Cholecystectomy Toe-nail surgery resection Mastectomy Exploratory laparotomy COMMON AND INTERMEDIATE COMPLEX MAJOR SURGICAL SURGICAL PROCEDURES PROCEDURES Appendicectomy Abdomino-perineal resection Varicose vein surgery Anterior resection Herniorrhaphy Oesophagectomy Haemorrhoidectomy Aortic surgery Excision of breast lump Pancreatic resection Neck dissection Note: The procedures listed are indicative of the complexity of surgical activity in each category. The actual range of procedures which may be performed by individual practitioners appointed to a general or subspecialty surgical service of a given level will be determined through the credentialing process at which clinical privileges are granted. Acknowledgment is given to the Royal Australasian College of Surgeons for assistance with the indicative list of surgical procedures.
Councils Transformation Program Program Summary What is the Rural Councils Transformation Program? The $20 million Rural Council Transformation Program (RCTP) funded in the 2018-19 State Budget aims to support large scale proposals by rural and regional councils to transform existing council functions. This will help improve the financial sustainability of councils which would not otherwise be able to invest in these large-scale transformations. The RCTP is designed to seed fund transformative projects requiring approximately $2 million to $5 million in funding and comprising three or more rural or regional councils. Potential funded projects could include shared engineering and building services, corporatising fleet management, asset management for multiple rural councils, and / or combining the back office corporate functions of finance, human resources, IT, procurement and payroll. Activities to be considered for funding under the RCTP include but are not limited to: Establishment of governance arrangements Digital transformation, harmonisation or system development IT hardware and software – both new and upgrades Staffing – management and administration Related consultancy advice – legal and finance Buildings (leased only) and fixtures and furniture – leased and Vehicles and office equipment. Program Timelines Applications by council groups will be subject to assessment against the Program criteria and councils will be offered additional support within the RCTP to develop a project business case. Key milestones: RCTP Expressions of Interest period commences on 14 August 2018 with the release of Program guidelines and accompanying information by the Minister for Local Government. Regional information sessions for and regional councils across Victoria (see communication and engagement below). Expressions of Interest proposals for RCTP funding close on 15 November 2018. Applications must include a commitment from the applicant councils’ CEOs in the form of a Memorandum of Understanding. Final applications, including a detailed business case close on 31 March 2019. Council resolutions of commitment from each participating council must accompany the application. Assessment of applications from April-May 2019. Final project funding allocation decisions and announcements in May 2019. Communication & Engagement The transformative requirements of RCTP proposals, coupled with a single year budget allocation in 2018/19, require supporting communication and engagement. Local Government Victoria (LGV) has information sessions in rural and regional locations for councils and
companies limited by guarantee with or without a shareholding; and companies with a limited liability with or without a shareholding. See the Entrepreneurial Activities - Section 193 Guidelines and Application form on the DELWP website for more information. Involved councils Please list the other councils involved in the partnering arrangement. SECTION 2: Project Details Project Name Detail the name of the project Anticipated Commencement Date Detail the expected start date for the project. Anticipated Completion Date Detail the expected completion date for the project. SECTION 3: Project Description Project description Describe the project’s objectives and scope. What are the key project components/outputs? Include a summary of the required expenditure and investments. The project description should align with the grant amount sought. Evidence of need Provide evidence of the need for the project, including outlining the scope of services currently being delivered to the communities of involved councils. Provide any additional evidence such as recent service reviews, scoping studies, feasibility studies, service need projections, plans and estimates. Existing levels of service Provide evidence of the current baseline levels of service provided by the involved councils and how this is expected to change with implementation of the project. Evidence should include: Current total FTE staff, including past and future projections or identified needs Current and projected costs, including staff, materials, services, vehicles, plant and equipment Any other relevant information This summary of existing expenditure and investments should align with the project description.
