zilongwang/ReadingBank huggingface dataset:
Appendix The table below provides some concrete examples of how social protection systems could be rendered more disability-inclusive by combining enhanced access to mainstream schemes with disability-specific schemes. It is in no way an exhaustive list of possible interventions. MAINSTREAM SCHEMES AND PROGRAMMES DISABILITY-SPECIFIC SCHEMES AND PROGRAMMES General Ensure that national social protection legal frameworks guarantee the rights of persons with disabilities to social protection. Ensure that persons with disabilities have equal access to mainstream social protection programmes and services, including by providing accessible information and communication. Include disability-specific indicators to monitor the inclusiveness of social protection programmes and the system as a whole, and further disaggregate this data by gender or other relevant characteristics. Explicitly refer to persons with disabilities as a target group in any mainstream programme taking into consideration additional barriers which may be encountered by women, indigenous people, persons in rural locations, etc. Unbundle basic income support/social assistance and disability-related support. Ensure that beneficiaries of income support programmes also have effective access to health care, education, care and other services. Ensure that disability-related costs and support in cash and in kind (e.g. assistive devices, mobility aids) are reflected in national social protection systems. Review national definitions and eligibility criteria of persons with disabilities to ensure their conformity with the CRPD. Ensure access to community support services. Mitigate risk of stigma in the community that may result from targeted interventions. INCOME SUPPORT Across the life cycle: Taking into account cost In the absence of sufficient protection provided by disability-specific schemes, provide for increased benefit levels to cover disability-related costs for children and adults with disabilities. Ensure that minimum income thresholds in social assistance schemes are adjusted for disability-related costs (e.g. by including disability as a factor in proxy means tests). Develop a set of schemes (cash allowances, discounts, exemptions, etc.) that effectively support persons with disabilities in covering disability-related costs across the life cycle, with an income threshold, if any, significantly higher than that for social assistance.
sense of superiority towards the US has been a serious problem for US in the past…will spare you the obvious by merely pointing up the unusual gains, much greater than the normal pubic relations gains, which we are convinced would come from an early visit by these men who are at this moment supra-national heroes whose exploits have touched all humanity, except Picasso and Marcuse. Reports and commentary on the tour emphasize that it was a resounding success. In USIA Science Advisor Simon Bourgin’s report, he notes that after the tour American Ambassadors noticed a new flexibility in tackling a “host of problems whose approaches were otherwise frozen.” He went on to observe that “by their modesty, expertise, and warmth the astronauts projected an image of the kind of Americans other nations would like us to be.” Under secretary of State for Political Affairs U. Alexis Johnson suggested “the visits of the Apollo 11 astronauts to many nations… have helped greatly in extending and deepening the sense of personal involvement of the peoples of the world in our space program.” The Giantstep tour drew record crowds of people and prompted extensive media coverage around the world, and it also eased political relationships between the United States and many countries. Shortly after the Apollo 11 mission, President Nixon, along with his National Security Advisor, Henry Kissinger, and State Department officials, decided to give moon rocks to foreign heads of state, along with flown miniature national flags, as a diplomatic gesture. Specs of Moon rock particles--0.05 grams, scarcely more than a grain of rice- embedded in Lucite and mounted with a plaque that read: “Presented to the People of X by Richard Nixon, President of the United States of America.” Many of the responses to the rocks were quite positive, and heads of state were enthusiastic about the tiny flags in particular. For instance, the Algerian President expressed special appreciation that the Algerian flag had been flown to the Moon, especially given the lack of diplomatic relations between the two countries and he suggested that it “underlined the universality of the American space program.” And, when Vice President Spiro Agnew traveled around Asia to discuss the Nixon Doctrine he carried with him a number of these plaques goodwill gifts for each head of state in the nine countries he visited. Reports note that the goodwill aspect of tour enhanced by passing out of moon rocks and these gifts establish a mood of friendship, which aided the discussion of other foreign relations matters.
