zilongwang/ReadingBank huggingface dataset:
Teamwork Visionary Leadership To Increase family and community support for student learning and citizenship development Criteria for SMART Goals CRITERIA FOR GOALS Clearly SMART Goal is designed with clarity and a stretch toward high expectations of staff and students Sincere Commitment Goal is designed with a sincere commitment but lacks clarity in the message Weak Construction Goal is weak or and constructed with suggested intent that lacks clarity S. Specific The outcome is clear; intensity of focus is on students is clearly to improve service/learning for students; the outcome is definite Language in the goal could be more simplistic so that focus is clear Ambiguity about who the focus is on; Uncertain as what the focus is or who will be impacted M. Measurable Measurable with an assessment process or tool; You can count it or see it The components used to measure the goal are clearly stated or the outcome can be seen when completed. Measurement/assessment process could be subjective; Concrete evidence Little or no indication of what should be counted or viewed when the goal is complete A. Achievable Do you, as a counselor, have the necessary experience/training to achieve it? Does your school have the resources and team members needed? Using resources and staff with counselor expertise goal is attainable Heartfelt desire is apparent but additional resources or training may be needed to meet goal; may need to review steps needed before this goal can be attained Goal is set too high/low or is unrealistic for said purpose; not obtainable for this particular counselor at this particular school R. Results-oriented Aligned with district and school Student centered and aligned with overall school/district goals and objectives Gives some indication of school mission but lacks clear end result Are not connected to school or district goals; serve no purpose to the overall school mission T. Timed A specific date has been set by which to achieve the Dates create a finite amount of time for the goal to be obtained; Increments are exact The goal has a span of time which may imply some periodic No specific time or time is mentioned vaguely
state recommendation) 5f. A minimum of two achievements and a clear description of the relationship between the school counseling program and the achievement 5g. The required chart for delivery system, percentage of time spent, and major achievement Category 6: Community Partnerships/Resources Ask yourself, “How do our community partnerships/resources impact student success?” Preparing this Section A school counseling program coordinates a variety of resources and collaborates with many community partners and/or resources. This section asks you to explain how you involve business, industry, civic and social service organizations and/or community partners to enhance your counseling program. Include the following: A list of the community partners/resources used in your program An explanation of how these partnerships/resources are used Statement explaining how your community partnerships/resources have impacted the success of your students Examples: Academic Partners in Education companies serve as mentors and/or tutors for students Career XYZ Organization provides speakers for Career Day Personal/Social ABC Church donates coats for students Resources for this section: ASCA National Model Application: The ASCA National Model: A Framework for School Counseling Programs, Second Edition, System Support (p. 43) Texas State Model Application: A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public Schools, A Guide for Program Development, Pre-K–12th Grade, Fourth Edition (pp. 31, 126) Category 6: Community Partnerships/Resources The Community Partnerships/Resources section must include the following items: Yes No 6a. A lead paragraph on the importance of partnerships 6b. A minimum of two (2) community partnerships/resources listed for the Academic Domain 6c. A minimum of two (2) community partnerships/resources listed for the Career Domain
The professional school counselor uses the district’s comprehensive guidance and counseling program. Provide evidence of use of the district comprehensive guidance and counseling program. Including: Philosophy, definition of guidance and counseling Facilities, council, resources, budget, and staffing patterns Guidance curriculum aligned to state grade level expectations Use of evaluation procedures to evaluate and enhance a comprehensive guidance and counseling program Principles of individual and group measurement and assessment, along with definition of counselor’s role in the assessment process Incorporation of social and cultural diversity learning and development systems to interact with all families and students. Initial Evaluation Coun Eval Final Evaluation Coun Eval Element 3. Career Development and Planning (Indicator 1.6 and 2.2e) The professional school counselor demonstrates knowledge and understanding of career development and planning processes across the life span and assists all students in their career awareness, exploration, decision‐making, and planning. Provide evidence of career development and planning processes. Initial Evaluation Percentage of time implementing, developing, and delivering Career Development and Planning (Indicator 2.2e): Coun Eval Final Evaluation Coun Eval Element 4. Individual Student Planning (Indicator 2.2b)
How does this year compare with 2017? What measures has the LA put in place to respond to rough sleeping? What impact have they had? Details: Were there any non-Local Authority funded services, such as night shelters, open during the count? How many people were housed by services not funded by the Local Authority? Yes / No / Not sure delete as appropriate Details: Based on your conversations and observation, what would make a difference to reduce or end rough sleeping in this area? Details: EU countries: Austria Belgium Bulgaria Croatia Republic of Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Poland Portugal Romania Slovakia Slovenia Sweden UK
The last item of business was the chamber of commerce report. The chamber hosted a successful golf tournament in September in which the profits will help the chamber scholarship fund. The chamber is also gearing up for the Christmas parade on Thursday, November 30th. A motion to adjourn into executive session was made by Joyce Johnson and 2nd by Richard Snuggs. The motion passed 6-0. Hartwick- Mayor Kyle McKinney- Recorder Treasurer
campus with additional space for community groups. -more- Council Meeting Summary – October 2018 (cont.) Our Economy Planning decisions Council approved a planning permit application for use and development on a dwelling located in a farming zone on Donkey Gully Road in Campbells Creek subject to conditions. Planning scheme amendment C082 Council adopted an amendment to the local planning scheme (C082) to provide better flood protection in Castlemaine, Campbells Creek and Chewton. The proposed amendment incorporates new flood mapping boundaries and planning overlays in flood prone areas, based on updated modelling by the North Central Catchment Management Authority. Council will now send the amendment to the Minister for Planning for approval as one of the 10 recommendations in the Castlemaine, Campbells Creek and Chewton Flood Management Plan. Contract awarded for fuel and vehicle care products Council awarded a panel contract for the purchase of bulk, fuel card services, and vehicle oils and lubricants conducted by a National Procurement Network for a period of three years, with the option to extend the contract for another two years. Other matters raised Items raised during public question time included support for the proposed lease at Etty Street and adoption of the Urban Waterways Management Plan on the agenda. There was also support for a petition with 400 signatures presented to Council seeking a toilet block and improvements to improve the visitor experience at Newstead Memorial Park. Council will receive a report on the matter at the next meeting. Managers at the Castlemaine Facility raised their concerns about misinformation in the media regarding compaction rates at the landfill, and highlighted efforts to manage the facility as efficiently as possible despite challenges such as poor infrastructure. Council also received a request for additional support for the 2019 Castlemaine Gift which is expected to attract more than 600 visitors to the town. Council meeting minutes The minutes of the meeting are available by of business on the Friday after the meeting via .
