zilongwang/ReadingBank huggingface dataset:
Figure 4: Negotiation in Good Faith – Comparison of Current NTA Provisions & Exposure Draft Timeline Current Proposed (months) Section 29 0 Notice 1 Right to Negotiate Section 29 Notice Right to Negotiate 2 Parties to 3 negotiate in good faith 4 5 NNTT may be asked to mediate Parties are to use “all efforts to reach agreement. Good faith requirements will be codified. negotiate in good faith NNTT may make orders about the period of time before another determination can be sought if no NIGF found. Agreement No Agreement 6 Agreement lodged with 7 NNTT 8 Arbitration by NNTT Good Faith Good Faith Inquiry No Agreement Arbitration Good Tenement granted 9 10 Determination: Future act can be done 11 Tenement 12 granted 13 14 Good faith found Determination: Future act cannot be done No good faith Arbitration dismissed with NNTT Tenement granted 1. Party applying for arbitration must first show that it has NIGF. 2. If NIGF found – arbitration can progress. OR If NIGF not found – arbitration is dismissed. by NNTT 1 3 2 Faith NNTT to inquire if “all reasonable” efforts had been used to reach agreement and if all codified good faith requirements are met. (Inquiry will take indeterminate amount of time.) 2 15 Notes: 16 The times at which the above events occur are approximate (except for the blue boxes which show the minimum number of months before an arbitration 17 application can be made). Determination: Future act can be done Good faith Determination: Future act cannot be done faith Arbitration dismissed
property descriptors, legal description identifying a party and contact details.  The Commonwealth has presented no data to substantiate the need to reduce notification periods and to safeguard against lengthy delays caused by vexatious or frivolous objections to ILUA registration.  Western Australia notes that the NNTT opposed any changes that would shorten and potentially compromise the integrity of the registration process. In the NNTT’s experience, for Area ILUAs, the view of non-native title parties was that a robust registration process, including its requisite timeframe, provides a high level of assurance that they are dealing with the right people. This is also a primary concern for the WA Government.  Western Australia intends to make a supplementary submission that will address the ILUA provisions in more detail by the submission deadline of 19 October 2012. 5. TECHNICAL AMENDMENT TO SECTION 47 This technical amendment will ensure that where an Indigenous corporation has members rather than shareholders, s.47 could still apply to disregard extinguishment over the area. Submissions  Western Australia supports this proposed amendment.
WAHVA - VEHICLE ROADWORTHINESS INSPECTION/CERTIFICATION REGISTER ___________________________________________________________________ Operator Business Name Vehicle Type (P Mover / Trailer / Dolly) Vehicle Registration Vehicle Make Vin / Chassis No. Year of Manufacture Vehicle Owner Roadworthy Certificate Date RWC Undertaken By Signed VERIFICATION: Your name and signature in the “Signed” column deems you are a suitably qualified person, have inspected the vehicle/s aligned with your name & signature and certify them to be roadworthy, at the corresponding Roadworthy Certificate date. Your name and signature below declares that all people named in the “RWC Undertaken By” column are suitably qualified, have inspected the vehicle/s aligned with their name and certified them to be roadworthy at the corresponding Roadworthy Certificate date and that an individual signed Roadworthy certificate / inspection / checklist is available for each vehicle. ____________________________ _______________________ ____________________ Name Signature Date
ddH2O Plastic dish with lid Procedure – Probe: Prepare milk blocking solution by vortexing the following in a conical tube: TBST: 50 ml Milk block: 2.5 g Note: It may be useful to make up all block for procedure at this time, however, keep in mind that milk block spoils over time and spoiled block can alter results. ~ 100 mL TBST + Milk used for one membrane and nine independent antibody incubations Place block in plastic dish with lid, large enough to fit membrane. Turn power supply off, and disassemble sandwich to expose PVDF. Remove PVDF membrane from wattman paper with flat forceps. Quickly, rinse PVDF with ddH2O to remove excess methanol. Do not allow PVDF to dry out. Place PVDF immediately into Ponceau stain (see Ponceau protocol) or milk block, always keeping the transfer side up. Once in milk, snip membrane corner with razor blade to mark top from bottom, left from right. Block for 1 hour at room temperature. Leaving membrane in the dish, pour block off membrane, immediately replacing it with enough TBST to cover the entire membrane. Rinse on orbital for 10 minutes. Repeat 2 times. Mix enough block to cover entire membrane (usually ~15 ml needed depending on size of plastic) with desired concentration of primary antibody. Leaving the membrane in the dish, remove rinse from membrane, and add primary antibody mixture. Shake overnight on orbital at 4 degrees. Note: Milk will spoil overnight if not refrigerated, which may affect results. Wash membrane with TBST 3x for 10 minutes each. Mix enough block to cover entire membrane with desired concentration of secondary antibody. Remove rinse and incubate with secondary on orbital for 1 hour at room temperature. Rinse with TBST on orbital at room temperature 3x, for 10 minutes each. Notes: Never allow the membrane to dry out – have solutions ready so that when one comes off, the next can be immediately added. Be sure to keep stay oriented as to which side of the membrane is up and which is top versus bottom, or it can become very tricky to interpret results.
