zilongwang/ReadingBank huggingface dataset:
July 16 5.2 The definite integral 5.2: 5, 9, 12, 17-20, 23-4, 34-6, 42 July 21 5.3 The fundamental theorem 5.3: 7,11,13-4, 16,18-21,23,27, 29, 31-2, 35, 39-42, 45, 47, 56, 64, 78 July 23 5.4 Indefinite integrals 5.5 5.4: 1,3,12, 16- 18, 37-8, 43,45, 60 July 27 W Deadline July 28 5.5 The substitution rule 5.5: 1- 8, 11, 16-8, 21, 23, 27, 30, 32, 33, 40, 44, 48, 61, 62, 79 July 30 Final Examination Included course topics are subject to reasonable changes at the discretion of the instructor. Course evaluation method Average of best 75% of daily quizzes: 25% Average of 1 and 2: 40% Comprehensive final Exam: 35% Course grading scale Cumulative performance Grade ≥90 A 87-89 A- 83-86 B+ 80-82 B 77-79 B- 73-76 C+ 60-72 C 50-59 D <50 F Policy on attendance, makeup tests and incompletes Regular attendance is expected, including active involvement in all class sessions and professional conduct in If announcements are made in class, students are assumed to be aware of the announcements. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in university-approved activities. It is the student's responsibility to notify the instructor prior to any anticipated absence, and within 24
MAP Moomba to Adelaide pipeline MOS Market Operator Service MSD MOS Stack Daily MW Megawatt MWh Megawatt hour National Electricity Act National Electricity (South Australia) Act 1996 (South Australia) National Gas Act National Gas (South Australia) Act 2008 (South Australia) NEM National Electricity Market NEMDE National Electricity Market Dispatch Engine PAD Pipeline Allocation Daily QCR The AER’s quarterly compliance report QGP Queensland Gas Pipeline RBP Roma-to-Brisbane Pipeline RP Registered Participant SPV Significant Price Variation STTM Short Term Trading Market SWQP South West Queensland Pipeline TJ Terajoules
Reactions Summary Using your notes, the practice questions, and this lab, come up with a way to remember the defining characteristics of each organic reaction. Create your own “cheat sheet” for remembering the different reaction types. Organic Reaction Definition/Purpose of Reaction Characteristics of Reactants Characteristics of Products 1. Substitution
(a) the Minister for Disability’s recent statement to the Assembly concerning the development of the ACT Disability Inclusion Statement; (b) the ACT’s record of achieving positive outcomes for people with a disability; (c) the commitment of the ACT government to implementing the National Disability Strategy; (d) that the ACT Disability Inclusion Statement will foster a united movement of people with disability, families, government, community and business to work towards a more inclusive and equal society; (e) the five priority areas for development for the statement, namely, housing, employment, justice, accessible communities and improving health; and (f) the ongoing commitment for the ACT government to ensuring people with disabilities and their families can achieve to their full potential; and (2) calls on the ACT government to continue to: (a) work with people with disabilities, their families and carers as well as businesses and the community sector in developing the ACT Disability Inclusion Statement; and (b) provide further updates to the Assembly on the continued development of the Statement and on its release The ACT government has a strong record of improving outcomes for people with a disability, their families and carers. Through our five-year strategic policy framework, Future directions: towards challenge 2014, we implemented the national disability strategy 2010-20. The ACT government has worked in collaboration with the business, sports, arts and community sectors towards a shared vision where all people with a disability achieve what they want to achieve, live how they choose to live and are valued as full and equal members of our community. We have signed up to the national disability insurance scheme and created more opportunities for people with a disability to exercise more choice and control in their lives. Through the future directions policy we have implemented innovative models of housing such as homeshare and intentional communities. Homeshare is a way of bringing together a person with a disability who needs someone in the home to offer them support and a person without disability who needs somewhere affordable to live. It offers a simple but effective way to meet the housing and support needs of people with a disability in our community. A young woman stated that the homeshare program is a great opportunity for people with a disability to be included in society and that it assisted her to move out of her parents’ home and enjoy newfound independence with the support and bond she shares with her housemate. The intentional community is another innovative approach to supporting the housing of people with a disability. Several years ago the families of Jackson, Daniel and
book for this year Presentation Day Advise Kay when booked Alison ASAP 2015/16 Committee To send out reminder email for nominations Alison ASAP Update constitution (including contacting LANSW in relation to dual club inclusions in constitution) Alison to send to Jess for final Check Jess/Alison ASAP Advertise AGM and that we will be adopting a new constitution. Jess 23 March Presentation Day Please see separate Task List
Christian World Service is a registered charitable entity under the Charities Act 2005 #CC22288 and a member of the global ACT Alliance (Action by Churches Together). NOTICES This Week: 22 2015 – 28 March 2015 Today 10.00 am Morning Worship 11.15 – 12.00 pm Book Corner – see below 2.30 pm St Albans Community Choir – see below Wednesday 10.00 am Bible Study in committee room Friday 7.00 pm Crosses for Palm Sunday – see Next Week: 29 March 2015 –4 April 2015 Sunday 10.00 am Morning Worship Wednesday 10.00 am Bible Study in committee room Book Corner Sunday 22 11.15 – 12.00. A monthly discussion centered on someone’s reading. This month Bronwyn Wiltshire will share her reading of the novel ‘The Red Tent’ by Anita Diamante – the story of Biblical characters Abraham and Sarah. Bring coffee/tea to corner. Len Pierce Concert (also see below) Everyone is welcome to come to a choir concert in Knox Church at 2.30 pm on Sunday 22 March. Brian Coker has arranged for the St Albans Community Choir – he is a member – to present a fund raising concert for our Knox Rebuild funds. Entry is by donation and all proceeds will go to Knox. The theme is Celtic music and you are encouraged to wear tartan! Afternoon tea will be served. It should be a fun occasion, spread the word………. Wilson, Knox Council Clerk Flax Crosses for Palm Sunday These will be made at Town House 229, 1 Lady Isaac Way. A group will meet from 7.00 pm. A good opportunity to learn how to make them. See Barbara Ansell for a map of the Village. Let Barbara know if you can help Ph: 386 2898.
