zilongwang/ReadingBank huggingface dataset:
The GTL houses automated sequencers and DNA extraction equipment and provides inexpensive services to some 150 researchers in the Texas A&M community. Services available through the GTL include the following: access to MJ Research thermal cyclers discount purchase of sequencing reagents access to DNA sequencing software technical consultation ABI 3130xl Genetic Analyzer A capillary sequencer for service sequencing and DNA marker analysis $2.50/sample Real-Time PCR Systems CFX 384 and ABI 7900HT SDS Real-Time PCR machine for allelic discrimination, quantification and dissociation curve analysis Computing system DNA Sequencing Analysis and Sequencer software for sequence analysis Primer Express software to design TaqMan primers and probes Genescan, Genotyper and GeneMaper Additional equipment Genogrinder System: ChemiDoc XRS+, Gel Doc XR+ Beckman DU-640 spectrophotometer, NanoDrop ND 1000 Spectrophotometer Victor Plate Reader and Alpha Imager Mini The Laboratory for Molecular Simulation (LMS) brings molecular modeling and computational chemistry closer to the experimental scientist by offering training to both new and advanced users. Advanced modeling software is available for researchers at Texas A&M University to perform quantum calculations on small molecular or solid systems and molecular mechanics/dynamics modeling for large systems such as proteins, DNA, nanomolecules, polymers, solids, and liquids. The LMS also provides support for faculty that wish to incorporate molecular modeling in their course material. Resources available at the LMS include: - The LMS offers, free of charge, three types of workshops throughout the year: 1) Linux, 2) Molecular Modelling, and 3) Quantum Mechanics Short Course. For more information please see the workshops link to the left. Most of the programs available through the LMS are only available on Linux based machines, therefore, the Linux workshop is a pre-requisite for all other workshops. HARDWARE - The LMS has 20 SUN Ultra 20 workstations, 1 dual processor SGI Octane, 3 SGI R12000 O2's, and 4 Power Mac G5's in the computer lab in room 2109 chemistry. To obtain an account you must complete the Linux workshop or have a VERY strong
Law No. 6 of 1884. To provide for the production in evidence of Copies, instead of Originals, of Public Documents. The whole repealed. Orange Free Ordinance No. 11 of 1902. Law of Evidence Ordinance, 1902. The whole except sections sixty and sixty-one repealed. Transvaal. Proclamation No. 16 of 1902. The Law of Evidence Proclamation, 1902. The except sections forty-nine and fifty repealed. South-West Africa. Proclamation No. 21 of 1919. Administration of Justice Proclamation, 1919. Section three amended by the deletion in sub-section (6) of the words “and evidence”. Proclamation No. 38 of 1920. Further Administration of Justice Proclamation, 1920. Section eleven amended by the deletion of the words “and evidence”. Proclamation No. 8 of 1938. Procedure and Evidence Proclamation, 1938. Sections one, two, and five repealed. Republic. Act No. 46 of 1935. General Law Amendment Act, 1935. 1. Section one hundred and one amended - (a) by the deletion of (1) and (2); (b) by the substitution in (3) for the words “proceedings, whether civil or criminal” of the words “criminal proceedings”. 2. Section one hundred and three repealed. Act No. 32 of 1952. General Law Amendment Act, 1952. Section twenty-six in so far as it relates to civil proceedings repealed. Act No. 42 of 1952. Presumption of Death of Soldiers Act, 1952. The whole repealed. Act No. 14 of 1962. Evidence Act, 1962. 1. Section one amended by the deletion of the definition of “Republic”. 2. Section two repealed. 3. Section four amended by the substitution for the word “legal” of the word “criminal”. 4. Section five amended by the substitution for the word “legal” of the word “criminal”.
Element 2: Final, Valid, & on the Merits – Court has definitively ruled & all that’s left is to enforce the judgment (fed court – has to be noted on docket); TC decision is final, even while an appeal is pending (majority & fed courts); CA – minority rule: judgment not final for purposes of preclusion until appellate process is complete Validity – a judgment is deemed (1) if ∆ had proper notice, (2) if the requisites of PJ were satisfied, (3) and if the rendering court had SMJ over the controversy; No fraud, duress or mistake On the Merits – a final judgment for π is always on the merits; if a final judgment for ∆ on procedural grounds (i.e. lack of PJ) then not on the merits. Restatement – a judgment in favor of a ∆, although valid & final, will not trigger claim preclusion: (a) when the judgment is one of dismissal for lack of jurisdiction, for improper venue, or for nonjoinder or misjoinder of parties; or (b) when the π agrees or elects a nonsuit (or voluntary dismissal) w/o prejudice or the court directs that the π be nonsuited (or that the action be otherwise dismissed) w/o prejudice; or (c) when by statute or rule of court the judgment does not operate as a bar to another action on the same claim, or does not so operate unless the court specifies, & no such specification is made. Similarly, a valid & final personal judgment for the ∆, which rests on the prematurity of the action or on the π’s failure to satisfy a precondition to suit, does not bar another action by the π instituted after the claim has matured, or the precondition has been satisfied, unless a 2nd action is precluded by operation of the substantive law. Same Parties or Those in Privity w/ Them Literally same parties in 2nd case as 1st Adverse to each other on the claim in both cases Same capacity (trustee; party; individual) Privity – 3 types of relationships Successive interest of real or personal property Relationships that intertwine the substantive legal interests as a party or nonparty (intertwined legal interests) [bailor/bailee; employer/employee vicarious liability] **relationship is such that the other party should be benefited or burdened by the judgment**
