zilongwang/ReadingBank huggingface dataset:
SCHEDULE 15 TO THE DEVELOPMENT CONTRIBUTIONS PLAN OVERLAY Shown on the planning scheme map as DCPO15 ENGLISH STREET DEVELOPMENT CONTRIBUTIONS PLAN Area covered by this development contributions plan All land within the English Street Development Contributions Plan area shown as DCPO15 on the planning scheme maps. 2.0 Summary of costs in Oct 2014 dollars Facility Total cost $ Time of provision Actual cost contribution attributable to development $ Proportion of cost attributable to development % Roads Refer to details in the English Street Development Contributions Plan. Intersections $7,959,064 Refer to details in the English Street Development Contributions Plan. $5,553,064 69.8% Bridges $7,380,311 Refer to details in the English Street Development Contributions Plan. $4,611,533 62.5% Community buildings $2,245,676 Refer to details in the English Street Development Contributions Plan. $2,245,676 100% Sporting reserves $4,498,465 Refer to details in the English Street Development Contributions Plan. $3,055,381 67.9% TOTAL $27,503,746 $20,885,885 75.9%
SCHEDULE TO CLAUSE 52.17 1.0 Scheduled area Area Description of native vegetation for which no permit is required to remove, destroy or lop Area known as the extension of between and in Epping, designated with a Public Acquisition Overlay (PAO2). All native vegetation including trees, shrubs, herbs and grasses Area zoned Road 1 Zone or designated with a Public Acquisition Overlay (PAO2) being land forming the Hume Freeway between the Metropolitan Ring Road and . All native vegetation including trees, shrubs, herbs and grasses. Area known as the Melbourne Wholesale Market Precinct, being land designated in Schedule 1 to the Priority Development Zone. All native vegetation including trees, shrubs, herbs and grasses. Area known as the extension of between Plenty Road and in , designated with a Public Acquisition Overlay (PAO2). All native vegetation including trees, shrubs, herbs and grasses. 2.0 Scheduled weed Area Description of weed None specified 3.0 Utility installation code of practice Name of code of practice None specified
SCHEDULE TO CLAUSE 81.01 Name of document Introduced by: Amaroo and Lockerbie Main Sewer Project, October 2014. GC21 Aurora Comprehensive Development Plan, October 2007 C41(PART 1) Australian Standard AS2021-2000, Acoustics – Aircraft Noise Intrusion – Building Siting and Construction, Standards Australia International Ltd, 2000 VC30 Consent Notice No. 2 – Bicycle Shop Development at , Epping C40 Cooper Street Employment Area Comprehensive Development Plan (Amended 2014) C186 Employment Area Design and Use Guidelines C100 Employment Area Development Contributions Plan C100 Costa Exchange Mushroom Farm Master Plan 2012 C133 Estate Restructured Allotment Plan NPS1 Epping North East Local Structure Plan Development Contributions Plan, May 2008 C81(PART 1) Epping North East Local Structure Plan, May 2008 C81(PART 1) Epping North Local Structure Plan, September 2002 C12 Epping North Strategic Plan, September 2002 C12 Grants Road Restructure Allotment Plan NPS1 Harvest Home Local Structure Plan, February 2002 C12 Restructured Allotment Plan NPS1 Centre Comprehensive Development Plan C80 Lockerbie Development Contributions Plan, May 2012 C161 Lockerbie Native Vegetation Precinct Plan, May 2012 C161 Lockerbie North Development Contributions Plan, March 2012 C162 Lockerbie North Native Vegetation Precinct Plan, March 2012 C162 Lockerbie North Precinct Structure Plan, March 2012 C162 Lockerbie Precinct Structure Plan, May 2012 C161 Lyndarum Neighbourhood Activity Centre Comprehensive Development Plan C108 Macedonian Orthodox Church, 130 Springs Road, Donnybrook, June 2013 C172 Melbourne Wholesale Market Precinct Incorporated Plan, July 2008 C20 Mernda Local Structure Plan Part 1 (Mernda Incorporated Plan) NPS1 Mernda Strategy Plan (Amended 2008) C39 Mernda Strategy Plan Development Contributions Plan (Amended 2008) C39 Mernda Centre Comprehensive Development Plan C45 Mernda Villages Neighbourhood Centre Comprehensive Development Plan C95 Plenty Strategic Plan NPS1 Site Specific Control – 1435 Plenty Road, Mernda, August 2014 C193
Site Specific Control – Plenty Gorge Parklands, January 2009 C72 Site specific control – Pump and associated works for the establishment and maintenance of Growling Grass Frog habitat, August 2009 C132 Small Lot Housing Code, August 2014 GC22 South Morang Local Structure Plan NPS1 Statement of Underlying Provisions - Land reserved for the Outer Metropolitan Ring and the E6 Transport Corridor, July 2010 (updated May 2012) C167 Whittlesea Local Structure Plan NPS1 Woolworths Oxygen, , February 2011 C155
Lyndarum Neighbourhood Activity Centre Comprehensive Development Plan C108 Macedonian Orthodox Church, 130 Springs Road, Donnybrook, June 2013 C172 Melbourne Wholesale Market Precinct Incorporated Plan, July 2008 C20 Mernda Local Structure Plan Part 1 (Mernda Incorporated Plan) NPS1 Mernda Rail Extension Project Incorporated Document, October 2016 (amended November 2016) C205 Mernda Rail Extension Project – Additional Project Areas, Incorporated Document, September 2017 C211 Mernda Strategy Plan (Amended December 2016) C123 Mernda Strategy Plan Development Contributions Plan (Amended 2008) C39 Mernda Centre Comprehensive Development Plan C45 Mernda Villages Neighbourhood Centre Comprehensive Development Plan C95 Peter Lalor Housing Cooperative Precinct Permit Exemptions, May 2014 C189 Plenty Road Upgrade (Bush Boulevard to Bridge Inn Road) Incorporated Document, February 2018 C220 Plenty Strategic Plan NPS1 Quarry Hills Precinct Structure Plan, June 2016 C188 Quarry Hills Development Contributions Plan, June 2016 (Amended June 2017) GC75 Site Specific Control – 1435 Plenty Road, Mernda, August 2014 C193 Site Specific Control – Plenty Gorge Parklands, January 2009 C72 Site specific control – Pump and associated works for the establishment and maintenance of Growling Grass Frog habitat, August 2009 C132 Small Lot Housing Code, August 2014 GC22 South Morang Local Structure Plan NPS1 Statement of Underlying Provisions - Land reserved for the Outer Metropolitan Ring and the E6 Transport Corridor, July 2010 (updated May 2012) C167 Whittlesea Local Structure Plan NPS1 Wollert Precinct Structure Plan, June 2017 C210 Wollert Development Contributions Plan, June 2017 C210 Woolworths Oxygen, , February 2011 C155