4) Describe what ‘locus’ means. (1) 5) Construct the locus of points that are 1cm from the line DE (1) 6) In which of these situations would constructing the locus of points a fixed distance from a point be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 7) In which of these situations would constructing a perpendicular bisector be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 8) In which of these situations would constructing an angle bisector be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 9) Use a ruler, compass and pencil to construct a Rhombus (1)
5) Construct the locus of points that are 1cm from the line DE 6) In which of these situations would constructing the locus of points a fixed distance from a point be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 7) In which of these situations would constructing a perpendicular bisector be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 8) In which of these situations would constructing an angle bisector be useful? Finding the exact centrepoint between two towns on a map. Show on a diagram where a farmer needs to dig a straight trench that is equidistant from two adjacent hedges. Showing the area on a map covered by a radio transmitter. (1) 9) Use a ruler, compass and pencil to construct a Hexagon (1) 10) (1)
Child Safe Standards CHILD SAFE POLICY – CLUB TEMPLATE The following Child Safe Policy is provided as an illustration to demonstrate what clubs may consider appropriate for inclusion in their own Child Safe Policy. The topics included in this sample policy are essential for inclusion, but you should also think about what additional topics you could include in your own policy that are relevant to your club. You may also want to add more detail to each topic where you think is desirable or necessary. Vicsport recommends sporting clubs develop a Child Safe Policy with the assistance of appropriate legal advice. The section within the policy regarding commitment to child safety is appropriate to use as a statement of commitment to child safety as required by Victoria’s compulsory child safe standards. Further Information: P +61 3 9698 8100 E W [Insert name] Child Safe Policy Written By: [insert name of author] Approved By: [insert name of people approving the policy] Endorsed By: [insert who, when and where the policy was endorsed] Date for Review: [insert date of next review] Purpose This policy was written to demonstrate the strong commitment of the management, staff and volunteers of the [insert name of club] (the Club) to child safety and to provide an outline of the policies and practices the Club has developed to keep everyone safe from any harm, including abuse. Commitment to Child Safety All children who are a part of the Club have a right to feel and be safe. The welfare of the children in our care will always be our first priority and the Club has a zero tolerance to child abuse. The Club aims to create a child safe and child friendly environment where children feel safe and have fun and the Club's activities are always carried out in the best interests of the children. Application of this Policy This policy was developed by the Club and in collaboration with [adapt as appropriate] staff, volunteers and the children who use our services and their parents.
9-3 Skills Practice Transformations of Quadratic Functions Describe how the graph of each function is related to the graph of f(x) = . 1. g(x) = + 2 2. g(x) = 3. g(x) = – 8 4. g(x) = 7 5. g(x) = 6. g(x) = –6 7. g(x) = – + 3 8. g(x) = 5 – 9. g(x) = 4 Match each equation to its graph. 10. y = 2 – 2 A. C. 11. y = – 2 12. y = – + 2 13. y = –2 + 2 B. D.
