zilongwang/ReadingBank huggingface dataset:
grew. Many of the trees were seriously damaged or smothered as a result. When lost through disease, damage or neglect, a full-grown tree can take decades to replace. To combat this situation, the Shade Tree Commission has undertaken a restoration of the Arboretum. Restoration of the Arboretum has been successful due to the collaboration among the Township Committeemen, the Township Administrator, the Department of Public Works, and the Shade Tree Commission. The Township Committee has given maintenance of the arboretum to the Shade Tree Commission with the willing help of the Department of Public Works. Many volunteer hours have resulted in the removal of masses of invasive vines. The Department of Public Works has removed more than half a dozen dead or dying trees and pruned out dead limbs resulting from storm damage and age. The original schematic map was updated in 2015 with the help of Richard Obal, former Monmouth County Agricultural Agent and member of the Monmouth County Shade Tree Commission. The information was transferred to and overlaid onto a satellite image of the Town Hall area and with the help of Brookdale Community College, in the person of Eric Anderson a Brookdale Community College faculty member and cartography expert. The result is the map, which is now on display in the public library. The Shade Tree Commission has developed a long-range plan for maintaining the health and development of the Arboretum. We have a much healthier and vibrant group of trees and a vastly improved experience for anyone walking among the trees in the Town Hall area. Of course, maintenance of the requires ongoing watering, pruning, removal of invasive vines, and wrapping of tree trunks to help prevent deer damage. At present, this work is carried out by volunteers in collaboration with the township Department of Public Works. More volunteers would certainly allow us to further enhance the health and appearance of the trees. Work sessions are usually published on the township website or in the minutes of the Shade Tree Commission meetings. From May through September, these sessions are usually scheduled early in the day (i.e. 7 am to 10 am) in order to be finished before the heat of the day. Volunteers are always welcome! For volunteer information, please contact Gordon Boak of the Colts Neck Shade Tree Commission.
Title: Colonising the aged body and the organization of later life Authors: Paula Hyde, Manchester Business School, University of Manchester Diane Burns, University of Sheffield Business School, University of Sheffield John Hassard, Manchester Business School, University of Manchester Anne Killett, Allied Health Professions, University of East Anglia Author Accepted Manuscript Accepted 4 November 2014 by Organization Studies. To be cited as: Hyde, P., D., Hassard, J., and Killett, A. (2014_Colonizing the Aged Body: The Social Organization of Later Life”, Organization Studies, 35(11):1699-1717 Copyright © 2015 (The Authors). Full paper can be found at: http://journals.sagepub.com/doi/abs/10.1177/0170840614550735
Muzio, D. Faulconbridge, J. (2013). The global professional service firm: ‘One Firm’ Models versus (Italian) distant institutional practices. Organization Studies, 34/7, 897-925. Powell, J.L. & Biggs S. (2003). Foucauldian Gerontology: A methodology for understanding Aging. Electronic Journal of Sociology, 7/2, 1-11. Rhodes, C., & Pullen, A. 2010. Editorial: Neophilia and organization. Culture and Organization, 16: 1-6. Williams, S.J. & Bendelow, G. (1998) The body: Sociological themes, embodied issues. London: Routledge
Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school. Descriptions of Strategy Person Responsible Projected Completion Date 1.Provide quality professional development opportunities Principal, Asst. Principal, Title I, and Literacy coach, district ELA trainer, district math coach trainer On-going 2014-2015 2. Classroom walk-throughs with feedback Principal and Asst. Principal On-going 2014-2015 3. Maintain grade level collaborative PLC groups that allow teachers to learn from peers and work collaboratively on summative assessments and applying BEST and Learning Focused strategies. Principal, Asst. Principal, Collaborative teams and peer coaches On-Going 2014-2015 Utilize peer coaching methods to promote a collaborative culture Principal, Asst. Principal, Peer Coaches Ongoing 2014-2015 Teachers observing other teachers Principal, Asst. Principal, and staff Ongoing 2014-2015 Establish and visit model classrooms Principal, Asst. Principal, and staff Ongoing 2014-2015 Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching and/or who are not highly effective. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]). Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly effective Provide the strategies that are being implemented to support the staff in becoming highly effective None None ALIGNMENT OF SCHOOL IMPROVEMENT PLAN AND TITLE I SCHOOLWIDE PLAN Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP) Check the area(s) where each element is addressed in the SIP. Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):
Date: Signature of Local Board Chair: Mr. Ms. Other Name of Local Board Chair: Terri Drobner Name of Board: Columbia-Greene Workforce Development Board Address 1: Address 2: City: Catskill State: NY Zip: 12414 Phone: 249-6500 E-mail: Terri@digifabshop.com
An individual who is pregnant or parenting. An individual with a disability. A low-income individual who requires additional assistance to enter or complete an educational program or to secure or hold employment List the locations where program activities will be held. Program Location Program Activities Program Location Program Activities List the days of the week the program will meet, the times during the day the program will meet, the total hours per week the project meets and the total hours per week each participant will be attending. Meeting Days of the Week: Total Hours Per Week for Project: Meeting Times During the Day: Total Hours Per Week Per Participant: Listed below are the required assessment activities for all youth participants. In addition, the TABE assessment is required for all out-of-school youth without a high school diploma or TASC. List any other assessment tools, instruments, or methods your program will use to gather the necessary assessment information to develop individual service strategies. Please Note: All required assessment tools, excluding TABE tests, will be provided to all approved providers. Check all that apply Assessment Instruments Description TABE (will be administered as a pre-test and a year-end post test to all out-of-school participants that do not have a high school diploma or GED/TASC at time of program entry) Reading and Math test to determine basic skill levels WDB Job Holding Skills Evaluation Reviews writing and speaking skills and experience regarding attendance and work ethic, as well as customer service skills and working well with co-workers and supervisors. WDB Computer Skills Evaluation Reviews basic ability to use a keyboard & search the internet WDB Career Exploration & Awareness skills Reviews job search and career knowledge Listed in the below are program goals that can make up a youth’s Individual Service Strategy. Each of these goals relates to either the essential workplace skills, or at least one of the three performance measures. Check those categories your program will address and describe the service your program will
