zilongwang/ReadingBank huggingface dataset:
SENATE COMMITTEE ON JUDICIARY Hannah-Beth Jackson, Chairperson BACKGROUND INFORMATION REQUEST Please complete and return this form and all supporting materials (including support/opposition letters) WITHIN SEVEN (7) CALENDAR DAYS OF RECEIPT of this background information request form. If you have any hard copies that are not available electronically please provide the Committee with two (2) hard copies of these supporting documents. A bill cannot be heard if a completed worksheet and all supplemental materials are not provided to the Committee. Please this completed background information request form and any attachments to: Jocelyn Twilla (Jocelyn.Twilla@sen.ca.gov), Committee Assistant Mike Petersen (Mike.Petersen@sen.ca.gov), Committee’s Republican Policy Consultant Measure: SB 234 Author: Berryhill Subject: Fishing: local regulation: prohibition. Staff person and contact information: David Scheidt (916-651-4614) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Origin of the bill: Who is the source of the bill? What person, organization, or governmental entity requested introduction? Please provide contact information. The California Sportfishing League is the sponsor of the bill and requested introduction. Has a similar bill been introduced in this or any previous legislative session? If so, please identify the bill number and year. To our knowledge, no similar bill has been introduced. Has been an interim committee report or informational hearing on the bill or its subject matter? If so, please identify the report or informational hearing and attach any related information. No. Describe in detail existing law on this issue. Existing statutory law delegates to the Fish and Game Commission the power to regulate the taking or possession of birds, mammals, fish, amphibians, and reptiles in accordance with prescribed laws. Under existing law, the Department of Fish and Wildlife exercises various functions with regard to the taking of fish and game. Under existing law, a city or county has no
A moment of silence was observed. Adoption of the Agenda MOTION: William Scott made a motion to approve the agenda as mailed. The motion was seconded by Jim Sikkema and carried by unanimous vote. B. PUBLIC COMMENT There was none C. MINUTES Consideration of the Board Meeting Minutes of December 14, 2017. MOTION: William Scott made a motion to approve the board minutes as mailed. The motion was seconded by Rob Merryman and was carried by majority vote. D. CHAIRMAN’S ITEM Clyde Clark discussed the Medicaid Expansion Program. E. COMMITTEE REPORT Executive Committee MOTION: Jim Sikkema made a motion on behalf of the executive committee to recommend approval of the Board Policies and Procedures as mailed with one revision as listed below. The motion was approved by majority vote. the Annual Planning Process Policy, reinstate Strategic Plan as stated below: Strategic Plan The Board reviews and approves the goals and objectives in the Strategic Plan.
COLD WAR VIDEOS Discipline History, Performing Arts Grade Level 8 – 12 Type of Activity Small Group, Whole Class, Individual Objectives Students will learn the main developments in the Cold War up to Steinbeck’s writing of Travels with Charley. Students will be able to identify the main areas of the book which reference the Cold War. Students will be able to identify the main themes of the Cold War. Overview Travels with Charley is about a journey across the United States, but more particularly it is about a journey across the United States in 1960. In Part Two of the book Steinbeck makes references to the Cold War, giving the reader a look into Steinbeck’s impression of how the United States was thinking about and affected by the Cold War. This lesson allows for students to creatively interpret the Cold War and Cold War propaganda by allowing them to script and perform their own “educational video” (or skit). Materials Needed/Preparation Copies of Travels with Charley It is recommended that the class have already completed TOPIC: COLD WAR Access to the Context section of the Steinbeck in the Schools web site (in particular, the articles on the “Cold War” and the “Cold War at Home”). Access to YouTube (TeacherTube may also have videos available) Recommended videos Cold War era educational videos (Also found on the DVD “Target You! Cold War Educational Films from the Golden Age of Homeland Security,” available at some libraries and can be found for sale online as well.): “Duck and Cover” – Featuring Bert the Turtle; an educational video explaining how to survive an atomic bomb. “What is Communism?” – Featuring Herbert A. Philbrick describing Communism as an international criminal conspiracy
Lesson Summary Types of wave quad clusters 3 types of Waves Drawing. Review Brain Pop activity sheet Assessment/ Evaluation Class participation, completed Quad clusters Wave Clusters activity and Data from Nearpod Materials Needed Smart Board, graphic organizer, activating strategy, wave diagram sheet, sheet SmartBoard, iPads, anatomy of wave activity page, wave diagrams, Brainpop SmartBoard,
Indiana Protection and Advocacy Services Commission Indiana Disability Rights 4701 N. Keystone Ave., Suite 222 Indianapolis, IN 46205 Public Meeting Friday, February 16, 2018 – 1:00pm (EST) Agenda Call to Order – R. Walson Approval of Minutes from November 17, 2017 Commission Meeting* – R. Walson New Commission Members* – R. Walson MIAC Report – D. Renay IDR Executive Director Report – D. Adams By-Laws Sub-Committee Report – D. Goeppner By-Laws Amendments* New Business – R. Walson Adjourn – R. Walson *Indicates Voting Items ASL Interpreter will be available during meeting. Commission Training (Closed Session): Friday, March 16, 2018 @ 12:30pm (EST) Next meeting: Friday, May 18, 2018 @ 1:00pm (EST)