CONFLICT MINERALS POLICY MINDRAY MEDICAL INTERNATIONAL LIMITED (Effective May 25, 2015) Background There has been increased awareness of violence and human rights violations in the mining of certain minerals in the Democratic Republic of Congo and its adjoining countries (collectively, the “Covered Countries”). Companies around the globe have been requested to practice reasonable due diligence within their supply chain to assure that cassiterite, gold, wolframite, and their derivatives (limited to tantalum, tin and tungsten) (collectively, the “Conflict Minerals”) are not being sourced from mines in any Covered Countries. In the United States, the Dodd-Frank Wall Street Reform and Consumer Protection Act requires public companies (including Mindray Medical International Limited and its subsidiaries (collectively, “Mindray”) to file annual reports with the U.S. Securities and Exchange Commission on Form SD to disclose the use of Conflict Minerals originating from any Covered Countries. Mindray Commitment Mindray is committed to ensuring that its business is conducted with respect for human rights and in full compliance with all applicable laws and regulations. Mindray will comply with the Conflict Minerals reporting requirements described above. In doing so, Mindray is taking steps to determine the use, country of origin and source of Conflict Minerals in its supply chain, including but not limited to: expecting all suppliers to take reasonable steps to assure that they are sourcing from conflict-free sources; requiring all suppliers to provide verification regarding the sourcing of Conflict Minerals from conflict free sources; and expecting all suppliers to implement policies and processes within their own supply chains in support of the due diligence and reporting requirements of Mindray. Suppliers of Mindray’s products that contain, or may contain, Conflict Minerals must demonstrate that they understand the conflict minerals laws and will not procure specified metals that originate from any Covered Countries. Suppliers must also cooperate with Mindray to make available to Mindray and/or its agents full declarations and other relevant documentation that identify the sources and amounts of Conflict Minerals contained in Mindray’s products. Mindray encourages individuals or suppliers who have any questions relating to this policy or who wish to report violations of this policy to contact Mindray’s Compliance Office by contacting Xiaobo Sun at +86-755-8188-8473.
much less than our current fees. It was highlighted that these associations also have a lot of sponsorship that supports representative teams and therefore lowers their costs. 7.8 Events As per report. Please note a change to the Steakhouse cup canteen timeslots. The correct timeslots are: 8.45am- CSU 10.00am- Harlequins 11.15am- Royals 12.30pm- Lake Albert 1.45pm- Cavaliers 3.00pm- Mustangs 4.15pm- Rosellas Please note the canteen will close at 5.30pm. 7.9 Facilities As per report 8.0 Club Reports Discussion Action Person Responsible/ Timeframe 8.1 Cavaliers Nil 8.2 CSU Nil 8.3 Harlequins Nil 8.4 Lake Albert Nil 8.5 Mustangs Nil 8.6 Rosellas Nil 8.7 Royals Nil
LENEA MAMONE: Thanks. DON TAPSCOTT: Is this woman stalking you? Should I call the police? MAMONE: Yeah, she is. Thanks. SPEAKER : Rebecca McFarland. AUDIENCE: Whoo! DON TAPSCOTT: Rebecca. Congratulations. Let's take a picture here. Well done. SPEAKER : Samantha Mandarano. [CHEERING] DON TAPSCOTT: Sam? SAMANTHA MANDARANO: Yep. DON TAPSCOTT: Congratulations. SAMANTHA MANDARANO: Thanks. DON TAPSCOTT: It's a lot if work, isn't it? SAMANTHA MANDARANO: Oh, yeah. DON TAPSCOTT: Well done. SPEAKER : Erin Markham. [CHEERING] DON TAPSCOTT: You killed it. ERIN MARKHAM: you. Thank you. DON TAPSCOTT: You know what? It's not over. ERIN MARKHAM: Good. DON TAPSCOTT: Just got to keep going. SPEAKER : Lucas Martinetti. [CHEERING] DON TAPSCOTT: Lucas. Congrats.
DON TAPSCOTT: [INAUDIBLE]. OLIVIA SAVOYA: Thank you. DON TAPSCOTT: Way to go, Olivia. Congratulations. SPEAKER : Erin Shoreman. AUDIENCE: Whoo! DON TAPSCOTT: Erin. ERIN SHOREMAN: Yes. DON TAPSCOTT: Congratulations. ERIN SHOREMAN: Thank you. DON TAPSCOTT: Well done. We're just going to take a pic here. SPEAKER : Mark Segoben. [CHEERING] DON TAPSCOTT: Good job, Mark. Way to go, man. Got the paparazzi out there. We can call the authorities if you want. SPEAKER : Ashley Seculage. AUDIENCE: Whoo! DON TAPSCOTT: Ashley. Congratulations. Let's just come over here and we can get our Facebook profile pic. SPEAKER : Natalie Selkirk. [CHEERING] DON TAPSCOTT: Congratulations. NATALIE SELKIRK: you. SPEAKER : Samantha Velanhausenshaw. AUDIENCE: Whoo! DON TAPSCOTT: Samantha. Do they call you Sam? SAMANTHA VELANHAUSENSHAW: Yes, they DON TAPSCOTT: Congratulations. Keep it up.
