zilongwang/ReadingBank huggingface dataset:
2015 Application for Registration SAMPLE "Neither clones nor cloned offspring will knowingly be entered into the registry by ABBI staff. Members must also comply." DO NOT SEND BLOOD CARDS IN PLASTIC BAGS. HAIR SAMPLES MUST BE ON HAIR CARDS. Name: _____ ABBI #: Phone #:____________________________ Address: ____ City: State: _______ Zip Code: _____________ ___ Animal Registration *Required – Fields that are left blank will result in blanks on certificates. *If Offspring’s Sire or Dam is being registered at the same time then the sire and dam must appear on the worksheet before the offspring. DOB Sire Name & ABBI Number Dam Name & ABBI Number Animal Name Animal's Brand # Animal Color EID Tag $15/bull Super Stakes $25/bull Sex Original Breeder Office Use mo/dy/yr *Required *Required *Required *Required *Required Add $3.95 S&H/order Type Sex Type Service ABBI Breeder # ABBI Number 1/21/2015 Sire 1 10000001 Dam 1 10000002 Calf 1 1 red Y N Y N P H D B C N AI ET 1/5/2015 Sire 1 10000001 Dam 2 10000003 Calf 2 2 Black & white paint Y N Y N P H D B C N AI ET 6/18/2013 Sire 2 10000004 Sire 3 10000005 Dam 1 10000006 Calf 3 3 brown Y N Y N P H D B C N AI ET 2/28/2015 Not registered Not registered Calf 4 4 white Y N Y N P H D B C N AI ET Notes: Page: All DNA samples submitted and profile created therewith will be considered property of ABBI. Owner’s Signature__________________________________ *Applications Will Not Be Processed Without A Signature. American Bucking Bull Inc. 101 W. Riverwalk, Phone: 719-242-2747/Fax: 719-242-2746
If a consortium submits a Proposal in response to this RFP, the consortium will clearly provide information on its legal form and each of its members, and identify the member responsible for providing all financial security, executing the PPA, and providing Products to LIPA (the “Lead Member”). Company history and experience in the areas of development, financing, construction, and operation of renewable generating plants (number of MW and projects by technology and location); Provide organizational chart that describes the reporting relationships of all key personnel and team members/partners along with bios and team experience in developing similar projects. Familiarity and experience with NYISO requirements; and Existing electric generating plants owned and/or operated by Respondent. Project Description Provide a full and complete description of the proposed Project including technology, nominal capacity (both real and reactive), size (acreage), existing site conditions, adjacent land uses, nearby structures and facilities, and environmental conditions or requirements. Provide a full and complete description of the businesses, residences and pertinent land uses surrounding the location of the proposed Project. The proposed Project shall be located on a site controlled by Respondent through either fee ownership, a land lease, option to lease or purchase, or equivalent demonstration of site control. Respondent shall provide evidence of such site control or its plan to obtain site control in its Proposal. Site characteristics (including identification of the zoning for the site and a description of whether the proposed Project is a permitted use under the local zoning code or has received a zoning code waiver that will allow the Project to be built and operated; a discussion of any known sensitive environmental features on or adjacent to the site such as wetlands, historic properties, ongoing hazardous materials remediation, residences or other sensitive noise receptors; and a discussion of storm resistant features and other reliability features); Proof of appropriate local zoning or confirmation in writing from the involved municipality that a change in zoning will occur a minimum of one month prior to the “Proposal Selection(s) (planned)” date in Table 1, or a waiver from the involved municipality, is a requirement of this RFP. If permits have already been obtained, Respondent provide copies, and if not, Respondent shall provide a plan and schedule for obtaining all required permits. All permits must comply with any and all State, County, Town or Local Municipality laws, ordinances, or regulations that have been established including those with respect to renewable installations.
The term “remain on line” is used in this clause, and is defined to mean that the Resource retains the ability to maintain real and reactive power output or immediately recover real and reactive power output as specified in this Clause. Low-Voltage Ride Through The Resource shall remain on line for the voltage disturbance caused by any single or multi-phase fault on the LIPA transmission grid, having duration equal to the lesser of the normal fault clearing time, plus any subsequent post-fault voltage recovery to the final steady-state post-fault voltage. The initial conditions prior to such fault may include outage of any one LIPA transmission element, inclusive of both circuits of a double-circuit line sharing common transmission tower structures. The Resource shall remain online for any voltage disturbance caused by a fault on the transmission grid with delayed clearing, plus any subsequent post-fault voltage recovery to the final steady-state post-fault voltage. Clearing time shall be based on the maximum backup clearing time associated with a single point of failure (protection or breaker failure) for any single-phase fault location inclusive of single-phase faults occurring simultaneously on different phases of multi-circuit transmission lines. The initial conditions prior to such fault may include outage of any one LIPA transmission element, inclusive of both circuits of a double-circuit line sharing common transmission tower structures. The Resource shall recover to 90% of its pre-fault current output within 150 ms of the recovery of the point of interconnection positive sequence voltage to 0.85 of the nominal voltage. The Resource shall recover to the lesser of its pre-fault real power output or the available primary power, within 250 ms of the recovery of the positive sequence voltage to 0.95 per-unit of the nominal voltage, subject to the availability of the primary energy source. The Resource shall remain online and maintain stable operation in the post-fault state for the degraded short-circuit level conditions resulting from any fault condition described in (a) and (b), excluding fault conditions for which the clearing requires complete isolation of the Resource from the LIPA transmission system. The Resource shall not be required to remain online for system low-voltage disturbances creating a positive-sequence voltage component less than specified in Figure 3-1 for the cumulative durations shown, nor shall it be required to remain online for unbalanced system voltage disturbances creating a negative-sequence voltage greater than specified in Figure 32 for the cumulative durations shown.
