zilongwang/ReadingBank huggingface dataset:
WPS-Required Pesticide Application Information Treated Area Product Name EPA Registration Number Active Ingredient(s) Application Restricted Entry Interval (REI) Location Description Time Date Baker Farm Hop field AA-1 Epi-mek 0.15EC 100-1154 Abamectin 10:00 a.m. 6/27/2012 12 Hours
Participation in Milton Keynes Sports Partnership Provision of PE Leadership training for the PE Subject Leader, ongoing professional development and training for staff. Access to a wide range of festivals and competitions for a wide range of pupils. Networking and community support through MKSSP relationships. External audits of teaching and curriculum coverage. £1,700 Subject Leader improved knowledge helps support other staff and contributes to a school wide judgement by Ofsted or Local Authority that Leadership is good or better. WPS participates in external competitions and events regularly. Increase in informal competitions and events to introduce younger and less experienced children into competitive The 2014 National Curriculum for PE is covered by the curriculum map and teaching. Areas for development are identified and support to be put in place. 1,2,3,4,6, 8, 9 Milton Keynes Sports Partnership resource provision Playleading training from (Change 4 Life bag resources) Included in MKSP cost Upper KS2 children demonstrate improved leadership skills by leading play sessions. Playleaders promote the importance of a healthy lifestyle by increasing the level of activity of other pupils. 1,4,7,8
greater participation in activity to promote mental and physical well-being. in R & R area to increase take up of children choosing structured and supervised activity at breaktimes. Positive Play training for lunchtime supervisor £150 Provision of an appealing and safe haven for children to provide space, time and support to work through worries, friendship issues etc at lunchtime with a key member of staff. Midday supervisor is skilled and effective supporting children with minor issues at lunchtime Total £9350 School contribution £100 Overview of Sports Premium Grant 2017-18 (September – April) At Willen Primary School we have planned to spend the 2017 -18 Sports premium funding (£9250) on the following in order to achieve our vision for PE and sport: Action Description Total cost Expected measureable outcome and timescale Area of evidence (1 – 9) Provide new equipment MUGA (multi-use activity centre) £9500 Provision of high quality equipment, which will lead to better outcomes in sport. Sports coach at lunchtime Specialist coaching from Premier Sports to run a lunchtime club, athletics in Summer 2017 £3000 Preparation skills and confidence for those children who are more gifted in athletics.
“Comparative Intergovernmental Politics: CETA Negotiations between Canada and the EU” Paper prepared for the Western Political Science Association (WPSA) Annual Meeting in Seattle, WA, 2014 Panel 01.18: Regional Integration and Intergovernmental Politics Abstract The Comprehensive Economic and Trade Agreement (CETA) between Canada and the European Union (EU) required long-term negotiations between two major polities of the industrialized world. This paper examines the dynamics of intergovernmentalism in the policy area of external trade within the settings of the Canadian provinces and the EU member states, and uses the findings to suggest that in this realm the EU is a stronger example of federal synthesis of decision-making than is Canada. This is significant because it contradicts many established theories of federalism within political science, and implies that the EU may become a strong source of normative example for federal-style polities in the globalized world. Dr. Valerie J. D’Erman Sessional Instructor, Department of Political Science and European Studies Program University of Victoria Victoria, BC, Canada Email: Draft copy – please do not cite without permission Introduction
Tömmel, Ingeborg. (2011). “The European – A Federation Sui Generis?” In Finn Laursen, editor, The EU and Federalism: Polities and Policies Compared. Ashgate, VT: 41-56. Waldie, Paul. “Canada, EU unveil ‘historic’ agreement.” 18 October 2013. The Globe and Mail. . Wheare, Karl C. (1963). Federal Government. Oxford University Press. Wingrove, Josh. “Canada lifts Czech travel visa, smoothing wrinkle in EU trade deal.” 14 November 2013. The Globe and Mail, . Wolinetz, Steven. (2011). “Comparing the Incomparable: Treating the EU in Comparative Context.” In Finn Laursen, editor, The EU and Federalism: Polities and Policies Compared. Ashgate, VT: 27-40. Woll, Cornelia. (2011). “Who Scripts European Trade Policies? Business-Government Relations in the EU-Canada Partnership Negotiations.” In Kurt Hübner, editor, Europe, Canada and the Comprehensive Economic and Trade Agreement. Routledge, NY: 41-58. Woolcock, Stephen B. (2011). “European Union Trade Policy: The Canada-EU Comprehensive Economic and Trade Agreement (CETA) Towards a New Generation of FTAs?” In Kurt Hübner, editor, Europe, Canada and the Comprehensive Economic and Trade Agreement. Routledge, NY: 21-40.
disadvantaged position, black women may more readily identify with those who experience discrimination (Gay and Tate 1998). Based on this research, we expect that… H2: Black female representatives will be more likely than black male, white female, and white male representatives to use hashtags focusing on racial issues relevant to black women. While we expect black women to be especially active in using hashtags targeting black women’s interests, we expect black men to focus their attention on racial issues centered on black men. Similar to the ways in which black female representatives identify with the challenges black women confront, black male legislators may be especially cognizant of the issues that disproportionately affect black men. For instance, compared to other demographic groups, black men face a higher risk of incarceration, and they tend to be less educated (Blumstein 2015, Ocen 2013). Butler (2013) describes these unique circumstances as black male exceptionalism. Butler (2013) notes that politicians, and in particular black male politicians, are generally more likely to introduce “Black Male Achievement” programs to address these racial inequities which often ignore women of color. Along the same lines, Robnett (1997) points out that black men active in the Civil Rights Movement were more likely to focus on black men’s interests than issues that would largely benefit black women. In combination, previous research demonstrates that black male leaders often prioritize black male issues. male leaders’ higher likelihood of speaking out for individuals who share their race and gender may be tied to their perceived connections to other black males (Simien 2006). If black men feel greater ties to those who share their race and gender, they may feel a greater responsibility to speak out on their behalf. As a result, we expect that… H3: Black male representatives will be more likely than black female, white female, and white male representatives to use hashtags focusing on racial issues relevant to black men.