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Quality of Response Paragraph 1 Score _______________ Paragraph 2 Score _______________ Both Old World and New World dinners are thoroughly discussed; options (foods) are given, information is correct. Both Old World and New World dinners are thoroughly discussed; information is correct. Both Old World and New World dinners are discussed; most information is correct. Old World or New World dinner is insufficiently discussed; most information is correct. Mechanics No more than grammatical, spelling, or punctuation errors. No more than grammatical, spelling, or punctuation errors. No more than grammatical, spelling, or punctuation errors. More than 7 grammatical, spelling, or punctuation errors. Paragraph 1:
Name: Columbian Exchange Rubric Dinner Menu = ________________ (50 Points) Course Recipe (4 Points) Labeling (Old/New) – (4 Points) Picture (2 Points) Appetizer Main Dish Side Dish #1 Side Dish #2 Dessert Paragraph = ______ (30 Points) Score/Sill Area 6-5 (Excellent) 4-3 (Good) 2 (Fair) 1 (Poor) Comprehensibility Can understand all of what is communicated Can understand most of what is being communicated Can understand less than half of what is communicated Can understand little of what is being communicated Organization Entry is logical and effective Entry is generally logical and effective with a few minor problems Entry is somewhat logical and confusing in places Entry lacks logical order and organization Effort Exceeds the requirements of the assignment and have put care and effort into the process Fulfills the requirements of the assignment Fulfills some of the requirements of the assignment Fulfills few of the requirements of the assignment Grammar, Mechanics, Spelling, and Sentence Structure Highly polished; no grammar or spelling errors Polished; maximum of one grammar or spelling error Adequate; maximum of two grammar or spelling errors Inadequate discussion; more than two spelling or grammar errors Content Content rich, ideas and explanations are thorough and appropriate Information and ideas are appropriate but lack full development Information is limited; ideas are presented but lack cohesion Information is generalized; ideas and connections are underdeveloped Bibliography = _______ (20 Points) Did you cite all your sources? Y/N
Describe and give at least two examples of how the Columbian Exchange impacted: Population Migration Item Direction Why Effect Effect Effect Horse OW to NW It was a faster transportation method Made conquest of Native Americans easier for Europeans Provided Native Americans a more effective way to hunt buffalo Horses became domesticated and used for farming Livestock, including pigs, cattle, and chickens OW to NW These were domesticated animals (Not wild) Animals over grazed and destroyed many crops and ground cover Farming became more efficient and dependency on farming increased across America Huge cattle ranches and cattle drives increase the westward movement of people Potatoes and corn NW to OW These crops are inexpensive to grow and are nutritious Helped feed growing population in Europe; became important crops for population growth Dependency on potatoe crop caused famine when they failed, causing may Irish to immigrate Became a staple of diets worldwide; fed many people and allowed people to live longer Sugar OW to NW It tastes good Became a part of diets everywhere Europeans forced Native Americans to work on sugar plantations Europeans brought Africans to be slaves Native population decreased Disease OW to NW Native Americans had no immunity to Killed nearly 95% of all Native European settlers were able to take Africans were brought to the New World as
disease like smallpox Americans Native American lands more easily slaves Concept of land ownership OW to NW Native Americans did not view land as ‘owned’ – Europeans did Europeans settled on Native American lands Native Americans did not grasp the concept of land ownership until much of their land was gone Native Americans were forced to relocate from their homes to reservations Gold NW to OW European explorers were expected to find gold and send it to their countries European explored enslaved many Native Americans and forced them to mine for gold Many Native Americans died from the harsh conditions inflicted by the Europeans European countries had more money to spend on goods from other countries
Grading Rubric: Component 1 2 3 4 Recipe Recipe is incomplete; does not list ingredients. Recipe lists only two ingredients and is incomplete. Recipe lists only three ingredients; incomplete. Recipe is complete and lists at least four ingredients. Ingredient Identification Only one ingredient’s origin is listed correctly. Less than half of the ingredients’ origins are correct. There is one error in the ingredients’ origin. All ingredient origins are correctly identified. Written Reflections Responses are incomplete or lack depth; very little explanation. Responses lack detail and explanation. Responses provide some detail but are not thoroughly reflective. Responses are thorough and reflective.
Eligibility Criteria and Application Requirements Applicants must be an undergraduate, graduate student or a recent graduate within six months of the internship start date. Columbia University will consider both Columbia University students and students currently at other colleges and universities. An updated resume Two letters of recommendation, signed and on letterhead A statement purpose and commitment to diversity: In a statement of up to 750 words, please share your interest in educational advancement, how the internship program would future your interest, and the importance of diversity with the workplace. Application must be completed by February 9, 2018 to be considered. No applications will be accepted this deadline. In the application, you will have the opportunity to select Columbia University as one of your top 5 host institutions for CASE to send your online application materials. For additional information download the CASE Advancement Internship or contact Robyn Neeley at 202.478.5580 or . About CASE: The Council for Advancement and Support of Education (CASE) is a professional association serving educational institutions and the advancement professionals who work on their behalf in alumni relations, communications, development, marketing and allied areas. CASE helps its members build stronger relationships with their alumni and donors, raise funds for campus projects, produce recruitment materials, market their institutions to prospective students, diversify the profession, and foster public support of education.