RURALITY ISSUES IN NORTH AND NORTH EAST LINCOLNSHIRE Gaps, Hotspots and Local Priorities 2010 Report Compiled by: Celia Wangler, Rural Partnership Plus Development Worker Contents Executive Summary 2 Introduction Background Information Methodology 5 5 5 Issues – Synopsis of Existing Data Population Trends Migrant Workers Ageing Population Access to Services Shops Post Offices Banking Health Services Education and Training Leisure and Recreation Dentistry Transport Digital Inclusion Deprivation Issues Affordable Housing Fuel Poverty Current Economic Picture Unemployment 6 6 6 6 7 8 9 9 9 10 10 11 11 12 15 15 16 19 19
Parish Plan – Kirton in Lindsey, Kirton in Lindsey Regeneration Partnership, 2002 Parish Plan – Ulceby, Ulceby Regeneration Group, 2003 () State of North Lincolnshire 2009, North Lincolnshire Council, 2009 Top Rural Companies in North Lincolnshire, 2007 Vulnerable Communities – Criminal Damage (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Vulnerable Communities - Domestic Burglary (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Vulnerable Communities Index – Education Deprivation (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Vulnerable Communities Index – Income Deprivation (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Vulnerable Communities Index – Newcastle Vitality Index, Vulnerable Communities Index – Vulnerable Locality Index Data, Vulnerable Communities – Vulnerable Locality Index Ranking (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Vulnerable Communities Index – Young Peoples Index (Map), Community Planning & Resources, North Lincolnshire Council, 2008 Regional & National A8 Migrant Workers in Rural Areas- Briefing Paper, Commission for Rural Communities, January 2007 Briefing on Rural Issues, Yorkshire & the Humber Regional Forum Business Demography, ONS, 2008 Energy Saving Trust, Estimating the and Impacts of Migration at Local Level, Local Government Association, November 2007 Fuel Poverty Households (or Off Main Gas), Commission for Rural Communities, 2009 Fuel Poverty in Yorkshire & Humber (Map), Townsend Centre for International Poverty Research Future of Food & Farming in Lincolnshire, Andersons (for Lincolnshire County Council), September 2009 JSA Claimants by Ward, 2007-10, ONS (from Nomis March 2010) Keep Local – A New Approach to the Rural Economy, Federation of Small Businesses, July 2009 Migrant Workers in the Humber Sub Region, Humber Improvement Partnership, 2008 Mind the Gap: Digital England – A Rural Perspective, Commission for Rural Communities, June 2009 Next Generation Access Risk Classifications data, HM Government Next Generation Access Risk Report, HM Government, March 2010 North & North East Lincolnshire Population Data, ONS, March 2010 Office for Neighbourhood Statistics, Population & Migration Yorkshire & the Humber, ONS, March 2010 Portrait of Yorkshire & the Humber, ONS, 2009
Redmarley Ruardean: (Ruardean) (Pludds) Rudford and Highleadon Ruspidge: (Ruspidge) (Soudley) St. Briavels: (St.Briavels) (Brockweir) Staunton Coleford Staunton Gloucester Taynton: (Taynton) (May Hill) Tibberton Tidenham: (Beachley/ Sedbury) (Tutshill/ Tidenham) Upleadon Bream: (Bream) (Sling) Broadwell: (Berryhill/ Edge End) Pillowell: (Pillowell) (Whitecroft) (Parkend) (Yorkley) (Oldcroft/ VineyHill) Westbury on Severn Woolaston The Data Protection Legislation Forest of Dean District Council is the Data Controller for the purposes of the Data Protection Legislation. We will only use your personal information in accordance with the Legislation and for the purposes of Business Rates. We will not give information about you to anyone else, or use information about you for other purposes, unless the law allows us to.
, കലാപ്രതിഭ എന്നീ സ്ഥാനങ്ങളിലേക്ക് 19. മത്സരത്തിനുള്ള എല്ലാ സാധന സാമഗ്രികളും മത്സരാർഥികൾ കൊണ്ടുവരേണ്ടതാണ് . ചിത്രകലാ മത്സരത്തിനുള്ള പേപ്പർ സംഘാടകർ നൽകുന്നത് മാത്രമേ ഉപയോഗിക്കാൻ 20. പ്രച്ഛന്ന വേഷ ഏകാംഗ മത്സരം ആയിരിക്കും . 21. സ്പെല്ലിങ്ങ് ബീ മത്സരത്തിന്റെ വാക്കുകൾ & പ്രസംഗ മത്സരത്തിന്റെ വിഷയം എന്നിവ മാർച്ച് 15 ന് വെബ്സൈറ്റിൽ 22. ചിത്രകലാ & മലയാളം വായന മത്സരത്തിന്റെ വിഷയങ്ങൾ മത്സരത്തിനു തൊട്ടു മുമ്പ് മാത്രമേ 23. മലയാളം വായനക്ക് മൂന്നു വ്യത്യസ്തമായ ഭാഗങ്ങൾ അന്നേ ദിവസം അവയിൽ സംഘാടകർ അവസാന നിമിഷം തിരഞ്ഞെടുക്കുന്ന ഒരെണ്ണം വായിക്കുവാൻ മത്സര സമയത്ത് ആവശ്യ 24. ഗ്രൂപ്പ് മത്സരത്തിന് മത്സരാർത്ഥികൾക്ക് ഏതു ഭാഷയിലും ഗാനങ്ങൾ വാദ്യോപകരണങ്ങൾ ഉപയോഗിക്കുന്നതിനു എന്നാൽ Karaoke
നൃത്ത വിഭാഗം: :10 മിനുട്ട് മോഹിനിയാട്ടം :10 മിനുട്ട് നാടോടി നൃത്തം :7 മിനുട്ട് സിനിമാറ്റിക് നൃത്തം :7 മിനുട്ട് വെസ്റ്റെണ് ഡാൻസ് :5 മിനുട്ട് നൃത്തേൃതര വിഭാഗം: മലയാളം ഗാനം :5 മിനുട്ട് ലളിത സംഗീതം –ഇംഗ്ലീഷ് :5 മിനുട്ട് ഫാൻസി ഡ്രസ്സ് :5 മിനുട്ട് ക്ലാസിക്കൽ മ്യൂസിക് :10 മിനുട്ട് ഗ്രൂപ്പ് സോങ് :10 മിനുട്ട് ഉപകരണ സംഗീതം :5 മിനുട്ട് പ്രസംഗം മലയാളം :5 മിനുട്ട് പ്രസംഗം ഇംഗ്ലീഷ് :5 മിനുട്ട് മലയാളം വായന :5 മിനുട്ട്