satisfied (like the law ?, has only one answer) Standard of Review Abuse of Discretion jury: substantial evidence clearly erroneous de novo reviewed on a spectrum from de novo to abuse of discretion Standard Defined DC only reversed it is has made error through wrong law or wrong application (based on the facts you could choose x or y but chose z) could a rational juror come to that conclusion could a rational judge come to that conclusion COA uses its independent judgment (no DC deference) because there is only one standard BUT REALLY it seems like there is only one standard of review to use which is whether they applied the law correctly Note: the case management abuse of discretion standard is a fallacy - you have to get the law right (de novo) and the application right (which is also a mistake of law so it gets de novo review). What is really happening on these standards of review is who ought to be policing the question - if it’s the DC, we use a deferential standard of review - if we think the COA ought to do it, we adopt a more active standard of review. You will get reversed if you make an error of law. Did they apply the right law and did they do it correctly? BINDING EFFECT OF A JUDGMENT Generally
Subject Matter Jurisdiction Diversity Jurisdiction Date for determining diversity: a party’s citizenship for diversity purposes is determined as of the commencement of the action i.e. filing date Domicile : intent to remain indefinitely Resident alien Citizen of domiciled state D1 is Michigan D2 is Mexico; the fact that foreigner is a party does not destroy diversity between P and D1 Complete Diversity: No P is a citizen of the same state as ANY D Nominal parties are ignored e.g. guardian sues on behalf of child, guardians citizenship doesn’t matter Alienage Jurisdiction: Suit between citizens of a state v. foreigner on the other Resident alien is citizen of state resided in Devices to create or destroy diversity Courts will not take jurisdiction in which any party has been improperly or collusively joined to obtain Jurisdiction
Necessary Parties FRCP 19(a) Must be joined if possible but claim will proceed in the absence (where j/d not met) Indispensable Parties FRCP 19(b) Whole action must be dropped if they cannot be joined Impleader Generally: 3d party is liable to D if D is liable to P Claim must be derivative: TPP cannot claim that TPD is the only one liable to P and that he himself is not liable Must be that TPD is liable only if TPP is liable e.g. indemnity, subrogation(Blue+BlueShield), contribution, and breach of warranty Alternative Pleading: TPP can in alternative that neither TPP nor TPD are liable TPP may allege that only a portion of the recovery is due from TPD (contribution) If impleader is filed within 10 days after the time TPP served his answer to P’s claim, no leave of ct. req’d P may implead on counterclaims from D J/d requirements relaxed: PJ and SMJ are relaxed with respect to 3d party claim 100 mile bulge: service of 3d party may be made in 100mi radius of ct. house, even if outside long arm statute Supplemental J/d: 3d claims fall within supplemental j/d; domicile/amt don’t matter Venue: if venue is proper between original parties, proper with 3d Claims involving TPD Once TPD has been impleaded she can claim: Counterclaims against TPP (permissive or compulsory) Cross-claims against any other TPDs Any claim against original P arising from same trans/occ that is subject of P’s claim against TPP Any counterclaim against the original P, if the original P has made against TPD Impleader claims for 4th parties Claims by original P: Any claims against TPD arising out of the transaction or occurrence that is the subject matter of P’s claim against TPP J/d: claim by P against TPD must independently satisfy j/d Dismissal of main claim: if the main claim is dismissed before or during trial, ct. has discretion to hear 3d party claims Joinder of Claims & Parties of unrelated claims: P determines scope of litigation by joining whatever claims she wants, but judge retains control over course of litigation. FRCP 42(a) authorizes judge to order separate trials
Attachment E: Elevators Provide schedule of all elevators. Include a copy of all current state inspection certificates and match to schedule provided. Indicate the landings they respond to in case of an emergency (ICE). Add row/columns as necessary. Example Building: A Elevator Current Inspection Date Emergency power? Recall Ex. Date of installation Any updates? 1 01-01-17 Yes 2 05-16-85 Yes 2 06-27-15 No 3 07-18-89 No Update description: ICE landing: Building: Elevator Current Inspection Date Emergency power? Floor Recall Ex. Date of installation Any updates? Update description: ICE landing: Building: Elevator Current Inspection Date Emergency power? Floor Recall Ex. Date of installation Any updates? Update description: ICE landing: Building: Elevator Current Inspection Date Emergency Floor Recall Ex. Date of installation Any updates? Update description: ICE landing:
Attachment F Campus Building Original Date of Construction (Ground Breaking) Applicable Standard(s) (i.e. Readily Accessible, ANSI, UFAS, 1991 ADA, 2010 ADA) Is this building utilized by CTE students? Y or N If yes, briefly describe use (programs, services, etc.).
UNIVERSITY OF MINNESOTA CROOKSTON CIVIL SERVICE PERFORMANCE APPRAISAL FORM Employee Name Employee ID Job Class No. Time Period Being Reviewed Department Name Department Entity Class Title Annual Performance Appraisal Probationary Appraisal INSTRUCTIONS Effective evaluation of job performance is an on-going process. Annually, each manager/supervisor is required to provide a summary of progress toward meeting job expectations. Most employees desire feedback regarding his/her level of performance. The evaluation form has been designed to be used as a tool to assist you in identifying and communicating employee strengths, areas for improvement, and important work goals. Part I – Employee self-assessment: The employee should complete this section and submit it to the supervisor prior to the performance meeting. Part II – Supervisor assessment Roles and responsibilities: Reflect key responsibilities/tasks specific to this position. Use the rating scale for each area based on performance during the evaluation period. Competencies: Reflect important competencies relevant to the position. Use the rating for each one based on performance during the evaluation period. Part III – Work goals for next year/evaluation period: Enter the performance goals for the next period to be evaluated. Individual goals should align with important department and campus priorities.