Tournament Rules Tournament Name: FC Stars Columbus Day Invitational 2017 Tournament Dates: October 6-9, 2017 Tournament Contacts Tournament Director: Tom Phillips Tournament Address: 30 Great Road, Acton, MA 01720 Office Number: 978-631-0766 Email: Referee Assignor: Mike Wallace Email: Registration and Team Eligibility Check In Team officials should gather the following information and e-mail in PDF form to , with contact information (name, email address, and cell phone #) for the coach and manager of the registering team. Official team roster Medical waivers for all players on the roster "Permission to travel" form if required by your home Subject line of the should be: · Gender/Age - Full Team Name - Stars Cup Division - Coach’s Last Name · e.g. Girls 2004 - FC Stars ECNL - Premiership - Baker The deadline for electronic registration is Friday, September 29th 2017. All teams should check in with the Field Marshall at their playing venue 45 minutes prior to their first game and present pass cards for all the players for inspection and comparison to the pre-registered roster and medical waivers. Any player that does not have a medical waiver will not be allowed to participate. Eligible Players Only those players appearing on the Team’s Travel Roster will be eligible to play. Players may only be rostered on one team participating in the tournament. Each team must submit a copy of its roster at registration Credentials USYSA or US Club Soccer laminated player passes (properly validated by League and/or Registrar) are required for all players. Player passes will be checked before each game. Any player who fails to provide a player pass before the game will be unable to play. The shirt numbers on the shirt must be the same as shown on team roster Roster
DIRECTIONS From: Cummins Corporate Aviation Hangar 5175 North Warren Columbus, IN 47203 (812) 377-5236 To: Cummins Office Building (COB) 500 Jackson Street Columbus, IN 47201 (812) 377-5000 1. Head on N Warren Dr toward Cunningham Dr 0.7 mi 2. Turn left onto Cunningham Dr 0.3 mi 3. Take the 1st right onto Central Ave 3.0 mi 4. Turn right onto 10th St 0.2 mi 5. Turn left onto Maple St 482 ft 6. Take the 1st right onto 8th St 0.8 mi 7. Turn left onto Jackson St: Destination will be on the right 289 ft
University/K-12 Partnerships in STEM: Focus on Building Capacity in Middle Schools EXECUTIVE SUMMARY Columbus State University (CSU) STEM Initiative has leveraged USG STEM Inititative Funding and the synergy with a CSU emphasis on University/K-12 partnerships. Middle School STEM Partnership as outgrowth of USG STEM Initiative Funding, CSU Emphasis on University/K-12 Partnerships, donor funding, and other grant funding NSA grant to provide cybersecurity instruction at Rothschild Leadership Academy in the Muscogee County School District (MCSD) middle school Women in STEM Initiative at Richards Middle School International Baccalaureate Magnet Columbus State hosting Two STEM Camps in 2017, a broad field STEM Camp and an National Security Agency (NSA) funded camp focusing on NSA Cybersecurity First Principles UTeach Columbus Initiative hosting science teachers in MCSD and Chattahoochee County School District in 5E Concept (Engage, Explore, Explain, Elaborate, Evaluate) Challenges/Opportunities: Capitalize on emerging partnerships at area middle schools. Lessons Learned: Avoid “boiling the ocean” with too many initiatives, too fast. Leverage faculty mini-grants to fund innovative practices including regional middle schools Path Forward Capitalizing on relationships with Muscogee County School District and Chattahoochee County School District Provide support for robotics programs at Cohn Middle School Faculty course redevelopment mini-grants
Teacher: Leslie Colvin Week: October 27-31 Course: English 2 Unit 2: Cultural Perspectives Essential Questions: How can cultural experiences and perspectives be conveyed through memorable narratives? What issues resonate across cultures, and how are arguments developed in response? Day Learning Target Activities Student-Centered Learning Experiences Differentiation Assessment Homework Materials Technology Resources Media I can analyze the narrative techniques of dialogue. I can write a narrative using direct and indirect dialogue. Bellringer Activity 2.4- Author’s Stylebook: Dialogue (2 day lesson) Whole group discussion- what makes a great storyteller? Quickwrite-ABC brainstorm Annotation- impact of the dialogue an dialogue tags on the story Graphic Organizer- narrative elements from the story Grammar and Usage- How to punctuate quotations Word Work- direct and indirect dialogue Whole Group Discussion- How does the author use dialogue to create the relationship between the mother and son? Support with details that illustrate the culture of family and mother/son relationships. Use details from the story to add to your thinking about the essential questions. Graphic Organizer- examples of direct/indirect dialogue Assessment- Your Understanding: Narrative Writing Prompt Narrative Writing Prompt Finish writing prompt Springboard I can analyze the narrative elements writers use to create a of pacing in a narrative. I can pacing to my own writing. Bellringer Activity 2.5 Author’s Stylebook: Pacing (2 day lesson) Quickwrite- Before Reading Activity Annotation- rhythm changes and narrative pacing Think Pair Share- After Reading #3 Partner Reading- Sentence