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook. Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Introduce spelling words wb pg. 134-discuss the meaning and base word. Phoneme/grapheme boxes with spelling words Introduce story vocabulary-using flashcards from series. Use context clues to determine the word meanings Vocabulary teacher aloud p. T290-291 Introduce phonics skill for the week –un, pre-, re-, and bi- Bell Ringer: 10 review questions to be graded Review 4 of sentences Paragraph editing Advancing and assessing questions Writing Workbook pages Teacher observation Thumbs up/thumbs down Word sort Day 2 Create sentences with spelling words Read “Dog-of-the-Sea-Waves” Bell Ringer: 10 review questions to be graded Review complete and simple subjects Paragraph editing Writing Workbook pages Oral questioning Teacher observation Think pair share Group/partner work Thumbs up/thumbs down Day 3 Arrange spelling words in alphabetical order Bell Ringer: Review questions to be graded Answer essential question: What changes do volcanoes cause? Partner read “Dog-of-the-Sea-Waves” answer text based questions Review verb tenses Review of phonics –un, pre-, re-, and bi- wb pg. 140 Paragraph editing Oral questioning Oral reading Teacher observation Workbook pages Writing Thumbs up/thumbs down Think pair share Writing Day 4 Story and Vocab Test Spelling wb pg.143 Cumulative grammar review Bell Ringer-Review questions to be graded Paragraph editing Oral questioning Teacher observation Workbook Writing Turn and talk Day 5 Bell Ringer-Review questions to be graded Grammar: cumulative quiz Spelling test Writing responding to text – “How did the brothers feel about Dog-of-the-Sea-Waves at the beginning of the story and how does that change at the end of the story? Use details from the story to support your explanation.” pg. T317 Oral questioning Teacher observation Workbook Writing Turn and talk Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching. Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed. Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson. The Elmo will be used during instruction to keep students on task. The computer will be used to supplement learning where applicable.
, or elements that must be included in a notice of proposed adverse action, see M21-1, Part I, 2.B.2. 9 Was the questionnaire received within the additional 65-day period? If yes, proceed to Step 26. If no, proceed to the next step. 10 If a reduction of benefits is in order, proceed to the next step. If a discontinuation of benefits is in order, proceed to Step 15. 11 Take the action proposed in Step 8 under the pending EP 600. 12 Follow the instructions in the table below. 13 Clear the EP 693. 14 Notify the beneficiary of the action taken in Step 11. Disregard the remaining steps in this table. 15 Has the beneficiary’s award already been suspended? If yes, clear the pending EP 600 and EP 693, and proceed to Step 19. If no, proceed to the next step. 16 Suspend benefits under the pending EP 600. 17 Follow the instructions in the table below. 18 the EP 693. 19 Notify the beneficiary that if he/she does not provide VA with the completed questionnaire within six months, VA will
“scanning” (conversion into an electronic format). located at the RMC not necessary to confirm marital status, or the status of a dependent process the questionnaire without requesting the claims folder from the RMC. located at another RO --- route the questionnaire for processing to the RO with jurisdiction over the claims folder only if the RO that received the questionnaire cannot process it without reviewing the claims folder. Note: EP credit goes only to the RO that completes final review of the questionnaire, and any necessary award action.
f(x) = xn f ‘(x) = f(x) =esx f ‘(x) = f(x) = ln(x) f ‘(x) = Today we’ll do the formula for the derivative of a product: You already know the derivative of x2. What is it? Show that you get the same derivative for x2 as you did in #1 by writing x2 as a product, x2 = x∙x., and using the product rule. Find the derivatives of the following: x2ex q∙ln(q) + q4 e2t ln(t) (q2 +3q + 12) eq Evaluate the following: if 4000 MC(10) if C(q) = 3217 + 254 qln(q).
The Wildcat Way Name____________________________ Week of: Feb. 26-March 2 ASSIGNMENT SHEET Monday Tuesday Wednesday Thursday Friday Reading Homework:Read: “Rocks in His Head” Parent Initials _____ Reading Homework Due Spelling TEST Math Homework: Review for Test Homework: Daily TEKS 9-2 Homework: Daily TEKS 9-3 Homework: Multiplication Practice
Ledgerwood Larry D. 46000009618 Lee Donald 46000048331 Legacy Edward W. 46000010377 Legotti Anthony 46000045471 Leitner Joel 46000003011 Leo Peter J. 46000046503 Leprohon Kevin 46000006876 Lester Eric W. 46000049515 Levine Martin B. 46000003834 Levy L. 46000005134 Lewis Eric B. 46000022963 Lewis Colson D. 45000031785 Liberatore Barbara M. 45000047605 Lipman Deborah P. 46000049791 Lipp II W. 46000009904 Kenneth H. 46000001231 Liubicich Philip A 46000004694 Philicia A. 46000043072 Lloyd Jr. Darrel R. 46000005539 Anne R. 46000037602 Lo Mark Paul 46000026387 Locatell Sharon Y. 46000007350 Loson Jay J. 46000002939 Low Tom S. 46000046886 Loyer Maryann 45000047348 Loyer Scott M. 45000042636 Lukacs Billie K. 45000028874 Lyon C. 46000043655 Mackinney 45000049068 Maher Richard T. 46000006226 Mak Betsy 46000043206 Mako John R. 46000000993 Malone Robert 46000050115 Maloney Matthew C. 45000043086 Maltz John B. 46000000827 Manning Raymond J. 46000005072 Manzo Richard 45000009304 Maraszek Stephen M. 45000004750 Mariotti Antonio 45000004717 Markou Konstantinos 45000048147 Marks Terry J. 45000034006 Marsden Deborah 45000047931 Martin Lance E. 46000001537
AGENDA 2:00 p.m. – 2:15 p.m. Prayer and Welcome Approval of last meeting minutes 2:15 p.m. – 2:45 p.m. Updates on projects from Mato Standing High 2:45 p.m. – 3:15p.m. 2018 IES Planning 3:15 p.m. –4:45 p.m. Review of By-Laws and membership for compliance 4:45p.m. – 5:00 p.m. __________________ __________________ Next Meeting(s)—one meeting, or annual schedule Prayer and Closing This meeting is being held in a physically accessible place. Individuals needing assistance, pursuant to the Americans with Disabilities Act, should contact Marta Neuman at 605-773-8194 in advance of the meeting to make any necessary arrangements.