Criteria for assessment Part A - Criteria for self-assessable and assessable development Table 6.2.18.3.a – Rural residential zone code – self-assessable and assessable development Performance outcomes Acceptable outcomes Applicant response For self-assessable and assessable development Height PO1 The height of all buildings and structures is in keeping with the amenity of adjoining premises and the rural residential character of the area. Note – A visual impact assessment may be required where a proposed development exceeds the height stated in AO1.1. Planning scheme policy – Landscape values provides guidance on undertaking a visual impact assessment. Note – The site coverage stated in AO2.1 and setbacks stated in AO3.1 correspond with the height stated in AO1.1. Where a proposed development exceeds the height stated in AO1.1, the proposed development will also be assessed against PO2 and PO3. AO1.1 Buildings and structures are not more than 8.5 metres and 2 storeys in height. Note – Height is inclusive of the roof height. Site coverage PO2 The site coverage of all buildings and structures is in keeping with the rural residential character and amenity of the area. AO2.1 The site coverage is not more than 20%. Setbacks PO3 The setback of buildings and structures: (a) maintains the amenity of adjoining premises and the rural residential character of the area; (b) achieves separation from neighbouring buildings and frontages. AO3.1 Buildings and structures are set back not less than: (a) 10 metres from the frontage to a State controlled road, Major rural road or road; (b) 6 metres from the frontage to any other road; (c) 6 metres from the side and rear boundaries of the site. For assessable development
Uses and other development PO4 Development is consistent with the purpose and overall outcomes sought for the zone. AO4.1 No acceptable outcomes are provided. Site constraints PO5 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO5.1 No acceptable outcomes are provided. Amenity PO6 Development does not adversely affect the rural residential character and amenity of the area in terms of traffic, noise, dust, odour, lighting or other physical or environmental impacts. AO6.1 No acceptable outcomes are provided.
Bibliography Frontier Economics and BCG (2012) A investigating the extent to which there are economies of scale and scope in healthcare markets and how these can be measured by Monitor. Ministry of Health (2005) “Pricing Principles 2005”; developed for the National Pricing Programme and provided by the National Health Board Ministry of Health (2008) “Rural Adjuster Funding – summary following the 2008 review” An internal file note on the rural adjuster and work undertaken during the review in 2008. National Health Board (2010) “NZ Role Delineation Model. Update Report May 2010.” National Health and NCCP (2011) “NCCP Tertiary Adjuster Pool Advice for 2012/13”; 29 September 2011 National Health Board and NCCP (2012) “Advice to DHBs: Proposed 2013/14 national prices”; 5 September 2012 National Health Board and NCCP (2014) “NCCP Tertiary and National Paediatric Adjuster Pool. Advice for 2015/16”. 25 September 2015 New Zealand Government (2001) Cabinet paper CAB (00) M 42/5 C E., R. Gauld, and R. Audas (2013) “How are population-based funding formulae for healthcare composed? A comparative analysis of seven models” BMC Health Services Research 2013, 13:470 P., A. Arulambalam, R. Correa, and C. Ullman (2010) “Distinguishing between tertiary and secondary facilities: a case study of cardiac diagnostic-related groups (DRGs)” in NZMJ 14 May 2010, Vol 123 No 1314 Technical Advisory Group on Resource Allocation (2010) The Impact of the NHSScotland Resource Allocation Committee (NRAC) Formula on Remote and Rural Areas of Scotland. Sept. 2010. Wang J., Z. Zhao, and A. Mahmood (2006) "Relative Efficiency, Effect, and Scope Effect of Public Hospitals: Evidence from Australia” IZA Discussion Paper No. 2520, December 2006
PO4 Uses and other development include those that: (a) promote rural activities such as agriculture, rural enterprises and small scale industries that serve rural activities; (b) promote low impact tourist activities based on the appreciation of the rural character and landscape; (c) are compatible with rural activities or are capable of establishing in a rural settling within suitable buffers so that nearby rural activities are not compromised; (d) protect areas of environmental significance. AO4.1 No acceptable outcomes are provided. Site coverage PO5 The site coverage of buildings, structures and associated services does not have an intrusive effect on the rural or scenic values of the site. PO5.1 No acceptable outcomes are provided. Site constraints PO6 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO6.1 No acceptable outcomes are provided. Amenity PO7 Rural activities are protected from the intrusion of incompatible uses. AO7.1 No acceptable outcomes are provided. PO8 Noise emissions and air quality impacts are compatible with an active and productive rural setting. AO8.1 No acceptable outcomes are provided.