Overcoming internal inhibitors Overcoming guilt/fear Fantasy and Masturbation Self grooming External Overcoming external inhibitors Grooming the child and others/victim selection Grooming the environment and significant others Creating opportunity with victim and others Overcoming resistance of the child Manipulating the perception of victim and others Grooming of the child Preventing discovery and disclosure of victim and others Table 2. Summary of Themes and Subthemes of Grooming identified by Williams, Elliott and Beech (In Submission) Themes Sub-ordinate Themes Rapport Building Coordination Mutuality
Positivity Sexual Content Introduction Maintenance / Escalation Assessment Of Child Of Environment Table 3. Four main groups of young people online (Atkinson & Newton, 2010) Use/Risk Matrix Infrequent Use Frequent Use Low Risk Taking Low risk novices All round experts High Risk Taking Inexperienced risk takers Skilled risk takers
“White Lilacs” Chapters 5 – 9 Assignment Schedule Monday, February 11 Tuesday, February 12 Wednesday, February 13 Thursday, February 14 Friday, February 15 Read Chapter 7, Vocabulary Sentences Read Chapter 8 Read Chapter 9 No School! No School! Monday, February 18 Tuesday, February 19 Wednesday, February 20 No School! Study for Quizzes, Response Journal Comprehension and Vocab Quizzes! Read Chapters 10-11 Vocabulary Words: pomaded, weary, petition, bond, eradicating, humility, procession chenille, abolitionist, beau Response Journal: Why do you think the author chose to make Rose Lee the narrator of the story? Suppose the story were narrated by a different character, such as Catherine Jane. How would these characters’ descriptions of events differ from Rose Lee’s? What different thoughts and feelings would they express? Provide examples.
The inside right of the folder contains short character descriptions. 0 points Character descriptions are not included. 1 point Less than 4 character descriptions are included. 2 points Less than 6 character descriptions are included. 3 points Six or more character descriptions are included. 0 points Character descriptions are not correct. 1 point Character descriptions are mostly correct. 2 points Character descriptions are correct. The inside right of the folder contains a description of the setting. 0 points Folder does not contain setting or the setting is not correct 1 point Folder contains the correct setting. The back of the folder contains a summary of the story. 0 points Summary is not included. 1 point Summary is included but does not summarize the entire story. 2 points Summary is included but only include some important details. 3 points Summary is included and summarizes entire plot of story. You must present the book jacket in a manila folder (provided by me). 0 points Presentation is not in the provided folder 1 point Presentation is in the provided folder Your grammar and spelling errors... 0 points There are more than 6 spelling and grammar mistakes. 1 point There are less than 6 spelling and grammar mistakes. 2 points There are less than 3 spelling and grammar mistakes, Total Points: ______/20
Write a short story. Category 0 points 1 point 2 points Knowledge of Novel There is no evidence of comprehension of White Lilacs. There is some evidence of comprehension of White Lilacs. There is evidence of comprehension of White Lilacs. Grammar and Spelling There are more than 6 grammar and/or spelling mistakes. There are 6 or less grammar and/or spelling mistakes. There are 4 or less grammar and/or spelling mistakes. Length Story is less than 1 page in length Piece is at least 1 page in length. Piece is at least 2 pages in length. Story Elements (characterization, plot, setting, dialogue) Story has less than 3 of the required story elements Story has three of the required story elements Story has all 4 story elements. Creativity Story is not creative. Story is somewhat creative. Story is quite creative. Write a conversation between a historical figure and a character. Category 0 points 1 point 2 points Knowledge of Novel Conversation does not relate to White Lilacs. Conversation has some relevancy to the story line of White Lilacs. Conversation is relevant to the story line of White Lilacs. Grammar and Spelling There are more than 5 grammar and/or spelling mistakes. There are 5 or less grammar and/or spelling mistakes. There are 3 or less grammar and/or spelling mistakes. Length Conversation is less than a page and a half in length. Conversation is at least a page and a half in length. Conversation is at least 2 pages in length. Dialogue Dialogue is not formatted correctly. Dialogue is formatted correctly. Characters One character follows requirements. Both characters follow requirements. Creativity Conversation is not creative. Conversation is somewhat creative. Conversation is quite creative.