Battle Location Which Side Won? Importance of the Battle Antietam Maryland Draw (Union claims victory) The bloodiest single day in American history. It was the first time the South invaded the North. Gettysburg Pennsylvania The Union defeats the South. It was the last time the South tried to invade the North. Chickamauga Georgia South One of the first major battles in Georgia. The Southern victory slowed down the Northern invasion of Georgia. Sherman’s Atlanta Campaign Georgia North The Union victory that ended with the destruction of Atlanta and divided the Confederacy in two. Standard: SS8H6b. State the importance of key events of the Civil War; the Emancipation Proclamation, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville Prison. Instructions: Indentify who was involved, what the outcome was, and explain why the event was an important event or location during the Civil War. Event/Location Importance Emancipation Proclamation p. 267 The order issued by Abraham Lincoln after the Northern victory at Antietam that freed the slaves in the Confederate states once they were taken over by the North. Union Blockade of Georgia p.260-263 The strategy used by the North in which they used their superior Navy to cut off supplies to Georgia and the rest of the Confederacy. Andersonville Prison p.275-276 The Southern prisoner of war camp for Union soldiers where poor conditions lead to the deaths of thousands of Union prisoners.
DESCRIPTION OF WORKS This specification covers the supply of all labour and materials for the construction of roads and drains and associated works generally including earthworks, underground drains and pits, footpaths, kerb and channels, road pavements, agricultural drains, street signs, conduits and any other work related to the construction of Council’s public roads, subdivisions and private development controlled by Planning Permits.
The capping layer shall comprise approved imported material complying with the limits shown in Table 20.3.5B. TABLE 20.3.5B: Physical Properties Limits of Grading (% Passing) After Compaction Sieve Size AS (mm) Plasticity Index x % passing 0.425 mm after compaction (max.) Plasticity After Compaction (max) CBR (min) % Swell (max) % (max) m/sec 75.0 4.75 0.075 1000 25 8 1.5 1x10-9 100 60 - 80 10 - 40 Note: CBR and Swell values are to be determined on specimens obtained from fraction of material passing 19.0mm sieve, compacted at optimum moisture content and 98% of maximum dry density as determined by test Standard Compactive effort, and soaked for 4 days prior to testing for CBR and Swell. The Permeability value is to be determined on specimens obtained from that fraction of material which passes a 19.0mm AS sieve, compacted at optimum moisture content and 98% of maximum dry density as determined by testing using Standard Compactive effort as for CBR and Swell. Treatment of Unstable or Wet Subgrades If the clay subgrade is in a saturated with moisture content in excess of the optimum, and rolling of the subgrade is not possible, the Contractor shall advise the Superintendent. Subject to the approval of the Superintendent and depending upon the prevailing weather conditions lime stabilisation below the base level may be substituted to improve the subgrade. Where the subgrade clay contains excessive basalt boulders and stabilisation is not practicable the saturated clay shall be removed and replaced with approved filling in accordance with VicRoads standard specification Section 204 – Earthworks Clause 204.10 (current issue). TREATMENT OF ROCKY SUBGRADE Unless otherwise specified, where the excavation at base level is rocky material or contains excessive basalt boulders, the subgrade shall be loosened and rocks or boulders removed to the following depths in all areas on which pavement is to be placed: Bedrock – minimum of 150mm below base level Loose rock and boulders – minimum 300 mm below base level Any resulting depressions be backfilled with Type A material of low permeability complying with Table 20.3.5B. Such backfilling, together with the remaining loosened material, shall be reworked and compacted as specified.
Civil Engineering Department of Civil Engineering General Office: Head Hall, Room Mailing Address: Department of Civil Engineering, University of New Brunswick, P.O. Box 4400, Fredericton, N.B., Canada, E3B 5A3 Phone: (506) Fax: (506) Email: Website: Faculty Arjomandi, Kaveh, BScE (IUST), MScE (SUT), PhD (DAL), PEng, Asst Prof - 2015 Bischoff, Peter H., BASc (UBC), MEng (McG.), PhD, DIC (Imperial Col, Univ. of London), PEng, Prof - 1992 Bremner, Theodore W., BScE (UNB), MSc, DIC, PhD (Lond),FCSCE, FACI, PEng, Hon Res Prof, Prof Emeritus - 1969 Christie, James S., BScE, MScE, PhD (UNB), PEng, Hon Res Prof - 2014 Cooke, A. Brian, BSc (Dal), Dipl Eng (SMU), BEng (TUNS), PhD (Qu.), PEng, Sr Teach Assoc, Asst Dean - 1997 Dukuze, Augustin, BASc (Louvain), MASc (Sherbrooke), PhD (UNB), PEng, Adjunct Prof – 2010 Hanson, Trevor, BScE, MScE, PhD (UNB), PEng, Asst Prof - 2011
U N I T 6 G E O G R A P H Y C H A L L E N G E Geography Skills Analyze the maps in “Setting the for Unit 6 in the Student Text. Then answer the following questions and fill out the map as directed. Locate the area of the Maya civilization. or outline it in green on your map and in the key. Locate the area of the Aztec civilization. Shade or outline it in yellow on your map and in the key. Locate the area of the Incan civilization. Shade or outline it in red on your map and in the key. Locate the Sierra Madre Occidental, the Sierra Madre Oriental, the Andes Mountains, the Mexico Plateau, the Yucatán Peninsula, and the Amazon River. Label them on your map. According the map in the Student Text, what is the elevation and principal climate zone of the land in central Mexico? How you predict that elevation and climate might affect the way the Aztecs lived? how high is the land in the northern Yucatán Peninsula? In the southern Yucatán Peninsula? Which climate zone is in the northern Yucatán Peninsula? Which climate zone is southern Yucatán Peninsula? What challenges do you think climate and elevation might have posed for the Maya?