The Effective Preceptor Thomas Jefferson University Hospital February 28, 2018 833 Chestnut St. Suite 920 Classroom Introduction, Ice Breaker 8:00 a.m. – 8:30 a.m. Janet Paul Overview of Professional Nursing Orientation 8:30 a.m. – 9:00 a.m. Janet Paul Residency Program 9:00 a.m. – 9:30 a.m. Catherine Levonian Role of the Preceptor 9:30 a.m. – 10:15 a.m. Deb Gardiner BREAK 10:15 a.m. – 10:30 a.m. Clinical Orientation: 10:30 a.m. – 11:30 a.m. Tools for Evaluating Orientees Anne Delengowski Communication 11:30 a.m. – 12:15 p.m. Kristine Meagher LUNCH 12:15 p.m. – 1:15 p.m. Learning Styles and Teaching Methods 1:15 p.m. – 1:45 p.m. Bridget Kelly Giving Feedback 1;45 p.m. – 2:45 p.m. Deborah White-Boone BREAK 2:45 p.m. – 3:00 p.m. Preceptor Stress 3:00 p.m. – 3:30 p.m. Jacqueline Adams Preceptor Panel 3:30 p.m. – 4:15 p.m. Program faculty Course Wrap Up and Evaluation 4:15 p.m. – 4:30 p.m.
SAHS School Twitter: School Uniform you for your support of our position on school uniform. The children continue to look very smart and show a real pride in their school, uniform and personal appearance. New Uniform Supplier – Border Embroideries Please note that as of May 2017, our full school uniform is supplied from Border Embroideries. Our school page has been initially set up and is ready to order for all school uniform needs. Please visit their website to make all orders: Yours sincerely Mr A Currie, Head Teacher and the staff team of St. Joseph’s Diary Dates below again also. Date Event/Activity and Time Monday 9th October HWB – Building Resilience Assembly P1-7 Wednesday 11th October 6-8.15pm – Parent Council Event – Disco N-P7 Thursday 12th October 9am Outdoor Learning: Earth Calling P5/4 & P5 Friday 13th October 9.30am P1-7 Mass @ St Joseph’s Church P6 to lead P6/5 Swimming @ SAHS Monday 16th to Friday 20th October Holiday (Monday 23rd in-service day) Tuesday 24th October Pupils Return – Breakfast Club @ 8am, School @ 8.50am Thursday 25th October 9am Outdoor Learning: Earth Calling P5/4 & P5 Friday 26th October P1-7 HWB Assembly Introduction: Building Resilience – Keep Connected P6/5 Swimming @ SAHS Monday 30th October P3 Mary’s Meals Backpack Project begins Tuesday 31st October 1.20pm – Halloween Parade Wednesday 1st November Solemnity of All Saints’ Mass @ Church – 9.30am – P5/5 & P5 to lead CEC Whole School Open Day for Parents/Carers 11-12 noon and 1.30-2.30pm (repeated on Thursday 2nd Nov) Thursday 2nd November All Day
9am-10:30am P1-7 Parents/Carers Sharing the Learning Open Classroom: Literacy focus – Reading Nursery Photos: Individual/Family Friday 3rd November 9am P5 Class Assembly P6/5 Swimming @ SAHS Monday 6th November 6-7pm Parent Council Meeting Tuesday 7th November P3 classes Reconciliation Retreat @ Gillis Centre, Strathearn Road, Edinburgh 9.30am – P1 & P2 Mass @ Church Wednesday 8th November SSPCA Workshops in school for P1-7 Friday 10th November Broomhouse Remembrance @ St Church (time tbc) 9 or 11am P7 Class Assembly (time tbc) P6/5 Swimming @ SAHS Date Event/Activity and Time Monday 13th November P1 Enrolment Week for August 2018 Promoting Positive Behaviour Week (anti-bullying week) Tuesday 14th November 9.30am – P6/5 & P6 Mass @ Church Wednesday 15th November School Photos – Individual and Family (tbc) Thursday 16th November 9am Outdoor Learning: Calling P5/4 & P5 Friday 17th November 9am – Class Assembly – P2J Children in Need Day – “Go Spotacular” Day 9-12.30 -P4 – Into Festival – Vue Cinema P6/5 Swimming @ SAHS Monday 20th November Road Safety Week: Theme – Speed Down, Save Lives HWB P1-7 Assembly: Reflection Building Resilience – Keep Connected Thursday 23rd November 9am-10:30am P1-7 Parents/Carers Sharing the Learning Open Classroom: Literacy focus - Writing Friday 24th November P5/4 Class Assembly - parents/carers welcome P6/5 Swimming @ SAHS
Name: ________________________________________________ Date: __________________________ More Practice with Proving Triangles Congruent Determine whether the triangles are congruent. If they are congruent fill in the congruence statement and name the reason (SSS, SAS, AAS, ASA, or HL). If they are not congruent, put an X in the congruence statement and write not . ABD  by ______ EFG  by ______ EMN  by ______ 4. STU  by ______ 5. YZA  by ______ 6. CDE  by ______ 7. KJM  by ______ 8. NPR  by ______ 9. STU  by ______ 10. XYZ  by ______ 11. DEG  by ______ 12. HJK  by ______ 13. STV  by ______ 14. WXY  by ______ 15. BCF  by ______ 16. GJK  by ______ 17. KLP  by ______ 18. NSQ  by ______ 19. LMN  by ______ 20. STV  by ______ 21. WXY  by ______ 22. BCE  by ______ 23. GHJ  by ______ 24. NPM  by ______ 25. TUV  by ______ 26. BCZ  by ______ 27. EFG  by ______