$450 Payment will be received before 8/1/15 $550 Payment will be received after 8/1/15 $ 20 Electricity – if ordered before 10/1/15 $ 35 Electricity – if ordered after 10/1/15 Total Amount Enclosed: $ I have enclosed a check (payable to MCA) I need an invoice for my agency to make the payment. An invoice will be e-mailed to you. Please give this invoice to your agency for payment processing. If we do not receive the payment, please provide us with the name and e-mail of someone in your agency that will be responsible for making the payment: To pay by credit card, please register directly on the MCA website Signature: Date: Deadline: Exhibitor agreements and payment in full are due by 9/1/15. Exhibitor space will be confirmed upon full payment. Exhibit fees: $550.00 for all organizations ($450.00 early rate if payment received by 8/1/15) Exhibit tables: Each exhibit will include one two chairs, pipes and drapes on back and sides. Cancellation policy: Cancellations must be received in writing. The following refund schedule will apply: 100% refund before 9/1/15 50% refund 9/1/15 to 10/14/15 No Refund 10/14/15 and after Liability: Each exhibitor will be responsible for the space leased during the convention and will keep it free from hazards to persons on the premises. The Minnesota Corrections Association and its members will not be responsible for any injury that may occur due to exhibit operators, their associates or employees. It is agreed that in no case shall the Minnesota Corrections Association and its members be responsible for any loss, theft or damage by fire, or any injury to any person or article. Each exhibitor is responsible for complying with all federal, state, local, and conference facility fire and safety codes. Preferred company representative (Listing information will appear in conference materials): will be in I agree to abide by the rules and considerations detailed in this agreement:
Chester County Police Chiefs Association Hosts 2015 Command Summit Series Chester County Public Safety Training Center Thursday, December 3rd 0800-1600 Hours Time Event Speaker Speaker 0730 – 0800 0815 - 0830 Breakfast Welcome Pledge Prayer Supt. Anthony Giaimo Rev. Jack Crans 0830 - 0845 DA’s Office DA Thomas Hogan 0845-0945 Active Shooter Update ----------------- FBI Active Shooter Video ------------------ Courthouse - Right to Carry Chief Jerry Simpson ------------------ SSRA Charles Dayoub -------------------- Chief March CC Sheriffs Chief Jim Vito 0945-1015 New Radio System Updates Deputy Director John Haynes Senior Specialist Devin Guth 1015-1030 Break 1030 -1100 Coroner Updates Dr. Gordon Eck Deputy Coroner 1100 - 1130 Mental Health 1130 -Noon Media Relations Mike Neilon Channel 6
Chester County Police Chiefs Association Hosts 2015 Command Summit Series Chester County Public Safety Training Center Thursday, May 7th 0800-1300 Hours Chiefs/Commanders and “Second In-Charge Only Time Event Speaker Speaker 0800 - 0815 Breakfast Welcome Supt. Anthony Giaimo J. Patrick Davis 815-0830 DA’s Office DA Thomas Hogan 0830-0930 Active Shooter Policy Chief Jerry Simpson Chief Jim Vito 0930- 1000 DES - ICS Director Kagel 1000-1030 Coroner Dr. Gordon Eck 1030-1100 CISM Chaplain Jerry Schwartz 1100-1130 Juvenile Probation Chief of Probation Jason Akers 1130 -Noon Tour of Safety Campus Noon Catered Lunch
Project purpose: (check all that apply) Trail project linkage Links to population center Links to other trails Links to other trails and population centers Length of proposed trail or trail system to be improved/created less than ½ mile ½ - 3 miles 3 - 5 5 or more miles Partners involved in completing project 1 partner (specify first partner here) 2 partners (specify second partner here) (Organizations, volunteer groups, 3 partners (specify third partner here) agency partners, etc.) 4 partners (specify fourth partner here) Trail restoration, creation, and designation Project provides for the restoration of an existing Project creates a new trail or section of trail Improves an unofficial trail and includes it in agency’s official trail system Improves an unofficial trail, creates new section, and includes in agency’s official trail system Relation to the NJ Trails System Trail in the project connects to trail(s) within NJ Trails System Trail in the project is included in the NJ Trails System (Press F1 for list of trails in the NJ Trails System - make note of trail in project description field) Multiple uses Hiking Bicycling Horseback riding Cross country skiing Barrier-free (Press F1 for description) Aquatic Municipality Urbanized area Urban Aid Community (Press F1 for link to complete list of Urban Aid Communities) Trail links Project area links/provides access to some cultural/historical feature(s) Project area located in significant viewshed (describe cultural/historical feature(s) and/or viewshed in project description field) Disabled access Some accessibility improvement Entire project area is ADA accessible Innovativeness Innovative use/design/development (describe innovative features of project in project description field) Previous awards Project did NOT receive a Recreational Trails Program Grant in a prior funding round