Have you ever had or a protective order/no contact order/restraining order against this person? Yes No If yes, complete the following: (List all) Start Date Case No. Case Disposition (circle one) End Date Case Expired I Canceled Lifted/ Dismissed Case Expired I Canceled Lifted/ Dismissed Case Expired I Canceled Lifted/ Dismissed Case Expired I Canceled Lifted/ Dismissed Case Expired I Canceled Lifted/ Dismissed Has this person ever had or filed a protective order/no contact order/restraining order against you? Yes No If yes, complete the following: (List all) Start Date Case No. Case Disposition (circle one) End Date Case Expired They Canceled Lifted/ Dismissed Case Expired They Canceled Lifted/ Dismissed Case Expired They Canceled Lifted/ Dismissed Case Expired They Canceled Lifted/ Dismissed Case Expired They Canceled Lifted/ Dismissed
Child and Adult Care Food Program CIVIL RIGHTS TRAINING Sign-In Sheet Institution Name: Agreement #: Location: Training Date(s): Required Civil Rights Training Topics 6 Protected Classes: Race National origin Sex Age Disability 9 Compliance Areas in Civil Rights: Collection and use of data Effective public notification systems Complaint procedures Compliance reviews Resolution of noncompliance Requirements for reasonable accommodation of persons with disabilities Requirements for language assistance Conflict resolution Customer service Print Name Signature Position Print Name Signature Position
Source of application (Name of newspaper/Website, etc.): SECTION B – EDUCATION, QUALIFICATIONS and TRAINING GENERAL EDUCATION: Dates Name of Secondary School (s) Examinations Taken Subject Results From To ACADEMIC, PROFESSIONAL OR TECHNICAL QUALIFICATIONS: Dates University, College or Examining Authority Qualification Obtained Level in the National Frameworks of Qualifications Year Qualification Obtained Final Year Examination Subjects From To RELEVANT TRAINING /COURSES (OPTIONAL): SECTION C – EMPLOYMENT RECORD
Events _______ on Washington Martin Luther King, Jr’s “I Have a _____________” speech Builds support for civil rights legislation Shows power of _________________________________ ______________________________________________ Introduced by JFK just before his assassination Prohibits ____________________based on race, religion, ethnicity or gender New President Lyndon B. _____________ (LBJ) gets it passed ________________________________________________ Outlaws ________________ for voting Increased African-American voters 1968 Summer Olympics Two African-American athletes raise black gloves on the medal stand Both are expelled from the games for their “political” protest Frustration and Riots ____________________leads to __________________ in the mid-to-late 1960’s. African-Americans are frustrated with the slow pace of change, even (or especially?) after Civil Rights legislation and Supreme Court rulings that ‘guaranteed’ rights Rise of the ________________________________ and the Black Panthers Provided social services in African-American neighborhoods Disagreed with King’s non-violent resistance – thought that violence should be met with violence in self-defense Controversial
just powers from the consent of the governed” justifies the plea of one-half of the people, the to exercise the suffrage. The doctrine of the American Revolutionary War that taxation without representation is unendurable justifies women in exercising the suffrage. — Oklahoma Senator Robert L. Owen, 1910 2 What problem is described in this quotation? [1] ________________________________________________________________________________________ ________________________________________________________________________________________ Score U.S. Hist. & Gov’t.–Aug. ’03 [13] [OVER] Document 3
The Rights Act of 1964 signed by President Lyndon Johnson makes it... “unlawful for an employer to "fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, conditions or privileges or employment, because of such individual's race, color, religion, gender, or national origin." Q: Do you think that there are still people that did not agree with the Civil Rights Act of 1964? Other Important people of Civil Rights Movement Ida Wells – born a slave in Mississippi, she will go on to become a founder of the NAACP (National Association for the Advancement of Colored People) to help African Americans gain freedoms. Reverend William Barber – current leader of the NAACP in North Carolina. He is very active in fighting for equality for all, especially with the issue of providing all students in Wake County schools with adequate resources and opportunities for success. Thurgood Marshall – born in Maryland, he will go on to help with the case of “Brown v. the Board of Education” (1954), which calls for integration of all people in public education. Will become the 1st African American Supreme Court Justice. Medgar – born in Mississippi, will go on to work closely with the NAACP to fight for the rights of African Americans. After being killed in his front yard, President Kennedy was so inspired by his courage that he pushed Congress to start writing the Civil Rights Act. Jesse Jackson – born in South Carolina, ran for President twice (1984 and 1988). Stood with Dr. King for many protests, including the sanitation workers strike in Memphis, TN, where Dr. King was killed on April 4, 1968. Is still very involved with fighting for the rights of all people.