Variety Narrative Writing Assessment- Peer revisions for pacing and sentence types Narrative Writing prompt Check Your Understanding Complete prompt Springboard F I can identify and evaluate the use of sensory details and figurative language. I can compose a description of culturally relevant artifact from my life, using vivid Bellringer Activity 2.6 Author’s Stylebook: Description Quickwrite- Before Reading Activity Annotation- sensory details Whole Group Discussion- How can cultural experiences and perspectives be conveyed through memorable narratives? Quickwrite- After Reading Activity #3 and #4 Writing- write a description of an artifact that represents as aspect of your culture Assessment- Check Your Understanding Writing Prompt Check Your Understanding Complete writing prompt and you understanding Springboard
DA TENTATIVE SCHEDULE Week Date Day Material Covered Assignments Due 1 8/18 T Syllabus Introduction to Class 1 8/20 R Introduction Speeches Assign CIP Syllabus Contract 2 8/25 T Ch. 1 Introduction into Communication Communication Process in the Classroom (IPTS 6C, 6E) Chapter 1 P2P Library iTour 2 8/27 R Ch. 2: Communication Confidence Ch. 3 Ethical Communication Chapters 2 P2P Chapter 3 P2P CIP 3 9/1 T Ch. 4: Perception and Self Concept Ch 5: Choosing Topics Assign Informative Speech Chapter 4 P2P Chapter 5 P2P 3 9/3 R Ch. 6: Analyzing Audience Ch. 7: Locating and Incorporating Information Chapter 6 P2P Chapter 7 P2P 4 9/8 T Ch. 8 Organizing Ideas Ch. 9 Outlining the Presentation Ch. 10 Beginning and Ending the Presentation Chapters 8 P2P Chapter 9 P2P Chapters 10 P2P 4 9/10 R Ch. 11: Appropriate Language Chapter 11 P2P 5 9/15 T Ch. 12 Designing Presentation Aids Ch. 13 Delivering the Presentation Different Methods of Delivery in the Classroom (IPTS: 5B) Chapter 12 P2P Chapter 13 P2P Informative Speech Rough Draft 5 9/17 R Peer Review Day Review for Midterm 6 9/22 T Midterm 6 9/24 R Informative Speeches 7 9/29 T Informative Speeches 7 10/1 R Informative Speeches Group Lesson and Activity Assigned 8 10/6 T Library Day 8 10/8 R Ch. 14 Communicating in Groups Chapter 14 P2P 9 10/13 T Chapter 15: Listening and Critical Thinking Culture and Conflict Chapter 15 P2P
W: Ch. 5 Impromptu activities CIP paper due W: Ch. 6, 7 Decide Informative Speech topic Informative Speech activity: Finding Relevant Words to Enhance Your Search (p. 44) Work on gathering relative research Week 3 8/31, 9/2 M: Ch. 6,7 Informative Speech topic due Informative Speech activity due W: Ch. 8, 9 Discuss Inf. Outlines In-class work (Inf. Outlines) M: Ch. 8, 9 Assign Inf. Outline W: Ch. 10 Finalize Inf. Outline Week 4 9/7, 9 M: LABOR DAY NO CLASS W: Ch. 10 Informative Outlines due W: Ch. 11, 12, 13 Week 5 9/14, 16 M: Ch. 11, 12, 13 Hand back Informative outlines W: Impromptu activities Prepare for Informative speeches In-class work day M: Practice Informative speeches W: Practice Informative speeches Week 6 9/21, 23 M: Informative Speeches W: Informative Speeches M: Good opportunity for research pool webpage EC W: Use study guide to prepare for midterm exam (Ch. 1-13) Week 7 9/28, 30 M: Midterm Review Assign Special Occasion speech W: Midterm Exam M: Study for Midterm W: Work on Special Occasion speech Week 8 10/5, 7 M: Special Occasion Speeches W: Ch. 14, 15 Assign Group Speech M: Ch. 14, 15 W: Work with group members/decide group speech topic
Return Midterm Exam Return Special Occasion Speeches Group Speech activity: I Have a Search Results List, So Now What? (p. 55) Week 9 10/12, 14 M: Impromptu activities Group Speech topic due In-class work day (group speech outlines) W: In-class work day (group speech outlines) M: Work on Group Speech outlines W: Finish Group Speech outlines Week 10 10/19, 21 M: Group Speech outlines due W: Return Group Speech Outlines Impromptu activities M: Make any final preparations for group speech W: Practice Group Speech Week 11 10/26, 28 M: Group Speeches W: Group Speeches M: Good opportunity for research pool webpage EC W: Ch. 16, 17 Week 12 11/2, 4 M: Ch. 16, 17 Assign Persuasive Speech Return Group Speech W: Persuasive topic due In-class work day (persuasive outline) M: Decide Persuasive topic W: Finish Persuasive Outlines Persuasive Speech activity: Critical Reflection Annotated Bibliography Week 13 11/9, 11 M: Persuasive Outlines due Impromptu activities W: Return Persuasive Outlines Impromptu activities Assign Synthesis Paper M: Good opportunity for research pool webpage EC W: Practice Persuasive Speeches Week 14 11/16, 18 M: Persuasive Speeches W: Persuasive Speeches M: Good opportunity for research pool webpage EC W: Ch. 18 Synthesis Paper Enjoy Thanksgiving Week 15 11/23 THANKSGIVING BREAK
13 4/4 M 17 Discuss Fact, Value, and Policy Persuasive Due P2P CH 17 4/6 W 17 Discuss Fact, Value, and Policy 4/8 F Review Persuasion- Refuting Counterarguments/ Audience Analysis Portfolio Due! 14 4/11 M Persuasive Work Day 4/13 W Persuasive Presentations Presentations 4/15 F Persuasive Presentations Presentations 15 16 4/18 M Persuasive Presentations Presentations 4/20 W Persuasive Presentations Presentations 4/22 F Work day 4/25 M 18 Time Communicating in the 21st Century Good Deed activity - TBD 4/27 W Course Evaluation / Action Day 4/29 F Review for final Syllabus Contract I have read the syllabus for Brittany Borella’s Com 110 and agree to the terms for required coursework and acceptable classroom behavior.