WESTERN CANADA VOLLEYBALL GYM SCHEDULE WEEK OF: September 4-7 TIME MONDAY Sept 3 TUESDAY Sept 4 WEDNESDAY Sept 5 THURSDAY Sept 6 FRIDAY Sept 7 SATURDAY Sept 8 Morning 7:00 - 8:30 Sr Girls Full Main Jr Boys full Main Sr Boys Aux After School 4:00-5:30 (1:45-3:15 Friday) Sr Girls Full Main Sr Boys Aux Jr Girls meeting room 176 Jr Boys meeting room 177 Jr Boys Full Main Sr Boys Aux Jr Girls full Main Sr Girls Aux Sr Girls Main Sr Boys Main Jr Girls Aux Jr Boys Main 3:00-4:30 After School 5:30-7:00 Jr Girls Full Main
Family Pigs (7)(15)(5) Access to piggery units constructed by WCDOA Mixed levels of formal education of the producers (Matric, Std 11, No schooling) Raising pigs Social networks Social grants More than 10 years of farming experience with pigs Other unspecified livelihood activities Factors enhancing livelihood security Enabling influences Economic Institutional/political Social Environmental Local informal markets for pigs Ongoing support from WCDOA Lease on commonage land which enables support from WCDOA Access to training Access to fully equipped piggery unit constructed through CASP Seasonal work opportunities Social grants Factors undermining livelihood security Shocks and stresses Economic Institutional/political Social Environmental High feed costs Low level of organisation among piggery producers Fire risk Economics of small scale production unknown Unequal access to facilities – some producers in constructed piggery units, others informal Animal health risks Poor maintenance of infrastructure Limited potential to scale
who had not been trained or equipped to carry out this project management type function. This meant that there were occasions when deadlines had been missed which had a knock-on effect on project implementation. The farm owner expressed frustration with the CPAC administration stating that they had never visited the project to understand issues and concerns firsthand. Assets, capabilities and activities Assets Capabilities Activities Social Material Employer goodwill and mentorship Tractor and planter Skills and experience in dairy and small grain production Dairy production for sale to Parmalat Support of independent trustee Irrigation infrastructure and water for 8 ha Farmer business skills and entrepreneurship Raising of bull calves on irrigated pasture for sale Shareholding in 100 dairy cows Worker practical farming skills and experience Land preparation and planting services Compost chipper Compost making with dairy manure Factors enhancing livelihood security Enabling influences Economic Institutional/political Social Environmental 3.2 million rand support from grain and dairy CPAC Support from Agri Mes Social networks Productive land with established pastures Secure markets for milk, beef and tillage Water rights Factors undermining livelihood security Shocks and stresses Economic Institutional/political Social Environmental Procurement delays cost money Inflexibility of SOPs governing CPA administration and approval processes Differentials of education, power and knowledge create stresses in relationship between owner/mentor and employee/partners Tight margins on milk Extension officers Neighbours unsupportive
Topic 4 – From Death to Rebirth Hunt, Chapter 13 & William Manchester’s A World Lit Only By Fire The Four Horsemen of the Apocalypse: The Black Death and the Hundred Years’ War Development of the Renaissance among the Italian city-states Communes and Republics Individualism, Humanism, and Secularism Social changes Renaissance in the North Renaissance art and the developing power and status of the artist Politics and the Renaissance in France, England, and Spain The New Statecraft and Machiavellian tactics Topic 5 – Global Encounters and the Shock of the Reformation Hunt, Chapter 14, William Manchester’s A World Lit Only By Fire Overseas exploration and conquest of the new world The explorers and their motives Colonial administration The condition of the Church (1400-1517) Martin Luther and the birth of Protestantism Political impact of Luther’s ideas around Europe Calvinism Anabaptists The English Reformation Catholic-Reformation and Counter-Reformation The Council of Trent Topic 6 - The Cataclysm of World Views: Wars of Religion and the Scientific Revolution Hunt, Chapter 15 Religious riots and civil war in France Charles V and the Global Empire Revolt of the Netherlands Philip II and the Spanish Armada Thirty Years’ War The Peace of Westphalia Germany after the Thirty Years’ War The European witch-hunt Synopsis of scientific thought up to 1500 Copernicus and the changing view of the universe From Brahe to Galileo Newton’s synthesis Causes of the Scientific Revolution Social consequences as a result of the Scientific Revolution Absolutism, Constitutionalism, and the Search for Order Hunt, Chapter 16 Foundations of French absolutism: Henry IV, Sully, and Richelieu The Sun King: absolutism and social structure in Louis XIV’s France Colbert’s mercantilism
Rainey 1998). Western mastiff bats show high roost lability, with some roost sites being used faithfully and others only being used temporarily, both within and between seasons (Best et al. 1996; Krutzsch 1955; Pierson and Rainey 1998). Some roost sites may be critical for local populations, but the species’ roosting ecology is largely unknown (Pierson and Rainey 1996). Foraging habitat in California includes chaparral, coastal scrub, grasslands, floodplains, oak woodland, ponderosa pine forest, dry desert wash, meadow areas, and agriculture (Pierson and Rainey 1998). Western mastiff bat is frequently observed foraging in broad, open areas (Pierson and Rainey 1998) and may travel up to 25 kilometers (15.5 miles) from roosting sites to forage (Best et al. 1996). There is no evidence that western mastiff bats are foraging habitat specialists, although in a study in Mexico City, they were only detected in natural forest habitats and not in habitats used by some other bat species in more urbanized parts of the city, including city parks, residential areas, and illuminated areas (Avila-Flores and Fenton 2005). Roosting and foraging habitat associations for the western mastiff bat in the Plan Area are shown in Table 1. Table 1. Habitat Associations for Western Mastiff Bat Land Cover Type Habitat Designation Habitat Parameters Supporting Information Rocky outcrops, crevices, cliffs Roosting 50% to 100% rocky slopes Best et al. 1996; Pierson and Rainey 1998 Woodlands and forest, scrub, chaparral, grassland, agriculture Foraging Riparian woodlands and forest, desert wash, desert scrub within 25 kilometers (15.5 miles) of roosting site Best et al. 1996; Pierson and Rainey 1998 Foraging Requirements Western mastiff bat forages for a variety of small to large, low-altitude and weak-flying insects that it catches in flight from near ground level