The total combined length of exhaust and intake vents cannot exceed 85 combined feet for 2” venting or 200 combined feet for 3” venting. Adequate combustion air must be supplied when drawing air from the mechanical room. Avoid the room contaminates listed in the installation manual. (Refer to appliance installation manual venting section for additional venting requirements.) The heater shall be in compliance with the NOx emissions limit set forth in SCAQMD Rule 1146.2. The heater shall be factory assembled, test-fired for correct BTU input, and adjusted for proper combustion parameters. Complete operating and installation instructions shall be furnished with every heater as packaged by the manufacturer for shipping. The surfaces of these products contacted by consumable water contain less than 0.25% lead by weight, as required by the Safe Drinking Water Act, Section 1417. The appliance shall operate at high elevations without additional parts. However, adjustments to the combustion system may be required at any elevation. See installation manual for combustion system setting details. Maximum unit dimensions shall be length inches, width inches and height inches. Maximum unit weight shall be pounds. NOTE: Due to variations in CSD-1 requirements from state to state, please consult with the factory for all controls required in your jurisdiction. NOTE: Westinghouse reserves the right to make product changes or updates without notice and will not be held liable for typographical errors in literature.
Template G: model letter inviting parents to contribute to individual healthcare plan development Dear Parent DEVELOPING AN INDIVIDUAL HEALTHCARE PLAN FOR YOUR CHILD Thank you for informing us of your child’s medical condition. I enclose a copy of the school’s policy for supporting pupils at school with medical conditions for your information. A central requirement of the policy is for an individual healthcare plan to be prepared, setting out what support each pupil needs and how this will be provided. Individual healthcare plans are developed in partnership between the school, parents, pupils, and the relevant healthcare professional who can advise on your child’s case. The aim is to ensure that we know how to support your child effectively and to provide clarity about what needs to be done, when and by whom. Although individual healthcare plans are likely to be helpful in the majority of cases, it is possible that not all children will require one. We will need to make judgements about how your child’s medical condition impacts on their ability to participate fully in school life, and the level of detail within plans will depend on the complexity of their condition and the degree of support needed. A meeting to start the process of developing your child’s individual health care plan has been scheduled for xx/xx/xx. I hope that this is convenient for you and would be grateful if you could confirm whether you are able to attend. The meeting will involve [the following people]. Please let us know if you would like us to invite another medical practitioner, healthcare professional or specialist and provide any other evidence you would like us to consider at the meeting as soon as possible. If you are unable to attend, it would be helpful if you could complete the attached individual healthcare plan template and return it, together with any relevant evidence, for consideration at the meeting. I [or another member of staff involved in plan development or pupil support] would be happy for you contact me [them] by email or to speak by phone if this would be helpful. Yours sincerely
KeyRing Trustee purpose To further the charitable objectives of KeyRing. Main tasks 1. To take part in setting and reviewing the strategic aims of KeyRing regularly. 2. Working with the other trustees to make sure that KeyRing does what it should be doing and keeping to our aims and objectives. 3. Working with the other trustees to make sure that KeyRing keeps to the legal and financial rules of being a charity and makes sure that we are following the best practice of the time. Main duties 1. Setting strategic aims To think of KeyRing as a whole and to make sure that any aims are for the benefit of all KeyRing members. Reflect KeyRing’s vision and principles, strategy and major policies at all times. Contribute to KeyRing your skills, interests and contacts and support the organisations activities. 2. Ensuring policies and practices are in keeping with aims Follow the advice in the Charity Commission booklet CC3 The Essential Trustee at all times, particularly when carrying out the duties of the trustees. Attend meetings of the trustee board. Reflect the trustees’ policies and concerns on all sub- committees etc. 3. Ensuring best practice Be an active member of the trustee board. Maintain good relations with staff. Take part in training sessions provided for trustees. Take part in other support and activities asked for by the trustee board from time to time.
workforce (103rd Yearbook of the National Society for the Study of Education, Part 1) (pp. 70-104). Chicago, IL: University of Chicago Press. Tables TABLE 1 Summary statistics for teachers by layoff threat (teacher-year observations), 2008-09 to 2009-10 % Overall No RIF RIF Laid off- All Teachers 52,406 45,571 4,688 2,147 87.0% 8.9% 4.1% Experience / education Novice teachers (1st - 3rd year) 10.4% 52.7% 19.7% 27.5% Mid - career teachers (4th - 8th year) 24.3% 75.4% 21.2% 3.4% Veteran teachers (9th year or above) 65.3% 96.7% 2.7% 0.6% Mean years of experience 9.3 10.1 4.7 2.5 Master’s degree or higher 34.2% 88.5% 8.4% 3.0% Endorsement area Special Education 12.6% 96.0% 1.7% 2.2% Math or Science 12.9% 86.8% 11.8% 1.4% Other non-elementary 29.3% 87.2% 7.0% 5.8% Elementary 45.2% 84.3% 11.4% 4.3% Note: “No RIF” refers to teacher who did not receive a reduction-in-force (RIF) notice; “RIF-rescinded” implies the teacher received a RIF-notice, but it was later rescinded; “Laid off-return” means the teacher was laid off, but returns in the following year; and “Laid off-no return” refers to teachers that were laid off and do not return the following year. The % overall column shows the overall proportion for each teacher characteristic districtwide (within categories, columns sum to 100%). The next four columns show how those characteristics are distributed across four RIF/layoff categories (rows sum to 100%). For example, 10.4% of teachers are novice and of those, 52.7% were not RIFed. TABLE 2 Summary statistics of student characteristics by Reed treatment group, 2010-11 to 2011-12
Note: “No RIF” refers to a student whose teacher did not receive a reduction-in-force (RIF) notice. “RIF-rescinded” implies the student’s teacher received a RIF-notice, but it was later rescinded. Laid off means the student’s teacher was laid off. For non-self-contained classrooms in middle and high schools, because each student has multiple teachers, I report the average proportion of a student’s teacher that is RIF-rescinded, laid off, or not RIFed. The sample of teachers shown here includes only classroom teachers that report grades for students. The total sample size differs from that reported in other studies based on the same datasets because in that work, we include any employee classified as a teacher who was subject to the RIF process. Enrollment for elementary students as a proportion of total enrollment increases beginning in 2009-10 because in that year it became more common for grade 6 to be housed in elementary schools, rather than middle schools.