RURAL ACADEMIC LEARNING LOG RESIDENT NAME: SITE: Date Location Hours Type of Activity Reflection Group Learning Simulation Didactic/ Lecture Why I chose this activity/ what I was hoping to learn What I learned/ key pearls (How) will this change my practice/future learning?
RuralE.Evolution Deliverable D 4.2. “Drafting of PPP contract scheme” RuralE.Evolution Public-Private Partnerships for RES Agro-energy districts Issued by: CRB/HANGYA DATE: February 2011 CONTRACT N°:IEE/07/579/SI2.499063 Table of Contents
Biogas Castellón for the EPCM executive project, the realization of the AD biomass plant and cogeneration for energy recovery , the functional and economical management of the facility plant to export electric energy generated to the network grid, application of thermal energy generated for N removal contained in the digestate liquid fraction and hes contribution to solve a environmental, social an economical problem like generated for the intensive livestock in the Castellón province in general and in the municipalities of Benassal-Alcocasser specially. Art.2 Responsible of the procedure The responsible of the procedure of concession is the ….. The administration can substitute the responsible in moment. According to the Spanish Laws the responsible of the procedure accomplishes to the functions of control and revision during the design phase, realization and management, and verifies the respect of the agreement. Art.3 Agreement duration Please check the Annexes SECTION 2 WORK Art. 4 Please the Annexes Art.5 Project documentation and attachments The construction and management concession is disciplined by the documentation attached in the annexes to the following agreement: A) Technical proposal produced during the tendering phase; B) Economical and financial plan produced during the tendering C) Scheme of the energy selling contract; D) Further project documentation:
One representative from each small group discussion takes no more than five minutes to summarize the key takeaways and next steps from their conversation. Facilitator asks the full group for reactions to the takeaways and next steps, and allows participants to ask clarifying questions. feel comfortable interrupting these share outs as needed to move the agenda forward. Next Steps and Close Out Recorder reads through all next steps identified, and asks the full group to assign specific owners and deadlines. Facilitator leads full group discussion to gather reactions and questions from the group. Facilitator closes the meeting by committing to sending the next steps to the group and following up on whether or not they have been completed. This part of the meeting is perhaps the most important, as is the follow-up from this discussion. Participants may have identified important and useful next steps, but if there isn’t one person coordinating follow-through, those next steps may easily be forgotten once participants return to their daily work routines.
Project Type: Please select the project type that best describes your project. Applicant Organization Information/Primary Contact: The Applicant Organization Name and Primary Project Manager contact information including phone number and email address. This person is responsible for signing the grant agreement and will serve as the main point of contact for all project inquiries. Include your Data Universal Numbering System (DUNS) number, if applicable. Eligible Applicants: Organizations Federally Recognized Tribes Businesses Educational Institutions Individuals Local Units of Government (county, city, township, village, school district; any authority composed of counties, cities, townships, villages and school districts or combination of these entities) Eligible Rural Communities & Micropolitan Statistical Areas: Projects in the following counties are eligible rural (60,000 population or less), or Micropolitan statistical areas: Alcona Alger Allegan Alpena Antrim Arenac Baraga Barry Benzie Branch Cass Charlevoix Cheboygan Chippewa Clare Crawford Delta Dickinson Gladwin Gogebic Grand Traverse Gratiot Hillsdale Houghton Huron Ionia Iosco Iron Isabella Kalkaska Keweenaw Lake Leelanau Lenawee Luce Mackinac Manistee Marquette Mason Mecosta Menominee Missaukee Montmorency Newaygo Oceana Ogemaw Ontonagon Osceola Oscoda Otsego Presque Isle Roscommon Saint Joseph Sanilac Schoolcraft Shiawassee Tuscola Wexford
Development for residential uses adjacent to rural land does not interfere with the existing or ongoing use of the rural land for productive agricultural purposes. PO6 Development incorporates a high level of rural residential amenity, personal health and safety and protection for property. AO6 No acceptable outcome provided. PO6 Click and provide your representations. Building height and built form PO7 Development predominantly has a low-rise form to maintain the low intensity character and rural residential amenity of the zone. AO7 Development has a maximum building height of 2 storeys and 8.5m. AO7 Click and provide your representations. PO8 The built form of development:- integrates with and complements the predominant rural residential character and scale of the zone; and is sympathetic to the environmental and topographical features of the landscape. AO8 No acceptable outcome provided. PO8 Click and provide your representations. Amenity PO9 Development maintains a high level of residential amenity and avoids or mitigates potential adverse impacts having regard to such matters as hours of operation, generation of odours, noise, waste products, dust, traffic, electrical interference, lighting, visual and privacy impacts. AO9 No acceptable outcome provided. PO9 and provide your representations. Infrastructure and services PO10 Development provides for infrastructure and services that are commensurate with a rural residential location and the nature and scale of development that is intended to occur in the zone. AO10 No acceptable outcome provided. PO10 Click and provide your representations. PO11 Development does not adversely impact on the continued operation, viability and maintenance of existing infrastructure (including rural infrastructure) or compromise the future provision of planned infrastructure. AO11 No acceptable outcome provided. PO11 Click and provide your representations.