St. Tammany Parish Sales Tax Office (Local Sales Tax#) • 985-726-7777 Federal Tax I.D. Number- IRS • 800-829-3676 CITY OF MANDEVILLE Fire Department (Building Compliance) 985-626-8671 CITY OF MANDEVILLE Planning and Zoning Department • 985-626-3144 CITY OF MANDEVILLE Utilities Department • 985-626-3144 St. Tammany Parish Health Department • 985-893-6296
R5 Requirement & Measure Evidence Submission Evidence Description Evidence Assessment Approach Auditor R5 Each operator of a transmission facility must provide a to coordinate voice and message telecommunications with the ISO and adjacent interconnected transmission operators, which coordination must include the ability to investigate and recommend solutions to voice and message telecommunications problems within Alberta. MR5 Evidence of providing a means to coordinate voice and message telecommunications as required in requirement R5 exists. Evidence may include a documented procedure in place which identifies a process for coordinating telecommunications and a process for investigating and recommending solutions to telecommunications problems. AR5 Please provide: Review the AR5 evidence to determine whether: (a) means to coordinate voice and message telecommunications with relevant entities (per R5) exist, and (b) the ability to investigate and recommend solutions to voice and message telecommunications problems was included. documented procedures which identify a process for coordinating telecommunications and a process for investigating and recommending solutions to telecommunications problems; or any other evidence demonstrating that the audited entity provided a means to coordinate voice and message telecommunications as required in requirement R5. Findings
(a) Drawing detailing low voltage Point of Supply [INSERT DRAWING] (b) Drawing detailing the proposed geographic extent of the User’s Distribution Network (as planned at the commencement date) [INSERT DRAWING] SCHEDULE 2 – USE OF SYSTEM, METERING & DATA PROVISION Part 1 – Use of System The Use of System Charges at the Commencement Date shall be the relevant LV tariff as notified by the Company in accordance with the Relevant Charging Statement. The Company has not contributed to the cost of this Connection. Part 2 – Metering No Applicable
Security Restriction Notices (Risk to Security of Supply) [ XXX ] Control Engineers / Authorised Persons Control Room [ XXX ] Control Emergencies [ XXX ] Control/Planning Correspondence [ XXX ] Operational Planning [ XXX ] No Supply [ XXX ] Networks Operations & Maintenance [ XXX ] Operation & Maintenance Correspondence [ XXX ] Address for receipt of DUoS Invoices [ XXX ] Contact Telephone Numbers to be passed to individual customers who may contact the Company in error No Supply, Cable Damage, Network Safety Issue, Metering Fault etc., [ XXX ] Other Enquiries, e.g. Load Increases, Service Alterations [ XXX ]
System feeding that arrangement, Re-Energisation will be delayed until the completion of all necessary repairs. Part 3a – Details of Connection 1. Brief Details of User’s Distribution Networks [ XXX ] 2. Location of Connection [ XXX ] 3. Connection Reference Number(s) [ XXX ] (Note – pseudo mpan) 4. Exit Point [ XXX ] 5. Location of Exit Point Metering Equipment Not Applicable 6 Voltage(s) of Delivery [ XXX ] 7 Anticipated Volt Drop at the Point of Supply (POS) [ XXX ] 8. Voltage(s) of Metering Not Applicable 9. Commencement Date [ XXX ] 10. Type of Connection Single Circuit Connection 11. Maximum Fault Level (at the Point of Isolation) 12. Earth Loop Impedance [ XXX ] 13. Upstream Protective Device (and rating/setting) [ XXX ] 14. Method of Earthing [ XXX ] 15. Connection Charge [ XXX ] (exclusive of VAT). Part 3b – User’s Maximum Capacity User’s Maximum Capacity Upon Energisation (kVA) At end of Year 1 (kVA) At end of Year 2 (kVA) At end of Year 3 (kVA) 1. Maximum Import Capacity [ XXX ] [ XXX ] [ XXX ] [ XXX ] 2. Maximum Export Capacity [ XXX ] [ XXX ] [ XXX ] [ XXX ] The Company shall review the User’s actual Maximum Import Capacity and Maximum Export Capacity requirements on an annual basis. Such review shall be carried out no sooner than one year following the date that the Connection was first energised. Notwithstanding the provisions of Clause 8.2 of this BCA, the Company reserves the right, following discussion with the User, to amend the User’s Maximum Import Capacity and/or Maximum Export Capacity in line with the User’s actual capacity requirements at the time of each review.