HEAD OFFICE DIRECTORS Official Office Cell Number PA Office Number FAX Vacant Director: External Communications 083 351 7145 Vacant 843 6540/41 011 355 0113 Mathibe Director : Internal Control 0824504429 Phindi Moshoma 011 843 6650 011 843 6844 071 474 6196 086 729 0607 de Freitas Director Contact Centre Management 0825745511 Vacant 011 355 0909 Antoinette Nicolaai Director: General Education and Training Curriculum Coordination 083 256 8355 Eunice Kgosana 011 355 0036 0833102063 011 355 0747 Legoete Director: Strategic Policy Management 083 376 8483 Phindi Dhlamini 011 355 0495 011 355 0516 Makgabo Director: Risk Management and Compliance Management 083 251 7251 Eva Myaluza 011 355 0261 083 310 1979 011 355 0269 Sipho Mabena Director: Special Investigations 011 843 6628 Modjadji Rakgoale Ndlebe Director: Recruitment and Selection 083 284 1354 Zilindile Qwabe 011 843 6611 083 531 6718 011 355 0042 086 636 7770 Musetsho Acting Director: Legal Services 083 284 1351 Marlene January 011 355 0965/74 011 355 0042
Mkhari Director: Gauteng North 071 474 6116 Ntombana Zwane 012 846 3511 083 381 9939 086 608 1500 012 804 1743 Moloi Director: Sedibeng East 083 449 7684 Nonkululo Sobaliso 016 440 1767 016 440 1787 Skosana Director: Gauteng West 071 635 0497 Motlagomang Matlomabe 011 953 1313/ 0116604581 078 711 4127 011 953 4324 Makhubela (Mamsi) Director: JHB South 071 474 6058 Seabata Makume 011 247 5700/ 011 247 5709 011 247 5827 Mthimunye Director: Gauteng East 079 512 2840 Johannah Nhlapo 011 736 0887 079 497 1888 011 736 0805 Victor Thetha Director: Sedibeng West 071 474 6114 Sinah Matshidiso Mosia 016 594 9120 083 475 1633 086 647 2495 Kekana Director: Tshwane South 083 251 3867 Kgomotso Sefanyetso 012 401 6317 083 271 0797 012 341 0061 Bhagaloo Director: Ekurhuleni South 083 222 5617 Busisiwe Mtshali 011 389 6142 011 389 6196 Sci-Bono Official Office Cell Number PA Office Number FAX
Separation of powers into executive, legislative and judicial Art. III, Sec. 1 Legislative powers in the Senate and General Assembly Art IV, Sec. 1, para. 1 Requirements to be a member of the State Senate Art IV, Sec. 1, para. 2 Requirements to be a member of the General Assembly Art IV, Sec. 1, para. 2 Composition of the Senate Art. IV, Sec. 2, para. 1 Composition of the General Assembly Art. IV, Sec. 2, para. 3 How a bill becomes a law Art. IV, Sec. 4, para. 6 Overriding a veto by the governor Art. V, Sec. 1, para. 14 Handout 2 New Jersey Legislative Districts (2011) Handout 3
Northcentral Regional Summit Warm Hand-off for Opioid Overdose Survivors MEETING CHALLENGES WITH ACTION CHALLENGE: It is difficult to secure transportation to transfer to OUD treatment from 12:00am to 8:00am. WHAT CAN WE DO NOW WITH WHAT WE HAVE? List one or two actions that could be implemented to address this challenge using existing resources. WHAT COULD WE DO WITH MORE RESOURCES? List one or two actions that could be implemented to address this challenge in the future if there were additional resources provided or barriers removed. Action to be Implemented Existing Resource(s) to be Used Action to be Implemented Additional Resource(s) Needed Barriers to be Removed Names of Individuals in Workgroup:
Who to contact Issue System Who to Contact Contact Details Basware password problems Basware ELFS elfs_helpdesk@elht.nhs.uk Basware general issues Basware ELFS elfs_helpdesk@elht.nhs.uk New User for Basware Basware ELFS elfs_helpdesk@elht.nhs.uk E Procurement password problems E Procurement ELFS elfs_helpdesk@elht.nhs.uk Adding lines to E Procurement catalogue E Procurement Procurement Ext 82425, 82423 E Procurement access problems i.e. system unavailable E Procurement ELFS elfs_helpdesk@elht.nhs.uk New user set up for E Procurement E Procurement Management Accounts SAS/FC-83104, ICG-82517, DCS-82888, ESTATES-82314, CORP-82547 Additional Training E Procurement, Receipting, Basware Procurement Ext 82425, 82423 Price Queries E Procurement, Basware Procurement Ext 82425, 82423 General Order Queries E Procurement Procurement procurementhelpdesk@elht.nhs.uk NHS Supply Chain Queries NHS Supply Chain on line Procurement 82985, 82433, 82710, 84121, 82427 procurementstockhelpdesk@elht.nhs.uk New supplier set up E Procurement Procurement procurementhelpdesk@elht.nhs.uk
Evidence: Food Carbohydrate Tests Protein Test Lipid Test Benedict color Glucose present Iodine test color Starch present Biuret test color Protein present Lipid present Pretzel Potato Chips Jelly Fat-free yogurt Beans (mashed into paste) Bread Tortilla Adam’s evidence Question: Compare your predictions in the top table with the results in the bottom table. Were there any differences? If you found any discrepancies between your predictions and your results, what do you think is the reason for these differences? You may want to check with your textbook, your teacher, or the nutrition information in the label on each food package to help you interpret your results. Part 3: Who took Adam’s iPod? The workers in the break room are listed below with the type of lunch they were eating while Adam was studying. As preparation for interpreting the evidence, complete the chart below to indicate what kinds of organic compounds are found in each type of food and what kinds of organic compounds were found in the Adam’s evidence. Worker in break room Lunch/Snack Glucose Starch Protein Lipid Jose Bean burrito Ashley Fat-Free Yogurt Bruce Toast and jelly Kiara Chips & Pretzel Thief Adam’s evidence Complete the following table to summarize the evidence and your interpretation of the evidence. Worker in break room Did he/she take How do you know? Describe the evidence that supports your conclusion.