Prob > F = 0.0000 Prob > F = 0.0000 References Anderson, Sarah E. 2011. “Complex constituencies: intense environmentalists and representation” Environmental Politics. 20(4): 547-565. Arneson, Ben A. 1927. “Do Representatives Represent?” National Municipal Review. XVI: 751-754. Blocker, T. Jean and Douglas Lee Eckberg. 1989. “Environmental Issues as Women’s Issues: General Concerns and Local Hazards” Social Science Quarterly 70, 3: 586-593. Calvert, 1979. “The social and ideological bases of support for environmental legislation: An examination of public attitudes and legislative action” Western Political Quarterly. 32: 327-337. Coan, Travis G. and R. Holman. 2008. “Voting Green” Social Science Quarterly 89: 1121-1135. Chupp, Andrew. 2011. “Environmental Constituent Interest, Green Electricity Policies, and Legislative Voting” Journal of Environmental Economics and Management. 62(2) Walter W. 1960. “Do Representatives Represent?” The Journal of Politics. 22(2): Dunlap, Riley E and Michael Patrick Allen. “Partisan Differences on Environmental Issues: A Congressional Roll-Call Analysis”. Western Political Quarterly. 29(3) 384-97. Dunlap, Riley E. and Richard P. Gale. 1974. “Party membership and environmental politics: A legislative roll-call analysis”. Social Science Quarterly. 55: 670-690. Gerber, Elisabeth R. 1996. “Legislatures, Initiatives, and Representation: The Effects of State Legislative Institutions on Policy”. Political Research Quarterly. 49(2): 263-286. Gerber, Elisabeth R. & Jeffrey B. Lewis. 2004. “Beyond the Median: Voter Preferences, District Heterogeneity, and Representation” Journal of Political Economy. 112(6): 1364-1383.
Japan is known as a very conservative and homogenous nation. For instance, only 1% of the population in Japan is immigrants, which means the majority of people (98.5%) are racially and ethnically categorized as Japanese. Furthermore, approximately 84 % of the population is Shinto and Buddhist (O’Neil, 2013, pp. 260-261). Such Japan’s homogeneity is a legacy of the closed policy or xenophobic isolation. Since the late seventeenth century, Japan took the closed policy over 200 years because Japanese political elites had fear of Christian missionaries’ influence from the West; Christianity was not compatible with Japan’s political aim to concentrate power at the top. This closed policy led to Japan’s extremely limited interaction with other countries and non-Japanese people (O’Neil, 2013, p. 261). In other words, such a peculiar policy helped Japan to create its homogeneity and the unity based on strong blood-tie. Furthermore, developed the caste system beginning in the Edo era (Benedict, 1946, p. 57). Japanese people were divided into four social classes of samurai, farmers, artisans, and merchants in the Edo period. The outcaste group’s people called “the Burakumin” also should be mentioned. “The Burakumin” were forced to engage in detestable works such as burying the executed dead bodies and skinning dead animals. They were treated and discriminated against in the similar way as “untouchables” in India, and they are still suffering from severe discrimination even today (Howell, 1996, p. 179). The existence of different tribes such as the Ainu and Okinawan, and the ingrained caste system including the outcastes, created a primitive sense of superiority in the Japanese people. This primordialism led to the strong sense of supremacy and blood ties between pure Japanese people. The myth of racial supremacy played a key role in creating Japan’s exclusive social system based on the blood-tie. Shintoism and its Emphasis on Blood-Tie
Stroud, N.J. 2011. Niche News: The Politics of News Choice. New York: Oxford University Press. Sullivan, M. 2012, October 3. “In Real Time, and Beforehand, Checking Facts on the Presidential Debate.” New York Times. Retrieved from Tuchman, G. 1972. “Objectivity as Strategic Ritual: An Examination of Newsmen's Notions of Objectivity.” American Journal of Sociology, 77: 660-679. Wien, C. 2005. “Defining Objectivity within Journalism: An Overview.” Nordicom Review, 2: 3-15. Williams, B. A., and Delli Carpini, M. X. 2011. After Broadcast News: Media Regimes, Democracy, and the New Information Environment. Cambridge, UK: Cambridge University Press. Endnotes
politics of fracking. Policy Sciences 45(3):1-21. Davis, Charles, and Jonathan M. Fisk. 2017. Mitigating risks from fracking-related earthquakes: Assessing state regulatory decisions." Society & Natural Resources (2017): 1-17. Ellsworth, William L. 2013. Injection-induced earthquakes. Science 341(6142). Evensen, Darrick, Jeffrey Jacquet, Christopher Clarke, and Richard Stedman. 2014. What’s the ‘fracking’ problem? One word can’t say it all. The Extractive Industries and Society. 1(1): Environmental Working Group. 2015. California’s fracking fluids: California’s fracking disclosure law. EWG (August 12). Finley, Bruce. 2013. Colorado doctors assured they can share fracking info to help patients. The Denver Post (June 30). Fisk, Jonathan M. 2013. The Right to Know? State Politics of Fracking Disclosure. Review of Policy Research, 30 (March). Fisk, Jonathan M. 2016. Fractured relationships: Exploring municipal defiance in Colorado, Texas, and Ohio. State and Local Government Review 48: 1-12. Fisk, Jonathan M. 2017. Forthcoming, The fracking debate: Intergovernmental politics of the oil and gas renaissance. New York: Routledge. Fracassa, Dominic. 2017. California passes toughest methane emission regulations in U.S. San Francisco Chronicle (March 24). Fry, Matthew. 2013. Urban gas drilling and distance ordinances in the Texas Barnett Shale. Energy Policy V62: 79-89. Gilmer,Ellen M. 2015. Court rejects Ohio city's attempt to block fracking. EnergyWire (February 18). Goho, Shaun A. 2012. Municipalities and hydraulic fracturing: Trends in state preemption. Planning & Environmental Law 64, no. 7: 3-9. Ground Water Protection Council. 2009. State oil and natural gas regulations designed to protect water resources. Prepared for the U.S. Department of Energy, Office of Fossil Energy, and the National Energy Technology Laboratory. DOE Award No. DE-FC26-04NT15455 (May). Gullion, Jessica Smartt. 2015. Fracking the neighborhood: Reluctant activists and natural gas drilling. MIT Press.