Introducing the opposing viewpoints in the introductions can be very effective. However, you must also deal with them after the presentation of the thesis. In other words, they would go after all of the main points that support the thesis, but before the conclusion. Do not confuse your thesis statement by including opposing viewpoints within the thesis statement itself. This will not only contradict your own but it will confuse the reader. Here are two outlines showing the best placement choices for in a literary argument essay. The first is when Counter-Argument is used within a Body Paragraph… Sentence Evidentiary point #1 Reason/Support Reason/Support Evidentiary point #2 Opposing View Counter-Argument Concluding Sentence The second is when Counter-Argument is used as its own body paragraph: Establish the need for dealing with Counter-Argument as it may work against your thesis. Opposing viewpoint #1 Counter-Argument Opposing Viewpoint #2 Counter-Argument Concluding Sentence How should the counter-argument be introduced? It’s important to use clear signals to alert the reader that the paper is about to express a view different from (typically, the opposite of) the thesis. Since the purpose of the whole paper, including the counter-argument, is to support the thesis, these signals are crucial. Without them the paper appears incoherent and contradictory.
The following questions refer to “Eve of Destruction” by Barry McGuire.  What is the phrase “You’re old enough to kill, but not for voting” referencing?  What is the significance of Selma, Alabama?  What is the “four days in space”?  List some contradictions mentioned in the song.  What does the song have to say the Cold War?  According to the lyrics, what is necessary for integration? The following questions refer to “The Dawn of Correction” by The Spokesmen  Is this a pro-war or anti-war song? What elements or phrases in the song prove your point?  This song is a reply to another famous Vietnam-era song, “Eve of Destruction.” How do the lyrics of “The Dawn of Correction” argue against the theme of “Eve of Destruction”?
 What racially-charged 1965 incident fits the description of “cities ablaze in the summer time”?  Briefly explain what you think is suggested by the following lyrics. “Aggravation, humiliation, obligation to the nation.” “Fear in the air.” “And the band played on.”  Does “Ball of Confusion” indict only America or all mankind?  What other protest song is mentioned in “Ball of Confusion”? The following questions refer to “Ohio” by Crosby, Stills, Nash & Young.  What specific action precipitated the Kent State incident?  Why “tin soldiers” instead of simply “soldiers”?
M8. (a) (gills have) lamellae on filaments; lots of both; 2 (b) (i) all 3 go up; Accept converse 1 (ii) more oxygen can be supplied; for more respiration; Accept answer relating to CO2 2 [5] M9. (a) 1. Large surface area provided by lamellae / filaments increases diffusion / makes diffusion efficient;; Q Candidates are required to to lamellae or filaments. Do not penalise for confusion between two 2. Thin epithelium / distance between water and blood; 3. and blood flow in opposite directions / countercurrent; 4. (Point 4) maintains concentration gradient (along gill) / equilibrium not reached / as water always next to blood with lower concentration of oxygen; 5. Circulation replaces blood saturated with oxygen; 6. Ventilation replaces (as oxygen removed); 6 (b) Mixing of air and water (at surface); Air has higher concentration of oxygen than water; Diffusion into water; Plants / seaweeds near surface / in Produce oxygen by photosynthesis; 2 max (c) Not much oxygen near sea bed; Toadfish haemoglobin (nearly) saturated / loads readily at / has higher affinity for oxygen at low partial pressure (of oxygen); 2
COUNTERPARTY INFORMATION Aviz Risc nr. 199/....2015 Counterparty: .A...R...srl SPM number: ATR7449 Group: #grup : 06716 de adaugat Final approval level: Centrala PCRU: BHFM/BAN/ROM Date of the request: 22.05.2015 External credit rating: - If urgent, dead-line requested: 01.07.2015 Other info: Id iBank... DCCIT (Yes/No): No Name Date Signature Local Risk analyst ...Sandu *rulaj justificat prin incasari cash, specfic activitatii; Cf CRC A...R...: risc global: 285 KRON, SD de tip A, clasificare BNR: Standard, fara incidente CIP; Risk analyst comments : COMMENTS ON THE ANALYSIS PROVIDED WITH THE CREDIT APPLICATION Autorizari (KRON/KEUR, 1 EUR=4,3497 RON):
Counterpoint School Policies Early Birds: Counterpoint School provides care Monday through Friday from 6:30 - 9:00 a.m. in our Early Bird’s classroom. Children can bring breakfast if they wish and join their friends in imaginative center play before our Academic Focus each day. Academic Focus: At 9:00 a.m. each morning our highly qualified teachers begin their academic portion of the day using a culturally based program that emphasizes a love for learning through music, art, dance, natural sciences, language arts, and creative movement. All programs are individualized and tailored to fit the needs of every child in accordance with Americans with Disability Act (ADA). Mealtimes: Our classrooms have a morning and an afternoon snack. We ask that children bring their own snack from home in order to respect any food allergies or dietary restrictions our families may have. Counterpoint holds a lunch time each day for half of a hour. Children bring a lunch from home. Refrigeration is available and microwaves are present in each classroom. Parents are welcome to call ahead to join their child for lunch. A $5.00 fee will be charged to your account for providing snacks and a $15.00 fee will be charged for providing lunch if parents forget to provide these items for their children. Parents must provide their children with their own utensils. Quiet Time: Our Pre-K classrooms rest from 12:30-1:30 p.m. Our younger classrooms, Sprouts and Pre-School, rest each day from 12:30-2:30 p.m. Each child is asked to rest on their nap cot and is welcome to bring a blanket, pillow, and soft toy from home to make them feel more comfortable. Please keep in mind that we “quiet” Counterpoint down between the hours of 12:30-3:15 p.m. for rest time. We ask that you respect this time of the day by picking up your child after 3:15 p.m. or before 12:30 p.m. If you do need to pick up your child please call ahead so we can have your child ready for pick-up and do not unnecessarily disturb other children in their classroom. Stay-N-Play: After Quiet Time each day our teachers use the afternoon portion of their day to allow the children time for exploration as well as any tutoring that may be needed.
Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 & Blueberry Crumble £2.90 & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 Apple & Blueberry Crumble £2.90 & Blueberry Crumble £2.90
Counter Reformation Note Guide Thesis - The Catholic Counter Reformation ended with several wars during the late 16th century, which ultimately concluded with the tentative peace created by the Edict of Nantes stabilizing the relationship between the Catholics and the Protestants. Definition of Catholic (Counter) Reformation Context for thesis – Ignatius of Loyola Context for thesis – Jesuit’s 3 Main Activities Context for thesis – Differences between Cardinal Contarini & Cardinal Caraffa Context for thesis – The last straw, Council of Trent In your opinion is there anything missing from this context? (In other words, what else would you want to know?)
PubYrTo Mutually exclusive to PubYr and used in combination with PubYrFrom Allow the publication dates to be expressed as a range of years Note if PubYrTo is included with no PubYrFrom, then the assumption is that node includes all activity for content with that year of publication or before (beginning of time). N/A (this is a new element) name="PubYrTo" type="xs:gYear" Changes to COUNTER Elements Schema (COUNTERElement4_0.xsd) The COUNTER Elements schema provides the enumerated list of many of the elements in the COUNTER schema that have controlled vocabularies. The changes to the COUNTER Elements Schema relate to the addition of elements. Element Change COUNTER3_0 values COUNTER4_0 values ItemIdentifier “Type” None Online_ISSN Print_ISSN EISSN ISSN ISBN Online_ISBN Print_ISBN DOI Proprietary Online_ISSN Print_ISSN EISSN ISSN ISBN Online_ISBN Print_ISBN DOI Proprietary DataType Added new data types Journal Database Platform Book Journal Database Platform Book Collection Multimedia Article Item Category Removed “Turnaways” and added “Access_denied” Requests Searches Sessions Turnaways Requests Searches Access_denied MetricType several new metric types. Converted Toc to be lowercase for consistency. Removed metric types: count; session_reg; and, session_fed. ft_pdf ft_html ft_total Toc abstract reference data_set image ft_ps ft_ps_mobile ft_pdf ft_pdf_mobile ft_html ft_html_mobile ft_epub ft_total sectioned_html toc abstract
and to send the old police car currently at the shop to the High School. The motion was seconded by Councilmember Bradfield. The vote to approve the motion was unanimous. Street Department – Street Supervisor, Alan Holcomb, was not in attendance and there was nothing to report. City Attorney - David Mecklin, reported the following: Easement Document – Attorney Mecklin prepared an easement document for Colton Caldwell’s new office porch extending onto the City sidewalk. Councilmember Bradfield made a motion for Mayor Rogers to sign the easement document, seconded by Councilmember Almond. The vote to approve the motion was unanimous. Zoning – The Zoning notice for mixed residential/commercial housing in Downtown Franklin will be advertised so a vote can take place at the next council meeting. Riverwalk Mobile Park Update – Attorney Mecklin has filed suit with the owner and posted a notice on legal records so that any potential buyers may be aware of the pending legal situation of this property. UNFINISHED BUSINESS: NONE NEW BUSINESS: Qualifying Dates – Councilmember Almond made a motion to set qualifying dates for August 21st to the 25th during city hall regular business hours, seconded by Councilmember Hayes. The vote to approve the motion was unanimous. PUBLIC COMMENTS: NONE EXECUTIVE SESSION: Councilmember made a motion to enter into executive session regarding city personnel issues, seconded by Councilmember Putzek. The vote to approve the motion was unanimous. Councilmember Hayes made a motion to enter back into regular session, seconded by Councilmember Bradfield. The vote to approve the motion was unanimous. Mayor Rogers stated that no action was taken during executive session. COUNCIL COMMENTS: NONE MAYOR COMMENTS: NONE ADJOURN: There was no further business to conduct and Councilmember Almond made a motion, seconded by Councilmember Bradfield, to adjourn. The vote was unanimous. ____________________________ Joel Rogers, Mayor Members Present: Clerks Present: Cynthia Putzek, Post #1 Willie Almond, Jr., Post #2 Kevin Hayes, Post #3 Sara Alane Bradfield #4
1. 4 0 2. 0 2 3. 0 1 4. 5 6 5. 3 0 6. 2 3 Name: _________________________________________________ Counting and Cardinality- Numbers 0-6- Zero Look at the number in the box. Color in the same number of cubes.