main mission of establishing this document was to survey area baseball leagues to determine how well LTYA rules aligned with other programs. This information was then used to effect changes as necessary to be as consistent as possible with area programs while retaining LTYA’s primary mission and local rules as much as possible. This document encompasses the following areas, superseding all previous documents: Leagues supported by LTYA Baseball Formation of Rules within each league League-wide This document shall be the official rules for LTYA Baseball, and may only be changed through action of the LTYA Baseball Board. Please review the Revision History at the end of this document for a list of changes. 2 LTYA Baseball Basics and Policies 2.1 Seasons and Games The league plays two seasons: Fall Ball and Spring Ball. The Fall season plays eight or more games (from September to November) with teams usually having two to three outings per week, including at least one game. Due to the smaller number of players, the Fall season is primarily focused on player development and will follow the American League rules for the Discovery (6U), Prospect (8U) and Rookie (10U) divisions unless otherwise noted. The Spring season plays 12 or more games (from March to May) with teams usually having three to four outings per week, including one or two games. This season is more competitive by nature. The Spring season is followed up with post-season for those selected to a team. All LTYA All-Star teams participate in the Centex Series Tournament, which typically runs all four weekends in June. Games are played throughout the week and weekends. Both Fall Ball and Spring Ball games can be played on any day of the week. 2.2 Park Regulations The Board of Directors will not tolerate abusive language, use of drugs, alcoholic beverages or smoking within the facilities of LTYA. The use of profanity, loss of temper or abuse of equipment will NOT be tolerated and will be grounds for immediate removal from the game by an umpire or league official. If required, the Bee Cave Police Department will be contacted to aid in enforcement of all laws and city ordinances pertaining to governing the use of drugs, consumption of alcoholic beverages, smoking or violation of the “No Tolerance Policy” on park premises and practice fields. The “No Tolerance Policy” is in effect at all times. All visitors to LTYA facilities must adhere to all posted signs and comply with any request from the Board Member on Duty.
Behaviour and engagement – utilitsing SWPBL to recognize positive behaviour and those with specific needs, and improving attendance Behaviour Continuation of bravos (reward tickets) Awards on parade – weekly Term reward – special parade to end each term Teachers continue training in Essential Skills in Classroom Management Continued refinement of school procedures and programs through the SWPBL team Part-time behavout teacher employed to support identified children and families Attendance Review of attendance rates for students Rewards for positive attendance rates across class and year levels Teachers promote class attendance and reduced ‘unexplained’ absences to win termly award – ten pin bowling Administration follow up with long term absenteeism issues with family Community participation and engagement participation Provide opportunities for parents to participate in school activities Continued provision of playgroups at school HOCS to provide training for parents in reading and numeracy Engagement Reinvest in community organisations to support students and families Increased participation in events and programs with The Smith Family Continued partnership with Sunny Kids to support students and families Future outlook Improvement agenda 2016 Area/ focus Key strategies goals Academic Reading Teacher Professional development Coaching and feedback Reading goals for every child Targeted intervention to enhance and extend reading levels Utilisation of technology to support learning 70% of students achieving C or above in reporting 500 positive goal attainment postcards sent per semester. Academic Number Teacher Professional development Coaching and feedback Numeracy goals for every child Utilisation of Technology to support learning 70% of students achieving C or above in reporting 500 positive goal attainment postcards sent Semester 2.