ARAO – Sloveniana radwaste management company, operator of the Central storage facility; CSF – Central storage facility for low and intermediate institutional waste, LILW – low and intermediate level waste; RW -; SSC -; SNSA – Slovenian Nuclear Safety Administration – Slovenian regulatory body; IRPNSA - Ionising Radiation Protection and Nuclear Safety Act ZVISJV-UPB2, Off. Gaz. of the RS 102/04. trial
izrednega dogodka (npr. raztros, požar) pa tudi funkcijo zadrževanja radionuklidov v samem skladišču. Horizontal sewerage C VK-3 SSK ima zadrževalno funkcijo v primeru izrednih dogodkov (npr. potencialno razlitje ali vdor vode v skladišče). Underground tank C VK-3 SSK ima funkcijo zadrževanja morebitne kontaminirane vode. Sewerage to collect precipitations C VK-3 V primeru izrednega dogodka na ploščadi objekta iz…. Ventilation system C, Su VK-3 Prezračevalne naprave, poleg razvlaževanja opravljajo tudi funkcijo filtriranja zraka v skladišču, sistem tako zadrži veliko večino radionuklidov in zmanjšuje njihovo izhajanje v okolico. Vodovodna napeljava in vertikalna kanalizacija / VK-4 SSK nima nobene varnostne funkcije. Electricity supplying Su VK-3 SSK nima nobene varnostne funkcije, podpira samo izvedbo varnostne funkcije prezračevanja, požarne varnosti, varnostne razsvetljave, napajanje tehničnega varovanja. Safety lighting Su VK-4 Pri izrednih dogodkih zagotavlja evakuacijo. installation for telecommunication Su VK-3 Izvajanje obveščanja v primeru izrednih dogodkov. Lighting rods Su VK-4 SSK podporno funkcijo, npr. posredno ščitenje pred požarom. Active fire protection C VK-3 SSK opravlja funkcijo zadrževanja
This is a comparative study of United States and Canada and groups from both countries were interviewed. Additionally, binational and international groups that operated in one of the two countries were included in the sample pool. Of the 16 groups that I interviewed, two were based in Canada, 13 were from the United States, and one was international. much higher number of groups in the United States than in Canada can be expected: the United States has a larger population and more interest groups in general than Canada. The groups ranged in age, with the oldest established in 1927 (Canadian Association of Petroleum Producers) and the youngest in 2001 (Oceana); however half of the 16 groups were established during the environmental movement in the 1960s and 1970s. The resources of the groups (membership, paid staff, and budget) were also very different. Membership variance was difficult to capture in a graph as it varied from groups with no formal membership (for example, Canadian Arctic Resources Committee) to groups with individual members in the millions (Defenders of Wildlife) to groups made up entirely of groups or businesses (Alaska State Chamber of Commerce) or a combination of individuals and groups (Arctic Power). As Baumgartner and Leech (1998: 33) found, membership is a “deceptively complicated concept”. Similarly, paid staff varied from having only one paid staff member (Canadian Arctic Resources Committee) to groups with staffs into the hundreds (National Audubon Society). However, six of the 16 groups in the sample had staffs between 1 and 20 people. Finally, budgets of the groups range from the hundreds of thousands up into the millions, although seven of the 16 groups are between $1 million and $20 million. Six groupa declined to give a budget and several gave a range rather than a number. While the sample size is small, as shown above, there is a range of groups represented. There was variation of type, origin, age, membership, and budget. This is important in order to
Diocese of Allentown Writing Assessment Timeline and Directions Grades K-8 2017-2018 Prompt Sent Samples Due Kindergarten – Grade 2 Gr. 3 Writing Genre Gr. 4 Writing Genre Grades 5,6 Writing Genre Grades 7, 8 Writing Genre First Trimester September 27 November 3 One well-constructed narrative/descriptive paragraph using science, social studies, or reading text – teacher choice One well-constructed non-fiction summary paragraph – teacher choice Informative 3 paragraphs piece Informative 3-5 paragraphs Second Trimester January 23 February 28 Teacher’s Choice *One narrative/descriptive paragraph, preferably based on the an example from the reading text – teacher choice *Three summary paragraphs using a story from the reading text – teacher choice *Informative Three paragraphs using the curriculum *Informative 3-5 paragraphs Using the curriculum Third Trimester March 13 April 25 *Narrative/Descriptive Follow directions on the writing prompt *One informative paragraph about the Paschal Mystery *Four or five narrative paragraphs using diocesan prompt *Grades 5, 6 Opinion 3-5 paragraphs *Grades 7, 8 Argument 3-5 paragraphs *For the second and third trimester writing samples, the writing prompt should be administered by the teacher and kept in the students’ portfolio. You will be asked to record the information on the Google Form. Since the genre of the second trimester is the same as the first trimester, the students should find more ease in the assessment. The Writing Prompts information will be on