1. 8 7 6 2. 6 7 8 3. 6 7 8 4. 8 7 6 5. 6 7 8 6. 8 7 6 Name: _________________________________________________ Counting and Cardinality- Numbers 6-10 Count how many. Circle and trace the correct number.
Counting and Cardinality- Number Writing- 0-1 Name: _____________ ____________________________________
Counting and Cardinality- Number Writing- 6-7 Name: _____________ ____________________________________
Role Required Tasks: Key tasks of the Role Key Activities Expected Outputs and measures Provide quality counting service Provide a point for all intersection, static point and doorknock supervisors to drop off donations for counting and banking and bag all donations as per the banking process Prepare donation paper work for banking process Present an image and behaviour appropriate to the RSA Exhibit professional image of The Salvation Army If a Salvationist, wear your uniform with a name badge. This will help the public to easily identify Accurate information provided to donors Maintain a safe and healthy environment Monitor and rectify any health and safety concerns within the counting house. Escalate issues that cannot be attended to the static point supervisor Report any potential health and safety concerns to counting house supervisor Complete hazard / incident and accident form when required Appropriate paperwork (incident report) and medical certificates may also be required Maintain RSA donations and Donor personal details RSA donations are appropriately maintained Donor personal details are handled as per privacy guidelines RSA donations are balance at the end of the counting house shift Privacy of client information and personal details are maintained at all times No receipt issued for credit card donations. These will be issued from our processing centre Return all Salvation Army supplies, to your counting house supervisor Qualifications and experience requirements for the Role Understanding of banking and or accounting preferred Mandatory requirements of the Role Complete volunteer registration form and signing volunteer agreement form Print Name: Date: Volunteer’s Signature:
Overview of language and examples used in the teaching, learning and assessing program A summary of the language mostly pertaining to this substrand as used in the following teaching, learning and assessing program. Text in context Language Oral Texts Visual Texts and Symbols Text Knowledge Grammar Knowledge Word Knowledge Spoken Texts Visuals in Multimodal texts Number lines to 20 class display to show large numbers in order. Symbolism Symbols to represent numerals Semiotics Intertextual representations of oral and visual patterns eg symbols can represent quantities Written Record reflections in their maths journal. Anecdotes Text organisers / connectives Foregrounds the repeating unit, eg Every second numeral Circumstances of -time: then, next, -place: after, before Reference items It, this Simple sentence This numeral is a label Compound sentence This is a phone number and it is a label. Complex sentence This numeral is a label that doesn’t represent a quantity. Print Conventions use of comma in numerals, directionality Processes Relational (is, am, are) action (count, write, draw, order) mental (think, reflect,) Tense Simple present and past tense Multi-word verb groups Subject Verb Agreement eg It goes, There are Topic Vocabulary count back, count forward, amount, numerals, base 10, quantify, label, culture, symbols, digit, alphabet, numerals, numbers, formation, quantities, zero, roles, amount, infinite, hundreds, thousands, billions, trillions
I can name numbers forwards and backwards. I know what a numeral, and number is. I can read numerals. I can recognise the numerals to 20 or 100 Student Comment: Teacher Comment: Student Name Can name numbers forwards from any given numbers within Can name numbers backwards from any given numbers within Can match numbers, numerals, and amounts Can order the numerals Can use the terms; numerals, numbers and digits in context Can distinguish between quantifying and labelling Can use ‘illion’ pattern when reading larger numbers
diagram, as shown, or using permutations and the Fundamental Counting Principle.) 5. a) b) At least two girls means two, three, or four girls: committees c) If Jim and Nanci must be on the committee, there are nine people left for the remaining two positions: committees d) More boys than means three or four boys: committees 6. a) (n – 2) (n – 3) = 30 n2 – 5n + 6 = 30 n2 – 5n – 24 = 0 (n – 8) (n + 3) = 0 n = 8 or n = –3 n = –3 is extraneous n = 8 b) n = 8, n ≥ 4 nP4 = 60(nC2), so n ≥ 4 and n ≥ 2, so n ≥ 4 7. If you place the T and K as required, this can happen only one way for each position. The remaining seven letters can then be arranged in between, keeping in mind that there are repeated letters: two A’s, two S’s, and two O’s:
COUNTING & SEQUENCE FOR AUSVELS CURRICULUM/ STEPPING STONES AusVELS Level and related Growth Point Stepping Stones Modules linked to AusVELS content descriptions Mathedology Big Books Slate Resources Level 3 Investigate the conditions required for a number to be odd or even and identify odd and even numbers Lesson 1.1 Flare Number board Number
Part 1: The Neutral Atom Complete the missing information in the below. Atomic Number (Z) Mass Number (A) # of protons (p+) # of neutrons (n0) # of electrons (e-) Charge Atomic Symbol Name of Element 11 12 0 4 5 40 20 32 16 39 19 1 55 25 Part 2: Ions Complete the missing information in the table below. Atomic Number (Z) Mass Number (A) # of protons (p+) # of neutrons (n0) # of electrons (e-) Charge Atomic Symbol Name of Element 12 1+ 15 3- 11 5 2 12 +2 127 53 54 Part 3: Isotopes Complete the missing information in the table below. Atomic Number (Z) Mass Number (A) # of protons (p+) # of neutrons (n0) # of electrons (e-) Charge Atomic Symbol Name of Element 3 6 0 Lithium-9 10 21 35 Nickel-63 235 92