Use the given information to mark the diagram appropriately. Fill in the congruence statement and name the reason (SSS, SAS, AAS, ASA, or HL). 28. Given: ; B D CDE  by ______ 29. Given: ; ; N M JKN  by ______ 30. Given: ; ABC  by ______ 31. Given: and bisect each other RST  by ______ 32. bisects EGF; EGH  by ______
Short video discusses age appropriateness as a consideration for text complexity. **Be very familiar with this before you go out to a site. Once in a while youtube may be blocked or you might have difficulty with connections. Be prepared to explain what is on the video. Click on Lexile: 610L hyperlink to take you back to the lexile chart again. Let them find the grade band for this lexile. When you come back to this slide explain that this story about a group of Americans living in Europe during the 1920s. The main character Jake was wounded in the war and was left with a disabling injury that has left him impotent. His impotency interferes with his relationship with the woman he loves. Click 660L to take you back to Lexile Chart about migrant workers that leave Oklahoma. during the Great Depression to seek jobs in California on 680L hyperlink to go back to Lexile Chart Story about migrant workers that leave Oklahoma during the Great Depression to seek jobs in California.
Children and Youth Behavioral Health Subcommittee to The Behavioral Health Advisory Committee Merging: Texas System of Care Consortium & Texas Children Recovering From Trauma Steering Team February 3, 2016 10am - 3pm (with a 30 minute working lunch -bring your own lunch or obtain lunch from Brown Heatly café) Brown Heatly, Public Hearing Rooms 1420 & 1430 4900 N. Lamar, Austin, Texas 78751 Agenda Welcome & Introductions Family Successful Experience Texas System of Care Consortium Minutes Approval [Action ] Background / Overview Texas Systems of Care Texas Children Recovering From Trauma Community Perspective Updates - Project Specific Strategic Planning/Thinking Public Comment Next Steps Announcements Next Meeting - April 13, 2016
b. Limits of Protection The protection of pension entitlement under does not extend to Special Monthly Pension (SMP). 4. Protection and Rating Schedule Changes Introduction This topic includes information about protection and rating schedule changes including protection against rating schedule changes under 38 CFR 3.951(a) protection against rating scheduled changes under 38 CFR 3.952, and reviewing evaluations after a rating schedule change. Change Date April 22, 2015 a. Protection Against Rating Schedule Changes Under 38 CFR 3.951(a) PL 102-86 states that a rating evaluation cannot be reduced solely because of a change to the rating schedule subsequent to August 13, 1991. provides that a readjustment to the Schedule for Rating Disabilities shall not be grounds for reduction of a disability rating in effect on the date of the readjustment unless medical evidence establishes that the disability to be evaluated has actually improved. Reference: For more information on the preservation of disability evaluations rating schedule changes, see , and . b. Protection Against Rating Schedule Changes Under 38 CFR 3.952 protects rating evaluations under the 1925 rating schedule that were the basis of compensation on April 1, 1946. Note: Evaluations in effect when previous changes to the 1945 rating schedule occurred are not protected by PL 102-86. Therefore, evaluations assigned to August 13, 1991, could be reduced solely based on a change to the rating schedule, as provided by unless they had been in existence for 20 years or more. c. Reviewing Evaluations After a Rating Schedule Change When reviewing a disability evaluation after a change in the rating schedule, determine whether the current evaluation would be continued or decreased under the prior schedule.
This is a little house in Sunset Utah. It was built on the ground without a foundation. As the residents wanted more room, they haphazardly built rooms in all directions. Someone bought the house to flip it. Without a plan, they covered it in siding that had gaps between the pieces, left the bad windows and poorly constructed rooms. It was like the house flippers filled a dump truck full of good materials to fix up the little house, but didn’t have a plan to use them well. When the latest owners bought the house, they made a plan to make it better. In home building, these are called blue prints. The new owners tore off all of the poorly constructed and materials. Following a plan, they jacked up the house, put it on cinder blocks and poured a strong foundation before lowering it. Following the plan, they build a new roof, and high ceilings inside. This is how the little looks today. A family of three lives inside it’s cozy walls.