Is any relative of to the best of your knowledge, working in (Name of the Mission) Yes No Is any relative of to the best of your knowledge, applying to this Call for Contributions? Yes No Have you ever been convicted or sentenced in any criminal proceedings (excluding minor traffic violations)? Yes No If you are currently working in a CSDP Mission or have worked in a CSDP Mission, do you have any objections against transmitting your last PER (Performance Evaluation Report) to CPCC and/or the Mission? Yes No If you responded “yes” to any of the previous questions, please provide details By submitting this application form, I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief. I understand that any misrepresentation or material omission made on the Application Form will result in the application void and will result in termination or dismissal from the mission I agree: Yes No Place Date Signature (typed name is sufficient) If selected contracted status, you will be requested to supply documentary evidence which supports the statements you made above. Do not, however, send any documentary evidence until you have been asked to do so. Please submit the completed form in MS Word format
Covenant Care Dulcina Hospice, Calgary Theresa Bellows (587)230-5637 ext 2356 Holy Cross Manor, Calgary Erin Molnar (587)230-2724 St. Marguerite Manor, Calgary Erin Molnar (Temporary) (587) 230-2724 Villa Marie, Red Deer Jolene Boutin (403) 406-5819 Jolene. Boutin@covenantcare.ca Covenant Health Banff Mineral Springs Hospital, Banff Laura McLean, Volunteer Coordinator (403)762-2222 Bonnyville Health Centre, Bonnyville Wendy Campbell, Volunteer Coordinator (780) 826.3311 Ext. 270 Edmonton General Continuing Care Centre, Edmonton Rossanna Eckert Volunteer Coordinators (780) 342.8270/780.342.8442 Grey Nuns Community Hospital, Edmonton Leah Sonley, Volunteer Coordinator (780) 735.7270 Killam Health Centre, Killam Patty Schulte, Recreation Therapist (780)385.3279 Mary Immaculate Hospital, Mundare Effie Lakusta, Recreation Therapy Assistant (780) 764.3730 Martha’s House, Lethbridge Bailey Hill/Marc Dufresne Coordinator/Foundation Support (403) 382.6488 Misericordia Community Hospital, Edmonton Craig Boyle, Volunteer Coordinator (780) 735.2354 Our Lady of the Rosary Hospital, Castor Gilbert Paradis, Recreation Therapist (403)882.3434 ext. 1171 Administration: (403) 933-6501 St. Joseph’s Auxiliary, Edmonton Florrie Abt, Volunteer Coordinator (780)430.3441 St. Joseph’s General Hospital, Vegreville Anthony Brannen, Site Administrator (780)603.4431 St. Mary’s Hospital, Camrose Anna Radchenko, Volunteer Coordinator (780) 679.6145 Anna. St. Therese Villa, Lethbridge Bailey Hill/Marc Dufresne Coordinator/Foundation Support (403) 382-6414 St. Joseph’s Home, Medicine Hat Ryan Wiest, Site Administrator Kathy Dillman, Manager 156 3rd Street N.E. Medicine Hat, AB T1A 5M1 (403) 526.3818 St. Mary’s Health Care Centre, Trochu Faith Henkel, Volunteer Coordinator (403) 442.3955
MR BARR: No. MADAM SPEAKER: A supplementary question, Mr Smyth. MR SMYTH: Chief Minister, why is it that the head of ClubsACT and member clubs knew about this proposal in December 2014, but you claim that you did not know about the regulation until 12 January 2015? MR BARR: That is indeed an issue that concerned me. I took the action that I did at the beginning of the year in response to that. MADAM SPEAKER: A supplementary question, Mr Smyth. MR SMYTH: Chief Minister, did you support poker machines in the ACT being able to accept $50 notes until your meeting with Mr Rattenbury on 13 January 2015? MR BARR: No. ACT Emergency Services Agency—management MR SMYTH: My question is to the minister for emergency services. Minister, following the O2C report, do you have full confidence in the emergency services commissioner? MS BURCH: I do. I know that the commissioner and the chief officers across the different agencies are fully committed to supporting this community and doing all they can to make sure that they deliver first-rate services. In regard to the ACT Ambulance Service, the chief officer there is 100 per cent committed to delivering on the blueprint for change. MADAM SPEAKER: A supplementary question, Mr Smyth. MR SMYTH: Minister, following the O2C report into the ACT Ambulance Service, do you have full confidence in the chief officer of the ACT Ambulance Service? MS BURCH: They come with pre-set questions. In my first answer I expressed my confidence in the ESA commissioner and also my confidence in the chief officer of ACTAS, his commitment to change, his commitment to making sure that the blueprint for change is implemented and that the service pulls up the internals, so to speak—the culture of the service—to meet the high standard that its operational capacity currently meets. SPEAKER: A supplementary question, Ms Lawder. MS LAWDER: Minister, following the O2C report, do you have full confidence in the senior management of the ACT Ambulance Service? MS BURCH: I will be short: they can refer to my earlier answers.