somehow knew that Cromwell and his adherents had been called by God to rid England, Scotland and Ireland of the Antichrist and to establish a new, utopian kingdom on earth where the saints, seated at the right hand of Jesus and called by Him, would organize themselves internally like a congregation and govern the commonwealth with or under Christ. Theologian John Owen, Cromwell’s chaplain during the Irish campaign, a divine he appointed Vice-Chancellor of Oxford University in 1652, presented this prophecy to Parliament in 1651. Owen told the MPs that Cromwell and his allies were “setting up the kingdom of Christ.” Their work was what God “call[ed] his people [to perform] in such a season.” Owen is not touting Erastian sentiments here; he is calling for theocracy. Bringing down “a mighty monarchy, a triumphing prelacy, [and a] thriving conformity” was part of God’s plan. “So it shall be,” Owen proclaimed. Men who challenged this prophetic account associated prophets like Owen with Cromwell, his followers and their actions. Conservative Presbyterians like Bastwick and Edwards denounced their prophecies using naturalist terms like “mere vapor” and “frothy windiness.” Their conservative religious view was that prophecies lacked authority. With the arrival of the Gospels, the age of prophecy was over (or at least prophecies were so rare and exceptional that Englishmen should not trust in them). Nevertheless, providential views thrived within the sects. Edwards explicitly stated prophesizing was a practice advanced by sectaries within the Independent party: they (not the Presbyterians, according to Edwards) demanded “liberty of Prophecying.” With respect to politics, Bastwick warned men that prophecies were making the soldiers in Cromwell’s army “run mad to the disordering of all things.” In an anonymous
Bibliography Geisst, Charles. 2004. Wall Street: A History. Oxford University Press. Grant, Joseph Karl. 2010. "What the Financial Services Industry Puts Together Let No Person Put Asunder: How the Gramm-Leach-Bliley Act Contributed to the 2008-2009 American Capital Markets Crisis." Albany Law Review 73, no. 2: 371-420. Phillips, Kevin. 2002. Wealth and Democracy: A Political History of the American Rich. New York, NY: Broadway Books. Steger, Manfred B. and Ravi K. Roy. 2010. Neoliberalism: A Very Short Introduction. Oxford University Press. Stiglitz, Joseph E. 2003. The Roaring Nineties: A New History of the World’s Most Prosperous Decade. New York, NY: W.W. Norton & Company, Inc. Suárez, Sandra, and Kolodny. 2011. "Paving the Road to “Too Big to Fail”: Business Interests and the Politics of Financial Deregulation in the United States." Politics & Society 39, no. 1: 74-102. U.S. Congress. of Representatives. Committee on Banking and Financial Services. 1999. The Financial Services Modernization Act of 1999. 106th Congress, 1st Sess., 10 February. Woodward, Bob. 1994. The Agenda. New York, NY: Simon and Schuster, Inc.
“Political participation such as voting, registration, and even more active forms is significantly higher for Asian religionists who go to a religious service every week” (Lien 2004). However, Lien focuses more on the type of religion that the respondent holds and does not account for religious belief or behavior in the analysis. Lien (2004) does show us how religion can affect political behavior among Asian Americans and inspires several further areas to explore. Will these findings change when we consider other aspects of religiosity beyond just attendance? Are the findings transferable to other racial groups besides Asian Americans? If not what does this tell us about the relationship between religiosity and race? Race and Faith The study of religion across racial and ethnic groups is not something new. However, most of this literature has been dedicated to two minority groups in particular: African-Americans and Latinos. According to Fowler et al. “racial and ethnic identity is inextricably linked with religion in the United States, and that fact has political significance” (Fowler et al. 2010). In fact, while African-American Christianity is very similar to White Evangelicalism, most scholars consider Black Protestant as its own distinct branch of American Christianity (Fowler et al. 2010; Putnam and Campbell 2010). Putnam and Campbell (2010) show that Black Protestant’s lives are infused with religion more so than typical Evangelicals and Mainline protestants in four aspects: Church attendance, responding that religion is important in one’s daily life, responding that religion is somewhat or very important for personal decisions and saying that religion is an important part of one’s identity (Putnam and Campbell 2010).
Education .026* (.008) .042* (.001) .0412* (.001) Marital Status (Married) -.027 (.024) -.007* (.003) .008 (.003) Sex (Female) -.018 (.022) -.052* (.003) -.051* (.003) Constant .115* (.039) .259* (.009) .191* (.006) N 338 26107 26445 R-squared 0.0818 0.1116 0.1093 Root MSE .17942 .20676 *Significance at the .05 criterion of significance Robust standard errors are in parentheses. CCES sampling weight applied. Appendix 2: Figures Figure
Figure Figure Figure Appendix 3: Religiosity Measures in Major Surveys Table 1: Religion/Religiosity Variables in 2008 CCES you describe yourself as a “born-again” or Evangelical Christian, or not? How important is religion in your life? from weddings and funerals, how often do you attend religious services? People practice their religion in different ways. Outside of attending religious services, how often do you pray? Do you belong to any one of these churches or groups? (14 options) What type of (one of 19 denominations ex: Baptist) church do you belong to?