Specific benchmarks for assessment Table 6.2.18.3.1 Benchmarks for assessable development Performance outcomes Acceptable outcomes Compliance / Representations Land use composition PO1 Development provides for low density residential activities, primarily in the form of dwelling houses within a semi-rural setting. AO1 No acceptable outcome provided. Provide a brief illustration of how your proposal complies with the relevant Acceptable outcome (if applicable) or a detailed analysis how compliance is achieved with the Performance outcome. PO2 Home based businesses and nature-based tourism may be established in the zone where the scale, intensity and nature of the activity do not disturb the rural residential character and amenity of the surrounding locality. AO2 No acceptable outcome provided. Click and provide your representations. PO3 Non-residential uses are limited to small-scale and low intensity rural activities and other uses that are compatible with the prevailing rural residential character and amenity of the zone. Shops are limited to those that service the daily needs of residents. Note—such uses include sales office, community uses, emergency services and utility installation. AO3 No acceptable outcome provided. Click and provide your representations. Reconfiguring a lot PO4 Development provides for large residential lot sizes to maintain the lower residential density of the zone, cater for the different lifestyle options and localised character, topography and other site constraints. Lot size is generally in accordance with: Precinct RRZ1 – 2,000m2 minimum lot size area; Precinct RRZ2 – 4,000m2 minimum lot size area; Precinct RRZ3 – 4ha minimum lot size area; and where not in a precinct – 2ha minimum lot size. AO4 No acceptable outcome provided. Click and provide your representations. Effects of development PO5 AO5 Click and provide your representations.
residential building on surrounding land Distance from a wetland or watercourse Animal keeping 4ha 50m from any road frontage. 15m from any side or rear boundary. 100m 50m Aquaculture (other than minor aquaculture) 5ha 50m from any road frontage. 15m from any side or rear boundary. 100m 100m Intensive animal industry 20ha 200m from any road frontage. 100m from any side or rear boundary. 400m 100m Rural industry 1ha 50m from any road frontage. 10m from any side or rear boundary. 100m 50m Editor’s note—the minimum site areas and setback requirements for intensive rural uses specified in Table 9.2.15.3.3 may be varied having regard to relevant industry guidelines and/or an impact assessment report, prepared by an appropriately qualified person, demonstrating that no significant environmental harm or nuisance will arise from adopting a lesser site area or setback distance.
If yes Department Ph D Enrolled Male Female BC SC ST Oth. Total PC BC SC ST Oth. PC Department Ph D Awarded Male Female BC SC ST Oth. Total PC BC SC ST Oth. Total PC Department M Phil Enrolled Male Female BC SC ST Oth. Total PC BC SC ST Oth. Total PC Dropout particulars for the year 2013-14 B. Research Publication – Journal Department Publication in Referred Journal Publication in Non – Referred Journal H – and Cumulative impact factor C. No. of patents applied for: No. of patents obtained : D. Books Published and Research Projects, Citation Department Books Published Projects Citation Asst. Prof. Assoc. Prof. Asst. Prof. Assoc. Prof. Asst. Prof. Assoc. Prof. Total E. PhD – M Phil – Guided Department Ph D M Phil Asst. Prof. Prof. Asst. Prof. Assoc. Prof.