2018 API 3c Adding Dynamic Notification (PTP only) for Rollover Rights Renewal Deadline Scope Expand use of STATUS_NOTIFICATION resolved 09/18/18 per 4a Create a rolloverpost template Add data element rollover notification time Add data element status notification Add ability for TP to add dynamic notification on the TC behalf Done on AREF by AREF basis Date/Time for notification Frequency for notification Expand use of dynamic notification resolved 09/18/18 per 4a Create ability for TC to define the notification parameters for rollover renewal deadline When to be notified Date/Time for notification of any outstanding renewals Delta from the renewal deadline How many notifications Who to notify Require the annual notice to the TC as ask for review/update of the notification list Default setting that would apply to all rollover renewal deadlines Could be expanded for TP to establish CC list for notification CC for specific TCs CC of all notifications Individuals could establish notification parameters Use the webregistry contact person as one of the persons to be notified Use the request submitter as one of the persons to be notified Use the OASIS Admin as one of the persons to be notified Requirements TP must support the mechanism to send the dynamic notification of rollover renewal deadline resolved 09/18/18 yes The TP is not required to sign the TC up for dynamic notification of rollover renewal deadline resolved 09/18/18 yes Registration shall be made by the TC for all dynamic notification of rollover renewal deadlines. Resolved 09/18/18 yes The TP may establish a default for the dynamic notification of rollover renewal deadlines. The TP or the TC may modify that information. Resolved 09/18/18 per 4l Notification lead times may be specified resolved 09/18/18 per 4k Notification frequency may be specified. Resolved 09/18/18 per 4k The TC may indicate that they wish to relinquish any and all remaining rollover rights for a given reservation (ROLLOVER_WAIVED?). resolved 09/18/18 per 4m The notification will be provided by E-mail only. Resolved 09/18/18 per 4n
Mainline Protestant 21.38 Evangelical Protestant 21.35 Roman Catholic 21.29 Other Christian 20.90 Mormon 22.30 Jewish 21.60 Non-Judeo-Christian 19.45 Not Religious 19.30 All Respondents 20.96 ________________________________________________________________________ Source: 2004 International Social Survey Programme, National Identity I, United States subsample. Table 2 Religious and Other Determinants of Nationalism ________________________________________________________________________ Variable Coefficient Standard Error ________________________________________________________________________ Jewish 2.668* .716 Mainline 2.083* .403 Evangelical 2.190* .364 Catholic 2.058* .366 Mormon 3.064* .785 Other Christian 1.138 .618 Non-Judeo-Christian -.002 .561 Religious Attendance .047 .050 Education -.546* .092 Income 5.875* .000 Woman -.575* .204 Age .024* .007 Asian .347 .596 Latino .923 .673 Native American -1.763 1.138 African American -1.196* .341 Urbanicity -.249* .073 Immigrant Origin .150 .371 West .334 .300 South .664* .235 Constant 19.981* .524 N 1017 R2 .164
Catholic Telegraph. 1842. “A Word in Defense of the Catholics.” Cohen, Naomi W. 2008. What the Rabbi Said: The Public Discourse of 19th Century American Rabbis. New York: New York University Press. Cooper, Samuel. [1780]. 1998. “A Sermon Preached on the Day of the Commencement of the Constitution.” In Political Sermons at the American Founding Era, 1730-1805, Volume 1, second edition, ed. Ellis Sandoz. Indianapolis: Liberty Fund. Doane, William Croswell. 1894. “The Roman Catholic Church and the School Fund.” The North American Review, 158,446: 30-44. Duffield, George. [1784]. 1998. “A Sermon Preached on a Day of Thanksgiving.” In Political Sermons at the American Founding Era, 1730-1805, Volume 1, second edition, ed. Ellis Sandoz. Indianapolis: Liberty Fund. Ely, Ezra Stiles. [1827]. 1946. “A Christian Party in Politics.” In American Philosophic Addresses, 1700-1999 ed. Joseph L. Blau. New York: Columbia University Press. England, Reverend John. 1837. “Substance of a Discourse.” Farmers’ Cabinet. 1853. “Romanism in the United States.” Finke, Roger and Rodney Stark. 1989. “How the Upstart Sects Won America: 1776-1850.” Journal for the Scientific Study of Religion 28 (1): 27-44. _________________________. 2005. The Churching of America, 1776-2005: Winners and Losers in Our Religious Economy. Rutgers, New Jersey: Rutgers University Press. Gaustad, Edwin and Leigh Schmidt. 2002. The Religious History of America. New York: Harper Collins Publishers. Hatch, Nathan O. 1989. The Democratization of American Christianity. New Haven: Yale University Press. Heclo, Hugh. 2007. Christianity and American Democracy. Cambridge, Massachusetts: Harvard University Press. Heller, James G. 1917. “Crisis.” Available at . Accessed on February 11, 2014. Higham, John. 1988. Strangers in the Land: Patterns of American Nativism, 1860-1925. New Brunswick, New Jersey: Rutgers University Press. Holsti, Ole R. 1994. Public Opinion and American Foreign Policy. Ann Arbor: University of Michigan Press.