Ritsumeikan Statement of Travel Expenses (for students and persons outside of the University) Front Side The application below is for a person outside the university who will take a business trip required for a research activity of this university. Date of Application MM DD YYYY Research representative/research partner (Researcher of this university with authority to disburse budget Seal * In the case of a student, the business trip must not affect any class or course that he/she is taking. Also, before applying for an overseas business trip, check the information on danger for the trip destination on the MOFA Overseas Safety Website. Person Making the Business Trip Name Seal Date of Birth MM DD YYYY If employed at research institution, etc. Affiliated unit (Research institution) Position Need Request for Business Trip? (Check applicable box to right.) Please to affiliated research institution. Issuance not necessary. If college/graduate student University College/ Graduate School -year student Home TEL E-mail "Departure station" for travel expense calculation (Check applicable box to right, and enter name of railway company and station.) Station closest to affiliated research institution Railway company: Station closest to home Station: If bus connects from your affiliated research institution or home to aforementioned "departure station", enter name of bus company and bus stop. *1 Bus company: Bus station: Bank Account Name of the Bank Bank Name of the Branch Branch Furigana Account Number Ordinary/Checking Account Holder Name Period From MM/DD/YYYY to MM/DD/YYYY ( nights days, including nights in vehicle, etc.) Action Plan Schedule Destination*2 Business destination Content of business / / / / / / / *1 However, if the one-way railway use segment from the "departure station" to the "station closest to the business destination" is less than 70 km, the bus fare to the "departure station" will be paid. *2 For a domestic business trip, the prefecture and municipality; and for an overseas business trip, enter the country and city.
Observation of vowel motility even beyond Semitic. Among the other insights crossing the divide of language families is the linguistic explanation of “why Gold is expected to Glisten,” noting a linguistic parallel between GoLd and GListen. On the universality of submorphemes, we will exemplify many lexical parallels, “hiding in plain sight” within and between languages. Universal Meanings. On the most ambitious question of universal meanings, our most challenging example will be GL, broadly recognized by researchers as meaning ‘bright light.’ Obviously this meaning does not fit Hebrew examples like GLidah ‘ice-cream,’ GLol ‘roll’), but Arabic aGaL ‘quick. exemplifies the pervasive semantic communalities found. The proposed theory of submorphemes “modifies” de Saussure’s “axioms” little more than various branches of post-Chomskyan and even pre-Chomskyan linguistics. Its innovations like vowel motility lead to new implications in typology and lexical semantics. One indirect example of the way in which Semitic and non-Semitic language structures are brought together is seen in the stenographic system called “Speedwriting,” (spdwrtng) in which vowels are omitted as in Semitic spelling. The comprehensibility of speedwriting in non-Semitic languages supports using Hebrew as starting point for new insights that apply to Hebrew and beyond. For Saussure, He. even could have meant ‘tree.’ Is this really so?
not prepare full budgets, and will not be awarded project management fees, indirect, or overhead costs. The Trt and will work with the applicant to directly contract the work required to complete the project. Submission Requirements Item Track A B Photo(s) of the site Vicinity map of the site Support letter for the project signed by the property owner General project description, including description of the land, current land e, property ownership Planting project methodology, including timeline, planting method, planting plan, species list (native species only), and procurement process Description of long-term protection options for the project/site Description of the capacity of the applicant organization to lead the seven phases of the project Budget Applications will be evaluated based on the following criteria: potential ecological benefit; landowner willingness long-term protection readiness to proceed All applicants are strongly encouraged to contact Trt for guidance and, if deemed appropriate, a potential site visit. In of the Trt’s commitment to the advancement of diversity in its grant-making and environmental work, the Trt strongly encourages grant applications for projects that increase awareness and participation of communities of color in tree planting and other watershed restoration and protection activities. Eligible Budget Items . Funding in this program is restricted to required to implement reforestation projects. Requests for any other purpose will not be funded. Those requesting project technical assistance through Track B will not have to prepare a budget with specific funding requests. For those requesting funds through Track A, funds may be requested for: Plant material; Site preparation costs (soil amendment, invasives removal); Planting costs; Two-year maintenance costs; Costs to develop long-term protection agreements (priority will be given to projects that do not request funding in this category; however, for projects with high ecological value support for these elements will be considered)
VICTORIAN CIVIL AND ADMINISTRATIVE TRIBUNAL DIVISION LIST P634/2017 CATCHWORDS Section 79 of the Planning and Environment Act 1987; Monash Planning Scheme, General Residential Zone GRZ2, three and two storey medium density development on a double irregular shaped land adjacent to commercial properties; design response to policies and neighbourhood character. APPLICANT Jesse Ant Architects Monash City Council SUBJECT LAND 2-4 Doynton Parade, Mount Waverley WHERE HELD Melbourne BEFORE Christina Fong, Member HEARING TYPE Hearing DATE OF HEARING 21 September 2017 DATE OF ORDER 13 October 2017 CITATION Jesse Ant Architects v Monash CC [2017] VCAT 1676 Pursuant to section 127 and clause 64 of Schedule 1 of the Victorian & Administrative Tribunal Act 1998, the permit application is amended by substituting for the permit application plans, the following plans filed with the Tribunal: Prepared by: Jesse Ant Architects Drawing numbers: TP01 – TP17 Dated: 7 August 2017 In application P634/2017 the decision of the responsible authority is affirmed. In planning permit application TPA/46363 no permit is granted. Christina Fong Member
College of Residence: _________________ Department of Residence: ______________ Graduate Degree Program: ______________ Section 1 Academic Preparation ACADEMIC DEGREES. Please list all academic degrees you hold by (i) type of degree (e.g., Ph.D., D.N.S.); (ii) date awarded; (iii) major or area of study (as shown on your transcripts); and (iv) awarding institution. Please begin with terminal degree(s). Degree Date Awarded Major/Area Institution Ex. Ph.D. May 15, 2001 Physics Georgia Tech. B. Graduate courses taught during the preceding five (5) calendar years (up to ten (10)). Course Prefix and Number Course Title # of Times Taught Institution Ex. ACCT 9001 I Intro. to Research in Accounting KSU C. Publications (up to ten (10)) during the preceding five (5) calendar years