MSC OPEN HOUSE - Sunday, September 4th 1pm – 5pm – Memorial Student Center Informational #1** – Tuesday, September 6th 7pm – 9pm – WCBA 113 Attire: Business Professional **Rushees must attend one of the Informationals Bubble Soccer – Thursday, September 8th 7pm – 9pm - Tanglewood Park Attire: Sports Wear PBL Cookout - Sunday, September 11th 4pm – 7pm – John Crompton Park Informational #2** – Monday, September 12th 7pm – 9pm – WCBA 114 Attire: Business Professional **Rushees must attend one of the Informationals Grand Station Night - Tuesday, September 13th 7pm – 9pm – Grand Station Entertainment Career Fair Workshop - Wednesday, September
Revision Status Revision No. Page Number Section of EMP Description of Revision Date Issue 5 1 7 1.6 Environmental Audits – Action h) Clarification on who carries out audit – appointed Compliance Officer, Robin Caldow of CC Services 23.01.13 2 11 2.1.12.1 Deposited Dust Monitoring – Action b) Changing of slides on a weekly rather than monthly basis. 23.01.13 3 14 3 Noise Text on what qualifies as normal,exceptional and term operations. 08.03.13 4 15 3 Noise Further clarification of when noise monitoring will be carried out. 28.01.13 5 15 3 Noise Text to clarify when noise levels at Longford Crofts become applicable as agreed with EHO. 23.01.13 6 15 3 Noise Additional action for notification to WLC in advance of exceptional operations taking 23.01.13 7 16 4.2 Piling operations Section removed as piling operations are now all completed. 23.01.13 8 18 5.4 External Lighting Action a) Additional text added to include H & S requirements when constructing the mounds. 28.01.13 9 23 7.4 Hours of Operation Action a) Clarification of normal working hours to include Saturday mornings. 23.01.13 10 23 7.4 Hours of Operation Action b) Text amended for clarity, referencing exceptional operations. 23.01.13 11 23 7.4 Hours of Operation Action c) Additional action added to cover site drainage operations and plant maintenance. 23.01.13 Issue 6 12 14 3 Noise Detail provided on what constitutes normal operations. 26.03.13 Issue 7 14 13 2.1.12 Dust All detail removed and reference made to relevant planning conditions 01.08.13 15 14 3 Noise Detail removed and reference made to relevant planning conditions 01.08.13 16 15 4.1 Blasting Operations Detail removed and reference made to relevant planning conditions 01.08.13 17 21 7.4 Hours of Operation Detail removed and reference made to relevant planning conditions 01.08.13 18 26 11 Soil Management Detail removed and reference made to relevant planning conditions 01.08.13 19 28 14 Review Detail removed and reference made to relevant planning conditions 01.08.13 Issue 8 20 3 1.2 Documents and Consent Protocols for Dust, Noise and Blasting added April 14 21 9 2.1.12 Dust All detail removed and reference made to Dust Monitoring Protocol 14 22 11 3 Noise Detail removed and reference made to Monitoring Protocol April 14
Year 8 Bright Day input on STEM careers Careers Week assembly by outside provider STEM workshop Year 9 Careers Fair At Lunch talks Careers Week assembly by outside provider At talks Big Bang Science trip Bright Day input from HE – Uni of Nottingham STEM workshop KS4 Option Evening Year 10 Careers Fair At Lunch talks Careers Week assembly by outside provider At Lunch talks Oxbridge talk/visit 16+ taster event ASK apprenticeship assembly Year 11 Careers Fair Futures What Next Fair for selected At talks Bright Day input from local colleges Bright Day input from apprenticeships Bright Day input from University Mock Interview Day Careers Week assembly by outside provider At Lunch talks Apprenticeship skills for selected Bright Day on STEM careers Work experience for selected Apprenticeships Fair 16+ options evening Study leave 16+ Taster Event Year 12 Careers Fair At talks Bright Day input from apprenticeships Bright Day input HE Oxbridge trip At Lunch talks Work experience Bright Day HE visit Apprenticeships Fair Cambridge University conference Bright Day input alumni HE information evening Year 13 Careers Fair At Lunch talks At Lunch talks Apprenticeships Fair Study leave Include University Technical Colleges, any tutor sessions assemblies BDs Options events work exp prep taster sessions fairs apprenticeships group sessions talks workshops applications employer encounters Premises and facilities The school will make the main hall, classrooms or meeting rooms available for discussions between the provider and students, as appropriate to the activity. The school will also make available AV and