WPSG 2017 Courses Course Date Venue Contact Step up to Registrar 22nd March 2017 Cardiff University Hospital of Wales (Paediatrics) Dr Sally Richards Associate Specialist Sally.richards2@wales.nhs.uk Neonates 1 13th April 2017 Cardiff University Hospital of (Neonates) Dr Alok Sharma Consultant Neonatologist Alok.Sharma@wales.nhs.uk Paediatrics 2 9th May 2017 Cardiff University Hospital of Wales (Paediatrics) Dr Richards Associate Specialist Sally.richards2@wales.nhs.uk Paediatric Trauma Course 15th June 2017 Cardiff University Hospital of Wales (Paediatrics) Elizabeth Williams Medical Education Clinical Skills Technician Elizabeth.Williams34@wales.nhs.uk Paediatrics 2 29th June 2017 Rhyl Glan Clywd Hospital (Paediatrics) Dr Louise Phillips Consultant Paediatrician Louise.phillips2@wales.nhs.uk Safeguarding Pre-course readings 30th June 2017 Bridgend Princess of Wales Hospital (Paediatrics) Dr. Emily Payne ST7 Community Paediatrics Paediatrics 1 12th July 2017 Bangor Ysbyty Gwynedd Hospital (Paediatrics) Dr Manohar Joishy Consultant Paediatrician Neonates 1 8th November 2017 Newport Royal Gwent Hospital (Neonates) Dr Gautam Bagga Consultant Neonatologist Gautam.bagga@wales.nhs.uk
Wisconsin Pesticide Application Recordkeeping Form for Private Applicators This form combines recordkeeping information required for Restricted Use Pesticides (RUP) and the Worker Protection Standard (WPS). Farm Name: _________________________________________________________________________________________________________ Date: * # MM/DD/YR Time: * # Start/Stop (AM/PM) Crop or Site Treated * # Mixing & Loading Site * Location and Description of Treated Area * # Wind Speed/ Direction/ Temp Active Ingredient # Brand or Product Name * # EPA Reg Number * # # of Units or Acres * Total Amount of Product (oz, pound, pint, quart, gallon) * Applicator Name and Certification Number * Restricted Interval (REI) Duration # Expiration: MO/DA Time (AM/PM) # *Required for RUP recordkeeping #Required for WPS recordkeeping In Wisconsin, private applicators must keep records of applications of restricted use pesticides for at least 2 years, 3 years for atrazine-containing pesticides. Worker Protection requires that pesticide application information be posted for 30 days then retained for 2 years. Safety Data Sheets (SDS) must also be posted for 30 days and retained for 2 years. [40 CFR Part 170.311(b)(1-7)
The Supplier confirms that it has modelled the Service Credits and has taken them into account in setting the level of the Call Off Contract Charges. Both Parties agree that the Service Credits are a reasonable method of price adjustment to reflect poor performance. ANNEX 1 TO PART A: SERVICE LEVELS AND SERVICE CREDITS TABLE Service Level Ref Detail Target Measurement System Availability The System should be available at all times during core hours. Planned maintenance should be undertaken during none core hours. GPS will accept a maximum of 10 hours unplanned down time per annum without penalty. 100% per annum Monthly performance reports emailed to GPS and verified by Contracting Bodies Telephone System The supplier should answer all telephone within 30 seconds and provide a monthly telephone call log to GPS via email 98% per Monthly performance reports emailed to GPS and verified by Contracting Bodies User Queries The supplier should respond to all user queries, regardless ofwhether placed via the system, via the phone or via email within 1 hour. 98% per Monthly performance reports emailed to GPS and verified by Contracting Bodies Booking Confirmations – Online Users should receive their booking confirmation via the system within 5 seconds. 100% per month Monthly performance reports emailed to GPS and verified by Contracting Bodies Booking Confirmations - Offline should receive their booking confirmation from the offline team within 2 hours. 100% per month Monthly performance reports emailed to GPS and verified by Contracting Bodies Travel Ticket(s) Users should receive their travel tickets (if not issued at the time of booking) when being sent by the supplier, no later than the day before the departure date. 100% per month Monthly performance reports emailed to GPS and verified by Contracting Bodies
Disadvantaged pupils make accelerated progress. Attainment gap closes with non -disadvantaged peers Extra teacher in Y5 group teaching and interventions have positive impact on attainment and progress of disadvantaged pupils. Disadvantaged pupils make accelerated progress. Attainment gap closes with non -disadvantaged peers Dec 15, March 16, July 16 AHT phase 3 / UP HoS £23,260.00 To employ a range of academic and enrichment interventions that improve the attainment of disadvantaged pupils, particularly the more able. Strategy / Intervention Desired outcomes and success criteria Review dates Reviewed by Cost Catch up maths intervention - 1:1 intervention to develop pupils basic maths skills Targeted pupils make accelerated progress in maths. Dec 15, March 