When sampled correctly, a INCREMENT sample will provide results that are at, or very close to, the mean of the parameters being measured. To verify the accuracy of the sample results, the DU should be sampled in triplicate, and the percent Relative Standard Deviation (%RSD) calculated for each parameter. The results are in control (i.e. the variability has been properly captured) if the %RSD < 20%. (The lower the %RSD, the better.) Figure - DU when the is flowing. When the water is flowing, the DU can be situated at the downstream end of the silt curtain since any pollutants leaking out will flow through the DU. The sample bottle is moved throughout the entire DU, providing each drop of water an equal opportunity of being sampled. Figure - Typical layout (standing Control Station DUs should be established fifty (50) feet away from the Impact Station. The intent of the Control Stations is to document the ambient conditions in the general vicinity of the project. In addition, the Control Stations should be situated such that they will detect any contributions from related sources that could impact sample results. Triplicate samples means three separate samples taken sequentially. It does not mean one large sample split into 3 parts (split samples), nor does it mean three samples taken simultaneously (co-located samples). Red Flags – “Grab samples”, “Outliers” and “Hot spots” are terms that are generally used when sampling is not representative. When sampling procedures or data analyses include these terms, care should be taken to ensure that the data are accurate. The work area is 10 feet from the toe of the active Activity Decision Unit boundary. A vessel/barge may be operated outside of the isolated and confined in-water work area only if it is surrounded by a boom.
SECTION G: SERIOUS ADVERSE EVENTS Local Site Global Local site Global Number of SAE’s for reporting period number of SAE’s since start of Summary of LOCAL SITE SAE’s for reporting period Ref. No./ Participant No. Date Event Causality (Related/ unrelated/ unknown) Outcome (Resolved/ unresolved/ death) Previously reported to HREC (Yes/No) SECTION H: PROTOCOL NON-COMPLIANCE (Please attach details) Local Site Africa Global Local Site South Africa Global Number of protocol deviations for reporting period Total protocol deviations Summary of LOCAL SITE DEVIATIONS for reporting period Ref. No. (If applicable) Date Incident Explanation
Ref. No./ Participant No. Date Event Causality (Related/ unrelated/ unknown) Outcome (Resolved/ unresolved/ death) Previously reported to HREC (Yes/No) SECTION H: PROTOCOL NON-COMPLIANCE (please attach details) Local Site South Africa Global Local Site South Africa Global Number of protocol deviations for reporting period Total protocol deviations Summary of LOCAL SITE DEVIATIONS for reporting period Ref. No. (If applicable) Date Incident Explanation SECTION I: ATTACHMENTS Kindly indicate if you have attached any of the following documentation. Include documents only if relevant to your progress report application. Current informed consent documents
Year 10 RELIGIOUS EDUCATION Test 2014 Answers Question number Category Number key 1 3 D 2 3 B 3 2 A 4 1 C 5 1 A 6 4 D 7 1 A 8 1 D 9 2 B 10 2 A 11 1 A 12 3 B 13 4 D 14 4 A 15 2 D 16 4 D 17 3 D 18 1 C 19 4 D Question number Category Number key 20 2 A 21 1 D 22 1 A 23 4 D 24 4 D 25 2 A 26 2 C 27 3 B 28 5 C 29 5 D 30 1 A 31 1 C 32 2 D 33 5 B 34 3 D 35 5 C 36 2 D 37 4 A 38 2 C Question number Category Number key 39 5 A 40 3 A 41 5 B 42 5 C 43 3 B 44 5 C 45 3 B 46 4 D 47 4 A 48 5 C 49 5 A 50 3 B Code for categories: 1= Strand A 2= Strand B 3= Strand C 4= Strand D 5= Strand E
log_RER 37 -6.99 0.11 -7.25 -6.83 GDP_growth 37 3.91 2.24 -1.90 7.40 GDP_growth_season 37 0.91 0.93 -3.30 2.80 inflation 37 0.74 0.53 -0.32 2.06 M2_growth 37 1.97 0.89 -0.08 4.42 cd 37 3.82 0.99 2.41 5.69 Libor 37 2.21 1.98 0.26 5.44 interest_differential 37 1.60 1.40 -0.83 3.29 soveriegn_credit_rating 37 14.89 0.46 14.00 16.00 commodity_price_growth 37 1.46 11.40 -50.99 13.70 Figure 1. Plot of variables Table 2. Correlation capital_flow inflow_measures log_VIX commodity_ price_growth capital_flow 1 inflow_measures 0.1838 1 log_VIX -0.5692 -0.0775 1 commodity_ price_growth 0.665 0.2075 -0.4929 1 Figure 1 is plot of time series of capital flow, CFMs, and global push factors. It is hard to see association between capital inflow and inflow policy through the plot. Also correlation analysis shows that they have positive correlation (0.1838). It is conflicting to the expectation that CFMs reduces capital inflow. International commodity price growth and capital inflow to Korea show similar dynamics as shown in correlation analysis in Table 2 where they are positively correlated (coefficient is 0.665). Also, log of VIX index have negative correlation. VIX is high during “sudden stop” period of end-2008 and end-2010. 4. Empirical analysis We employ following OLS regression model to analyze role of capital flow management policies (CFMs) in terms of reducing impact of push factor on capital inflow. X denotes global push factors and Z denotes domestic pull factors. We expect β* to be opposed-sign of β, which indicates that CFMs reduce impact
Homeroom Advisory Curriculum Upperclassmen Edition Table of Contents 1. Getting to Know You Icebreakers, Name Games 2. I Believe I Can Fly Goal setting, Endurance, Determination 3. Tick, Tock, On the Clock Organization, Time Management, Learning to prioritize 4. We Can Work It Out Conflict Resolution 5. Goin’ Away to College Post grad plan 6. Come Together Right Now Over Me Teambuilding 7. A Matter of Trust activities 8. Let Me Clear My Throat Communication, Listening Skills, Public Speaking 9. One Love, One Heart, Let’s Get Together and Feel Alright Community Service, Knights in Action, Citizenship 10. I Just Want to Praise You Like I Should Writing thank-you notes, Thoughtfulness, Showing Appreciation 11. Under Pressure Taking Notes and Taking Tests, Testing, Memory, Academic Integrity, Learning Styles 12. R-E-S-P-E-C-T Cultural Competency, Diversity, Stereotypes, Inclusion, Bullying 13. More More Problems Finances, Loans, Budgeting 14. You Can’t Always Get What You Want Mental Health and Wellness, Stress 15. Man in the Mirror Character Development, Responsibility, Transformational Leadership, Self-esteem 16. It’s a Hard Knock Life Drugs, Alcohol, Sex 17. Let the Good Times Roll Games, Trivia, Getting to know NC, Other