Establishment of Initial Placement Ministry Lingo Translation Placement of students at workplace linked to in-school related subject. Your placement is connected with a course you take at school i.e. Parenting connected to working in a daycare Personalized placement learning plan outlines the course of study for the placement component and the basis of assessment and evaluation and for the granting of two or more credits for the specific subjects. Individual PPLP will identify the overall and specific curriculum expectations of the related course that describe the knowledge and skills the student will apply and further develop at the placement, as well as the employer’s expectations and the expectations of the classroom component of the course that apply to the placement. Your PPLP shows how you will be evaluated and assessed, how you are meeting course expectations, what you will learn at your placement and what your employer and teachers expect of you. Assessment/Evaluation The Ontario Curriculum, Grades 9, 10 and 11, identifies four major categories of knowledge and skills which are the basis for assessment and evaluation in this course. Level 3 represents the provincial standard. Each unit will include a variety of formative assessment activities from the four major categories that provide students with the tools and the practice required to demonstrate their learning in Summative Assessment activities that culminate each unit and form 70% of the final mark. A final project and/or examination which include the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication and Application will result in 30% of the final mark. Learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework and Initiative) are assessed separately with a letter symbol: E, G, S, N. Translation: Your mark will be split – 70% of work in the regular year, and 30% at the end of the year. TERM WORK FINAL WORK Category Value Task(s) – Students will have in-class and out-class assignments, projects, tests and/or presentations and different activities to make up the 70% Task(s) Value Knowledge 15% Final Summative Evaluations 30% Thinking/Inquiry 20% Communication 15% Application 20% Term Work 70% + Final Work Total 30% Course Grading
2016 Start at 7 pm University of Ottawa, Simard, room 222 (); September 29 Ivan's Childhood (Иваново детство). A. Tarkovski. 1962. 95 min. October 6 Mournful Unconcern. (Скорбное бесчувствие). A. Sokurov. 1983/87. 110 min. October 20 Father and Son (Отец и сын). A. Sokurov. 2003. ~ 90 min. November 3 Solaris (Солярис). A. Tarkovski. 1972. ~ 165 min. November 17 The Mirror (Зеркало). A. Tarkovski. 1975. 107 min. December 1 Stalker (Сталкер). A. Tarkovski. 1979. ~ 163 min. 2017 Location and time TBA January 19 Moloch (Молох). A. Sokurov. 1999. 108 min. February 2 Nostalgia (Nostalghia,Ностальгия). A. Tarkovski. 1983. ~ 125 min. Note: 6 p.m., location TBA February 16 Taurus (Телец). A. Sokurov. 2001. ~ 104 min. March 2 The Sacrifice (Offret, Жертвоприношение). A. Tarkovski. 1966. 149 min. March 16 The Sun (Солнце). A. Sokurov. 2008. ~ 110 min. March 30 Faust (Фауст). A. Sokurov. 2011. 134 min.
ESSENTIAL UNITS: (must be assesed for mastery) E01 – Sentence Structure. Syntax. E02 – Complex Sentences. Syntax. E03 – Sentences with Subordinate Connection: Syntax. E04 – Conjunctions and Asyndetic Sentences. Syntax. E05 – Ancient Russian Literature. E06 – Russian Literature of the XVIII Century E07 – A. Griboyedov Woe from Wit E08 – Romanticism, A.Pushkin, Eugene Onegin E09 – Realism, M.Lermontov, A Hero of Our Times E10 –N. Gogol. The Petersburg Stories, Dead Souls Suggested Materials and Tools: Практическая стилистика русского языка. Д. Розенталь. Русский язык. 9 класс. Москва. «Дрофа» Русский язык. 9 класс. Москва. “Просвещение”. Русская литература. Учебник - хрестоматия для 9 класса. Русская литература. 9 класс, часть 1, 2 400 лучших школьных сочинений. 5 – 11 классы. Тексты художественных произведений изучаемых авторов. Any appropriate teacher-created or teacher-selected materials Supplementary Materials: Videos: Tartuffe,Woe fromWit, Hero of Our Times, The Inspector General Please see below two general evaluation rubrics for written and oral assignments. These rubrics are simply provided to assist teachers in determining A, B and P levels. RUSSIAN II NATIVE (Secondary)
Suggested Evaluation Rubric- Russian III Native- E08 (Tales, Stories, Fables by L. Tolstoy) Name: __________________ Date: ____________________Grade: ________________ To receive a ‘B’, the student must show ‘B’ mastery on ALL Essential Outcomes (TSW’s). To receive an ‘A’, the student must show ‘A’ level mastery in 2 out of 3 available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s. TSW SUMMARY “B” LEVEL “A” LEVEL “P” COMMENTS 1 TSW read expressively and analyze selected works. I am able read selected works expressively and analyze them. 2 TSW create a presentation about Tolstoy’s fairy tales See the General Assessment Rubrics See the General Assessment Rubrics 3 TSW participate in discussion the story Lucerne. I can participate in discussion about the story Lucerne. 4 TSW create a presentation about short stories by L. Tolstoy. See the General Assessment Rubrics See the General Assessment Rubrics 5 TSW write commentary anlyzing the effects of the literary features of the chosen work. See the General Assessment Rubrics See the General Assessment Rubrics