16, July 16 AHT for Inclusion / Maths team £2,890.00 Musical bumps (EYFS) Targeted pupils develop age appropriate listening and communication skills. Dec 15, 16, July 16 AHT EYFS £5,280.00 Reading challenge – daily reading intervention in year 1 Targeted pupils make accelerated progress in reading. Dec 15, March 16, July 16 Y1 YGL / English team £10,580.00 Fleet Tutors – individual after school tuition Pupils tutored make accelerated progress and develop greater confidence. Dec 15, March 16, July 16 AHT for Inclusion £2,060.00 Year 5/6 enrichment activities Pupils develop increasing confidence and resilience which is evident in the classroom. Dec 15 AHT phase 3 / Y5 & Y6 YGLs £6,000.00 Beanstalk reading volunteers – weekly reading sessions with a trained volunteer Targeted pupils develop greater confidence and make accelerated progress in reading. Dec 15, March 16, July 16 AHT for Inclusion / English team £1,500.00 Extra TA interventions in Y6 Targeted pupils make accelerated progress in reading, writing and maths. Dec 15, March 16, July 16 Y6 YGL / English & team £9,120.00
Autumn 2 Addition and Subtraction add and subtract one-digit and two-digit numbers to 20, including zero read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ☐ - 9 Subtraction within 10 (Approximately 2weeks) Ways to Subtract Subtracting using Number Bonds Subtract by Counting Back Making Subtraction Stories Solving Picture Problems Addition and Subtraction Geometry – Position and Direction describe position, direction and movement, including whole, half, quarter and three-quarter turns Position and Direction (Approximately 1 week) Naming Positions Naming Positions in Queues Naming Left and Right Positions Describing Positions Describing Movements Making Turns Measurement recognise and know the value of different denominations of coins and notes solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9 Money (Approximately 2 weeks) Recognising Recognising Notes Money problems Spring 1 Number and Place Value count to and across, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals read and write numbers from 1 to 20 in numerals and words Numbers to 20 Counting to 20 Writing to 20 Comparing Numbers Ordering Numbers
identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least given a number, identify one more and one less read and write numbers to 20 in numerals and in words (Approximately 3 weeks) Comparing Numbers Making Number Patterns Summer 2 Multiplication and Division solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher Multiplication (Approximately 2 weeks) Making Equal Groups Adding Equal Groups Making Rows Making Doubles Solving Word Problems Multiplication and Division solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity Division (Approximately 2 weeks) Grouping Equally Sharing Equally Fractions recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four parts of an object, shape or quantity Fractions (Approximately 2 weeks) Making Halves Making Quarters Sharing and Grouping
[4] A. M. Apte, A. K. Poddar, M. Rudolph, and U. L. “A novel low phase noise X-band oscillator,” IEEE Microw. Mag., vol. 16, no. 1, pp. 127–135, Feb. 2015. [5] K.C. Microwaves, New Delhi, India: New Age International, 1983. [6] IEEE. (2013, Dec.). Preparation of papers for IEEE transactions and journals (December 2013). [Online]. Available: https://www.ieee.org/documents/transactions_journals.pdf [7] WPTC2018 Steering Committee. (2017, Sep.). WPTC2018 double-blind reviewing policy. [Online]. Available: http://www.WPTC2018.org [8] J. C. Rautio, “Publishing at WPTC–part I,” IEEE Microw. Mag., vol. 14, no. 4, pp. 162–163, Jun. 2013. [9] J. C. Rautio, “Publishing at WPTC–part II,” IEEE Microw. Mag., vol. 14, no. 5, pp. 131–133, Jul./Aug. 2013. [10] J. C. Rautio, “Publishing at WPTC–part III,” IEEE Microw. Mag., vol. 14, no. 6, pp. 119–121, Sep./Oct. 2013. [11] G. Ponchak. (2013, Apr.). Understanding the process of writing papers for MTT-S publications. [Online]. Available:
Identified risk factors in the workplace Measures, methods and procedures to protect employees from the identified risks Emergency procedures, incident alert procedures, and how to report an incident XI. Any employee or their representative who believes that a violation of the employer’s Workplace Violence Protection program exists or that an workplace violence imminent danger of serious physical harm exists, shall bring such matter to the attention of Department Head or designated authority in the and shall afford the department a reasonable opportunity to investigate and if needed, correct such activity, policy or practice. A written incident report from the employee shall follow as soon as possible. Definitions: Imminent Danger: Any condition or practice in any place of employment which could reasonably be expected to cause death or serious physical harm immediately or before the imminence of such danger can be eliminated through enforcement procedures provided by this program.