Chapter Title: One Love Activity Name: Group Action What materials do I need? (Will depend on the community service project chosen) How long will this take? (Continuous) Give me the gist: Students will form smaller groups within their homerooms to complete community service projects. Helpful Hints: Decide whether you want students to choose their own groups, or if you want to assign groups. Students will need to work together over the course of the school year. Step by step: 1. Tell students that one of our homeroom this year is to do some community service projects together as a homeroom. Allow students to come up with a goal of how many projects they will do this year (Between 1 and 3 seems reasonable). 2. Allow students to work together to brainstorm ideas for different community service projects. As well as formulate a list of contacts they can use to solidify these projects. (For example: My mom works at a nursing home and may be able to help us set up some hours there…). Some ideas may include: Visiting a nursing home (making holiday cards, doing arts and crafts, etc.) Visiting a day care center (doing arts and crafts, playing games) Cleaning a park or playground Setting up a tutoring program between the homeroom and an elementary school class 3. Allow students to form smaller committees in order to further research any potential community service project. 4. Tell groups to keep the homeroom updated with any progress made on each community service project. What did we learn? / Discussion 1. How difficult was it to come up with a community service activity? 2. What contacts were needed in to complete this project? 3. How does it feel to be finished? Was it it? Is this project something you would do again?
Have the tasks and activities that are related to the implementation and monitoring of management recommendations been identified? x Rocky River/Clarke Creek LWP (chap 6) Has it been determined if these tasks and activities are short-term, medium, or long-term in nature (note: prioritization of projects is acceptable for meeting this element)? x Upper Rocky River/Clarke Creek LWP (chap 4) Upper Rocky R WS Improvement Projs (Table 6) The plan will be approvable with comments on spreadsheet, keep in mind that load reductions associated with specific management measures should be included if you want to receive funding 7. Description of interim, measurable milestones Yes No Identify location of information (include link or attach plan and identify section and page number REQUIRED (This box(es) below must be checked Yes in order to be eligible as a 9 Element plan) Have interim, measurable milestones (things that you can track) that can help determine if management measures (in Element 2) are being implemented been identified? Upper Rocky River/Clarke Creek LWP (chap 6) 8. Criteria that can be used to determine if loading reductions are being achieved Yes No Notes Identify location of information (include link or attach plan and identify section and page number REQUIRED (This box(es) below must be checked Yes in order to be eligible as a 9 Element plan) Have criteria and/or indicators that can be used to determine if management strategies and activities listed in the plan(s) are being effective been identified? x Rocky River/Clarke Creek LWP (chap 6) Upper Rocky R WS Management Plan and Recs(Table 9) 9. Monitoring Yes No Notes Identify location of information (include link or attach plan and identify section and page number REQUIRED (This box(es) must be checked Yes in order to be eligible as a 9 Element plan)
124.32. Continue to appropriate policies and laws to counter discrimination of women migrant workers and ensure that their children can enjoy rights to education and health (Sudan); Take further legislative measures to formulate policies on the prevention of discrimination and violence against migrant women and child workers and also guarantee their right to education and healt h (Iran (Islamic Republic of)); Source of position: A/HRC/22/10/Add.1 - Para. 19 Supported G4 Migrants F13 Violence against B31 Equality & non-discrimination A42 Institutions & policies - General B32 Racial discrimination F31 Children: definition; general principles; protection A41 Constitutional and legislative framework E41 Right to health - General F12 Discrimination against women E51 Right to education - General Affected persons: - children - migrants - women - minorities/ racial, ethnic, linguistic, religious or descent-based groups 124.66. Take measures to ensure that the children of undocumented migrants are provided with access to medical services (Ireland); Source of position: A/HRC/22/10/Add.1 - Para. 38 Supported G4 Migrants F31 Children: definition; general principles; protection E41 Right to health - General Affected persons: - children - migrants Theme: G5 Refugees & asylum seekers 124.64. Promote the local integration of refugees, asylum seekers, and humanitarian status holders by extending multi-cultural programmes to them (Botswana); Source of position: A/HRC/22/10/Add.1 - Para. 39 Noted G5 Refugees & asylum seekers B31 Equality & non-discrimination E7 Cultural rights A42 Institutions & policies - General Affected persons: - refugees & asylum seekers