Turnpike trusts ……………………………………………………………………………………………………………… Thriving …………………………………………………………………………………………………………………………... Workers I choose ☐ men ☐ women and children as my workforce because……………………………………………………………………………………………………………. If you chose men -What are the characteristics of men as a workforce ? Advantages Drawbacks -What is a spinning mule ? …………………………………………………………………………………………………………………………………… If you chose women and children -What are the characteristics of women and children as a workforce ? Advantages Drawbacks Power I choose ☐ water ☐ steam ☐ homeworkers as my source of power because…………………………………………………………………………………………………………….
The David 2 18. Muslim General known for defeating the Augustus Caesar 7 19. Greek King of Gods Solon 13 20. Roman God of Water Moses 34 21. Found of Islam Umayyad 8 22. Declared Dictator for Life in Rome Charlemagne 11 23. Reconquered Spain from the Muslims Charles Martel 3 24. Ruler during Athens’ Golden Age Abbasids 16 25. Founder of Buddhism Ivan the Great 17 26. Founder of Judaism Henry II 35 27. Invaded India and created Caste System Saladin 18 28. Muslim God William the Lion-Heart 6 29. Greek Philosopher who was put to death by Athenian government King John I 33 30. Invaded Russia and forced princes to pay Muhammad 21 31. Spread Buddhism from India to China Allah 28 32. Built Great Wall of China Mongols 30 33. Forced to sign the Magna Carta in England Qin Shi Huangdi 32 34. Freed Jews from Egypt Ottomans 4 35. English King known for forming the
Byers did not think that the High Court could set aside an address by both Houses of Parliament even if it was based on an erroneous view of the meaning of section 72(ii). However, he considered that the Court would restrain the Ministers comprising the Federal Executive Council from advising the Governor from removing the judge, and if occasion required it, restrain him from acting to remove the Judge. If the address was not founded upon ‘proved misbehaviour’ properly construed, this would quash any order removing the judge. Memorandum of Dr. Bennett QC August 1984 Dr David Bennett was a Queens Counsel in 1984 but later became Solicitor General of Australia from 1998-2008. He took the ‘narrow’ view that ‘proved misbehaviour ‘ had acquired a technical meaning in the last decade of the nineteenth century and was reflected in Section 72 of the Constitution. The only type of behaviour which could give rise to ‘proved misbehaviour’ was conduct which had led to a criminal conviction. Parliament’s role under section 72 is therefore confined to considering whether the circumstances of the conviction constitute ‘misbehaviour. Not all convictions e.g. traffic violations are sufficiently grave. The Choice between the Narrow and the Broad Interpretation of ‘Misbehaviour’? From 1984 the Parliamentary Enquiry Commissioners had three memoranda advocating the ‘narrow’ interpretation of ‘misbehaviour’ in Section 72 of the Australian Constitution and one, that of CW Pincus QC advocating a non - legal meaning, untrammelled by ‘ancient rules’. The next attempt to remove Justice Murphy depended upon the ‘Narrow’ interpretation. Criminal Proceedings in the Supreme Court of New South Wales The chief magistrate of NSW Clarrie Briese and the district court judge Paul Flannery alleged that Murphy had improperly attempted to influence them in relation to charges faced by Ryan. A majority on the second committee found that Murphy’s conduct might have amounted to “proved misbehaviour”. So, the fourth attempt to remove Murphy from the Court was the indictment of Murphy by the politically independent DPP, Ian Temby QC, in February 1985 charged Justice Murphy with ‘conspiracy to pervert the course of justice,’ even though he considered a conviction in the case as ‘not probable’. non-
Appendix The following table shows features of a Web conferencing solution, and how these features are addressed by Live Meeting Standard, Live Meeting Professional, and Office Communications Server 2007. Web Conferencing Solution Feature Comparison Feature Live Meeting Standard Live Meeting Professional Office Communications Server 2007 Connected Organizations Host collaborative meetings quickly and cost-effectively Streamlined user experience X X X Support for Web client X X Single meeting client for on-premise and hosted conferencing X X X Interactive whiteboard and annotation tools X X X Shared notes pane X X X Train distributed employees and partners and conduct events that scale to support large audiences Conferencing add-in for Microsoft Office Outlook X X X Event and class registration X Public events page X Advanced testing and grading X High fidelity recordings X X X Shared recordings X Personal recordings X X X Microsoft event services X X Meeting reports X X Meeting content storage and management tools X X
Activity W2 2004 W3 2005 W4 2006 W5 2007 W6 2008 W7 2009 W8 2010 W9 2011 W10 2012 No. % No. % No. % No. % No. % No. % No. % No. % No. % Study or training 0 0 0 0 0 0 1 5 2 9 5 8 2 3 3 4 0 0 Home duties or looking after children 0 0 12 75 14 70 16 80 18 78 41 64 48 72 48 68 54 64 Travel or holiday 0 0 1 6 0 0 0 0 0 0 4 6 3 4 6 8 9 11 Ill or unable to work 0 0 0 0 3 15 1 5 0 0 6 9 5 7 9 13 12 14 Other 0 0 3 19 3 15 2 10 3 13 8 13 9 13 5 7 9 11 Total 0 0 16 100 20 100 20 100 23 100 64 100 67 100 71 100 84 100 Table 7 Wave by wave activity for those in a persistently NEET block at interview point for the Y03 cohort NILF 0 0 16 37 20 49 20 44 23 68 64 56 67 59 71 63 84 74 Unemployed 0 0 27 63 21 51 25 56 11 32 50 44 46 41 41 37 29 26 Total 0 0 43 100 41 100 45 100 34 100 114 100 113 100 112 100 113 100 Activity W2 2007 W3 2008 W4 2009 W5 2010 W6 2011 W7 2012 W8 2013 W9 2014 W10 2015 No. % No. % No. % No. % No. % No. % No. % No. % No. % Study or training 0 0 1 3 3 4 1 2 1 3 0 0 1 2 0 0 2 6 Home duties or looking after children 6 55 13 43 27 38 27 54 16 43 19 83 32 58 35 74 26 74 Travel or holiday 0 0 2 7 15 21 8 16 2 5 2 9 5 9 4 9 4 11 Ill or unable to work 0 0 3 10 2 3 5 10 1 3 1 4 11 20 4 9 0 0 Other 5 45 11 37 24 34 9 18 17 46 1 4 6 11 4 9 3 9