WATER ACT 1989 BULK ENTITLEMENT (GREATER YARRA SYSTEM – THOMSON RIVER POOL – WESTERNPORT WATER) AMENDMENT ORDER 2016 I, Lisa Neville, as Minister administering the Water Act 1989 (the Act) make the following Order Title This Order is called the Bulk Entitlement (Greater Yarra System – Thomson River Pool – Westernport Water) Amendment Order 2016. Preliminary The Bulk Entitlement (Greater Yarra System – Thomson River Pool – Westernport Water) Order 2014 was made on 30 June 2014 and published in the Victoria Government Gazette. Purpose The primary purpose of this Order is to amend the Bulk Entitlement (Greater Yarra System – Thomson River Pool – Westernport Water) Order 2014 (the bulk entitlement) to reflect the changes to the size of the Greater Yarra System – Thomson River Pool to offset the provision of a 3.9 per cent share of inflows into the Thomson Reservoir to the Victorian Environmental Water Holder. The other amendments are minor wording changes to improve the clarity of the bulk entitlement and which do not affect practical operations. Authorising provisions This Order is made in accordance with section 44 of the Act. Commencement This Order comes into effect on the day it is published in the Victoria Government Gazette. Amendment of clause 5 In clause 5 of the bulk entitlement –
A detailed plan for exactly how we would be able to help meet the needs of those affected by the emergency (This is what we’re going to develop in this session!) Facilitator’s Notes: Refer to the flip charts (or a PPT slide) that shows the impacts and needs already identified by the groups Refer to the maps and the matrixes on the wall that show where we have highlighted strengths and potential capacity for humanitarian response 60 min Plenary In groups Use Flip charts that have already been prepared with three columns and titles Session Task – Develop an Emergency Preparedness and Response Plan Facilitator instructs the participants to do the following activity: Refer to the “capacity matrix” that was completed in the previous session and identify what are the areas of strength In your group, discuss the possible emergency response activities that are in their sectors where you have knowledge and experience for example: in the Water & Sanitation sector, one emergency response activity would be “the provision of safe water”, another would be “construct emergency latrines”). Get them to be specific, if possible. After identifying the 3 “response activities”, then you need to discuss all of the step-by-step activities that are required to make each response activity happen for example: If the response activity is “the provision of safe water”, then some of the detailed activities would be, “conduct an assessment of water points”, “procure jerry cans”, “procure chlorine tablets”, etc. After identifying all of the detailed activities, then you need to think about what they need to do now, before an emergency occurs, so that they are prepared to immediately begin implementing the detailed activities and the overall response activity. After discussing participants will write down their responses in the columns on the flip chart paper (Assistant hands out flip chart papers to the groups) Facilitators Notes: See example below – this could be presented on a PPT slide or flip chart:
Headers and Footers Open a new Word document Set the margins as follows (Page LayoutPage SetupMarginsCustom Margins) Top: 2.0” Bottom: 2.0” Right: 1.5” Left: 1.5” Set the line spacing for 1.5 Type the poem in the box Book Oh, look, it’s a book! I’m sure it must be A path of adventures waiting for me, A yellow brick road to the Wizard of Oz, A frivolous poem without any cause. Should I open it and peek to see what’s inside? What if it’s scary I might need to hide. I’ll never know unless I dare. I need a good laugh, a cry or a scare. I’m sure it can wait—well, then I’ll never know Maybe it’s someplace that I’ll never go. But today is the day that’s been waiting for me I’ll open this book, and I will see. Jessica McCain, age 14 Select the title “Book” by double clicking on the word Make the title bold Select the last line, “Jessica McCain, age 14” by clicking and dragging Italicize and right align the last line Select the title and body of the poem by clicking and dragging Center the selected text On Insert ribbon, Header & Footer grouping, on Header From the drop down menu, select 3 columns Click on the first [Type text] and type your first and last name Type your name (Keyboarding) in the center [Type text] section Type the document name (Book) in the right [Type text] section On the Design ribbon, Navigation grouping, click on Go to Footer. TAB once and type From: Chicken Soup for the Kid’s Soul Spell and grammar check the document. Save the document in your Word Processing folder on your S:/ drive as Bookxx.doc Compare with the KEY on the Dropbox the document.
WP Profs. Full-time Lecturers (FTLs) (PTLs) Graduate Writing Fellows (GWFs) Teaching Fellows (TFs) Faculty Fall 2009 3 43 30 21 7 1 105 Spring 2010 3 42 5 20 7 1 78 Fall 2010 3 42 32 24 4 1 106 Spring 2011 2 41 22 28 4 2 99 Fall 2011 2 44 26 24 7 2 105 Spring 2012 3 44 22 25 7 1 101 2. Percent of courses taught by rank, 2001-2002 to present Professors/ Dept* Full-Time Lecturer Part-Time Lecturer GWF / TF 2001-2002 4 74 6 16 2002-2003 6 48 31 16 2003-2004 7 47 25 21 2004/2005 6 52 28 14 2005/2006 4 53 29 14 2006/2007 3 57 23 16 2007/2008 2 54 26 16 2008/2009 3 57 24 16 2009/2010 3 64 17 16 2010/2011 2 57 25 16 2011/2012 2 59 22 17 *Includes Writing Program professors and directorial staff and non-departmental faculty ** WR 202 A & 202 B (are counted as 1 section together) Table 3. Attrition of full-time faculty, 2001-2002 to present Year Rate of Attrition 2001-2002 54% 2002-2003 51% 2003-2004 21% 2004-2005 17% 2005-2006 18% 2006-2007 15%
semester as this is true in almost all cases. Appendix E. Committees and Boards Curriculum Committee Gwen Kordonowy, Co-Chair Christina Michaud, Co-Chair Sarah Campbell Ivan Eubanks Raleigh Finlayson Griffiths Jones Sarah Madsen Hardy Tom Oller Pasto Mikel Satcher Tandon Leslie Yoder Maria Zlateva Faculty Issues Committee Carrie Bennett, Co-Chair Tony Wallace, Co-Chair Jura Avizienis Sarah Hanselman Bill Marx Michael Rodriguez Tom Villano WR Editorial Board (and Prize Essay Selection Committee) Ivan Eubanks, Co-Editor Marisa Milanese, Co-Editor Alyssa Hall, Managing Editor Kimberly Gomez, Associate Editor Gwen Kordonowy, Associate Editor Madsen Hardy, Associate Editor Scott Challener, Assistant Editor Stephen Hodin, Assistant Editor Rebecca Kinraide, Assistant Editor David Shawn, Assistant Editor Maria Gapotchenko Theodora Goss Brad Queen Melanie Smith Jason Tandon Lecturer Promotion Committee Michael Degener Maria Gapotchenko Christina Luke Marisa Milanese Samantha Bradley David Shawn Anthony Wallace Lecturer Search Committee Carrie Bennett Scott Challener Gwen Kordonowy Madsen Hardy Thomas Oller Pasto Maria Zlateva Merit Review Committee Maria Gapotchenko Christina Luke Marisa Milanese Samantha David Shawn