households located in the proposed project area. This does/does not represent a threshold population of LEP residents. Local elected officials, clergy, medical personnel, and school administrators were polled by telephone/questionnaire to request input regarding their knowledge of LEP households within the community and/or proposed project area(s). Based on the results of the telephone poll/questionnaires, there are an estimated number of LEP households households located in Community Name. This does/does not represent a LEP threshold population. County Name utilized American Community Survey 5-Year estimates (2012-2016), tables B16003 and DP05. Based on this data, County Name does/does not meet the 1,000 or 5% LEP persons threshold for any languages or Language(s) identified. The frequency with which the LEP persons come into contact with the program. Select the paragraph(s) below that best describe your methodology. Delete the other paragraph(s). These paragraphs may be modified or replaced with narrative that more accurately reflects the community’s methodology. The proposed project does include acquisition, relocation, housing rehabilitation, and/or water/sewer hookups. Therefore, residents are likely to have considerable direct contact with the program and its staff. The proposed project is an infrastructure project that does not provide direct assistance to individuals. As a result, LEP persons rarely come into contact with the CDBG program. However, all citizen participation activities are open to the general public. The nature and importance of the program, activity, or service provided by the program. Select the paragraph(s) below that best describe your methodology. Delete the other paragraph(s). These paragraphs may be modified or replaced with narrative that more accurately reflects the community’s methodology. Replace the shaded areas with information about your community.
the filing and prompt resolution of employment related complaints of discrimination. These processes are available to applicants for Extension employment, Extension employees and employees occupying positions that are supported by non-Extension funds and who are supervised by Extension employees. When a complaint is brought to your attention, you are required to inform the complainant of his/her to file a complaint according to the following processes: Informal Complaint Process The complainant may contact any of the MSUE EEO Counselors who are designed to consider, conciliate, mediate, resolve or refer complaints in consultation with the EEO Coordinator. The addresses of these counselors are posted in each county office. All informal complaints will be heard and a decision made by the counselor in consultation with the EEO Coordinator within five working days after receipt. Formal Complaint Process If informal procedures do not attain a result satisfactorily to the complainant or if the complainant does not desire to follow the informal process, the complainant has the option to use the Formal Complaint Process. A complainant may file a formal complaint with the President, Michigan State University, the Director of MSU Extension Service or with the MSUE EEO Coordinator. Complaints are to be filed in writing within 180 days from the date of the alleged discrimination. A complainant may request a hearing of the complaint which will be conducted by the Judicial Board of Michigan State University. The hearing will be arranged by the MSUE EEO Coordinator and will be conducted according to policies and procedures adopted by the MSU Board of Trustees within 60 days of the request at a time and location agreed on by the EEO Coordinator and the complainant. The EEO Coordinator, the complainant and any person whose alleged conduct is the cause of the complaint shall have the right to call and cross-examine witnesses under oath. The Anti-Discrimination Judicial Board will submit a decision including findings of fact, conclusions, and recommendations to the Director of Extension for action within thirty (30) days of the conclusion of the hearing. The Director of Extension will notify the complainant in writing of the decision or disposition of the complaint. Other Options Available to the Complainant The complainant may file a formal complaint with the Michigan Department of Civil Rights. 2. The complainant may file a formal complaint with the United States Equal Employment
Gay males and lesbians, too, had long suffered from discrimination and civil rights abuses. Beginning with the Stonewall riots of 1969, what eventually became known as the LGBTQ community started openly demonstrating in favor of gay rights, and against laws that proscribed their behavior. The resulting political controversies became a polarizing issue, as efforts to pass same-sex marriage laws led to ‘marriage amendments’ in state Constitutions and the federal Defense of Marriage Act, forbidding the federal government to recognize any marriage not between a man and a woman. Court challenges followed, along with several states legalizing gay marriage, and the issue has yet to be fully resolved—much like the state of civil rights as a whole. THE AFRICAN AMERICAN EXPERIENCE AND THE CIVIL RIGHTS MOVEMENT Ending Servitude Constitutional Amendments. The Civil Rights Acts of 1865 to 1875. The Ineffectiveness of the Early Civil Rights Laws The Civil Rights Cases. Plessy v. Ferguson: Separate but Equal. Voting Barriers. Extralegal Methods of Enforcing White Supremacy. The End of the Separate-but-Equal Doctrine Brown v. Board of Education of Topeka. “With all Deliberate Speed.” Reactions to School Integration. De Jure and De Facto Segregation The Civil Rights Movement King’s Philosophy of Nonviolence. The on Washington. Modern Civil Rights Legislation The Civil Rights Act of 1964. The Voting Rights Act of 1965. The Rights Act of 1968 and Other Housing Reform Legislation. Consequences of Civil Rights Legislation. Political Participation by African Americans. Political Participation by Other Minorities. WOMEN’S STRUGGLE FOR EQUAL RIGHTS Early Women’s Political Movements The Modern Women’s Movement The Equal Rights Amendment. Challenging Gender Discrimination in the Courts. Women in the Military. Women in Politics Today Gender-Based Discrimination in the Workplace Title VII of the Civil Rights Act of 1964.