British Columbia psychologists Jason Martens and Jessica Tracy demonstrates. Similarly, in my own research with Lisa Williams, of the University of New South Wales, we found that people expressing pride in newly formed working groups were the ones who quickly rose to positions of leadership, even though the abilities that their pride stemmed from were not relevant to the task at hand. But too often we mistake people’s self-confidence for true ability. If someone can back up his or her bravado with consistent performance, there’s no harm done. If you fall for empty (or deluded) posturing, however, it’s a problem. What’s the best way to assess competence? Do your homework. Although reputation isn’t always a good indicator of integrity, it is a solid predictor of competence. That’s because capabilities are relatively stable regardless of in rewards and thus aren’t subject to a moral calculus. So when you perceive confidence in a company’s leaders, talk to current and previous employees, suppliers, and customers to verify that it is warranted. It’s OK to Trust Your Gut Researchers in the academic, business, and military communities have spent years trying to uncover a few simple methods for detecting trustworthiness but, despite their best efforts, continue to come up short. All those books promising to teach you how to spot liars through body language? None has empirical support. And, as a recent report by the Government Accounting Office revealed, even the tactics Homeland Security and TSA agents are trained to use don’t work reliably. The temptation, of course, is to look for one “tell” that indicates someone can’t be trusted. Is it a false smile? Shifty eyes? The reality, though, is that any single cue is ambiguous. If someone touches her face, she might subconsciously be trying to hide something—or she might have an itch. To accurately infer another’s intentions, you need to look for a set of cues—gestures that together can more accurately predict or reveal motivation. The good news is that most of us do this instinctively. Four Signals That Someone Can’t Be Trusted Contrary to popular wisdom, there’s no single “tell” that will help you detect untrustworthiness. Rather, you need to look for these four clues together to more accurately predict whether someone is worthy trusting—or not.
Whatever Allah promised them is the “truth” and there is no doubt in it. is “the highest degree/rank of truth. Second Part of the Call The dwellers of Paradise ask the dwellers of Hellfire if they have found the promise of Allah to be the truth ? means “Have you”. This is a question for which the answer is either yes or no? means “Promise”. This is general, as Allah does not promise anyone to go to Hellfire. That is why the promise is mentioned in general. What is the promise? Allah promised Hellfire to the one who is Kafir and the one who is committing sins. If one disbelieves, does Shirk, if one is hypocrite or if one sins then there is Hellfire for him. Allah’s promise of Hellfire is not for anyone but in general. Allah promises personally to go to Paradise as is mentioned. And Allah promises for the Hellfire is general as is mentioned. Allah promised us for Hellfire so we abstain and we don’t go to Hellfire. This is because Allah wants us to be in Paradise. Answer to the Call The dwellers of the Hellfire reply “yes”. They simply reply yes and confess. In the Duniya those who deny they will see the consequence of their denial in the Hereafter. So whatever Allah promises He will fulfill the promise. In the Duniya these people use to reject. Those who accept in the Duniya are the winners. We need to say yes in the
18 Colleges Access is available to all staff in the colleges below, plus all students who are preparing for teaching children from 3 – 18. Argyll College UHI Ayrshire College Borders College City of Glasgow College Dumfries and Galloway College Edinburgh College Fife College Forth Valley College Glasgow Clyde College Glasgow Kelvin College Inverness College UHI Lews Castle College UHI Moray College UHI New College Lanarkshire North East College Perth College UHI Sabhal Mor Ostaig UHI South Lanarkshire College West College Scotland West Highland College UHI West Lothian College Schools outside of local authority control Glow is available to all staff and pupils in the following schools: Corseford School Craihalbert Centre Donaldson’s School East Park Harmeny School Royal Blind School Stanmore House School Jordanhill School ACAD Education Ardfern Learning Centre Bachlaw Learning Centre Camphill School Aberdeen Closeburn House Daldorch House School Dunedin School Falkland House School Good Shepherd Centre Hillside School Linn Moor Residential School Maben House Mirren Park School (formerly MPS Training) New Struan School Rathbone Choices Seamab School Snowdon School Spark of Genius St Philip’s School St Mary’s Kenmure Starley Hall School Queen Victoria School St Mary’s Music School Albyn School Basil Paterson School Beaconhurst School Belhaven Hill School Cedars School of Excellence Clifton Hall School Craigholme School Dollar Academy Edinburgh Academy, The Edinburgh Steiner School Erskine Stewart’s Melville Schools Fernhill School Focus School – Millden Campus Focus School – Ochil Campus George Heriot’s School George Watson’s College Glasgow Academy, The Hamilton College High School of Dundee, The High School of Glasgow, The Kelvinside Academy
Kilgraston School Lathallan School Lomond School Merchiston Castle School Morrison’s Academy St Aloysius’ College St Columba’s School St George’s School for Girls St Margaret’s School for Girls Strathallan School Wellington School St Mary’s School (Melrose) Partners We also have partners providing content and resources in Glow who are supported in this by the national team. There are over 100 such organisations such as the National Museums of Scotland and the Edinburgh International Book Festival.