Western Piedmont Community College Horticulture Technology - Associate Degree Program Articulation Agreement – Course Outline (Secondary Education Track) The following outline displays how the Associate Degree in Horticulture Technology will transfer into the Bachelor of Science Program in Agricultural Education at NC . To maximize the amount of credits transferable to NC A&T State University all students in the online agricultural education program will have 18 hours of their horticulture courses counted as their second major concentration under the plant and soil science option. The remaining courses will be articulated on a course by course basis. Transfer Course (One for One) NC Community College Courses Credit From CC NC Courses NC A&T Credit HOR 162 (3) - Applied Plant Science 3 NARS 110 - Natural Resources 3 HOR 168 (3) - Plant Propagation 3 HORT 334 - Plant Propagation 3 ENG 111 - Expository Writing 3 ENGL 100 – Ideas and Their Expression I 3 ENG 114 – Professional Research/Reporting 3 ENGL 101 - Ideas and Their Expression II 3 HOR 166 – Soils & Fertilizers 3 SLSC 517 – Soil Fertility 3 COMM 110 – Introduction to Communication 3 SPCH 250 – Speech Fundamentals 3 SOC/Behavioral Science Elective 3 PSYC 320 – General Psychology 3 Free Elective 2 Free Elective 2 CIS 110/CIS 111 3/2 CUIN 101 – Instructional Technology 2 MATH 140 – Survey of Mathematics 3 Math Elective 3 Humanities Elective 3 Humanities Elective 3 Remaining Coursework **Courses in bold must be taken at NC University.** NC Courses NC Course Credit ENGL 200 – Survey of Humanities I 3 BIOL 100 – Biological Science 4 MATH 101 – Fundamentals of Algebra and Trigonometry I 3 Social Science Elective 3 Social Science Elective 3 PHED 200 – Personal Health 2 CHEM 104 & 114 – General Chemistry IV and Lab 4 BIOE 114 – Home and Farm Maintenance 3 ANSC 211 – Animal and Laboratory Animal Sciences 3 CUIN 110 – Ethics of Teaching 2
CUIN 210 – Culturally Revelant Pedagogy 2 CUIN 310 – Assessment for 21st Century Classrooms 2 CUIN 410 – Differentiated Instruction 2 CUIN 520 – Content Area Literacy 2 CUIN 660 – Clinical Practice In Teacher Education 9 CUIN 670 – Capstone Experience in Teacher Education 3 SPED 350 – Introduction to Exceptional Children 3 AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 AGED 607 – Environmental Education 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3)
# % # % # % Harassment (exposure to insistent and uninvited behavior, attention, or verbal contact) 87/282 30.9 44.7 138/283 48.8 Social Media (images or disrespectful comments) 135/283 47.7 57.6 192/282 68.1 Traditional Media (images or disrespectful comments) 55/283 19.4 79/283 27.9 85/282 30.1 Public Meeting (images or disrespectful comments) 50/283 17.7 37.8 114/283 40.4 Threats (death, rape, beating, abduction, or similar act) 11/283 3.9 34/283 12.0 36/282 12.8 Threats to Family Member (death, rape, beating, abduction, or similar act) 6/283 2.1 7/283 2.5 9/282 3.2 Violence against Property 18/283 6.4 19/283 6.7 31/282 11.0 “Minor” Violence (such as having something thrown at you) 4/283 1.4 7/283 2.5 7/282 2.5 Significant Violence (such as being shot at or experienced assaults that resulted in injury) 1/283 0.4 3/283 1.1 3/282 1.1 Table 2 - Logistic Regression – Experiences of Any Violence B S.E.
KR-5 Implement processes that support “rolling” adjustments for service and Provider changes to a Plan during operation, together with greater flexibility in setting Plan review periods. Policy Change Process Change 3.7.A KR-6 Enable responsive access to agency and Provider support, operational flexibility and adaptability of Plans in order to enable and maintain ongoing, responsive Participant choice and control. Policy Change Process Change 4.3.A Key Rec# Recommendation Action Section WA NDIS NDIA Ref KR-7 The viability of all funded services in a Plan is to be proven prior to approval. In Place Policy Change 3.4.B KR-8 The activation of Provider services, following Plan endorsement, is to incur a minimal delay in Participant access to supports. In Place Process Change 3.5.C KR-9 Implement processes to ensure all committed services in a Plan are effectively and fully delivered to the Participant with appropriate incentives and monitoring procedures. In Place Policy Change 3.6.C Key Rec# Recommendation Action Section WA NDIS NDIA Ref KR-10 Engage with the WA disability services sector to ensure adequate availability and capacity of services for WA rollout and a healthy relationship that fosters good-will and cooperation. In Place Process Change 4.1.A KR-11 Adopt an “open pricing” approach whereby price book components are negotiated in an open industry consultation process, inclusive of WA. In Place Process Change 4.1.D Key Rec# Recommendation Action Section WA NDIS NDIA Ref KR-12 Ensure a reliable, functional, scalable and sustainable financial system is implemented. Process Change Process Change 4.3.E
CHY4U Unit 3: Notes on 19th Century Western Imperialism and Non-Western Responses (add years where possible) Western Imperialism Non-Western Responses 303– 304 China and Japan Treaty Ports Open Door Policy Japan (1894) Japan (1895) Manchuria Russo-Japanese War 312-315 Japan and China Meiji Restoration Japanese imperialism with victories over... Chinese Self-Strengthening Movement Boxer Rebellion China became a republic in ____ (year) 304 India Great Rebellion Effects of rebellion on gov’t/civil service, unity, technology 304 India Sepoy-Mutiny 316-318 India The British Raj Empress of India 316-318 India Indian National Congress Bal Gangadhar Tilak and the Swadeshi Movement