150 82 122 12 Sodium-23 26 Sodium-26 20 16 Sulfur Part 4: Neutral Atoms, Ions, & Isotopes Complete the missing information in the table below. Atomic Number (Z) Mass Number (A) # of protons (p+) # of neutrons (n0) # of electrons (e-) Charge Atomic Symbol Name of Element 12 10 Magnesium 9 -1 3- 41 Calcium-41 16 15 Atomic Number (Z) Mass Number (A) # of protons (p+) # of neutrons (n0) # of electrons (e-) Charge Atomic Symbol Name of Element -2 Oxygen 19 18 18 0 10 5 1 2 3+ 29 Silicon-29 6 6 Carbon 63 29 Describe the following in your own words: Neutral Atom:
Punishment of Crimes against Internationally Protected Persons, including Diplomatic Agents Persons) Regulations 2009 Single Convention on Narcotic Drugs, 1961, and Protocol to that Convention Extradition (Narcotic Drugs) Regulations 2009 Optional Protocol to the Convention on the Rights of the Child on the Sale of Children, Child Prostitution and Child Pornography Extradition (Optional Protocol to the Convention on the Rights of the Child on the Sale of Children, Child Prostitution and Child Pornography) Regulations 2006 Convention on the Physical Protection of Nuclear Material Extradition (Physical Protection of Nuclear Material) Regulations 1988 Regional Cooperation Extradition (Piracy against
Agreement on Combating Piracy and Armed Robbery against Ships in Asia Ships in Asia) Regulations 2013 Convention on the Safety of United Nations and Associated Personnel Extradition (Safety of United Nations and Associated Personnel) Regulations 2000 Convention for the Suppression of Unlawful Acts against the Safety of Maritime Navigation Protocol for the Suppression of Unlawful Acts against the Safety of Fixed Platforms Located on the Continental Shelf Extradition (Ships and Fixed Platforms) Regulations 2009 International Convention for the Suppression of Extradition (Suppression of the Financing of Terrorism)
the Financing of Terrorism Regulations 2006 International Convention for the Suppression of Terrorist Bombings Extradition (Suppression of Terrorist Bombings) Regulations 2002 Convention against Torture and Cruel, Inhumane or Degrading Treatment or Punishment Extradition (Torture) Regulations 2009 United Nations Convention against Illicit Traffic in Narcotic Drugs and Psychotropic Substances Extradition (Traffic in Narcotic Drugs and Psychotropic Substances) Regulations 2009 United Nations Convention against Transnational Organised Crime Protocol against the Smuggling of Migrants by Land, sea and Air, Extradition (Transnational Organised Regulations 2004
COUNTRIES WITH BREED SPECIFIC LAWS Argentina Australia Austria Belarus Belgium Bermuda Brazil Canada China Columbia Croatia Cyprus Denmark Ecuador England France Germany Gibraltar Guyana Honduras Ireland Israel Japan Latvia Liechtenstein Malaysia Malta New Zealand Northern Ireland Norway Poland Portugal Puerto Rico Romania Argentine Australie Autriche Bélarus Belgique Bermudes Brésil Canada Chine Columbie Croatie Chypre Danemark Équateur Angleterre France Allemagne Gibraltar Guyane Honduras Irlande Israël Lettonie Liechtenstein Malaisie Malte Nouvelle-Zélande Irlande du Nord Norvège Pologne Portugal Porto Rico Roumanie
Russia Scotland Singapore South Korea Spain St. Kitts and Nevis Switzerland Thailand Turkey Turks & Caicos Islands Ukraine United Arab Emirates United States Venezuela Wales Russie Écosse Singapour Corée du Sud Espagne St-Kitts-et-Nevis Suisse Thaïlande Turquie Îles Turks et Caicos Ukraine Émirats Arabes Unis États-Unis Venezuela Pays de Galles
Nippon-jin desu Kankoku desu Roshia-jin desu Suweeden-jin desu Supein-jin desu Chuugoku desu Toruko desu Doitsu-jin desu Nyuu jiirando desu Furansu-jin desu I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ I am ____________________________ French Spanish Korea American Russian Indian Egypt Ireland China Australia New Zealand Japanese Greece Denmark German Italian English Iceland Norwegian Hungarian Turkey Swedish Holland/Netherlands Israel Canadian Finnish
AFGHANISTAN SECURITY FORCES FUND (ASFF) Fy12 – MILSTRIP/FMS: H5, ISO: H5, H5Q Version 42 (11/22/2011): AFGHANISTAN SECURITY FORCES FUND (ASFF) CONTRIBUTIONS added – MILSTRIP/FMS: C5, ISO: C5, C5Q Version 41 (11/4/2011): SECTION 1206 GLOBAL TRAIN AND EQUIP PROGRAMS FOR FY 12 added – MILSTRIP/FMS: H4, ISO: H4, H4Q Version 40 (9/6/2011): PALAU - added MILSTRIP: PS Dropped the “Trust Territory of the Pacific Islands” (this was where MILSTRIP PS was incorrectly used) Version 39 (8/09/2011): SOUTH SUDAN - added ISO: SS, SSD Version 38 (5/23/2011): VIETNAM – Change MILSTRIP/FMS code from VS to VM IRAQ SECURITY FORCES FUND FY 2011 added – MILSTRIP/FMS: H3, ISO: H3, H3Q Version 37 (5/2/2011): PRESIDENTIAL DRAWDOWNS title change only (from Afghanistan Drawdown Authority) – MILSTRIP/FMS: S9, ISO: S9, S9Q Version 36 (12/16/2010): AFGHANISTAN SECURITY FORCES FUND (ASFF) FY 2011 added – MILSTRIP/FMS: G6, ISO: G6, G6Q PAKISTAN COUNTERINSURGENCY CAPABLITY FUND (PCCF) FY 2011 – MILSTRIP/FMS: G9, ISO: G9, G9Q GLOBAL TRAIN AND EQUIP PROGRAMS (SECTION 1206) FY 2011 added – MILSTRIP/FMS: H2, ISO: H2, H2Q Version 35 (9/14/2010): AFGHANISTAN SECURITY FORCES FUND, DEFENSE AUTH ACT FY 2010– Environment and Related Agencies Appropriations Act, 2010 (Public Law 111.88) extended – MILSTRIP/FMS: G5, ISO: G5, G5Q IRAQ SECURITY FORCES FUND FY 2010 added – MILSTRIP/FMS: G8, ISO: G8, G8Q Version 34 (5/27/2010): ECONONIC COMMUNITY OF CENTRAL AFRICAN STATES added – MILSTRIP/FMS: C3, ISO: C3, C3Q