RED Contact Officers – Justice and Community Services Directorate Name Location Contact Douglas Harrison – ACT Corrective Services Alexander Maconochie Centre, Hume 6207 6061 Greg Tarlinton – ACT Corrective Services Alexander Maconochie Centre, Hume 6205 8797 Mark O’Keeffe – ACT Corrective Services Level 2, Constitution Avenue 6207 6044 Nick Arokiaswamy – ACT Corrective Services Alexander Maconochie Centre, Hume Nioka Bill – ACT Corrective Services Alexander Maconochie Centre, Hume Steve – ACT Corrective Services Level 2, Constitution Avenue Tracey Psaila – ACT Corrective Services Alexander Maconochie Centre, Hume 6205 7277 Zena Luhowsky – ACT Corrective Services Alexander Maconochie Centre, Hume 6205 8797 Anne Saunderson – ACT Government Solicitor Level 2, 12 Moore Street 6207 0661 Laeticia Holley – ACT Government Solicitor Level 5, 12 Moore Street 6207 0643 Matthew Bower – ACT Law Courts & Tribunals ACT Magistrates Court Building, Knowles Place, Civic 6207 2190 Evelyn Outteridge Level 9, 12 Moore Street 6205 3073 Anne Edwards Level 3, 12 Moore Street 6205 1034 Cheri Neesham – ACT Ambulance Service Various Denis Mungoven – ACT Ambulance Service Various Leanne Wren – ACT Ambulance Service ESA Training Centre, Hume 6207 8443 Mark Molloy – ACT Ambulance Service 9 Amberley Ave, Fairbairn Paul Woods – ACT Ambulance Service 9 Amberley Ave, Fairbairn 6207 8328
If the Unit Head determines it is warranted utilize the Unit call tree to pass along emergency information or to contact Unit staff for emergency response activities. See for a template internal call tree. Depending on the nature of the emergency your Unit may be required to report the incident to regulatory agencies, other Units within your building, or a vendor. These contacts should be made as designated in the Unit call tree for external partners. See for an external call tree. Response Response activities address the short-term, direct effects of an event/threat. Depending on the nature of the hazard response activities may include evacuation, sheltering, or other actions to deal with a Unit specific threat. Unit staff should consult their emergency procedures for the proper steps to take in order resolve an event/threat. If they have not been trained to deal with event/threat Unit staff should move to a safe location and report the event/threat. Response activities to a University wide emergency will be coordinated via the University EOC. Recovery Recovery activities are those intended to restore functions and services at the Unit/University to pre-incident levels. Unit staff will be needed to document losses, provide information for the filing of insurance claims, provide input on reconstruction and repair efforts, etc. The Unit should also engage in an after action critique of response activities to determine which aspects of the Unit’s response were successful and those activities which need improvement. Unit plans and procedures should be revised to incorporate the needed improvements. If the Unit will not be able to resume normal operations within INSERT TIME PERIOD the Unit’s Continuity of Operations Plan (COOP) should be implemented. Training and Exercises All Unit staff will review this emergency plan upon hire and at least annually thereafter. This plan and supporting procedures should be tested periodically to identify areas needing improvement.