Effective Instruction: Instructional practices are on evidence from a body of high-quality research and on high expectations for all students and include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice. 1 (Little Evidence) 2 (Developing) 3 (Providing) 4 (Sustaining) High expectations Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Instructional staff provides students with lessons that 1) are appropriate to their developmental and language proficiency levels, 2) engage them with content and address academic and social/emotional needs, and 3) promote higher-order thinking. Student assignments contain rigorous, embedded learning objectives that reflect high expectations; instructional staff ensures students understand the objectives. Integrated, supported by district policies and practices, and Differentiated instruction Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Instructional staff uses multi-modal pedagogical techniques, as well as a range of instructional tools, technologies, and supplemental materials, to meet the needs of all learners. (See also CSI VIII, Tiered Instruction.) Instruction aligns with student learning needs that have been identified through the use of universal screening and formative assessment. (See also CSE V, Assessment and CSE VIII, Tiered Instruction.) Common understanding Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Leaders and instructional staff agree on criteria for effective instruction. (See , teacher rubric.) Criteria focus on pedagogy and content knowledge and, when possible, are based on research. Teachers engage in ongoing focused discussion and collaborative reflection on instructional practice. (See also CSE VII, PD and Structures for Collaboration.) Effective instruction is modeled for teachers by leaders, coaches, and colleagues. Monitoring practice Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Leaders regularly gather evidence on instructional practice. (See ESE’s Learning Walkthrough Implementation Guide, .) Instructional has opportunities to observe and provide feedback on their colleagues’ practice. Leaders regularly analyze evidence of instructional practice along with student achievement, PD, and other data; analysis guides next steps for improvement, including supports for instructional staff. Related ESE Resources: Characteristics of Standards-Based Teaching and Learning - Continuum of Practice: Characteristics of a Standards-Based Mathematics Classroom: Characteristics of a Standards-Based Science Classroom:
2015 Safety Group Advantage Program Continual Improvement Plan Audit Section No. Area or Dept. Details: Action Points: Responsibilites Assigned to: Due Date: Review for completion and Effectiveness Senior Management Signature and Date ________________________________________________________________ Senior Management Recommendations and next review date _(if applicable)____________________________________
Safety Sponsor Name: Northern Ontario Safety Firm Name: Date (dd/mmm/yyyy): WSIB Account #: WSIB Firm #: Completed by: Job Title: Telephone: Email: 2015 SGAP Requirements Program Requirements Completed – Yes or No Optional Written Standard for HSMS Audit Program Standard written Current date Roles & Responsibilities Auditor qualifications Audit Plan Continual Improvement Plan (CIP) process. Written standard meeting all program requirements completed: Yes No Auditor Training Refer to pages 4 & 7 of 2015 Employer Requirements for qualification standard Specify Auditor training qualifications in the written standard Train or verify Auditor(s) meet the specific qualifications of the written standard. Auditor training completed or verified prior to audit Yes No Review 2014 or most recent HSMS Audit and Continual Improvement Plan (CIP) (1st year SGAP participants review 2014 or most recent, Safety Group Evaluation, and Making Improvements steps. Previous HSMS Audit and CIP reviewed by trained Auditor Verified all non-conformities on CIP Verified CIP implementation progressing as planned Reviewed CIP action items for effectiveness. Auditor formally reviewed most recent HSMS Audit and CIP as outlined on page 4 of 2015 Employer Requirements: Yes No
Head Coach – Dee Hall Athletic Director – Mr. Larry Davis Varsity Assistant Coach – Kyle Farrell High School Principal – Dr. Thurston Lamb Junior Varsity Coach – Efrain Lozano Freshman Campus Principal – Mr. Carlos Meekins Athletic Trainer – Kyle Tribble Superintendent – Dr. David Harris
MA Coursework Checklist A minimum of 30 hours must be completed in graduate status. Name: Date: EID: Date Degree Expected (m/yy): Semester expected Course number Unique number Title Semester completed Grade Statistics and Methods – 9 hours 1st semester SOC 384L Social Statistics: Concepts and Methods 1st semester SOC 387J Fundamentals of Research Methods 2nd semester SOC 385L Social Statistics: Linear Models and Structural Equations Theory – 6 1st semester SOC 394K.3 Classical Sociological Theory 2nd semester SOC 394K.2 Contemporary Sociological Theory Sociology Elective – 9 hours Any graduate-level SOC course except SOC 698A/B, x90K, professionalization courses, and x99R/W Thesis Hours – 6 hours 1st semester of MA candidacy SOC 698A Thesis sems of MA candidacy SOC 698B Thesis
All coursework must be completed the semester before the student takes comprehensive exams. Name: Date: EID: Date Degree Expected (m/yy): Semester expected Course number Unique number Title Semester completed Grade Statistics and Methods – 12 hours 1st semester SOC 384L Social Statistics: Basic Concepts and Methods 1st semester SOC 387J Fundamentals of Research Methods 2nd semester SOC 385L Social Statistics: Linear Models and Structural Equations 3 additional in one of the following SOC 384M, 385K, 386L, 387L, 388K, 388L, 388M, 391L, or 391M Theory – 6 1st semester SOC 394K.3 Classical Sociological Theory 2nd semester SOC 394K.2 Contemporary Sociological Theory Sociology Electives – 18 hours Any SOC course except SOC 698A/B, x90K, professionalization courses, and x99R/W Professionalization – 3 hours (teaching assistants only) Students who are hired as TAs are required to take SOC 398T in their second year of coursework
When you have completed this First Assignment, send all parts of it in one email to: or attach it to your registration form. Be sure to attach all electronic and/or scanned parts of the assignment to your email. After we have received and evaluated your First Assignment, your course will be set up and the information needed to access your course will be sent to you in an email. Please be sure to provide an email address that you can access and that you check daily so that no correspondence from us will be missed. Rubric: Scroll down to see the rubric that is used to evaluate your project (Part C of this First Assignment). Idea, preparation and research Language and Cultural Awareness Organization and Grammar References Visual aids Proficient A: starts at 86% 6-10 hours Clear, strong idea; rich, engaging, pertinent details; analysis, reflection and insight. Awareness of culture and how it impacts behaviour. Shows knowledge of beliefs/values. Sophisticated connections between culture and language. Careful, suitable organization of ideas including introduction and conclusion. No grammar or language errors. More than 3 references. Many relevant pictures, graphics, music, audio files, artefacts, etc. Developing B: starts at 73% 5-6 hours Clear idea and theme. Elaborate, relevant details. Awareness of culture and how it impacts behaviour. knowledge of beliefs/values. Strong connections between Logical organization of ideas including introduction and conclusion. Fewer than 5 grammar and language errors. 2-3 references. 3+ pictures, graphics, audio files, artefacts, etc.