Security Restriction Notices (Risk to Security of Supply) [ XXX ] Control Engineers / Authorised Persons Control Room [ XXX ] Control Emergencies [ XXX ] Control/Planning Correspondence [ XXX ] Operational Planning [ XXX ] No Supply [ XXX ] Networks Operations & Maintenance [ XXX ] Operation & Maintenance Correspondence [ XXX ] Address for receipt of DUoS Invoices [ XXX ] Contact Telephone Numbers to be passed to individual customers who may contact the Company in error No Supply, Cable Damage, Network Safety Issue, Metering Fault etc., [ XXX ] Other Enquiries, e.g. Load Increases, Service Alterations [ XXX ]
Country: South Africa Framework Contract No.: EuropeAid/129783/C/SER/multi (COM 2011) Lot 1 Framework Contractor: SACO Consortium (SAFEGE/COWI) Address: Gulledelle 92 – B-1200 Brussels Belgium Tel Number: +32-2-739.46.90 Fax Number: +32-2-742.38.91 E-mail: Contract Implementing SACO (SAFEGE-COWI) Address: Gulledelle 92 – B-1200 Bruxelles Belgique Tel Number: +32 2 739 46 90 Fax Number: +32 2 742 38 91 E-mail: sonya.jetcheva Date of the Report: 30/05/2017 Reporting Period: March 2017 - May 2017 Author of Report: Stefan Sakoschek 29/05/2017
<http://wwnorton.com/college/english/write/LSH/full/p-6a.html> 6. Genesis 38,1–19 tells of ancient mating rituals. Leave as is. Put a colon after Genesis. Replace the comma after 38 with a colon. ANS: c REF: The correct answer is c. In The Norton Field Guide to Writing, see P-6a. In The Little Seagull Handbook, see P-6a. <http://wwnorton.com/college/english/write/LSH/full/p-6a.html> 7. When Truman ran for President in 1948, several things supposedly were against him, the media, Thomas E. Dewey’s popularity, and Truman’s own down-to-earth style. Leave as is. Replace the comma after him with a colon. Replace the comma after 1948 with a colon. ANS: b REF: The correct answer is b.
9. Current politicians might note what Borchers says about Truman’s Republican opponent, “When told by fellow Republicans that he was losing ground, Dewey insisted that his campaign not alter its course.” as is. Replace the comma after opponent with a colon. Put a colon after note. ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see P-6a. In The Little Seagull Handbook, see P-6a. <http://wwnorton.com/college/english/write/LSH/full/p-6a.html> 10. Borchers cites the following book: Ferrell, Robert H. Harry S. Truman: A Life. Columbia; University of Missouri Press, 1994. Leave as is. Replace the semicolon after Columbia with a colon. Replace the comma after Press with a colon. ANS: b REF: The correct answer is b.
VCS (V) None (N) Not Applicable (NA) No (N) Reduced expenditure on library materials 0 -9 -110 -110 Y E N No adverse impacts identified in the screening assessment Alternative Delivery Vehicle 0 0 -125 -125 Y N N No adverse impacts identified in the screening assessment Reduced funding for provision of Local Healthwatch and NHS Advocacy Complaints service -40 -70 -70 -70 Y E&VCS Y Both services focus on improving services, predominately for vulnerable people or people at challenging times in their lives. The Local Healthwatch service focuses on strategic service improvement, from the users’ perspective, in health and social care. The NHS complaints advocacy service focuses on supporting vulnerable individuals through the complaints process who otherwise would not be able to have their voice or complaint heard. Local Healthwatch has been set targets to engage with seldom heard groups. Recent project work has included engaging children and young people on mental health provision, looking at the availability of transport to get elderly and vulnerable people to and from medical appointments and have engaged with the Gypsy, Roma Traveller communities. A reduced budget may mean the providers are less well able to advocate for some of our most vulnerable residents.
Show the numbers of particular groups using the services and what outcomes they experience Show under-use of a service by an equalities group Show over-use by an equalities group Reveal discrimination Demonstrate that services are not discriminatory Measure the effectiveness of service changes Identify the need for new or changed services relevant to the service. This information is reviewed by commissioners and where required action to engage specific groups to improve uptake will be developed
Rhodes submitted. It is Mr. Rhodes opinion that all required procedures for this animal bite investigation have occurred properly. G. COUNTY MANAGER’S REPORT 1. County Manager DeHaven’s first order of business was to present an Appointment to the Local Emergency Planning Committee. The three needed appointments are Brock Kearney, Rob Koen and Brenda Haymond. Mr. DeHaven stated these individuals fill vacancies as required by the State Commission. On motion by Commissioner Jones and second by Commissioner Shackleford the Board voted unanimously to approve these appointments to the Local Emergency Planning Committee. 2. Mr. DeHaven next presented a re-appointment to the East Carolina Workforce Development Board. Mr. DeHaven stated that Tammy Childers, Executive Director of the East Carolina Workforce Development Board requested that the following three individuals from our county be reappointed to the ECWD Board for an additional two year appointments. These positions were not advertised as they are requested reappointments. The individuals are Ms. Judy Darden, Ms. Angela Bates and Mr. Ray Holloman. On motion by Commissioner Jones and second by Commissioner Blow the Board voted unanimously to approve this re-appointment to the ECWD. 3. Mr. DeHaven then presented a Budget Amendment EMS Bay insulation repair. Mr. DeHaven has received one quote to repair the EMS bay insulation. He stated he is waiting on a couple more quotes but wanted to go ahead and get the approval for the budget amendment needed. He was asked if the other quotes are less than the budget amendment would the extra monies be transferred back if needed. Mr. DeHaven stated that they would if desired. On motion by Commissioner Jones and second by Commissioner Shackleford the Board voted unanimously to approve the budget amendment. 4. Mr. DeHaven presented a grant opportunity to assist for the expense in our PSAP relocation efforts. Mission Critical Partners has reached out and introduced themselves as a grant writing entity that works closely with the E-911 Board. Mr. DeHaven stated they have a track record of success in this niche industry and believe we have a strong case to be awarded a grant. The Board asked that a representative of this company come and speak to them. H. County Attorneys Report and Recommendations Nothing
NORTH CAROLINA COUNTY OF GREENE The Greene County Board of Commissioners met in regular session on Monday, May 4, 2015 at 7:00 pm in the Greene County Parks and Recreation Building. Present for the meeting: Chairman Jerry Jones and Commissioners Susan Blizzard, Brad Fields, Bennie Heath, and James T. Shackleford, Jr. County Manager Kyle DeHaven, and County Attorney Borden Parker were also present. The Chairman called the meeting to order. Commissioner Bennie Heath gave the invocation and led the pledge of allegiance. On motion by Commissioner Fields, seconded by Commissioner Heath the Board voted unanimously to approve the agenda after advising to delete D1 from the agenda. On motion by Commissioner Fields, seconded by Commissioner Heath the Board voted unanimously to approve the Consent Agenda after advising to Delete C3 as they advised that not given a good reason for being late. April 20, 2015 Regular Meeting Minutes Releases/Refunds Refunds (TAX & TAG) Daniel Lee Hawkins $59.12 Heather Tilghman Harper $115.08 Clarence Beamon Jr & Linda P. Beamon $60.07 Angela Vernette Williams $76.58 Donnie Hildred Andrews $25.84 Joyce Stroud Oakes $9.57 P & H Pipeline, Inc. $3.41 Estate of Raymond France $149.95 Estate of Holden Harrell c/o George Harrell $26.74 Estate of Percy Holden Harrell c/o George Harrell $2.74 Budget Amendments for Register of Deeds, DSS and Extension PUBLIC HEARINGS An Act to Authorize Greene County Commissioners to Levy and Annual Registration Tax – was deleted. River Basin Regional Hazard Mitigation Plan – Trey Cash presented the Plan and no one had any comments.