Noted 94.50. Continue its measures concerning the fight against the de-facto discrimination faced by certain disadvantaged groups of women, especially older women, women with disabilities and migrant women (Azerbaijan); Source of position: A/HRC/23/14/Add.1 - Para. 64 Supported F12 Discrimination against women G4 Migrants F41 Persons with disabilities: definition, general principles A42 Institutions & policies - General S05 SDG 5 - gender equality and women's empowerment S10 SDG 10 - inequality Affected persons: - migrants - women - persons with disabilities - non-citizens Theme: A41 Constitutional and legislative framework 94.51. Enact specific legislation that prohibits and punishes racial discrimination (Mexico); Source of position: A/HRC/23/14/Add.1 - Para. 65, 66 Supported A41 Constitutional and legislative framework B32 Racial discrimination S10 SDG 10 - inequality Affected persons: - minorities/ racial, ethnic, linguistic, religious or descent-based groups 94.52. Consider enacting legislation prohibiting racial discrimination (Indonesia); Source of position: A/HRC/23/14/Add.1 - Para. 67 Supported A41 Constitutional and legislative framework B32 Racial discrimination S10 SDG 10 - inequality Affected persons: - minorities/ racial, ethnic, linguistic, religious or descent-based groups 94.53. Consider enacting specific legislation to prohibit racial discrimination (State of Palestine); Source of position: A/HRC/23/14/Add.1 - Para. 68 Supported A41 Constitutional and legislative framework B32 Racial discrimination S10 SDG 10 - inequality Affected persons: - minorities/ racial, ethnic, linguistic, religious or descent-based groups Theme: B31 Equality & non-discrimination 94.54. comprehensive anti-discrimination legislation with specific legislation prohibiting racial discrimination (United Kingdom of Great Britain and Northern Ireland); Source of position: A/HRC/23/14/Add.1 - Para. 69-71 B31 Equality & non-discrimination B32 Racial discrimination A41 Constitutional and legislative framework S10 SDG 10 - inequality Affected persons: - minorities/ racial, ethnic, linguistic, religious or descent-based groups Theme: B32 Racial discrimination
Rookie Teacher Induction Monthly Meetings 2011-2012 Date Topic Objectives Person Responsible August School and Classroom Culture Setting and Maintaining High Behavioral Expectations Building Character and Trust Teachers will be able to: Describe the critical attributes of UPA classroom culture and UPA’s core beliefs and philosophy of developing responsible behavior Be able to state and differentiate Lemov’s 5 Principles of Classroom Culture Script the and expectations for the five most critical routines in their classrooms Identify ways to bring the into the classroom September Setting and Maintaining High Academic Expectations Planning that Ensures Academic Achievement Structuring and Delivering Your Lessons Teachers will be able to: Identify two techniques for raising academic expectations that they will commit to implementing Develop a list of phrases to respond to “almost right” answers Script intros that make lesson engaging for students Structure I/We/You lessons
Uprising Summaries Introduction (p. 1 – 5): Yiddish– Language spoken by European Jews. Suffrage– The right to vote. It is 16 years after the Triangle Factory fire. Harriet comes to visit Mrs. Livingston. Harriet is the daughter of one of the Triangle Factory owners. Mrs. Livingston used to work at the Triangle Factory. Harriet wants Mrs. Livingston to tell her about the fire. Both Harriet and Mrs. Livingston were at the factory and survived the fire, but Harriet was too young to remember. Mrs. Livingston had two friends who did not survive the fire. Bella (p. 7 – 31): Boarders – A person who rents a room from another person. Bella arrives in NYC from Italy. She has come to get a job so she can send money back to her family in Italy who are starving. Her distant cousin, Pietro, has found her a place to live and a job. She moves in with the Luciano family and gets a job at the Triangle Factory. On her first day of work, the workers walk out on strike. Bella doesn’t understand what’s going on and she goes out with them. Pietro explains what has happened so she doesn’t lose her job. Yetta (p. 32 – 37): Socialist – A person who wants no rich or no poor people. Everyone has an equal amount. Revolutionary– A person who wants to change the type of government to another type. Yetta is a Jew Immigrant from Russia. She has been in America for two months. She lives with her sister, Rahel, and works at the Triangle Factory. She is sick of being treated like a slave and wants to strike for better working conditions. Jane (p. 38 – 43): Society – The Upper Class. A group of people that have more money and power than others. Jane is a rich, society girl. She has a chaperone and servants who look after her. On her way to meet other society girls for tea, she sees the factory girls striking. She is curious about these girls. At tea she learns about some society girls who are attending college. She is also curious about these college girls. Bella (p. 44 – 57):
International Covenant on Economic Social and Cultural Rights (ICESCR) Next report due June 2014 Convention on the Elimination of Discrimination Against Women (CEDAW) Next report due July 2014 Convention on the Rights of the (CRC) Next report due January 2018 Attachment 2: References
Summative Assessment Assessment Grades will be awarded as follows: End-of-semester examination - 65% Continuous assessment - 35% Grade Aggregate A 80% - 100% B+ 75% - 79% B 70% - 74% B- 65% - 69% C+ 60% - 64% C 55% - 59% C- 50% - 54% D 45% - 49% F 0 – 44% Passing Requirements To pass the course, the students must obtain at least 50% of the aggregate marks. Must satisfy attendance requirement as stipulated by the University Lecture Timetable Period Topic/Lecture Content Assignment/Deadlines Week 1 06/9/14 Nature of an Audit Week 2 13/9/14 Issues of Auditing Homework/Class exercise Week 3 20/9/14 The Appointed Auditor Homework/Class exercise Week 4 27/9/14 -Engagement process -Audit management Week 5 04/10/14 -Audit Programme -Audit Documentation Homework/Class exercise Week 6 11/10/13 Risk Assessment and Professional ethics Week 7 18/9/14 First IA Week 8 25/9/13 Internal Audit Homework/Class exercise Week 9 1/11/14 Internal Controls Homework/Class exercise Week 10 8/11/14 Tests of controls Week 11 15/11/14 Homework/Class exercise Week 12 22/11/14 END OF LECTURES Second IA Week 13 29/11/14 Revision week - Week 14 End of Semester exams -