The current superintendent, who entered the district in 2011, has unified the district with a district strategic plan and correlated school strategic plans, a common curriculum, common assessments, common programs, and systematic and standard administrator and teacher evaluation practices. The superintendent announced in October 2015 that she would retire in July 2016. The superintendent reported that the school committee is conducting the search for a new superintendent. Strength Finding 1. The superintendent has transformed the district from a system of schools, operating highly independently, to a school system with centralized planning, common programs, and collaborative decision making. A. The superintendent has created systems for centralized planning and goal setting. 1. Interviews and a review of documents indicated that the district was largely decentralized before the term of the current superintendent. The separate schools were not closely associated and principals had a great deal of autonomy. The current superintendent has worked collaboratively with central office administrators and principals to develop a more coherent approach embodied in the district’s strategic plan, known as the Strategy for Continuous Improvement. 2. Principals told the review team that they developed school and professional goals aligned with the district goals set forth in the Strategy for Continuous Improvement. a. For example, one of the district strategic goals was to broaden the use of project-based learning. Correspondingly, the Russell Elementary School had a school goal to implement project-based learning across the grades, resulting in a culminating activity in the second and third terms, and one of the Russell principal’s goals was to improve math skills and support instruction in grade 3 through project-based learning. b. Another district goal was to use data to differentiate instruction. Correspondingly, the North Middle School had a goal to hold data meetings with teachers to review benchmark data and “create plans to move forward.” Also one of the North Middle School principal’s professional goals was to increase the percentage of grade 6 students achieving proficiency on the MCAS tests through data analysis to inform instruction. 3. The superintendent’s professional goals were also aligned with the goals in the Strategy for Continuous Improvement. a. The superintendent submitted her professional goals to the school committee on November 2, 2015, in open session. b. The superintendent’s goals included building within the administrative team to analyze data to better tell the story of student successes at each school and in the
6. Who is the thief? Why does the thief steal? 7. Find a Simile on page 158. 8. Why is Angela so happy on page 159? 9. What part of Sam Westing disappeared 15 years ago? 10. Find a Simile on page 163. The Westing Game Questions Chapter 23 11. How are Jake and Grace getting along? 12. What are two Metaphors for Crow on page 170? The Westing Game Questions Chapter 24 13. Who does Judge Ford think Sandy is? 14. Who is the murderer (according to the song)? 15. Who does Crow give the money to? The Westing Game Questions Chapter 25 16.What are two odd things we learn about Sandy in this Chapter? 17. Who is Sam Westing's wife? The Westing Game Questions Chapter 26 18. Who is the limper who lit the fire that everyone saw the smoke from the chimney from at the beginning, on Halloween night? 19. Why does Otis Amber have a gun? 20. Find a metaphor for Angela on page 195. 21. What did Turtle fib about?
students experience difficulty in mastering academic standards? We will analyze each student’s common formative assessments to understand their academic proficieny. For struggling students, we will identify their needs through common formative assessments, benchmarks, and other assessment tools. What interventions will the school provide for students experiencing difficulty in mastering academic standards? Common formative assessments will be given, and teacher teams will gather to analyze the data. Reteaching is offered to the students based on their mistakes on each assessment. Students are given skill based interventions in small group instruction with the classroom teacher and push-in aides in both math and literacy. Students with disabilities are provided skill based interventions through certified Special Education teachers. ESL endorsed teachers provide additional support to ELL students. How will the school evaluate the effectiveness of the chosen interventions and make adjustments as needed? At the end of the reteaching cycle, an assessment is given to determine whether or not the student has mastered the skill. If so, they move onto the next skill. If not, they continue with skill development with teachers and /or instructional assistants until the certified teacher determines skill level attainment is satisfactory. Strategies are continually reviewed to determine if another or an additional strategy will help the students acquire the needed skills. PLC and Deep Data Dives offer an opportunity for the teacher to reflect on instructional strategies and change course, if needed. 10. Coordination of Budgets (Federal, State, Local funds) ESEA 1114 (b)(1)(J)
Documents: 82. Environmental crime: the effect of farm pesticides Citation: Crim. L.N. 2013, 54(Apr), 9-12 Subject: Agriculture; European Union Keywords: EU law; Environmental damage; Genetic resources; Insecticides; Insects Documents: 83. Facewatch Citation: Crim. L.N. 2013, 53(Mar), 1-2 Subject: Police; Criminal evidence; Telecommunications Keywords: CCTV; Identification; Mobile telephony; Online services Documents: 84. Children and Cross-Examination: Time to Change the Rules? (Publication Review) Citation: Crim. Law. 2013, 213, 4-5 Subject: Criminal procedure Documents: , 85. Lush Life: Constructing Organised Crime in the UK (Publication Review) Citation: Crim. Law. 2013, 212, 6-7 Subject: Penology and criminology Documents: ,