Granola bars Breakfast/snackbar Boxed crackers snacks Canned veggies Bottled Boxed juice Canned chili Mac and cheese Instant mashed potatoes Shampoo/conditioner Soap/lotion Toothbrushes Toothpaste Feminine products Baby body products Baby food and formula Diapers Toilet tissue
Email Address: Case Supervisor Name and Number: Name of Case Worker (If different from referral source): Contact information of Case Worker: DFCS Information Is this youth in DFCS custody? ☐ Yes ☐ No What is the status of the case?☐ Investigative ☐Family Support ☐Placement What is the overall placement history? Date of upcoming Family Team Meeting (if applicable): Date of the next court hearing: What is the purpose of this court hearing? List the services that are currently in place: Describe reason for referral to Georgia Cares: Please attach the following documents: ☐ Release of Information (Required) ☐ Psychological Evaluation ☐ Other applicable documents
10U 4 Yes**** Yes Yes 5 Yes Yes No** 46’/65’ 11U 4 Yes Yes Yes 5 Yes Yes No** 50’/70’ 12U (Green) 5 Yes Yes Yes 7 Yes Yes No** 50’/70’ 12U (Blue/Red/White) None 13U 5 Yes Yes Yes 7 Yes Yes Yes** 54’/80’ 13U (Blue/Red/White) None 14U (Green) 7 Yes Yes Yes 7 Yes Yes Yes** 54’/80’ 14U (Blue/Red/White) 7 Yes Yes Yes None Yes Yes Yes** 60’6”/90’ 15U Unlimited Yes Yes Yes None Yes Yes Yes** 60’6”/90’ 16U Unlimited Yes Yes Yes None Yes Yes Yes** 60’6”/90’ 18U Unlimited Yes Yes Yes None Yes Yes Yes** 60’6”/90’ * 8U - NO OR HIT BATSMEN ALLOWED; HITS AND STRIKEOUTS ONLY. STRIKES CAN BE CALLED OR SWINGING. ** PITCHERS NOT ALLOWED TO WEAR METAL SPIKES ON PORTABLE MOUNDS AT ALL AGE LEVELS *** 9U – Balks are announced but no penalty assessed – no runner may advance or be called “out” due to a balk. **** 10U – Each pitcher is given one warning on a balk.
Stratton/Tipton Scholarship Application Sponsored by Kentucky Association Career & Technical Educators, Special Needs Personnel (KACTE-SNP) Description: The Stratton/Tipton Scholarship is an award of $500 given by the Kentucky Association of Career & Technical Education Special Needs Personnel. This award serves to provide assistance for one Kentucky high school senior and one currently enrolled student pursuing a degree, diploma or certificate in the field of Career & Technical education from any post-secondary institution in Kentucky. Each recipient will receive a $500 scholarship, ($250 per semester). Selection Criteria: Recipients are chosen on the basis of academic achievement, letters of reference, career potential and financial need. Recipients are eligible to reapply the following year on a one-time basis and must represent at least one area within Special Populations. Recipients must be a Kentucky resident, attend a Kentucky high school or post-secondary institution and be in pursuit of a certificate, diploma, or degree within the field of career & technical education. High school students must provide proof of acceptance to the program they are pursuing, or post-secondary institution they are planning to attend. Academic Achievement: Must have earned at a 2.5 GPA calculated from their freshman year through the first half of senior year. Include an official transcript. Reference Letters: Provide two letters of recommendation from individuals not related to the applicant. One must be from a teacher/administrator and one from non-school personnel. Description of Career Potential: Submit a two-page, typed and double spaced summary of your occupational objective, chosen field of study and intended profession in Career & Technical Education. Also include appropriate information about extracurricular activities, work and community service. Attend Summer Conference: If at all possible the applicant should be present at the summer conference to receive the scholarship award. Please indicate which special population category/categories you represent: Educational or physical disabilities Educationally and/ or economically disadvantaged (including foster children) Preparing for non-traditional employment (woman in traditionally male role or vice-versa.) Single parent (male or female), or pregnant woman Displaced homemaker Limited English language proficiency Incarcerated First-generation college student (First in the family ever to attend college.) educational barrier. Please describe:___________________________________
powers, will face appropriate charges. In particular, this would not prevent the institution of criminal proceedings against an authorised officer for the use of force which is not authorised by proposed section 197BA and is not in good faith. Within this passage, it appears that there is an intention to achieve the result that ‘excessive and inappropriate force is not condoned’. The Commission agrees that this should be the aim of the section. However, the language in the rest of the paragraph is For example, in determining the initial jurisdictional question, the Explanatory Memorandum says: ‘If the court decides that the authorised officer did not act in good faith, the court would have jurisdiction to consider the action brought against the authorised officer’. What should be made clear is that the court would also have jurisdiction to consider the action if the degree of force used was excessive or inappropriate, regardless of whether or not the officer acted in good faith. Similarly, the final sentence in the extract above provides that the section ‘would not prevent the institution of criminal proceedings against an authorised officer for the use of force which is not authorised by proposed section 197BA and is not in good faith’. What should be made clear is that if the degree of force used was excessive or inappropriate then criminal proceedings should be able to be instituted even if the power was exercised in good faith. Immunity for use of elsewhere in the Migration Act The amendment proposed by the Commission is consistent with the way in which similarly immunities in relation to the use of force are provided for in other parts of the Migration Act. For example: immunity for the use of force in boarding and searching certain aircraft is available ‘if the officer or person who took the action acted in good faith and used no more force than was authorised’; a person authorised to conduct a search of a person on certain and aircraft has an immunity ‘if the person acts in good faith and does not contravene’ the requirement that the person ‘must not use more force, or subject a person to greater indignity, than is reasonably necessary in order to conduct the search’; a person who, at the request of an authorised officer, assists in conducting a strip search of a detainee held in immigration detention at a prison or remand centre has an immunity ‘if the person acts in good faith and does not contravene’ a number of requirements including that the strip search ‘must not be conducted with greater force than is reasonably necessary’.