C- 50% - 54% D 45% - 49% F 0 – 44% Passing Requirements To pass the course, the student must obtain at least 50% of the aggregate marks. Must satisfy attendance requirement as stipulated by the University Lecture Timetable Period Topic/Lecture Content Assignment/Deadlines Week 1 7-12/9/15 Discussion of course outline, learning contracts & lecture 1 (Assurance engagement) exercise (2 marks) Week 2 14-19/9/15 Internal Controls and Test of Controls Class exercise/Homework Week 3 21-26/9/15 Internal Controls and Test of Controls Test/Quiz 1 (4 marks) Week 4 28-3/10/15 Corroborative Substantive Procedures/Tests exercise/Homework Week 5 5-19/10/15 Corroborative Substantive Procedures/Tests Term project work to be submitted on 2-7/11/15 Week 6 12-17/10/15 Audit strategy Test/Quiz 2 (5 Week 7 19-24/10/15 Planning and Risk assessment Class exercise/Homework Week 8 26-31/10/15 Planning and Risk assessment exercise/Homework Week 9 2-7/11/15 Fraud and errors Computer Deadline for submission of term project work; presentation (5 marks) Week 10 9-14/11/15 Audit Review Test/Quiz 3 (4 marks) Week 11 16-21/11/15 Reporting Framework Class exercise/Homework Week 12 23-28/11/13 Reporting Framework - IA (15 marks) Week 13 30-5/12/15 Revision week Week 14 7-12/12/15 Semester Week 15 14-19/12/15 Semester exams Week 16 21-24/12/15 Semester ends
Core Numeracy Skills Foundation: Number: Counting Count, read, write and say numbers up to at least 20. Count forwards and backwards from any number up to 20. Connect number numerals and quantities initially up to 10 and then beyond. Subitise small collections of objects. Addition and Subtraction: Solve simple addition and subtraction problems using strategies such as Using concrete materials (e.g. counters) Number lines Drawing pictures of quantities Patterns Copy, continue and create patterns. Sort and classify familiar objects. Measurement and Geometry: Shape Sort, describe and name familiar two-dimensional shapes and objects in the environment. Location: Describe position and movement (e.g. forwards, backwards and up/down). Measurement Measure and compare; length (shorter/longer) volume (holds more/less) mass (heavier/lighter) Time; Connect days of the week to events and actions. Use time language to describe daily routine.
Below are some questions to help guide your home reading. Before During After  What clues are in the title and pictures?  Is this real or make believe? How do I know?  If the text is real, what will I learn?  What will the main character need or want?  Why do I want to read this story?  How do I picture the setting? What will happen next in the story? How do I feel about the main character? Why does the character act or feel a certain way? Does the story make sense? How will the story most likely end? How does this or text remind me of my life? How did the story make me feel? What do I like or dislike the story? What is the main part of the How have my feelings about the character changed? How are the characters feelings or actions different at the end of the story? What is the author trying to tell me?
Uleybury Partnership Student Commission for Learning 2016 Partnering with children and young people to build teacher, leader and student capacity for learning design that intellectually stretches and engages every learner Driven by: Targeted through: Evidenced through: Shared through: Uleybury Local Partnership commitment to build on UPSCL findings of 2015 UPSCL professional learning shared by students, mentor teachers and leaders two mornings per term UPSCL research teams (comprising site leader, teacher/s, student commissioners) refine professional learning into specific site based action plans that inform the UPSCL 2016 intention as above with a particular focus on: Pedagogic shift to inform the UPSCL aim Visible and doable actions for students, teachers and leaders research teams use an action research model for investigation between meetings, and to build understandings and clarity of next steps back to the wider UPSCL group twice per term All Uleybury leaders are clear about their actions and behaviours as ‘lead learners’ with this work All teachers across the Uleybury partnership redesign a task with students to build intellectual stretch and engagement for all learners All sites across the Uleybury Local Partnership establish a site-based Student Learning Community to spread the learnings from the Partnership Commission Documented professional learning conversations (eg. Performance Development structure, PLC agenda, Task design professional learning) Shared student/teacher professional learning at each site Task Audits/ moderation practices across staff/student teams Class observations including feedback from students regarding levels of intellectual stretch and engagement I used to…. Now I ……. from teachers, leaders and students Most significant change stories from students, teachers and leaders Performance Development documentation for leaders Uleybury Partnership PIP Uleybury Local Partnership Review August 2016 Partnership Portfolio 4 (Uleybury, Montague and Torrens Valley Local Partnerships) Principal Consultant and Early Years Consultant networks
Its too late for that Why me Because I know you are the best of us but you need to grow up. That’s too damn bad because I want out Why? Why do want out, because you fucked up and I called you on it? Or is it because I embarrassed you in front of your team? Connor you have been embarrassing yourself from the beginning, I want this to end I want you to realize this for yourself but if I have to nudge and do all that I can to keep you from destroying yourself and this team. They are depending on you to lead them and make the right calls. You cant be selfish anymore. You were chosen to - Cut to the outside the door is shut but everyone is huddled except mal. Both Connor and are locked in a yelling match. Exactly I was chosen by you,YOU, not me it wasn’t my god damn choice. You need to think of some one other than yourself I think you all should move
HAVE YOU CHECKED LATELY? Make sure littleSTEPS® Orthotics or littleSTEPS® Gait Plates are the right size. They play an important role in Balance, Gait, Posture, and Comfort. Here’s a quick way to see if it’s time for the next size: Make an appointment now to get the right size littleSTEPS® Orthotics or littleSTEPS® Gait Plates Come in by (date) and get a 10% discount off the next size. Make sure your kids are wearing the size! BUSINESS NAME/LOGO, ADDRESS, WEBSITE CALL (PHONE NUMBER)