“COUNTRY MANAGER” MKP SYSTEM ENGINEERING is searching a COUNTRY MANAGER for the largest consultancy company for cost optimisation, purchase process improvement and supply chain management services. The ideal candidates is a top C-level executive with large experience in corporate management, seeking to take her/his professional career to the next level and develop their own business as COUNTRY MANAGER/franchisees/partner within a global consulting organisation. We are looking for: An entrepreneurial spirit and a passionate professional, to build a successful business of your own; A willingness to learn and follow a proven business system; Ambition and self-motivation; Personal integrity; Background in sales and business development; proven communication and relationship management skills, to become a trusted advisor for top business leaders; Project management of complex consulting projects; advanced analytical and project management skills; great skills in managing numbers and analytical tools; Cost category top experts; background in specific categories - such as Banking, Insurance, Energy and Gas, Freight and Logistics, processes and operations improvement; Good interpersonal skills and an enjoyment of meeting people. The ROLE of the Country Manager: Leader; Developer; Trainer; Marketer; Systems Developer; Controller. Should you be interested in this excellent opportunity and have the right profile for this high level executive position, please apply by sending your resume. For additional information you may also contact Andreea Pröll by email: andreea.proell@mkpsystemengineering.com.
Type the security word as it is seen on screen. on the Submit report button. Example of a 1 Way report by Country of Birth (Settlement), filtered by Country of Birth (regions), for arrival dates between 1 January 2009 to 1 January 2012
SOOP Report for 2017 Country = a. Programme description: Line Agency Sampling programme and target mode (if applicable) XBT/XCTD/CTD/pCO2 No. of Ship Riders b. Data management Agency No. of BUFR messages on the GTS in 2017 Location of delayed-mode data
COUNTRY CONTACT PERSON EMAIL TEL NUMBER 2016 WPC World Championships 7-13 November Crowne Plaza, 4728 Crowne Ave, Baton Rouge, Louisiana COMPETITOR’S NAME POWERLIFTING (PL) BENCH (BP) DEADLIFT (DL) MULTI PLY (MP) SINGLE PLY (SP) CLASSIC RAW (CR) RAW (R) WEIGHT CLASS DOB + AGE Open Teen Junior Master FEE FEE COMPETITOR’S NAME POWERLIFTING (PL) BENCH (BP) MULTI PLY (MP) SINGLE PLY (SP) CLASSIC RAW (CR) WEIGHT DOB + AGE Open Teen FEE
EU-28 Austria Belgium Bulgaria Croatia Cyprus Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta (Malta and Gozo) Netherlands Poland Portugal Romania Slovak Republic Slovenia Spain Sweden United Kingdom OPEC (Organization of the Petroleum Exporting Countries) Algeria Angola Ecuador Iran Iraq Kuwait Libya Nigeria Qatar Saudi Arabia United Arab Emirates Venezuela LATIN AMERICA Anguilla Antigua Argentina Aruba Bahamas, the Barbados Belize Bermuda Bolivia British Virgin Islands Brazil Cayman Islands Colombia Costa Rica Cuba Dominica Dominican Republic Ecuador El Salvador Falkland Islands French Guiana Grenada Guadeloupe Guatemala Guyana Haiti Honduras Jamaica Martinque Mexico Montserrat Netherlands Antilles Nicaragua Panama Paraguay Peru St. St. Lucia St. Pierre and Miquelon St. Vincent and the Suriname Trinidad and Tobago and Caicos Islands Uruguay Venezuela ASIA Afghanistan Bangladesh Bhutan Brunei Burma Cambodia
Hong Kong India Indonesia Korea, Republic of North Laos Malaysia Maldive Islands Mongolia Nepal Pakistan Philippines Singapore Sri Lanka Taiwan Thailand Vietnam SUB-SAHARAN AFRICA Angola Benin Botswana Burkina Faso Burundi Cameroon Cape Verde Central African Republic Chad Comoros Democratic Rep of the Congo Republic of the Congo Côte d'Ivoire Djibouti Equatorial Guinea Eritrea Ethiopia Ethiopia (contains Eritrea ) Gabon The Gambia Guinea Guinea-Bissau Lesotho Liberia Madagascar Malawi Mali Mauritania Mauritius Mozambique Namibia Niger Nigeria Rwanda Sao Tome and Principe Senegal Seychelles Sierra Leone Somalia Republic of South Africa Sudan Swaziland Tanzania Togo Uganda Zambia Zimbabwe
ESD-integrated Lesson Plans Reflection on ESD Implications Approach Collaborative approach Holistic approach 2.3. Phnom Penh Teacher Education College (PP TEC) The two days’ workshop on Education for Sustainable Development for Teacher Education in Cambodia was organized by the Royal University of Phnom Penh, starting from 01 to 02 February 2018. This workshop aims to share with stakeholders from relevant educational institutions such as Teacher Training Center and Teacher Education College the important concept of the ESD and the ESD implementation, which are linked with the Sustainable Development Goal 4 of the United Nations on “Quality Education”. The workshop also aims to promote the use of ESD concept in teacher education institutions to ensure effective teaching and learning environment for sustainable development in the 21st century. The management team from Phnom Penh Teacher Education College (PP TEC) was invited to participate in the workshop to deepen their understanding about ESD and to promote ESD concept in the institution after the workshop. Four of the management team members from PP TEC, namely, Dr. SET Seng, Director, and the other three deputy directors such as Dr. SAM Chanphirun, Mr. ROW Phengse, and Ms. PENG Tithsothy participated in the workshop with the expectation that they will be able to apply what they have learned from the workshop to promote the concept of ESD at PP TEC to improve the teaching and learning environment for teacher educators and student teachers. Meanwhile, they expect that they will be able to incorporate the concept of ESD in study programs for student teachers who will become school teachers upon their graduation from PP TEC. Actions taken on ESD after the workshop Considering the importance of ESD concept for the implementation at Teacher Education institutions, the PP TEC management team has placed great importance on the ESD concept for implementation at PP TEC. So far the TEC management team has taken several actions to ensure that ESD will be applied to improve education quality at PP TEC.