Committee Note, Rule 26 (Dec. 1, 2015) “Information is discoverable under revised Rule 26(b)(1) if it is relevant to any party’s claim or defense and is proportional to the needs of the case. The considerations that bear on proportionality are moved from present Rule 26(b)(2)(C)(iii), slightly rearranged and with one addition.” “The former provision for discovery of relevant but inadmissible information that appears ‘reasonably calculated to lead to the discovery of admissible evidence’ is also deleted. The phrase has been used by some, incorrectly, to define the scope of discovery. As the Committee Note to the 2000 amendments observed, use of the ‘reasonably calculated’ phrase to define the scope of discovery ‘might swallow any other limitation on the scope of discovery.’ The 2000 amendments sought to prevent such misuse by adding the word ‘Relevant’ at the beginning of the sentence, making clear that ‘relevant’ means within the scope of discovery as defined in this subdivision . . . .’ The ‘reasonably calculated” phrase has continued to create problems, however, and is removed by these amendments. It is replaced by the direct statement that ‘Information within this scope of discovery need not be admissible in evidence to be discoverable.’ Discovery of nonprivileged information not admissible in evidence remains available so long as it is otherwise within the scope of discovery.” Guideline 2: Rule 26(b)(1) identifies six factors for the parties and the judge to consider in determining whether proposed discovery is “proportional to the needs of the case.” As discussed further in Guideline 3, the degree to which any factor applies and the way it applies depend on the facts and circumstances of each case. Committee Note, Rule 26 (Dec. 1, 2015) “The present amendment restores the proportionality factors to their original place in defining the scope of discovery. This change reinforces the Rule 26(g) obligation of the parties to consider these factors in making discovery requests, responses, or objections.”
Layoff List To be placed on the University of Minnesota Layoff List, complete a staff application online at and submit a written request to be placed on the layoff list to or: Layoff List Coordinator OHR Operations Center 545 West Bank Office Building Mail Code 7534A 1300 S 2nd Street Minneapolis, MN Fax: 612-626-7911 Unemployment Insurance Benefits Apply for benefits using TELECLAIM 651-296-3644 or outstate 1-877-898-9090. You can also visit this website: .
What message do graphs send? Why do you think that is the case? After being instructed to do so, use the second information sheet to answer the following: How does the supplementary information help your understanding of the data? Do they support each other? How do these images relate to the American government? Did they impact the creation of laws/legislation? Why is this source significant to understanding civil rights and our government? Prepare to present your sources, each group will have 2-3 minutes to present 1) Your initial reaction 2) The new information you learned 3) How it relates to US Government
Natasha Stott-Despoja AM Charlie King Anne Hollonds Di Mangan Monique Toohey Vicki Lachlan Tracy Howe Julie McKay Liz Little (telecon) Vivi Koutsounandis Sharan Nicholson-Rogers Fliss Lord Margaret Piper AM Oberin Irene Mills (telecon) Therese Sands Clare Oppy Megan Mitchell Chrystina Stanford Ms Rhonda Payget Daniel Moss (proxy for Lin Hatfield Dodds) Karen Willis Wendy Reid Graeme Pearce Fiona McCormack Troy Roderick Ms Dale Wakefield Thelma Weston Sue Salthouse Carmel Guerra Shirley Slann Sutton Vanessa Vanderhoek Pauline Woodbridge
Civil Society CRPD Forum Monday 12 June 2017, 10:00am – 6:00pm Conference Room 4, UN Headquarters, New York Opening Session 10:00 – 10:25 am H.E. Georgi Panayotov, Permanent Representative of the Republic of Bulgaria to the United Nations, President, Conference of States Parties to the CRPD Theresia Degener, Chair, CRPD Committee Catalina Devandas, UN Special Rapporteur on the Rights of Persons with Disabilities Moderation and introductory remarks by Colin Allen, Chair, International Disability Alliance Session One 10:30 am 12.25pm Moderator: Vladimir Cuk, IDA Panel 1: Nothing about us without us: Practical implementation of Article 4.3 Panel 2: Leaving no-one behind: Addressing multiple & intersecting forms of discrimination Ioannis Vardakastanis European Economic & Social Committee European Disability Forum The impact of DPO parallel reporting on the UN system Carlos Rios Espinosa Human Rights Watch The SDGs and the right to live independently and in be included in the community Risnawati Utami OHANA The opportunity of the Sustainable Development Goals and Voluntary National Reviews: Case study from Indonesia Nidhi Goyal Activist: Disability Rights and Gender Justice We for She: Realizing gender equality in the disability movement Tina Minkowitz Center for the Human Rights of Users and Survivors of Psychiatry All rights, all people with disabilities Mariana Camacho Youth Representative The next generation: Engaging youth with disabilities
Civil War Learning Goals and Success Criteria Learning Goals: Why does the North win the war? Who are some major people during the war? What is life like as a solider? What is reconstruction? Who are the presidents of the United States? Success Criteria 1) North Wins 1A: Student can list strengths and weakness each side has before the war started. 1B: Student can explain how the North and South plan on winning the war. 1C: Student can explain critical battles and events that let the North win. Emancipation proclamation, Fort Sumter, First Manassas/Bull Run, Shiloh, Antietam, Siege of Vicksburg, Gettysburg, Sherman’s March, Picket’s March 2) People 2A; Student understands key figures roles in the Civil War Clara Barton, Thomas Jackson, Ulysses S. Grant, Robert E. Lee, Jefferson Davis Abraham Lincoln, John Wilkes Booth, Frederick Douglass, McClellan 3) Life 3A: Student can explain what life is like as a solider by reading primary resources 3B: Student can explain what life is like as a solider by watching the reenactment 4) Reconstruction 4A: Student can explain what reconstruction plan were adopted. 5) Students can list the 1st 16 presidents of the United States and their political parties.