CARE DECISIONS COMMUNITY MEDICATION ADMINISTRATION RECORD If starting a syringe driver, use the All Wales Syringe Driver Chart Prescribe anticipatory end of life medication on this chart Remember the 4 A’s: Analgesic, Anti-emetic, Anxiolytic, Anti-secretory AS REQUIRED MEDICINES DATE TIME GIVEN DOSE/ ROUTE GIVEN BY DATE TIME GIVEN DOSE/ ROUTE GIVEN BY DATE TIME GIVEN DOSE/ ROUTE GIVEN BY INDICATION PAIN MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE INDICATION NAUSEA / VOMITING MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE INDICATION ANXIETY / DISTRESS MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE INDICATION SECRETIONS MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE
CARE DECISIONS COMMUNITY MEDICATION ADMINISTRATION RECORD PATIENT’S NAME………………………………………….. OTHER AS REQUIRED MEDICINES TIME GIVEN DOSE/ ROUTE GIVEN BY DATE TIME GIVEN DOSE/ ROUTE GIVEN BY DATE TIME GIVEN DOSE/ ROUTE GIVEN BY INDICATION MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE INDICATION MEDICINE (Approved name) DOSE ROUTE FREQUENCY MAX DOSE IN 24 HRS PRESCRIBER’S SIGNATURE DATE REGULAR MEDICATION THAT IS STILL REQUIRED IN THE LAST DAYS OF LIFE ENTER DOSE AGAINST TIME REQUIRED. USE ONLY FOR EACH ENTRY REGULAR MEDICINE MONTH YEAR DATE DATE MEDICINE (Approved Name) SPECIAL INSTRUCTIONS PRESCRIBER’S SIGNATURE ROUTE SPECIFY TIME IF REQUIRED DOSE SIGN DOSE CHANGE Morning Midday Evening Bedtime DATE MEDICINE (Approved Name) SPECIAL INSTRUCTIONS PRESCRIBER’S SIGNATURE ROUTE SPECIFY TIME IF REQUIRED DOSE SIGN DOSE CHANGE Morning Midday Evening Bedtime DATE MEDICINE (Approved Name) SPECIAL INSTRUCTIONS PRESCRIBER’S SIGNATURE ROUTE SPECIFY TIME IF REQUIRED DOSE SIGN DOSE CHANGE Morning Midday Evening Bedtime
6. What constitutes appropriate school support for a whole grade advancement to proceed? • Planning and implementing successful whole‐grade advancement requires the coordinated efforts of the student, parents, current and receiving teachers, administrators, and support personnel, such as the gifted teacher. • If the decision is made to whole‐grade advance a student, an Instructional Support Plan is needed. The plan should contain recommendations for addressing minor knowledge gaps that the student has, setting criteria to measure the student’s successful adjustment in the new grade, and designating particular team members who will be responsible for monitoring the student’s performance in the new grade until criteria measures are met. • It is essential that the receiving teacher be included in writing the implementation plan, as his or her attitude and support are critical in creating a supportive and welcoming environment for the whole grade advanced student. While the possible support of all staff is very important, the receiving teacher plays the most critical role. 7. What is the role of the parent? • Parents of academically gifted students are generally appropriately and effectively involved with their children. • Parents who initiate requests for consideration of curriculum changes for their children should be viewed as advocating for them, and their requests and views should be given serious consideration. 8. What if the student is involved in competitive school athletics? • Whole‐grade advancement may place some students, either at the time of the decision or later, at a competitive disadvantage in their particular sport. Parents and students should be made aware of this and encouraged to discuss any concerns, which they may have. • Whole‐grade advancement should never be perceived by a student as punishment. There are situations in which a student being sufficiently involved in and dedicated to athletics is enough reason to decide against grade advancement. If a student who is ready for greater academic challenge is not advanced, then alternative programs, such as mentoring or advancement in specific subject areas, should be implemented. 9. What might happen if we leave well enough alone and keep students who appear ready for acceleration at their current grade level? • Whole‐grade advancement is a positive step for those students who are ready for the academic and social gains that it provides. • It is important to remember, too, that no educational placement decision is irrevocable. Sometimes situations warrant reconsideration. • Having a designated monitor who maintains positive ongoing communication with the student, parents, and receiving teacher will go far toward preventing unsuccessful whole‐grade advancement or at least in recognizing problems at an early stage.
Materials Testing Includes 2 or more unique materials, class data Includes class data Just group work Incomplete Brainstorm Clearly labeled and well drawn Missing some labels No Labels Incomplete Build Your Car Matches bumper, clear labeling, materials tested, data Missing some labels No Labels Incomplete (0 if does not match or materials untested) Race Data Complete, accurate math 1 error 2 errors Multiple errors, incomplete Crash Data Complete, accurate math 1 error 2 errors Multiple errors, incomplete Crash Survival? Extra Credit! Totally unharmed Tiny crack if you look Could still pick it up Brochure rough draft 1-3 Thorough accurate answers, include data and calculations Accurate answers, include data and calculations Accurate answers, missing one piece of data or calculations Inaccurate, missing data or calculations Brochure rough draft 4-6 Thorough accurate answers, include data and calculations Accurate answers, include data and calculations Accurate answers, missing one piece of data or calculations Inaccurate, missing data or calculations Brochure Design Attractive, creative, sells bumper, legible, includes all of rough draft Attractive, good sales, legible, includes all of rough draft Legible, includes most of rough draft Illegible, messy, incomplete Total/40
Appendix D: Collaborative Opportunities: National Partnership for a U.S. Peer Leadership & Development Training Institute and Program Organization Program Contact ACMHA College For Behavioral Health Leadership (PLIG) Learner/Mentor Program Kris Ericsen, Director Depression & Bipolar Support Alliance National Faces & Voices Of Recovery; National Training Programs Lisa Goodale, Director of Training Innovative Employers Leadership & Development Chief Executive Officer Local, State, National Providership US Local, State And National Physical And Behavioral Providership TBA Managed Care Organizations Optum Health, Magellan, Others Susan Bergeson; Tom Lane; Others Mental Health America National The Nation’s Voice On Mental Health, TAC Public Policy Director; Patrick Hendry, Nat’l Consumer Director National Alliance On Mental Health NAMI Star, TAC Chacku Mattai, Director; Tanya C. Naranjo, Project Manager National Council On Behavioral Health Leadership Integration On Physical And Behavioral Health Innovations, Peer Supports Laura Galbraith National Technical Assistance Centers Peer Innovation, Leadership & Development Project Directors NCBHDD Us Peer Innovations Ron Manderscheid Peer Rural Satellite Network Us Peer Rural Satellite Infrastructure Network Jennifer Padron; Gitane Williams SAMHSA CMHS Pamela Hyde, Chief; Paolo Del Vecchio, Director, CMHS SAMHSA Ads Center Social Inclusion Ruth Montag, Director
Universities Academic Supports Departmental Directors/Faculty Us Department Of Health & Human Services Innovation, Leadership & Development Chief Us Rural Mental Health Association Rural Mental Health Initiatives Lynda Werlein, Board Of Director Us State By State Consumer Organizations 501c3’s, COSPS Us State Consumer Organization Gatekeepers Vanguard Communications Wellness And Social Inclusion with SAMHSA Crystal Borde, Programs Manager