All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division of PeeWee (categories outlined above) are qualified at the NCCP Coach Level and have completed the Checking Skills Program. It is highly recommended that all LMHA’s ensure that all Assistant Coaches are qualified in the NCCP Coach Level course and the Checking Skills Program. Teams registered on Hockey Alberta Provincial Teams: PeeWee AA All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division of PeeWee (categories outlined above) are qualified at the NCCP Developmental I Level and have completed the Checking Skills Program. It is highly recommended that all LMHA’s ensure that all Assistant Coaches are qualified in the NCCP Developmental I Level course and the Checking Skills Program. Bantam (13-14 years old) registered as a Hockey Alberta Bantam Non Provincial Team and Provincial Team A, B C& D All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division of Bantam (categories outlined above) are qualified at the NCCP Coach Level and have completed the Checking Skills Program. It is highly recommended that all LMHA’s ensure that all Assistant Coaches are qualified in the NCCP Coach Level course and the Checking Skills Program. registered on Hockey Alberta Provincial Teams: Bantam AA & AAA All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division of Bantam (categories outlined above) are qualified at the NCCP Developmental I Level and have completed the Checking Skills Program. It is highly recommended that all LMHA’s ensure that all Assistant Coaches are qualified in the NCCP Development I Level course and the Checking Skills Program Midget (15-17 years old) Teams registered as a Hockey Alberta Non Provincial Team and Provincial Team A, B, C & D All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division ofMidget (categories outlined above) are qualified at the NCCP Coach Level and have completed the Checking Skills Program. It is highly recommended that all LMHA’s ensure that all Assistant Coaches are qualified in the NCCP Coach Level course and the Checking Skills Program. Teams registered on Hockey Alberta Provincial Teams: Midget AA All LMHA’s will ensure by December 31st, that all Head Coaches coaching in the division ofMidget (categories outlined above) are qualified at the NCCP
Book Talk Rubric Name____________________________________________ Title of Book _________________ Author______________ 10 points 8 points 6 points 3 points Interesting / Prepared Presentation was extremely interesting. All of the required information was present. Presentation was good. Presenter was obviously interested in the book. A few pieces of information were missing. Presenter to introduce the book. Some of the required information was missing to make it interesting. Presentation was not introduced very well and most of the required information was left out. Needs a lot of work. Summary of Book / Information The presenter gave a well organized summary of the story, without giving away the whole story! Presenter gave a good summary of the book. The information was mostly organized. The information was somewhat organized in the summary. However, it lacked many important details. The information was in no way organized. It lacked details. The presenter obviously did not read the book. Opinion of Book The presenter gave a clear opinion of the book with supporting reasons. The presenter gave an opinion of the book with some supporting reasons. The presenter gave an opinion of the book but did not give many details to support their reasoning. The presenter gave no opinion of the book nor did they give any supporting reasoning. Connection to real life Presenter gave clear examples of his/ her connection with the book. The presenter connected with the book but could have provided more examples. The presenter connected with the book but did not give examples. The presenter in no way connected to the book. Voice Presenter was loud and clear and easily understood. Bravo! The presenter was mostly loud and clear. The presenter was somewhat loud and clear. Needs some work with oral presentations. The presenter could not be heard or understood at all!