Name: Two (2) One (1) Zero (0) Opinion Editorial Piece Opinion is clearly and functionally argued in relation to prompt Opinion is mostly clear and functional in argument in relation to prompt but with some issues Little to no effort towards arguing an opinion in relation to prompt Civil War Leader Story Significance of chosen leader is clearly and accurately represented Significance of chosen leader is mostly clear and accurate in representation but with some issues Little to no effort towards representing leader in clear and accurate way Unsung Hero Story Significance of chosen group/individual is clearly and accurately represented Significance of chosen is mostly clear and accurate in representation but with some issues Little to no effort towards representing group/individual in clear and accurate way Battle Cartoon Chosen battle is accurately represented and creatively depicted Chosen battle is mostly accurate in representation and with some effort to creativity but with some issues Little to no effort towards representing battle in accurate and creative way Presentation Poster as a whole is creative, neat, and well-organized Poster as a whole is mostly creative, neat, and but with some issues Little to no effort towards creativity, neatness, and organized /10 Name: Two (2) One (1) Zero (0) Opinion Editorial Piece Opinion is clearly and functionally argued in relation to prompt Opinion is mostly clear and functional in argument in relation to prompt but with some issues Little to no effort towards arguing an opinion in relation to prompt War Leader Story Significance of chosen leader is clearly and accurately represented Significance of chosen leader is mostly clear and accurate in representation but with some issues Little to no effort towards representing leader in clear and accurate way Unsung Hero Story Significance of chosen group/individual is clearly and accurately represented Significance of chosen group/individual is mostly clear and accurate in representation but with some issues Little to no effort towards representing group/individual in clear and accurate way Battle Cartoon Chosen battle is accurately represented and creatively depicted Chosen battle is mostly accurate in representation and with some effort to creativity but with some issues Little to no effort towards representing battle in accurate and creative way Presentation Poster as a whole is creative, neat, and well-organized Poster as a whole is mostly creative, neat, and but with some issues Little to no effort towards creativity, neatness, and organized /10
Brown vs. Board of Education, Topeka Kansas Rosa Parks James Meredith “I Have a Dream” Speech is delivered Little Rock Nine Ruby Bridges Voting Rights Act of 1965 Montgomery Bus Boycott March on Washington Bloody Sunday Freedom Summer Michael Schwerner, James Chaney & Andrew Goodman CORE Black Panthers formed SNCC (include who founded it) Passing of the 24th Amendment Civil Rights Act of 1957 Civil Rights Act of 1964 SCLC (include main people who founded it) “Freedom Ride” Kerner Commission Assassination of Malcom X Assassination of Martin Luther King Jr. Assassination of John F. Kennedy James Meredith shot Riots break out in Watts (Los Angeles) NAACP founded Greensboro sit-ins
Section 7:Leaders Summarize “Freeing the Slaves” Summarize “Appointing Grant” Summarize “Winning Reelection” Section 8: Military Leaders Compare and Contrast Lee to Grant. (How are they the same? How are they different?)
A D E 9 PE 1 Science Civitas Class Electives: (one) Visual/Perf.Arts, Industrial Tech, etc. PE 1 Biology Civitas Class Foreign Language or Biology PE 1 Biology Civitas Class Foreign Language Biology or Honors Chem. G R A D E 10 Algebra 1 English 2 PE 2 or ISPE2 World History Civitas Class, 1 sem. Honors Civitas Speech, 1 sem. Electives: (one) Visual/Perf. Arts Indust. Tech, etc. Geometry, or Algebra 2 English 2 or Honors English 2 PE 2 or ISPE2 World History Civitas Class, 1 sem. Foreign language Honors Civitas Speech, 1 sem. Algebra 2 or Pre-Calc. Honors English 2 ISPE2or PE 2 World History Civitas 1 sem. Foreign Language Honors Civitas Speech, 1 sem. G R A D E 11 English 3 History Physical Science Civitas Electives; Vis./Perf. Arts, Teachers/Office Aide, Industrial Tech, Algebra 2 or pre-Cal. English 3 or Honors Chemistry, Physics or AP Biology History, Honors, or AP Civitas Class Foreign Language Pre-Calc. or AP Calc. Honors English 3 Physics, AP Physics or AP Biology AP History Civitas Class Foreign Language G R A D E 12 English 4 American Govt./Econ. Civitas Electives: Vis./Perf.Arts, Teachers/Office Aide, Social Science, Etc. Pre-Cal or AP Calculus English 4, Eng. Lit., or AP Honors Chem., Physics or AP Biology American Govt./Econ. Civitas Foreign Language Electives: Vis./Perf. Arts, Social Science, Etc. AP Calculus AP English or English Lit. AP Physics or AP Biology American Govt./Econ. or AP Economics Civitas Class Foreign Language Electives: Vis./Perf. Arts, Social Science, Aide *These are only samples. Speak with your counselor to develop the best plan for you. GRADUATION REQUIREMENTS FOR RIO AMERICANO ENGLISH 40 UNITS SOCIAL STUDIES 30 UNITS SCIENCE 20 UNITS (Life Science 10 units/Physical Science 10 units) MATHEMATICS 20 UNITS VISUAL & PERFORMING ARTS 10 UNITS (Foreign language may substitute for only 5 of this 10 unit requirement) ECONOMICS 5