PL 100-321 effective May 1, 1988 Cancer of the bile ducts breast esophagus gallbladder pancreas pharynx intestine stomach, and thyroid leukemia, other than chronic lymphocytic leukemia (CLL) lymphomas, except Hodgkin’s disease multiple myeloma, and primary cancer, except if cirrhosis or hepatitis B is indicated. PL 102-578 effective October 1, 1992 Cancer of the salivary gland, and urinary tract. Note: The term urinary refers to the kidneys renal pelves ureters urinary bladder, and urethra. 67 FR effective March 26, 2002 Bronchiolo-alveolar carcinoma, and cancer of the bone brain colon lung, and ovary. 2. SC for Disabilities Resulting From Exposure to Asbestos
h. Example 3 on Establishing a Retroactive Effective Date: Claim for DIC Benefits Received Within One Year of the Veteran’s Death Situation: On November 3, 1986, a Veteran who served in the RVN during the Vietnam era died from Hodgkin’s disease. His surviving spouse’s for DIC benefits was received on December 10, 1986, and denied on February 12, 1987. The surviving spouse reopened her claim on March 15, 1993. Result: Establish entitlement to DIC benefits from November 1, 1986, the first day of the month in which the Veteran died. Rationale: the claim for DIC benefits was received within one year of the Veteran’s death, the effective date is governed by . i. Handling Claims for a Covered Disease That Do Not Specifically Mention Herbicide Exposure Under a February 11, 1999, order by the District Court, a claim for disability compensation or DIC that is received from a Nehmer class member for a covered disease does not have to specifically mention herbicide exposure or assert that the condition was caused by exposure to herbicides in order to qualify as a Nehmer claim. j. Claim Requirements and Nehmer There is no requirement that a Nehmer class member file a new claim or a claim for an earlier effective date in order for VA to award a retroactive effective date under Nehmer when a new presumptive condition is added by a regulation. VA must search its records for rating decisions that denied SC for a covered disease or a disease that can reasonably be construed as a covered disease, and were completed to the effective date of the regulation that added presumptive SC for the covered disease. When evidence of decisions meeting the above criteria exists, VA will identify eligible claimants and award benefits, without action on the claimant’s part. Important: Retroactive SC may still be awarded under the Nehmer stipulation for a condition when a prior claim did not include an explicit claim for the condition in question, but the condition in question appears as a denial on the code of the rating decision, and the medical records show a diagnosis of the condition. k. Example: Establishing an Situation: A Veteran who served in the RVN during the Vietnam Era filed a claim in 1994, expressly alleging that his prostate cancer was caused by
Overview It is a mandatory requirement that provisionally or conditionally accredited teachers who are working in NSW Government schools achieve accreditation at Proficient Teacher level with BOSTES within required timeframes. This course provides an overview of the process and requirements for accreditation at Proficient Teacher. Anticipated Outcomes Participants will: unpack the Australian Professional Standards for Teachers gain an understanding of Departmental and BOSTES accreditation procedures for accreditation at Proficient Teacher review what constitutes quality evidence and annotations explore available DoE and BOSTES resources to support quality induction and successful accreditation for beginning teachers. Priority Area/s Support for new teachers Career development venues, time and enrolment: Wednesday 26 October 2016 (Week 3): Glenfield Office, Roy Watts Road – 8:30 to 11:00 am Thursday 17 November (Week 6): Arncliffe Office, Segenhoe Street – 8:30 to 11:00 am MyPL@Edu Enrolment From 30 September to 24 October MyPL@Edu will be shut down so that migration to the new system can Please email the following if you wish to attend: course title and event date your contact details your school your principal’s endorsement any special dietary needs you may have. You will be notified of your confirmation in the course. BOSTES QTC This course will contribute to 2.5 hours of Teacher Identified Professional Development and address Standard Descriptors 6.2.2 and 7.2.2. Cost: $44 per session, debited from the school account Target Audience All teachers who are seeking accreditation at Proficient Teacher level. Contact person Dianne Sepulveda Rhelma Pardy Sian Batista DeMello Dorothy Kindis Phone 9203 9907 9408 8917 95822821 8848 4903 Email
Benchmark Benchmark Clarification Content Focus Term Cognitive Complexity 2.5 BC 2 BC 3 Independent judiciary Precedent H TThe scenario below describes an event during World War I. --------------------------- A Socialist Party member distributed pamphlets stating: “The Socialist Party says that…officers of the law … violate the …United States Constitution, the Supreme Law of the Land, when they refuse to recognize your right to assert your opposition to the draft.” The Socialist Party member was arrested and convicted for distributing these pamphlets. The Socialist Party member appealed his arrest and conviction to the U.S. Supreme Court which upheld the government’s actions. --------------------------- What long term precedent was established by this U.S. Supreme Court decision? This question requires student to consider a contemporary scenario in order to examine rationales for limiting the First Amendment guarantee of a free press. A correct response will indicate the student’s understanding the Amendment does not permit speech that is harmful or threatening and that the US Supreme Court would uphold that precedent in their ruling on this case. A.* First Amendment rights are protected but not unlimited. Correct – While the First Amendment protects the right to freedom of speech and freedom of expression, speech that is harmful or threatening is not protected. Therefore, the U.S. Supreme Court established the precedent that published material that is harmful to the government is not protected by the First Amendment. B. Tenth Amendment rights are protected but not unlimited. Incorrect – The Tenth Amendment grants reserved powers to the states; that is, any power that is not specifically granted to the federal government by the constitution is automatically reserved (set aside) for the states. C. Selective service is constitutional. Incorrect – This particular scenario does not explore the constitutionality of selective service but rather publishing materials related to selective service. D. Party membership is unconstitutional. Incorrect – This particular scenario does not explore the constitutionality of party membership but publishing materials related to the selective service.