25’ 10’ Work review Reading Summary in plenary HOW you plan to collect this information WHERE you plan to collect this information WHEN you plan to collect this information WHO you need to talk to WHO will conduct the assessment Write each piece of answers on meta-cards. Arrange the answer into matrix. Understanding the needs for us to make decision about our role in disaster event identify the gaps Give handout matrix of assessment stages to participants and review it: What do you additional learning Wrap up with key messages Handout Sphere core standard #3 Hand out: key information in each stage
Strategic Objectives and program components is need to be have a good justification and validation based on the problem, gap and capacity assessment. Sphere can tell us what components we need to look at: Programme design is based on analysis of the specific needs and risks faced by different groups of people Programme design addresses the gap between people’s needs and their own, or the state’s, capacity to meet them Programme design are revised to reflect changes in the context, and people’s needs and capacities Programme design include actions to reduce people vulnerability to future hazards and increase capacity to manage and cope with them Materials: Sphere Handbook Scenario Session Topic Time Methodology Facilitation Materials/hand-out Introduction 15’ Reading about the Objective of this session Facilitator the objective of this session and get the general feedback or expectation from participants Review on previous session III & IV that based on the priority, existing gap and capacity, we will explore what we want to achieve to address the needs. Sphere Handbook p.65 – 68 (key indicators) Core Standard #4: Design & Response The flow: In panel, select one participant to read the key indicators on the Shere book page 65 – Sphere book
Targeting decision depends on resources availability (staff, skill, logistics, financial) Targeting happens at 2 levels: geographic (which communities to target) and beneficiary (which families or individuals in those communities to target) Vulnerability is specific- base on emergency context Protection principle #2 – access to impartial assistance Materials: Sphere handbook Case study based on scenario Session Topic Time Methodology Facilitation Materials/hand-out Targeting 15’ Brainstorming - Sharing – Pair Buzz Introduce the and objective: An essential part of strategy design is deciding on targeting and scale. Facilitator ask the participants: Based on the experience regarding the targeting: What is your experience in defining the target communities? How did you target beneficiaries within the communities? Facilitator notes: Remind them that targeting affects the scale of the program (big or small): - how many resources do you have - what is your organizational capacity (staff, skills, logistics) - to the previous result from assessment analysis, identified the Strategic Objective and organizational capacity and gaps Sphere Handbook Common Standard 4, page 55-73 PPT slide show – statement from p.66 Sphere Handbook Protection principle, page 36 -37 – Reading Sphere Handbook Code of Conduct p.368 &
Mobility grant/s Name, job title, organisation Place visited Purpose of visit Duration of visit Comments, output of the visit Other comments: Course/Seminar Grant Name of course, institution and person responsible Number of NORDRESS Students Number of other students Number of ECTS credits Other comments: Graduate students Number of PhD students working on the WP in 2017 Number of PhD degrees completed Number of Master´s students working on the WP in 2017 Number of Master´s degrees completed Output and dissemination Report the output of the WP using the two tables below. Table A is for publications, reports and outreach activities mainly funded by NORDRESS. Table B is for publications, reports and outreach activities where NORDRESS has contributed. Table A Outreach and dissemination of activities/collaboration mainly funded by NORDRESS Peer reviewed scientific publications / of which Open Access Non peer reviewed scientific publications / of which Open Access Reports Non-academic publications Invited conference presentations Conference presentations oral / poster Media appearances Non-academic publications Outreach and dissemination to the public Web disseminations Conferences arranged Courses/Seminars arranged B Outreach and dissemination of activities/collaboration where NORDRESS has contributed Peer reviewed scientific publications / of which Open Access
Land application records for non-transferred manure at NPDES and SDS permitted feedlots – Continued Manure analysis results: (If more than 4 manure sources) Manure source 5: Date last analyzed: Manure source 6: Date last analyzed: N: P2O5: K2O: Units: lb/ton lb/1000 gal. N: P2O5: K2O: Units: lb/ton lb/1000 gal. Manure source 7: Date last analyzed: Manure source 8: Date last analyzed: N: P2O5: K2O: Units: lb/ton lb/1000 gal. N: P2O5: K2O: Units: lb/ton lb/1000 gal. Field information Soil testing information (Test required 4 yrs) Crop information Manure application information Nitrogen application rate (lb N/ac) P application rate (lb P2O5/ac) Field ID Acres actually used Year of most recent test Soil test phosphorus field average Organic matter Crops grown Expected yield (crop receiving manure) N (lb/ac) (removal for legumes) P2O5 Needs (lb/ac) (based on soil test data) Manure source (1-8) Dates of application Application rate per acre Method of application and incorporation Knife injection Sweep injection Surface <12 hr Incorp Surface <4 day Incorp Surface 4+ day Incorp (N1) (N2) (N3) Total available N (N1 + N2 + N3) Fertilizer P applied Manure P this year's Total available P this year Crop grown to utilize the nutrients applied Crop most recently harvested Fertilizer N applied + irrigation N Carry-over N Last year's manure Manure N this year's Bray or Med/High or Low Example 40 2015 55 Olsen Low Corn Soybeans 200 180 0 1 Nov 2016 3000 Knife Injection 5 0 177 182 5 50 55