Citation: Crim. L.N. 2011, 38(Dec), 5-7 Subject: Penology and criminology; Civil procedure Keywords: Gang-related violence injunctions; Gangs; Murder Documents: 136. Criminal Justice in China (Publication Review) Citation: Crim. Law. 2011, 203, 6-8 Subject: Criminal law Documents: , 137. Judgemade law Citation: C.C. Law 2011, 3(2), 2-3 Subject: Legal methodology Keywords: Judicial decision-making; Precedent Documents: 138. Mental Illness, Medicine and Law Citation: C.C. Law 2011, 3(2), 3-6 Subject: Mental health Documents: 139. Shoot to Kill Citation: C.C. Law 2011, 4(1), 12-16 Subject: Criminal law Documents:
275. Ireland's laws Citation: Crim. L.N. 2010, 18(Mar/Apr), 16-20 Subject: Legal systems; Legal methodology Keywords: Common law; Ireland; Legal systems; Statutory interpretation Documents: 276. The right to protest: should police charge demonstrators a fee? Citation: Crim. Law. 2009, 192, 1-3 Subject: Police; Human rights Keywords: Cordoned areas; Demonstrations; Police powers and duties; Wrongful arrest Documents: , 277. Criminal offences committed in prison Citation: Crim. L.N. 2009, 13(Sep), 3-6 Subject: Criminal law; Penology and criminology Keywords: Corporate manslaughter; Custody officers; Duty of care; Offences; Prison discipline; Prison officers; Prisoners Documents: 278. Extradition, deportation and citizenship - some legislative considerations Citation: Crim. Law. 2009, 188, 5-8 Subject: Extradition; Criminal procedure; Immigration Keywords: Citizenship; Deportation; Extradition; Political offences Documents: ,
NAME TYPE OF GOVERNOR APPOINTED TERM OF OFFICE COMMITTEE MEMBERSHIP SPECIAL ROLES OR CHAIRING RESPONSIBILITIES OTHER EDUCATIONAL INSTITUTIONS AT WHICH A GOVERNOR BUSINESS INTERESTS AND DATE NOTIFIED RELATIONSHIP TO ANY MEMBER OF THE SCHOOL STAFF MEETING ATTENDANCE OVER THE PREVIOUS ACADEMIC YEAR Ray Gibson Trust BDAT 1.7.16 - 30.6.20 Resigned CSW & B LGB Chair None None None LGB 2/2 CSW 1/1 B 1/1 Janet Naylor Trust BDAT 1.7.16 – 30.6.20 Removed CSW None None None None LGB 3/6 CSW 1/1 Janet Scatchard Trust BDAT 01.7.16 – 30.6.20 Removed CSW None None None None LGB 1/6 CSW 0/1 Jillian Gibson Trust BDAT 1.7.16 – 30.6.20 CSW & B Chair of B Chair of CSW None nat None CSW 1/1 B 1/1 LGB 5/6 Faisal Khan Trust BDAT 1.7.16 – 30.6.20 B None None None None LGB 4/6 B 1/1 Rae Shoulder Staff Staff 1.7.16 – 30.6.20 Resigned CSW & B None None None None LGB 4/4 CSW 1/1 B 1/1 Tony Griffiths Parent Parents 1.7.16 – 30.6.20 CSW LGB Chair None None None LGB 5/6 CSW 1/1 Zaheer Hussain Parent Parents 1.7.16 – 30.6.20 B None None None None LGB 4/6 B 1/1
LGBTQ+ ALMS 2016 Day Two @ University of Westminster, 309 Regent Street KEY ROOMS For the keynote addresses: Little Titchfield Street Lecture Theatre For the panels: The Boardroom (room 117, first floor), Regent Street Building The Cayley Room (room 152, Upper first floor), Regent Street Building UG05 (Upper Ground floor), Regent Street Building For the afternoon tea break: Rooms 412 and 413 (fourth floor), Regent Street Building Quiet room: Room 315 (3rd floor), Regent Street Building (available 10am-5pm) Prayer rooms: Lower ground floor, Regent Street Building Events shaded in grey are in 12 LITTLE TITCHFIELD STREET. All other events are in 309 REGENT STREET. Time Session Speakers Location 08:45-09:15 Registration/ Coffee Portland Hall (Little Titchfield Street building) 09:15-09:30 Welcome Simon Avery, Katherine M. Graham and Alex Warwick LTS Lecture Theatre 09:30-10:30 Keynote 1 Shawn(ta) Smith-Cruz, ‘One Librarian, Many Communities: Access and Practice on Documenting Black Lesbians of New York City’ LTS Lecture Theatre Chair: Katherine M. Graham 10:30-10:45 Move to Regent Building 10:45-12:15 Session 1 Heritage I Matt Cook, ‘Queer Pasts in the LGBT Present: Archives, Outreach and “Public” History in the UK’ (20 mins) Justin Bengry, ‘Pride of Place: Crowdsourcing Queer Heritage’ (20 mins) Alison Oram, ‘“But that’s alright now, isn’t it?”: Changing Attitudes and Policies in Boardroom Chair: Ben Walters
LGBTQ Heritage Management in Britain’ (20 mins) Media I Matthew Linfoot, ‘Queer in your ear: LGBT Radio in the Archives’ (20 mins) Tom of Tottenham, ‘Trans Guys are Hot: Self-determination, Language and Representation of Trans Male Identities’ (20 mins) Cayley Room Chair: Francis Ray White Wars Stephen Bourne, ‘Fighting Proud: Gay Men’s Lives in the Two World Wars’ (15 mins) Kate Davison, ‘Anti-Monolithic Research: Transcending Barriers between “East” and “West” in the History of Sexuality’ (15mins) Isabelle Sentis, ‘QueeR Code: An Accessing LGBT Archives through the Skin’ (20 mins) Josie Daw, ‘Queer Women in Second World War Britain’ (10 mins) UG05 Chair: Helen Glew 12:15-13:15 Lunch (own arrangements) 13:15-14:15 Keynote 2 Aaron H. Devor, ‘Trans* History in the Raw: Highlights from the Transgender Archives’ LTS Lecture Theatre (Little Titchfield Street building) Chair: Simon Avery 14:15-14:30 Move to Regent Building 14:30-16:00 Session 2 Collections Manon Parry and Hugo Schalkwijk, ‘Recreating Heritage to Enrich Histories: The AIDS History Digital Scrapbook Project’ (20 mins) Lonneke van den Hoonaard, ‘Queering the Collections: An Introduction to a Recent Project of IHLIA, Amsterdam’ (20 mins) Valerie M. Veenvliet and Mirjam Sneeuwloper, ‘Representation and Identity in the Amsterdam Museum, in dialogue with communities’ (20 mins) Boardroom Chair: Alex Warwick Institutions António Fernando Cascais, ‘Researching LGBTQ Histories and Cultures in Portugal’ (20 mins) Surat-Shaan Knan, ‘Twilight People: Stories of Faith and Gender Beyond the Binary’ (20 mins) Kayte McSweeney and Jay Stewart, ‘Gendered Intelligence hacks into the Cayley Room Chair: Thomas Moore