Crooms AOIT 2015 Summer Reading Book Choices Choose one of the following books-based on your grade and course level. Then, read the book and complete the MWDS. Be prepared to turn in the assignment and take a reading comprehension quiz via Scholastic for your chosen book on the first day of school. 9th Grade Book Choices- Students Choose 1 Standard We Beat the Streets by Davis, Jenkins, Hunt and Draper The Maze Runner by James Dashner Tears of a Tiger by Sharon Draper Honors The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope by Bryan Mealer and William KamKwamba In the Time of the Butterflies by Julia Alvarez Outcasts United by Warren St. John 10th Grade Book Choices-Students Choose 1 Standard Hawksong by Amelia Atwater-Rhodes Diamond in the Shadows by Caroline Cooney Brutal by Michael Harmon Honors Whale Talk by Chris Crutcher Monster by Walter Dean The Power of One by Bryce Courtenay 11th Grade Book Choices- Students Choose 1 Standard The Lovely Bones: A Novel by Alice Sebold Bleachers by John Grisham The Day They Came to Arrest the Book by Nat Hentoff Honors Lay That Trumpet in Our Hands by Susan Carol McCarthy The Color of Water by James McBride of Fear by Michael Crichton
12 Angry Men Amelie American Graffiti Apocalypse Now Big The Big Chill Blade Runner Braveheart Casablanca Citizen Kane City of God Contact Crouching Tiger, Hidden Dragon Dances With Wolves Dr. Strangelove The English Patient Ferris Bueller’s Day Off Field of Dreams Fight Club Forest Gump The Godfather Gladiator Glory The Harry Potter Series Hoosiers It’s a Wonderful Life Jaws The Last of the Mohicans Life is Beautiful Life of Pi Love, Actually The Matrix Modern Times The Natural O Brother, Where Art Thou? One Flew Over the Cuckoo’s Nest Pan’s Labyrinth Raiders of the Lost Ark (and sequels) Rocky Rushmore Saving Private Ryan Shakespeare in Love Shawshank Redemption Star Wars (and prequels and sequels) Taxi Driver The Terminator To Kill a Mockingbird Unforgiven The Usual Suspects The Wizard of Oz
41% of patients surveyed left a comment. We were delighted to receive so many positive remarks, with very few negative ones. These will be shared with the practice team. Suggestions are listed below with our reply, unless already previously mentioned in this action plan. Water cooler in reception – Cups of water are available from reception on request. Reading material in waiting room – Magazines are kept in wall-mounted racks on the wall opposite the reception desk. Increase parking – The practice onsite parking is at full capacity and cannot be increased. Display names of Drs on duty – We utilise an automated booking system that advises you of which doctor you will see, and will ensure that this is always updated. Bell on front reception desk – We’re going to carry out building work to improve visibility – while maintaining confidentiality – between the front and rear reception areas. Publishing the survey results This action plan, together with a report written by the practice manager, will be available on the practice website. These documents will be displayed in each of the 3 surgery waiting rooms with further copies available at Reception on request.
it to solve problems, compare division and multiplication. division, divisor, quotient Chapter 4: 4.4, 4.5 4-NBT6 Explain what division is and use it to solve problems, compare division and multiplication. Divide and Multiply Multiple, remainder, divide, dividend, division, divisor, quotient, place value POD Calendar Math November 14, 2014 Chapter 4: 4.5, 4.6, 4.7 4-NBT6; 4-OA3 Explain what division is and use it to solve problems, compare division and multiplication Use multiple strategies to solve problems Divide and Multiply Multiple, remainder, divide, dividend, division, divisor, quotient, place value POD Calendar Math November 21, 2014 Chapter 4: 4.8, 4.9, 4.10, 4.11, 4.12 12/1-5/2014 4-NBT6 Use multiple strategies to solve division problems Divide and Multiply Factor, array, product, divisible, common factors, multiple POD Calendar Math December 5, 2014 (Review) Chapter 4: 4.10, 4.11, 4.12 4-OA.4 Identify factors of numbers. Multiply Factor, array, product, divisible, common factors, multiple POD Calendar Math December 12, 2014 Chapter 5: 5.1, 5.2, 5.3 Reading Term 3 Standard Strategy Vocabulary Activity 01/5-9/2015 Describe a wide range of strategies and skills, using sentence structure locating information, and Graphic Sources and Text Features Graphic source, destruction, expected, forecasts, inland, shatter, surge, potential, withstand, wreckage Word Rating Chart January 9, 2015 Story: “Eye of the Storm”