Annual Settlement per GS 105-373 (a) (3) Fiscal Year 2014-2015 Total Levy Real Personal Motor Vehicles (does not inc.NCVTS) Charaes: Total Amount Taxes $ 8,764,163.25 $ 7,671,913.78 $ 1,090,963.66 $ 1,285.81 including penalties, fees into collector's hands Interest $ 39, 159.03 $ 33,761.41 $ 5,372.41 $ 25.21 Adjustments $ 8,832.44 $ 8,832.22 $ 0.22 Charges $ 8,812,154.72 $ 7,714,507.41 $ 1,096,336.29 $ 1,311.02 Tax Base PercentaQe 87.54% 12.45% 0.01% Credits: All sums deposited to the credit of collector $ 8,586,994.93 $ 7,527,840.42 $ 1,057,550.89 $ 1,603.62 includes Interest) Releases $ 57,717.25 $ 46, 184.14 $ 11,533.11 Refunds $ (32,443.68 $ (23,368.48 $ (8,782.60 $ (292.60) Discounts/writeoffs $ 1,089.72 $ 157.46 $ 932.26 Principal amount of Real Property (uncollected levy) $ 163,693.87 Principal amount of Taxes Personal (uncollected levy) $ 35,102.63 Principal amount of Taxes Motor Vehicles (uncollected levy) $ - Uncollected Levv $ 198.796.50 Total credits: $ 8,812,154.72 $ 7,714,507.41 $ 1,096,336.29 $ 1,311.02 % Ratio real/personal/motor vehicle to uncollected levy: 82.34% 17.66% 0.00% ALL LEVY REAL PROPERTY PERSONAL VEHICLES I
governed by the school of government and the rules stated that if the business is not yet up and running they do not meet the qualifications needed to be considered exempt. Commissioner Blizzard asked Ms. Sutton of the tax office to call the school of government to see if there is an exception for natural disasters. The board decided to defer a decision until the next meeting allowing Ms. Sutton to call the school of government for further direction. Becky Sutton; County Owned Foreclosed Property. Ms. Sutton stated she has received an offer on 111 Dobb St. which is a vacant lot. The offer is for $1,300.00 which will cover almost all the back due taxes. Ms. Sutton recommended acceptance of this offer. On motion by Commissioner Blow and second by Commissioner Jones the Board voted unanimously to accept this offer and for Ms. Sutton to proceed with the sale of this property. G. COUNTY MANAGER’S REPORT 1. County Manager DeHaven’s first order of business was to request a Public Hearing for October 16, 2017 for Transportation to receive public comment for the FY19 CTP application to NCDOT. On motion by Commissioner Jones and second by Commissioner Shackleford the Board voted unanimously to approve the request for a Public Hearing. 2. Mr. DeHaven next presented a request for Budget Amendment for the Senior Center due to a Federal fund decrease in salaries. On motion by Commissioner Jones and second by Commissioner Blizzard the Board voted unanimously approve the Budget Amendment. 3. Mr. DeHaven next presented a request to appoint two Board of Health members. Positions were advertised two consecutive weeks and two applications received. One is an incumbent and the other is a new applicant, (James R. Bromley Turner and Glenn E. Bunch, Jr.). On motion by Commissioner Jones and second by Commissioner Shackleford the Board voted unanimously to approve these appointments.