Teacher: Course: Health and Wellness 3 Period(s): 6th Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): List at least 5 things a personal trainer is not permitted to do with/for clients. Explain the components and rational for a comprehensive fitness assessment. Understand how to administer a health history questionnaire. Stratify a client’s overall risk for fitness assessment Understand the importance of posture. How it relates to movement observation and how to assess it. Standards or Frameworks: CTE 30.01 CTE 30.01 CTE 30.01 CTE 30.01 CTE 30.01 Activities: Bell work, independent reading assignment and review questions Bell work, power point presentation w/guided notes. Bell work, power point presentation w/guided notes. Bell work, power point presentation w/guided notes. Bell work, power point presentation w/guided notes. Classwork / Homework/ Bell Work Using the text book (unit 6), answer the following 2 questions. What is a health assessment? What things should be included in a health assessment? Using text book, what are 5 things a personal trainer does not do for clients. Using text book, list 5 things a personal trainer does do for clients. Subjective- general information provided by the client: medical history, occupation, lifestyle, interests, how they feel. Objective- measured information: physiologic testing, height, weight, Pulse, BP, %BF, Cardio level, performance tests List at least 5 questions that should be included on a PAR-Q.
Understanding Lynching On pages 80 and 81, Curley’s wife said to Crooks, “You know what I can do to you if you open your trap?... I could get you strung up on a tree so easy it aint’ even funny.” When she said this, Curley’s wife was threatening to __________ Crooks. When Curley’s wife threatened him, Crooks acted differently. He became __________. He acted this way because __________. I feel that the way Crooks reacted was __________. Another way he could have reacted was to__________. After Curley’s wife threatened Crooks, Candy spoke up. At first he __________, but then he __________. I feel that what Candy did was __________. Another way he could have reacted was to __________. If I were Crooks, I would have __________. If I were Candy, I would have __________.
NC DAILY FOOD BASED MEAL PRODUCTION PLAN (Rev 8-19-09) (2) School _____________________ Manager Signature __________________ Date _______________________ (1) MENU Check one: □ Breakfast □ Lunch □ Snack Cook/Hold Target Temperature Time Pan Removed Actual Product Temperature Cold/Hot Holding Temperature
(71) Constructive Bidding Tools: Control Showing Cuebids Date: November 2013 © AiB Robert S. Todd Level: Intermediate / Advanced General Having Control in a suit means not having two quick losers in that suit. More specifically, we call it First Round Control if we have the Ace or a Void in the suit – no quick losers. We call it Second Round Control if we have the King or a Singleton in the suit – only one quick loser. Control Showing Cuebids When we are attempting to explore slam and we are considering how to exchange information about the hand we often have a choice in how to approach things. On some hands it is most useful to have holistic information in order to judge what to do. This information is the number of Aces and is discovered by bidding Blackwood (or Keycard.) On other hands more specific information is needed in order to make a good decision about slam. This specific information is not “how many” Aces partner has, but “which” Ace partner has – this is discovered by using Control Showing Cuebids (CSC). These Control Showing Cuebids can be used to discover voids and singletons as well – other specific information. Note: We are using the term “Control Showing Cuebid” (or CSC) instead of “Cuebid” in order to distinguish it from a cuebid of the opponent’s suit – bidding the opponent’s suit. How to Make a Control Showing Cuebid In order to make a Control Showing Cuebid we need the following conditions to be satisfied: We have discovered a fit (8+ cards) We are in a Game Forcing auction Examples -- 2/1 GF, Jacoby 2N, Splinter, etc… Some Bids force to game as they start cuebidding: 1M- 3M - 4. (Usually not a jump.)
Agency Wellness Champions Team February 9, 2016 Minutes In Attendance: In Person: Angie Discher Chris Van Bergen Dawn Cvengros Debbie Lerdahl Diane Kline Elaine Settergren Genny Johnson Holly Glaubitz Janis Nelson Jen Fox Jen Verbrugge Jeshua Livstrom Linda Feltes Lynn Burwell Mark Forsberg Nikki Trifilette Sandy Karnowski Stephanie Peterson Tamara Bohmert Xia Thao By Phone: Sheryl Goldberg Corie Beckermann Robin El-Ibrahim Kim Engwer-Moylan Brenda Tuma Mai Lucio Cathy Ellis Building Strong Wellness Committees Panelists: Diane Kline (MN Housing Finance), Tamara Bohmert (Dept. of Public Safety), Linda Feltes (MMB) Holly and the audience engaged the panelists in a great discussion of what makes a committee strong. Please read the summary on page 2 below. (Note: you can click on the photo then enlarge it to read through to the end.) Additional information was provided before the meeting as well; see email from 2/8/2016 1:19 PM. Energy Break Holly led us through a Where’s Waldo exercise to focus our eyes and our brains. How to Plan and Carry Out a Wellness Challenge Click on the image below for the full presentation: Next Meeting Tuesday, March 8, 2016 Ladyslipper Room Centennial Building Topic: Healthy Eating with State Nutritionist Teresa Ambroz Energy Break: Nikki and Steph
Legal citations, W&I code or specific policy information: Reporting Vehicle/Format: Call. Follow up with SOC 341. Non-emergency number is 1-800-835-5247. County specific guidance: (Enter guidance specific to your county here) to return to Agency List. Agency Name: Child Protective Services Agency Description: CPS is the system of intervention of child abuse and neglect in California. Existing law provides for services to abused and neglected children and their families. The CPS goal is to keep the child in his/her own home when it is safe, and when the child is at risk, to develop an alternate plan as quickly as possible. What to Report: Abuse, neglect or endangerment allegations of anyone under the age of 18 years. Contact Information /Where to Report: (insert local contact information here) Does client/authorized representative need to be involved in the referral/cross –report? No Agency responsibility or what to expect: APS responsibility or what to expect: To report abuse or neglect to the appropriate jurisdiction and provide follow-up information/assistance as requested. Legal citations, W&I code or specific policy information: Code Section 11166 Reporting Vehicle/Format: SS 8572 County specific guidance: (Enter guidance specific to your county here) to return to Agency List. Agency Name: Code Enforcement Agency Description: Code enforcement agencies are defined under the law as care custodians, and as such are mandated reporters of elder/dependent adult abuse.