Develop and manage a sound relationship with all sections of the media and ensure that any published material accurately reflects the views of the organisation. Establish an appropriate public for ActionAid Nigeria that is in line with ActionAid values and culture. External Management Lead active engagement with Civil Society organisations, Governments Agencies for policy influencing Lead effective networking with INGOs, multilateral and bilateral agencies for policy influencing, best practices and effective consultation on development issues Establish, develop and maintain excellent working relationships with the Government of the country; in particular with relevant national, state and local level officials. Ensure that AAN operates within the terms and conditions of all legal agreements with the Government of the country. Operations & Finance Ensure that the control of expenditure and the disbursement of resources is in accordance with the established procedures and maintain the financial and legal integrity of the organisation in Country. Provide progress and financial reports as required by the Government and ActionAid's accountability procedures and as required by organisations. Typical People Management Responsibility Approximate number of people managed in total Five (it could change) Matrix Manager – (projects/dotted line) Yes Team Leader Yes Grandfather- manager of Team Leaders/Managers What is the global remit? Operates in: Own country Yes Role Dimensions Financial (limits/mandates) Direct departmental budget: Organisation-wide expenditure: Key Relationships to reach solutions Internal (to ActionAid or team) External National Yes Country Senior Management Team Yes Regional Director (IS) Yes
2015 Roseland Country Fair & Craft Show Hosted by The Roseland Junior Woman’s Club Good Family Fun for All Ages – Entertainment – Games Over 35 Craft/Merchandise Vendors – Rides - Great Food Farmer’s Market Preview - D.A.R.E. Exhibits Give-A-Ways & Live Music and Performances all day! Saturday, June 6, 2015 Harrison Complex Fair Grounds (Located at Roseland & Harrison Aves.) 11:30 am. – 5:30 pm (Rain or Shine) FREE ADMISSION Questions: 973-901-0654
Each question under the chapters A – O is further explained in a Footnote reference! Column 2 Column 3 Column 4 Column 5 Column 6 A Organization of Legal Bodies, general empowerments Rules/regulations/working procedures are available for: Available and implemented (Yes/No/started but incomplete) Please indicate how the implemented requirement can be verified ( e.g. the source of publication or other verification means) Comments A1 – A 12 1 Empowerment of legal bodies 2 Duties of inspection bodies and persons 3 Certification of animals/plants and products 4 official controls on Food (control and surveillance of Food Chain) 5 official inspection which are outsourced
B Organization General Describe the organization of Food and Feed Control: Please attach the referring documents to the questionnaire 1 Structure and organization of Animal health (AH), health (PH)and Food safety (FS)and their relation to each other 2 Structure and organizational chart of each service (Central Competent Authorities) (animal health, plant health, food safety); 3 Organization of laboratory services 4 Presentation of number and location of local inspection units, Border Posts and laboratories 5 Organization and management of risk assessment, risk communication and risk management ( including competences of the different bodies, if there are) C Organization in Detail Describe the organization of Food and Feed Control: Please attach the referring documents to the questionnaire 1 Name, responsibilities and contact details of the Directors of: Animal Health Services Public Health Services (food safety)
Lucia, A., & Lepsinger, R. (1999). The Art and Science of Competency Models: Pinpointing Critical Success Factors in Organizations. Pfeiffer Kochanski, J. T.,& Ruse, D. H. (1996). Designing a competency-based human resources organization. Human Resource Management, 35, 19–34 Patrick, S., Sturgis, C,. (2011) Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning; Vienna, Virginia. International Association for K-12 Online Learning. Rose Colby, author of Off the Clock – Moving Education from Time to Competency. Spencer, L M. in Cherniss, C. and D. Goleman, eds. (2001) “The economic of emotional intelligence competencies and EIC-based HR programs”, in The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups and Organizations. San Francisco, CA: Jossey–Bass/Wiley The United Republic of Tanzania, Higher Education Development Programme, 2010-2015, Ministry of Education and Vocational Training The United Republic of Tanzania, National Higher Education Policy 1999, Ministry of Science, Technology and Higher Education (1996) The United Republic of Tanzania, The Technical Education and Training Policy in Tanzania, Ministry of Science, Technology and Higher Education (1996) The United Republic of Tanzania, The Universities Act 2005 Ulrich, D. and Brockbank, W. (2005) The HR Proposition. Boston: Harvard Business School Press Wood. R., & T. (1998). Competency-Based Recruitment and Selection. Wiley List of Key Informants Responding Government Prof. Sylvia Shayo Temu, Director of Higher Education, Ministry of Education and Vocational Training. Dr. Jonathan S. Mbwambo, Assistant Director, Department of Higher Education Ministry of Education and Vocational training. Malehe Tanzania Commission for Universities Alexander L. Kamwela Assistant to the Executive Secretary, Tanzania Commission for Universities. Private Sector Joyce Nangai, Head Communications & Marketing, Association of Tanzania Employers (ATE). Oscar Mkunde, Economist, Association of Tanzania employers (ATE).