Colony Notes Colony Type of Settlers Reasons for settlement Geography/ Climate Economic Activities Predominant Religion Government Style Massachusetts first by Pilgrims; later by Puritans to escape religious persecution harsh winters and warm summers; rich pastures and forests crop and livestock farming, lumbering Puritan self-governing, as described in the Mayflower Compact Rhode Island former Puritans from Mass. led by Roger Williams and Anne Hutchinson religious freedom from the Puritans humid summers and cold winters; coastal lowlands and rocky woodlands farming, lumbering, shipbuilding, fishing, whaling various faiths/ tolerant self-governing Connecticut former Mass. Puritans led by Thomas Hooker establish a new settlement apart from Mass. Puritans cold winters and mild summers; forested hills and seacoast farming, shipbuilding, fishing, whaling Puritan self-governing, with written constitution New York Dutch and English make money cold winters and hot summers; wetlands and forested mountains Trade, furs various faiths British-appt. governor/ council; then an elected assembly Pennsylvania English Quakers led by William Penn to safely practice their religion cold winters and hot summers; rolling hills and fertile soil farming, trade, lumbering, and shipbuilding various faiths elected assembly Maryland English Catholics and Protestants to find religious and political freedom cold winters, hot summers; low, fertile land surrounding Chesapeake Bay farming, lumbering, shipping, fishing, iron mining various faiths, particularly Catholic originally feudal, but eventually an elected assembly Virginia English landowners and skilled laborers to make a profit mild winters and hot summers; coastal lowlands and wooded mountains farming Church of England elected assembly of Burgesses) Georgia debtors from English prisons, and other Europeans to find religious freedom and cheap land mild winters and hot summers; wetlands and forested mountains farming various faiths ruled by Oglethorpe, then an elected assembly South Carolina Colonists from England, & later, colonists from Barbados establish an agricultural base in the Americas mild winters and humid summers; swamps and coastline agricultural, based on rice and indigo all faiths self-governing
APPENDIX H: State Compliance Matters California Retail Seller Provisions of the California Consumer Credit Reporting Agencies Act, as amended effective July 1, 1998, will impact the provision of consumer reports to Customer under the following circumstances: if Customer is a "retail seller" (defined in part by California law as "a person engaged in the business of selling goods or services to retail buyers") and is selling to a "retail buyer" (defined as "a person who buys goods or obtains services from a retail seller in a retail installment sale and not principally for the purpose of resale") and a consumer about whom Customer is inquiring is applying, in person, and For credit Under the foregoing circumstances, Equifax, before delivering a consumer report to Customer, must match at least three (3) items of a consumer's identification within the file maintained by Equifax with the information provided to Equifax by Customer in connection with the in-person credit transaction. Compliance with this law further includes Customer's inspection of the photo identification of each consumer who applies for in-person credit, mailing extensions of credit to consumers responding to a mail solicitation at specified addresses, taking special actions regarding a consumer's presentment of a police report regarding fraud, and acknowledging consumer demands for reinvestigations within certain time frames If Customer is a "retail seller," Customer certifies that it will instruct its employees and agents to inspect a photo identification of the consumer at the time an application is submitted in person. If Customer is not currently, but subsequently becomes a "retail seller," Customer agrees to provide written notice to Equifax prior to ordering credit reports in connection with an in-person credit transaction, and agrees to comply with the requirements of the California law as outlined in this Section, and with the specific certifications set forth herein. Customer certifies that, as a "retail seller," it will either: Acquire a new Customer number for use in processing consumer report inquiries that result from in-person credit applications covered by California law, with the understanding that all inquiries using this new Customer number will require that Customer supply at least three items of identifying information from the applicant; or Contact Customer's Equifax sales representative to ensure that Customer's existing number is properly coded for these transactions.
• We stress the importance of addressing the immediate needs of persons who have been exposed to physical or psychological abuse while in transit upon their arrival, without discrimination and without regard to legal or migratory status or of transportation (para. 26) • We will provide access to sexual and reproductive healthcare services (para. 31) • We are committed to providing humanitarian assistance to refugees so as to ensure essential support in key life-saving sectors, such as health care, shelter, food, and sanitation (para. 80) • We will support early childhood education for refugee children. We will also promote tertiary education, skills training and vocational education (para. 82) • Collect accurate and comprehensive disaggregated data regularly to ensure precise measurement of progress. • Grant access to health services to all children affected by migration (refugees and others) both in countries of origin and abroad. • Strengthen and resilient health systems (in line with Sustainable Development Target 3.8) with fundamental goals of achieving universal health coverage and universal access to quality essential health services for all, regardless of their legal status. • Make mental health and psychosocial support part of the “basic health” provision guaranteed to refugees and to other migrant children
8 10/5 M Debrief Informative Speeches/Talk LWT issues to fix/Assign Group Speeches Informative Speech Hannah #WT 10/7 W Midterm Review Will M. #WT 10/9 F MIDTERM Exam 9 10/12 M 14 Group Communication Topic Selection Contracts James #WT 10/14 W 14 Culture/Group Impromptus Rachel #WT 10/16 F 15 Listening/Survival Activity Ricky #WT 10 10/19 M Out of Group Work Day 10/21 W In Group Work Day LWT #5 Laptops Francesca #WT 10/23 F Speeches Presentations 11 10/26 M Group Speeches Presentations 10/28 W Assign Persuasive Speech & Synthesis Paper Ashley #WT 10/30 F 16 Fact, Policy Tiffani #WT 12 11/2 M 17 Toulmin & Fallacies LWT #6 Tierra #WT 11/4 W 17 Logos, Pathos Toulmin Model Final Topic Selection Stanley #WT 11/6 F Out of Class Work Day 13 11/9 M In Class Work Day LWT #7 Bring Laptops Daliha #WT 11/11 W Persuasive Speeches Presentations 11/13 F Persuasive Speeches Presentations 14 11/16 M Persuasive Speeches Presentations 11/18 W Persuasive Speeches Presentations 11/20 F NCA – NO CLASS NO CLASS 15 11/23 M THANKSGIVING NO CLASS 11/25 W THANKSGIVING NO CLASS 11/27 F THANKSGIVING NO 16 11/30 M COM 110 Synthesis Discussion Persuasive Speech