Above Mastery (A) Mastery (B) In Progress (P) Speaking The goal of the conversation is reached. The topic of the conversation is completely developed. The student fully answers additional questions. Student’s socio-cultural knowledge is reflected in the speech. The student demonstrates rich vocabulary and uses advanced grammatical structures. The student uses different types of sentences. Mistakes do not cloud the meaning of the sentences. Majority of the phonemes are pronounced correctly with proper intonation patterns. The student interacts with a degree of fluency and spontaneity that makes regular communication with native speakers effective. The goal of the conversation is reached. The topic of the conversation is somewhat developed. The student gives short answers to additional questions. Student’s knowledge is used in the speech. The student has problems finding words, and sometimes doesn’t pick appropriate words to express what he/she wants to say. The student uses simple grammatical structures. Mistakes do not cloud the meaning of the sentences. Majority of the phonemes are pronounced correctly with proper intonation patterns. The student interacts with a degree of fluency and spontaneity that makes regular communication with native speakers effective. The goal of the conversation is not reached. The topic of the conversation is not developed. The student demonstrates poor vocabulary and often chooses incorrect grammatical structures. The student makes many grammatical and pronunciation mistakes that interfere with understanding. Writing The text follows a logical structure and is correctly paragraphed. Sentences follow each other in a logical way. The student uses rich vocabulary as well as advanced grammatical structures appropriate for the given writing assignment. Mistakes do not cloud the meaning of the written text. The text generally follows logical structure and is typically correctly paragraphed. Sentences follow each other in a logical way. The student uses vocabulary and simple grammatical structures appropriate for the given writing assignment. Mistakes do not cloud the meaning of the written text. The text doesn’t follow a logical structure. Mistakes interfere with understanding the meaning of the text.
Russian Revolution and the Rise of Communism Russia’s Government Before 1917 Russia was an Autocracy Czar – Nicholas II Problems due to WWI Millions of people were killed Not enough food for the citizens Lack of clothes, shoes and weapons Czar ignored all of the problems that citizens were unhappy Beginning of the Revolution 1917 riots began in the streets Military could not keep the peace Many of the czar’s military turn against him Czar and family were captured New government established – it too had many problems Led by Vladimir Lenin Czar and family were executed Country was reorganized – Soviet Union Civil war lasted 2 years Problems at home made Russia pull out of WWI Rise of Communism The tough times after WWI helped produce the rise of communism – a new type of political system It promoted a society people would work together and share everything and all people would be equal in terms of economics would be no rich, middle or poor classes in a communist society Communist countries have command economies The government promised to distribute wealth fairly among the people Many Europeans were poor, starving and angry at their leaders so they turned to communism
Russian Revolution Acrostic Poem GOAL – Create an acrostic poem that demonstrates knowledge of the Russian Revolution’s major causes, characteristics, people, events, and effects PROCESS – First, align your facts to meet all criteria (cause, characteristics, people, events, & effects). Then, make a rough draft of your poem, starting with the letters of ‘Russian Revolution.’ Next, write your final copy of your poem. FORMAT – This may be done by hand (neatness counts!) or in a Word or Publisher document. Russian Revolution Acrostic Poem Rubric Requirement Full Credit Partial Credit No Credit Letters used – RUSSIAN REVOLUTION 5 points Poem highlights each letter in the word(s) in order Poem does not use all letters Poem does not use any letters Facts 20 points Minimum of 10 accurate, specific facts spanning each category included in the poem: - Cause(s) - Characteristics - People - Event(s) - Effect(s) Either has 10 facts but does not fulfill all categories OR has fewer than 10 facts Plagiarism or missing all facts Mechanics 10 points No issues in spelling, grammar, word or word choice Few issues in spelling, grammar, word usage, or word choice Excessive, distracting errors in spelling, grammar, word or word choice TOTAL _____/35
“Illustration of Russian and Japanese Army and Navy Officers” by Watanabe Nobukazu, February 1904 [2000.087] Museum of Fine Arts, Boston “Russo-Japanese War: Great Japan Red Cross Battlefield Hospital Treating Injured” by Utagawa Kokunimasa, March 1904 [2000.367] Sharf Collection, Museum of Fine Arts, Boston “Illustration of Our Torpedo Hitting Russian Ship at Great Naval Battle of Port Arthur” by Kobayashi Kiyochika, February 1904 [2000.074] Sharf Collection, Museum of Fine Arts, Boston