LIVESTOCK PERMIT 2018 – 27: TYLER MUNSON/MEGAN ESPINOLA - 10 CHICKENS (NEW) Smith made a motion to approve Livestock Permit 2018 – 27 to Tyler Munson and Megan Espinola for ten chickens, with a second from Thompson. Unanimous vote. PUBLIC HEARINGS/ORDINANCES/RESOLUTIONS Ordinance 2018 – 794: Business Licensing Smith a motion to adopt Ordinance 2018 – 794 which amends the Waterville Municipal Code 5.06 regarding business licensing requirements for the Town of Waterville. Driver seconded. Roll Call: Huber – Aye. Dixon – Aye. Smith – Aye. Driver – Aye. Thompson – Aye. This ordinance follows EHB 2005 which requires all Washington cities and towns that have general business licenses to join a combined licensing system (either FileLocal or Business Licensing Services (BLS)) by December 31, 2022. BLS will then act as a state and city licensing portal, thereby combining city licensing with agency registrations in a one-step process. Those city licensing fees collected by Department of Revenue through BLS will then be distributed back to the appropriate cities and towns. Resolution 2018 - 06: Closing 003 Mosquito Abatement Operations Fund Smith made a motion to approve Resolution 2018 – 06 closing the Mosquito Abatement Operations Fund and transferring the balance of $2,353.71 by depositing it into the 633 Mosquito Abatement Fund. Driver seconded. Unanimous vote. Set Public Hearing: 2019 Ad Valorem Tax and Ordinance, Monday, October 15, 2018, Town Hall, 6:30 p.m. Driver made a motion to set a Public Hearing for Monday, October 15, 2018 at Town Hall, 6:30 p.m. to hear public comment on setting ad valorem taxes for 2019. Thompson seconded. Unanimous vote. OPEN HOUSE FOR THE 2019 WALNUT STREET PROJECT, MONDAY, OCTOBER 15, 2018, TOWN HALL, 104 EAST LOCUST STREET, 5:00 PM – 6:30 PM 2019 BUDGET WORKSHOP RESULTS Council reviewed a list of items discussed at the recent 2019 Budget Workshop held Wednesday, September 19th at Town Hall from 1:00 p.m. – 4:00 p.m.
The reason for having separate pages for each sub-cluster is to give admin rights for each page to each sub-cluster coordinator to update it on a regular basis – if agreed by national cluster About General information about number of the sub-clusters, districts where the sub-clusters were activated, since when they are active. May be an interactive map of sub-clusters if needed. Information on how subnational clusters linked with the national cluster, when and which reports should be submitted, upcoming meetings, etc. If is no sub-clusters this should be clearly stated on the home page. Key documents Short description Title and key information if needed Document type Ex. reporting template for clusters Download Link/download document Date uploaded 25/03/2013 1, 2, - The page will consist of (1) a descriptive block with information about the sub-cluster; (2) contacts, including key contacts (coordinator, co-lead, IMO) and contacts of focal points for each agency; (3) all sub-national level documents (meeting minutes, maps produced, 4Ws, evaluations, etc) About This block will present main information about the sub-cluster. When it was created and why, what are the main objectives of the cluster. Agencies which are partners of the sub-cluster Structure of the sub-cluster is, including SAG, WGs, TFs at subnational level. How often and using which templates the partners should report to the sub-cluster When and where meetings are organised Important news if any Contacts Organisation Title Name Surname Email Phone Documents (with search functions) Short description Title and key information if needed Document type Download Link/download document Date uploaded 25/03/2013
9 April 20 10 April 21 11 April 22 12 April 23 13 April 24 14 Passover April 25 15 Sabbath 1st Day of UB 16 Wave Sheaf 17 3rd Day of UB 18 4th Day of UB 19 5th Day of UB 20 6th Day of UB 21 7th Day of UB 22 Sabbath May 3 23 May 4 24 May 5 25 May6 26 May 7 27 May 8 28 May 9 29 Sabbath May 10 30 Day 11 1 New Moon 2013 Second Month (Iyar) 2013 2 May 13 3 May 14 4 May 15 5 May 16 6 May 17 7 May 18 8 Sabbath May 19 9 May 20 10 May 21 11 May 22 12 May 23 13 May 24 14 May 25 15 Sabbath May 26 16 May 27 17 May 28 18 May 29 19 May 30 20 May 31 21 June 1 22 Sabbath June 2 23 June 3 24 June 4 25 June 5 26 June 6 27 June 7 28 June 8 29 Sabbath June 9 30 June 10 1 New Moon 2013 Third Month (Sivan) 2013 2 June 12 3 June 13 4 June 14 5 June 15 6 June 16 7 June 17 8 "Seven Sabbaths Complete"