Abstract When you list the mission-critical systems in a data center, electric power is at the top of the list. One of the largest banks in Mexico ensured the reliability of its power systems with a comprehensive service contract from ABB. Contact Luis Cruz luis.cruz@mx.abb.com
Trees, particularly River Red Gums, may fall or drop limbs at any time. Avoid camping, parking or picnicking beneath them. SOUTH Burrowye Bend Gadds Bend Jingellic Jingellic Bend Neils Bend NEW C546 Walwa WALES Clarke Lagoon Wildlife Reserve W Lake C546 Flaggy Gorge The Kurrajongs Bullock Flat Pine Mountain C546 Hume I C542 Wises Creek Flora Reserve ferry State Mt. Lawson (1041m) Koetong Burrowa Pine Mountain National Park Mt. Burrowa (1300m) Tintaldra Lighthouse Albury Bellbridge Bethanga Area Talgarno Smelting Mount Granya State Park Granya Cotton Tree Creek Park The Spa Hinces Creek Crossing Wodonga Hume Weir Bonegilla Works Bethanga Jarvis Creek Regional Park Powder Magazine Conic Range Mountain Creek Pheasant Flora Ross Bluff Mount Mittamatite Regional Park Towong B400 Lake The Mt Granya (870m) C546 B400 Koetong Education Area Shelley Gum Camp Bluff Creek Mt Mittamatite (1003m) Lookout B400 C531 Hume B400 Victoria office) C543 Avondale Corryong Indi Bridge Reserve Murray Parks and Highway Major road Minor or unsealed road Vehicle track (4WD) track or reserve body Camping Picnic area Fireplace Toilets Walking tracks Lookout Information Pigs Point Streamside Reserve Tallangatta Valley Wabba Park N 0 2 4 K I L O M E T R E S MELBOURNE Cartography by Charles Walsh Nature Tourism Services 09/11
Comments I recommend ______________________________to the Upward Bound Program (Student’s Name) [ ] With reservation [ ] Somewhat [ ] Highly Signature: _____________________________________ Date:_____________________ Continued on Following Page) TEACHER RECOMMENDATIONS Circle the appropriate answer(s) for each category: Sense of Responsibility Always Usually Sometimes Rarely No Basis for Evaluation Consideration of Others Usually Thoughtful Usually Unkind No Basis for Evaluation Social Interaction with Peers Healthy Some Problems Frequent Problems Relates Poorly No Basis for Evaluation Leadership Ability Excellent Good Average Poor No Basis for Evaluation Emotional Maturity Very Mature Average Somewhat Mature Not Very Mature No Basis for Evaluation Self-Confidence Healthy Needs Some Support Seems Overly Confident Poor No Basis for Evaluation
____________________________________________________________________________ Comments I recommend ______________________________to the Upward Bound Program (Student’s Name) [ ] With reservation [ ] Somewhat [ ] Highly Signature: _____________________________________ Date:_____________________ TEACHER RECOMMENDATIONS Circle the appropriate answer(s) for each category: Sense of Responsibility Always Usually Sometimes Rarely No Basis for Evaluation Consideration of Others Usually Thoughtful Usually Unkind No Basis for Evaluation Social Interaction with Peers Healthy Some Problems Frequent Problems Relates Poorly No Basis for Evaluation Leadership Ability Excellent Good Average Poor No Basis for Evaluation Emotional Maturity Very Mature Average Somewhat Mature Not Very Mature No Basis for Evaluation Self-Confidence Healthy Needs Some Support Overly Confident Poor No for Evaluation
The actions can be categorized under the following broad heads: Policy-level actions Address all policy and regulatory uncertainties Enable easy access to inputs and raw materials Integrate sustainability as a key component of the leather sector ‘package’ (DIPP, Ministry of Commerce) Strengthen and modernize pollution mitigation infrastructure Explore PPPs for O&M of CETP and its network Availability of necessary support from the State government especially in terms of healthcare support and grievance redress Technology specific actions Make clean technology options (e.g. water-less chrome tanning and ZLD) accessible, especially for SMEs Capacity building of small tanneries on low-cost solutions, judicious use of chemicals and alternatives (e.g., enzymes), leveraging the Zero-Effect Zero-Defect (ZED) programme Industry-led actions Discussions around development of industry-led benchmarks/standards (market-based incentives) Enforcement of ‘Code of Conduct’ by Industry Association for members (small and large) Trust-building and greater cooperation between SPCB and Industry Associations
It is important to consider multiple channels for communication. ‘Change by Email’ is rarely effective. Communication channels include: meetings; newsletters; project briefs; emails; teleconferences; video link; one-on-one; etc. Consider the channel that will be most useful for the audience and the message you are trying to convey. We now have a better understanding of our stakeholders, the key messages we want to communicate, and the channels of communication available to us. We can now develop our Communication Plan. Communication Plan Example Below is an example of putting it all together into a Communication Plan for our teaching methodology change initiative scenario. Key Message Stakeholder Communication Channel When Responsibility Status The new methodology has an evidence base that supports it as superior teaching practice Head of School Paper that provides the evidence based research that supports the new initiative Progress reports Email followed by face to face Email End of June Monthly Mary and John Mary and John Completed Not yet commenced Academic Staff Presentation to staff demonstrating the new technology and progress Staff meeting End of July then monthly Mary On-track ITS Discussion on the technical requirements for the new innovation Implementation steering committee progress reports Meeting Meeting papers End of July Fortnightly John Mary and John All academic staff will receive professional development in the new methodology Academic staff Training plan with and times Email End of August John On-track TEDI Training requirements Meeting End of July Mary On-track A Communication Plan template is attached for your use