using text features to gain meaning. Refer to details and examples in a text when explaining what the text says explicitly; drawing inferences from the text. Inference Generalize, canopy, dangle, dappled, fragrant, pollen, pollinate, slithered, wondrous Concept Map January 16, 2015 Story: “The Great Kapok Tree” Examine expository writing used to describe, explain, define, or otherwise inform a reader about specific topics. Expository Writing Expository Writing, destruction, potential, withstand, forecasts, inland, gleamed, wreckage, biologist, slithered, canopy, massive, brilliant, surge, shimmering, rumbling, lagoon January 23, 2015 Story: “Unit 3 Review Week” Compare and contrast firsthand and secondhand account of the same or topic; describe differences in focus and information provided. Compare and contrast Compare, contrast, appeared, bustling, crumbled, escape, magician, monument, vanished, engraved, unexplainable T-Chart January 30, 2015 Story: “The Houdini Box” Math Term 3 Standard Strategy Vocabulary Activity 01/5-9/2015 4-OA.4 Identify factors of numbers. Divide and Multiply Factor, array, product, divisible, common factors, multiple POD Calendar Math January 9, 2015 Chapter 5: 5.4, 5.2, 5.3 4-OA.4; 4-OA.5 Identify factors of numbers. Use equivalent fractions to represent a pair of fractions with a common denominator. Divide and Multiply Simplest form, common fraction, denominator, equivalent fraction, factor, numerator POD Calendar Math January 16, 2015 Chapter 6: 6.1, 6.2, 6.3, 6.4, 6.5 4-OA.4; 4-OA.5 Identify factors of numbers. Use Divide and Multiply Simplest form, common fraction, POD Calendar Math January 23, 2015 Chapter 6:
Membership in the undergraduate Student Recreation Society (SRS) varies from year to year. SRS was formed for the purpose of providing opportunities for discussion of professional topics, participation in social functions, service to the university and community, and development of student leadership. 6.00 INSTRUCTIONAL RESOURCES 6.01 Administrative support services shall be sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values. Support services within the Department of Recreation, Park and Tourism Administration compare favorably with other academic departments at Western Illinois University. The RPTA Department leases a heavy-duty multi-functioning copy machine. It has a collator, duplexer, and an enlargement/reduction function. The machine is serviced in excellent fashion. Situated in the main office of the RPTA Department is a fax machine. RPTA faculty in the QC have access to image runners and copiers. The main office of the RPTA Department, located in 400 Currens Hall, houses two full-time secretaries. Two microcomputers and printers, a standard electric typewriter, administrative files, storage areas, selected professional publications, and faculty mailboxes are located in this room. QC RPTA faculty share a designated secretarial support (1.5) shared with several other QC departments. The Department Chairperson’s office, 400A, adjoins the main office. Separate rooms contain the Departmental copy machine, shredder, and scanner. An RPTA faculty and staff lounge, equipped with refrigerator, microwave oven, water container, and coffee area is available. In the QC workroom, faculty have access to all of the above. 6.02 There shall be properly located and equipped faculty offices of sufficient quality to adequately address privacy and confidentiality issues, and that are of a number and size comparable to other programs housed in the academic unit and consistent with institutional policy. The RPTA faculty and staff occupy offices on the fourth floor of Currens Hall, which is the building where the vast majority of RPTA classes are held. Dr. Rob Porter is located at the Quad Cities Campus in Moline, Illinois. He has an individually assigned office. All offices are equipped with standard desks, filing cabinets, chairs, and bookcases. Each office is equipped with a telephone and a microcomputer that is fully networked. Centralized heating and air conditioning systems service Currens Hall and the Quad Cities Campus.
FINAL Tax Executives Institute, Inc. – Detroit Chapter MSU Management Education Center Troy, Michigan 2015 Spring Session - June 3, 2015 All Day Accounting / Audit Seminar Presenters: KPMG LLP Time Speaker CPE 7:15 Registration / Continental Breakfast 7:50 – 8:00 Opening Remarks TEI and KPMG 8:00 – 8:50 U.S. Legislative Developments and Related Financial Reporting Considerations John Gimigliano 50 min 8:55 – 9:45 Comparison of Financial Reporting and Tax Accounting Methods & Periods Eric Lucas & Cathy Fitzpatrick 50 min 9:45 – 10:00 10:05 – 10:55 Revenue Recognition Eric Lucas, Cathy Fitzpatrick & Jay Borden 50 min 11:00 – 11:50 & Local Tax Update and FIN 48 Considerations Shirley Sicilian & Dale Kim 50 min 11:50 – 12:55 Lunch 1:00 – 1:50 Valuation Allowances for Book & Tax Accounting Rehrauer, Jenna Summer, Katie LeBlanc 50 min 1:55 – 2:45 IRS Tax Controversy Update and FIN 48 Considerations Kathleen Schlenzig 50 min 2:45 – 3:00 Break 3:05 – 3:50 SEC & PCAOB Comments & Inspections: Internal Controls, Tax Deficiencies, and the Independence Rules David Rehrauer, Jenna Summer, Katie LeBlanc 50 min 3:55 – 4:45 Forthcoming FASB Guidance — Presentation of Deferred Taxes, Intracompany Asset Transfers, Stock Compensation, and Income Tax Disclosures David Rehrauer, Jenna Summer, Katie LeBlanc 50 min 4:45 – 5:30 Hospitality Hosted by KPMG
Birmingham City Schools Pre- Kindergarten Registration for the 2015-2016 school year will be held the entire month of April 2015. To enroll, a child must be four (4) years old on or before September 1, 2015. Please bring the following documents with you: Child Birth Certificate Social Security Card Current Immunization Form Valid Lease or Deed Two Current Utility Bills Current Parent/Guardian ID All applicants must within their school zone. All applicants must reside in the Birmingham City School district. No duplicate applications will be accepted. Transportation will not be provided. Class hours are 8:00 a.m.-2:30 p.m. Monday – Friday.