NAME TYPE OF GOVERNOR APPOINTED TERM OF OFFICE COMMITTEE MEMBERSHIP SPECIAL ROLES OR CHAIRING RESPONSIBILITIES OTHER EDUCATIONAL INSTITUTIONS AT WHICH A GOVERNOR BUSINESS INTERESTS AND DATE NOTIFIED RELATIONSHIP TO ANY MEMBER OF THE SCHOOL STAFF MEETING ATTENDANCE OVER THE PREVIOUS ACADEMIC YEAR Ray Gibson Trust BDAT 01/7/16 – 30/6/20 Curriculum, Standards and Welfare Business Chair of LGB None None None DATA CURRENTLY PENDING Janet Naylor Trust BDAT 01/7/16 – 30/6/20 Curriculum, Standards and Welfare None None None None DATA CURRENTLY PENDING Janet Scatchard Trust BDAT 01/7/16 – 30/6/20 Curriculum, Standards and Welfare None None None None DATA CURRENTLY PENDING Jillian Gibson Trust BDAT 01/7/16 – 30/6/20 Curriculum, Standards and Welfare Business Chair of Business Chair of Curriculum, Standards and Welfare None None None DATA CURRENTLY PENDING
Faisal Khan Trust BDAT 01/7/16 – 30/6/20 Business None None None None DATA CURRENTLY PENDING Rae Shoulder Staff Staff 01/7/16 – 30/6/20 Curriculum, Standards and Welfare Business None None None None DATA CURRENTLY PENDING Tony Griffiths Parent Parents 01/7/16 – 30/6/20 Curriculum, Standards and Welfare None None None None DATA CURRENTLY PENDING Zaheer Hussain Parent Parents 01/7/16 – 30/6/20 Business None None None None DATA CURRENTLY PENDING Nicky White Principal Ex Officio Ex Officio Curriculum, Standards and Welfare Business None None None None DATA CURRENTLY PENDING Robert Irwin Freeth Former Headteacher Ex Officio Resigned N/A N/A N/A N/A N/A DATA CURRENTLY PENDING
2. The proposal for mental health day services Rationale for change During the consultation, the council and CCGs proposed a change in the way mental health day services could be provided from December 2016 onwards, when contracts with the original providers end: Mental health day services to be reshaped to make them more focussed on recovery and to offer support to more people, so they can achieve the best possible goals and outcomes Give people increased choice and control by offering a personal budget to all those who are eligible, so they can then buy a wider range of services to meet their needs directly from the provider they choose Allow efficiencies to be made within mental health day services to offer greater value for money in what is a challenging financial climate Services affected in the proposals Four services were affected by the proposals, with The Recovery Support Service (RSS) operating out of two sites. Service Location Provider Service type Number of people accessing the services Westminster Recovery Support Service (RSS) 1 St. Mary’s Terrace, London, W2 1SU Central and North West London NHS Foundation Trust Building based day service 74 across both sites 66 Lupus Street, London, SW1V 3EQ Building based day service Portugal Prints Arlington House, 220 Arlington Road, London, NW1 7HE Wandsworth and Westminster Mind Building based and community arts service 22 Flexicare 5 Ecclestone Street, London, SW1W 9LX Befriending Service 73 Oremi Centre* 5 Golborne Road, London, W10 5PA Hestia Building based day and 41
“Community support and befriending [have to be] financed through personal budget/direct payments – [but there are problems with eligibility and length of time to process]” Other suggestions for improving outcomes and improving value for money A range of suggestions were provided around how to improve mental health services. The most common issues have been summarised below: Most common issues raised: Support with housing Speed up process of getting personal budgets that can be spent in the community and don’t reduce them until people improve Other key issues: Develop individual help for patients who don't fit into 'boxes' Tackle eligibility issue – some people not eligible for ASC may still need recovery Provide drop-ins, outreach, befriending and other community activity Develop peer worker posts (or similar) e.g. working alongside recovery workers, befrienders, community champions and other community organisations
Your student’s Resident Director will be in contact with you, and will be able to answer many of your questions as well as aid in packing your student’s belongings if he or she lived On-Campus. For questions regarding Residence Life services, please feel free to contact: [Name], Associate Dean of Residence Life Location: [office location and directions] Email: [email address] Phone: [phone number] Notary Public For questions regarding local Notary services, please feel free to contact: [Name], Property Coordinator Executive Assistant to the VP of Finance Location: [office location and directions] Email: [email address] Phone: [phone number] Business Office The Business Office will address if there are any bills due or money owed to the heir of the estate. Tuition reimbursement is made based on the number of weeks the student attended classes. For questions regarding Business Office services, please feel free to contact: [Name], Controller Location: [office location and directions] Email: [email address] Phone: [phone number] Financial Aid The Financial Aid Office will notify any lenders or grant/scholarship providers. For questions regarding Financial Aid services, please feel free to contact: [Name], Director of Financial Aid Location: [office location and directions] Email: [email address] Phone: [phone number] Registrar The Registrar’s office has overall responsibility for maintaining the permanent academic record of each student. For questions regarding Registrar services, please feel free to contact: [Name], Registrar Location: [office location and directions] Email: [email address] Phone: [phone number] These important contacts are not located inside Kerrwood Hall.