BFG – Kaire – for putting in 100% and producing good work all week Assembly: Mr. Wyld’s assembly was about the responsibility to ‘influence’ our family and friends in a positive way and to be good when no one’s looking! Attendance: Our School Target for this year is 96.5% Congratulations to Pinocchio class who had the highest attendance last week with 96.25% Let’s get working with our attendance across the school. Check the weekly updates! BFG – 87.73% Matilda – 85.24% Gruffalo – 94.38% Pinocchio – 96.25% Elmer – 89.23% Paddington – 85.93% Key Dates: Thursday 7th December – Nasal vaccinations Friday 8th December – INSET DAY (School CLOSED to pupils) Tuesday 12th December – Christmas show rehearsal 2.00pm – Parents with babies and buggies Wednesday 13th December – Christmas show at 2.00pm Thursday 14th December – Christmas show at 9.30am Friday 15th December – Christmas Jumper Day – ‘Save the Children’ – Wear your Christmas jumper and make a donation to ‘Save the Children’ Friday 15th December – Pupils Christmas Lunch Monday 18th December – Last day of After school club Tuesday 19th December – Last day of term Wednesday 3rd January 2018 – INSET DAY (School CLOSED to pupils) Thursday 4th January 2018 – Pupils return to school (Breakfast and After school club begins) Have a fantastic week. Salima Ducker and Robert Wyld Executive Head Teachers School contact details: Address – 90a Great Knollys Street Reading RG1 7HK Tel: 0118 467 6720 Email: Web: (currently under construction) Twitter: @R2Civitas Facebook: Civitas Academy After School Club Tel: 07519938866
ART Akshitha BFG RESILIENCE Davidas Gruffalo COMMUNICATION Jude Gruffalo KINDNESS Shayla Matilda ATTENDANCE Ariyah Matilda RIGHTS RESPECTING John-Macaulay BFG LEADERSHIP Toni-Ann Pinocchio COMMITMENT TO EXCELLENCE Winefred BFG Stars of the Week Gruffalo – Angelina – for her super performance Pinocchio – Musa – for making great progress in his reading Matilda – Luca – for great improvement with his learning behaviours BFG – Temi – for good phonics Attendance: Our School Target for this year is 96.5% Congratulations to BFG this week with a great 98.18% attendance. Across the school we are all working hard to make improvements with our attendance. Our Whole school attendance this week was 93.65%, we need to improve upon this quickly. BFG – 98.18% Matilda – 97.73% Gruffalo – 93.21% Pinocchio – 93.46% Elmer – 88.62% Paddington – 92.71% Key Wednesday 3rd January 2018 – INSET DAY (School CLOSED to pupils)
Statute unconst’l b/c facts submitted to judge were 1-sided Inconsistent w/ Mitchell/Di-Chem b/c affidavit more than conclusory and was issued by a judge Consistent w/ Mitchell/Di-Chem b/c more complicated. Property had nothing to do w/ 1-sided tort claim. Balance is different
Structure & size City Metropolitan area Population: What kind of visit do you want to host? Work placement Study visit Are you member of the CIVITAS Community? CIVITAS demonstration city CIVITAS Forum network city CIVINET member city IA or RIA project partner city None Has your city been awarded an award for its work on sustainable mobility? If yes, which one? CIVITAS award EUROPEANMOBILITYWEEK award SUMPs award Other (please specify) My city has applied or has been short listed but not selected None Do you have recent experience of hosting an international visit? If yes, please give more details about it. Yes (Please specify No Organising the visit What are the main reason(s) why your city wants to host a CIVITAS SATELLITE visit? How do you plan to bring and share your city’s experience and know how to the visiting city? Which theme(s) would you be able to present during the visit Clean fuels and vehicles Collective passenger transport Car-independent lifestyles Demand management strategies Integrated planning Mobility Management Public involvement Safety and security Transport Telematics Urban freight logistics Other: (please specify) Which key local/regional decision makers, project managers and/or stakeholders will be involved in the visit?
The recommends that: an LP CIV regime be introduced into the of CIVs that provide tax flowthrough treatment; LP CIVs be required to meet all the characteristics of a CIV as set out in the Board’s recommendations in Chapter 4, including the widely held requirement; and an LP CIV be taken to be Australian resident if: the partnership is formed in Australia; or the partnership carries on business in Australia and has it central management and control in Australia. LP CIV Views in submissions A number of stakeholders submitted that flowthrough taxation in LP CIVs should be achieved by attributing the taxable income of the CIV to the limited partners with appropriate withholding tax rules applying with respect to taxable income attributed to nonresident limited partners. Stakeholders suggest that the preferred approach would be to exclude a class of LPs that meet certain widely held and investment tests (LP CIVs) from the existing LP corporate tax treatment in Division 5A, such that they would receive general partnership tax treatment, with the addition of appropriate loss limitation rules. The preferred approach would be to exclude a class of LPs which we call Collective Investment Vehicles LPs (CIVLPs) from the existing LP corporate treatment. This might be achieved by carving out LPs, meeting certain widely held and investment tests, from the current company tax treatment for LPs ... Appropriate integrity around the use of losses might be introduced using rules such as the approaches in other jurisdictions. For example, losses in UK LPs and UK LLPs can be deducted but limited to the capital contributed ... The CIV LP might be restricted to institutional and sophisticated investors under an appropriate regulatory regime. Ernst & Young Other stakeholders have submitted that, rather than introducing a carveout from Division 5A, LP CIVs could be taxed in the same way as MITs, which would be consistent with the principle that the tax treatment of a CIV should be determined by the nature of its investment activities rather than the structure of the entity through which the funds are pooled.