Legal citations, W&I code or specific policy information: When the alleged perpetrator is a public or private conservator, the assigned APS worker must the known or suspected abuse immediately, by telephone or fax, to the court with jurisdiction over the conservatorship (MPP 33-405.31). Reporting Vehicle/Format: County specific guidance: (Enter guidance specific to your county here) Click to return to Agency List. Agency Name: Medical Board of California Agency Description: What to Report: Reports of elder/dependent adult abuse where the alleged perpetrator is a physician/surgeon, registered dispensing optician, research psychoanalyst, midwife, doctor of podiatric (podiatry) medicine, physician assistants, psychologists, or psychological assistants. Contact Information to Report: If the report is made to the local APS agency or LTCO, a cross-report must be made to the Medical Board of California. Does client/authorized representative need to be involved in the –report? yes Agency responsibility or what to expect: APS responsibility or what to expect: Legal citations, W&I code or specific policy information: Reporting Vehicle/Format: County specific guidance: (Enter guidance specific to your county here) Click to return to Agency List. Agency Name: Mental Health Treatment Licensing Agency Description: The Mental Health Treatment Licensing (MHTL) section within the California Department of Health Care Services (DHCS) is responsible for implementing and maintaining a system to
A4ID Advocates for International Development (A4ID) is the charity that empowers lawyers to use their skills to fight world poverty. Through our pro bono broker and legal education services we are helping the legal sector to meet its global corporate social responsibility to bring about world development. For more information about our work and our partners, please take a look at our website: . A4ID provides internships for individuals hoping to gain further experience in the legal, charitable and international development sectors. We offer a variety of positions to suit individuals' skills and experience in communications, fundraising, pro bono and development. Internships are six months long and run from and July-December. All interns assist A4ID’s staff team and are encouraged to attend meetings, contribute ideas and assist in the development of all areas of the charity and its programmes. Basic details Application deadline Monday 19th June at 10:00 Interview date Wed 28th June Decision Wed 28th June Date Mon 3rd July Time commitment Up to five days per week Usual hours 10:00 – 17.00 Location Old Street, London Expenses Up to £5 per day for lunch and travel Operations Intern This role involves assisting with the delivery and development of the work of A4ID, a charity whose vision is to see the law and lawyers playing their full part in the eradication of poverty, including: Assisting the COO with the co-ordination of office systems and processes; Assisting with legal and compliance review of A4ID policies, procedures, and protocols; Assisting with general internal advice as and when required; Assisting with general charity and company operations; Assisting with fundraising research, drafting, reviews, and applications; Assisting Finance Officer with bookkeeping, invoices, and receipts. Supporting the work of the Chief Operating Officer more generally; Applicants should possess the following skills/qualifications: Required: Commitment to making a contribution to the work of A4ID; Strong interest in international development and the law;
You need to be able to properly summarise the dilemma in sufficient detail: world, end, exist, omniscient, responsibility, possible, Possible solutions to the ‘inconsistent Solution Explanation Problems God is not omnipotent God creation but doesn’t have the power to prevent evil. Process Theologians – God is part of the universe, started and encouraged evolution. What do you religious believers would say about this? God is not omnibenevolent God doesn’t care if his creation suffers. Maybe God is malicious. Maybe evil has a greater purpose, God could remove it but chooses not to God has a different perception to humans. Toddler analogy. Hume – evil is felt too widely for it to be dismissed. Evil doesn’t exist The response based on God’s perspective William Rowe (intense human and animal suffering)
Explain what Hick means by Epistemic Distance and why he thinks it is essential for human development? What did Hick mean by ‘soul making’ theodicy? How did Hick explain the imperfections in the world? Include; human development, natural evil, the counterfactual hypothesis Why does Hick claim that there must be an afterlife (eschatological justification)? Fill in the blanks in this summary of the Irenaean Theodicy… _____ is part of God’s plan God made human’s in his __________, Genuine perfection, cannot be ready-made, but must be achieved through _____________ Since God gives us _____________, God had to give us the potential to __________ him. If were no possibility of _________, then humans could not disobey God. Therefore the ___________ order had to be designed with the possibility of causing good or harm. God cannot compromise our freedom by ___________ and stopping suffering.