Remarks: PROPERTY INFORMATION 33. Location where you conduct garage operations: 34. Coverage/Valuation Requested: Subject of Insurance Amount Percent Protection Class Valuation: or RC Coverage Form: Basic, Broad or Special Deductible Building Coverage Bldg. 1 $ $ Bldg. 2 $ $ Business Personal Property Bldg. 1 $ $ Bldg. 2 $ $ Business Income: Bldg. 1 With Extra Expense $ $ Without Expense $ $ Bldg. 2 With Extra Expense $ $ Without Expense $ $ 35. Building Information Building No. Building Age Building Constr. Total Sq. Ft. Building Total Sq. Ft. Occupied No. of Stories Sprinkler System Fire Protection System Burglar Alarm— Type Yes No Yes No Central Station Local Yes No Yes No Central Station Local Yes No Yes No Central Station Local 36. Building Improvements: Provide year updated Wiring Roof Plumbing HVAC Other
Approach to this Assessment To provide a coherent and integrated structure for this Assessment of likely adverse environmental effects, the key aspects of relevant legislation, statutory policy and the principles and objectives of ESD have been synthesized into a set of evaluation objectives that are pertinent to the WHP3. A draft set of evaluation objectives was included in the scoping requirements for this EES, which were used by the proponent in their assessment of options and effects within the EES. The inquiry also used the draft objectives to frame its consideration of the key issues of the WHP3. Table 1 lists the final set of evaluation objectives used in this Assessment and the core legislation that underpins them. Table 1. Assessment Evaluation Objectives Evaluation Objectives Key Legislation 1 Road safety and capacity To provide for the duplication of the Western Highway between Ararat and Stawell to enhance the safety and capacity of this inter-regional and interstate transport link. Transport Integration Act 2010 2 Biodiversity To avoid or minimise effects on flora and fauna species and ecological communities listed under the Flora and Fauna Guarantee Act 1988 (FFG Act) or the EPBC Act 1999, as well as to comply with requirements under Victoria’s Native Vegetation Management - A Framework for Action (2002) (NVMF). FFG Act Wildlife Act 1975 NVMF EPBC Act 3 Infrastructure and land use To avoid or minimise adverse effects on existing infrastructure and land uses. P&E Act Transport Integration Act 2010 4 Amenity and landscape To minimise dust emissions, noise, visual and other adverse effects on residents’ amenity as well as effects on landscape values. P&E Act Environment Protection Act 1970 (EP Act) Transport Integration Act 2010 5 Catchment values To protect catchment values, including in relation to soils, surface water and groundwater quality, stream flows and floodway capacity, as well as to avoid impacts on beneficial uses. Water Act 1989 Catchment and Land Protection Act 1994 EP Act P&E Act 6 Cultural heritage To protect Aboriginal and non-Aboriginal cultural heritage. AH Act Heritage Act 1995 P&E Act 7 Environmental management framework To provide a transparent framework with clear accountabilities for managing environmental effects and hazards associated with the project in order to achieve acceptable environmental outcomes. P&E Act EP Act EPBC Act 8 Ecologically sustainable development To achieve an appropriate balance of environmental, economic and social outcomes, consistent with the principles and objectives of ESD and environment protection. P&E Act EP Act Transport Integration Act 2010 EPBC Act
messages and in knowing that our work is having an impact improving the education and lives of WPS students. When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another – Helen Keller Respectfully submitted, Christen Lacey Chair, Weston PAC Appendix 1: WPS Students with Special Needs - Data by Primary Disability Code WPS Office of Student Services 2016-2017 Presentation to School Committee
Westport RR-Compo-Downtown 0.7 miles. +42/-35 feet 0.9 → R onto Julian Brodie Rd 1.4 → R onto Vista Terrace 1.6 ↑ Continue onto Waterside Terrace 1.6 ↑ Continue onto Vista Terrace 1.8 → R onto Julian Brodie Rd 1.9 ← L to stay on Julian Brodie Rd 2.0 ← L onto Herbert Baldwin Rd 1.3 miles. +83/-72 feet
WESTSHORE Workshop Calendar November 2018 Sun Mon Tue Wed Thu Fri Sat 1 2 Stress & Anger Management 10am to Noon Self Confidence – It’s Priceless! 1pm to 3pm 3 4 5 Career Planning Day 1 9am to 3:30pm (Includes for Lunch) 6 Career Planning Day 2 9am to Noon 7 Hidden Job Market 9am to Noon Wage Subsidy 9:00am to 11:00am 8 9 Motivation and Goal Setting 10am to Noon Assertive Communication 1pm to 3pm 10 11 12 WORKLINK CLOSED 13 14 Skills ID +Lunch 9am to Noon 15 16 Too Much Month at the End of the Money? 10am to Noon Problem Solving 101 1pm to 3pm 17 18 19 20 21 Interview Skills 9am to Noon Wage Subsidy 9:00am to 11:00am 22 23 Self Confidence – It’s Priceless! 10am to Noon Stress & Anger Management 1pm to 3pm 24 25 26 27 28 Hidden Job Market 9am to Noon 29 30 Assertive Communication 10am to Noon Motivation and Goal Setting 1pm to 3pm
Section 4: Try-Outs Dates: The Westside Board will establish the try-out dates at the May Board Meeting. These dates will be communicated out to the league. Fees: Try-out fees will be determined by the Westside Board at the May Board Meeting. Drills & Scoring: Will be regulated by the Westside Executive Board. Team selection: After the try-out, the team will be assembled based on the following criteria: The first ten players will be selected based on the scoring and discussion with the try-out committee. The Manager and Try-out committee will select the remaining two roster spots based on the try-out. Section 5: Rosters Each Team can hold up to 12 players at one time. Replacement player – The manager will have the ability to replace a player on his team if he loses a player for whatever reason. The definition of losing a player is if a kid is removed or removes himself from the team. The manager will have the ability to add, any age eligible kid that is currently registered with Westside. The Westside Warrior League director must be informed of the replacement player prior to the manager officially placing the kid on his team and prior to notify the kid’s family. Section 6: Games & Field Time A. Part Time Travel All part time travel team will participate in a part time travel league that is approved by Westside Baseball Board of directors. All teams are allowed to practice at any time but their practice must not preclude a kid from playing in a Westside League game or in-house practice.