streetscape and surrounding area (b) retains daylight access for adjoining premises; (c) provides privacy and amenity for residents and occupants on site and on adjoining premises; (d) provides for appropriate landscaping. Buildings and structures are set back not less than 4 metres to the rear boundary. AO6.3 The side boundary setback for buildings and structures is: (a) for buildings of 1 or 2 storeys, not less than 2 metres for the entire building; or (b) for buildings of 3 and 4 storeys, not less than 3 metres for the entire building; or (c) for buildings greater than 4 storeys in height no acceptable outcomes are provided. Note – Figure 9.3.15.3.b and Figure 9.3.15.3.c provide guidance on meeting the outcomes. Amenity PO7 Development is designed to provide amenity for residents whilst maintaining the visual and acoustic privacy of adjoining sensitive land uses. AO7.1 Where habitable rooms directly oppose habitable rooms in residential buildings within 2 metres at ground floor level or within 9 metres above ground floor level or overlook a sensitive land use: (a) sill heights are a minimum of 1.5 metres above floor level; or (b) fixed obscured glazing for any part of the window below 1.5 metres above floor level; or (c) fixed external screens are provided to reduce overlooking; or (d) in the case of screening for the ground floor level, fencing to a height of 1.8 metres above ground level is provided. PO8 Development addresses the road frontage to facilitate casual surveillance and to enhance the amenity of the streetscape. Note - Alternative solutions will be considered for developments on State Controlled Roads and future State Controlled Roads when required by the Queensland government. AO8.1 Development incorporates balconies, windows or verandahs that face the street. AO8.2 Fences and walls to road frontages are not more than: (a) 1.2 metres in height if less than 50%
C: Our Father, who art in heaven, hallowed be thy name, thy kingdom come, thy will be done on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses, as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. For thine is the kingdom and the power and the glory forever and ever. Amen. The Sacrament M: The Lord be with you. C: And also with you. M: Lift up your hearts. C: We lift them up to the Lord. M: Let us give thanks to the Lord our God. C: It is good and right so to do. M: Praise to the God and Father of our Lord Jesus Christ! In love he has blessed us with every spiritual blessing. By the outpouring of his Spirit, he empowered his Church to be witnesses of Christ to the ends of the earth. Now have come the salvation and the power and the kingdom of our God and the authority of his Christ. To him who sits on the throne and to the Lamb be praise and thanks and honor and glory for ever and ever.
Veterinary services code Application This code applies to assessing development for Veterinary services. When using this code, reference should be made to Part 5. Purpose The purpose of the Veterinary services code is to ensure that Veterinary services uses are appropriately located, designed and operated. The purpose of the Veterinary services code will be achieved through the following overall outcomes: activities associated with the operation of veterinary services are conducted in a manner that mitigates potential amenity impacts on adjoining and nearby premises. Criteria for assessment Part A - Criteria for assessable development Table 9.3.25.3.a – Veterinary services code – assessable development Performance outcomes Acceptable outcomes Applicant response For assessable development Operation PO1 All activities associated with the treatment of animals are undertaken within an environment that incorporates sufficient controls to ensure that adjoining premises are not adversely affected by unreasonable noise. AO1.1 All activities associated with the treatment of animals are undertaken within a fully enclosed building incorporating sound insulation measures to ensure that no noise resulting from the operation of the use exceeds background noise levels measured at any sensitive land use. PO2 Veterinary services are supervised to the extent necessary to ensure: (a) the well-being of the animals housed within the facility; (b) the preservation of amenity on adjoining AO2.1 No acceptable outcomes are provided.
the like. school, library or a cluster of community uses (e.g. community hall, open space, park) to contribute to the cluster of such uses. Note – Refer to the definitions of Centre zone and Residential zones contained in Schedule 1.2 PO2 The location of the use does not: (a) adversely impact on external traffic movement; or (b) introduce non-local traffic into local residential streets. AO2.1 The Child care centre is located with access to a collector or sub-arterial road as identified on the Transport network overlay maps contained in Schedule 2. PO3 The site has sufficient area and frontage to accommodate: (a) buildings and structures; (b) setbacks; (c) access, parking, manoeuvring and circulation; (d) pedestrian access; (e) landscaping; (f) adequate provision for both external play areas and internal activity areas, including sleep areas; (g) waste and recyclable material management and other service functions. AO3.1 No acceptable outcomes are provided. PO4 Development is located, designed and operated to ensure that users are not exposed to unacceptable levels of contaminants. AO4.1 Development is located where soils are not contaminated by pollutants which represent a health or safety risk to users. Design PO5 Site layout and building design: (a) maintains the amenity of adjoining properties and the locality; AO5.1 Buildings, structures, car parking and vehicle manoeuvring areas: have a minimum landscaped setback of 3 metres from all road frontages.
Dual occupancy code Application This code applies to assessing development for a Dual occupancy. When using this code, reference should be made to Part 5. Purpose The purpose of the Dual occupancy code is to promote a variety of housing choice to cater for a range of housing needs and affordability. The purpose of the code will be achieved through the following overall outcomes: the scale and character of development is consistent with the existing desired residential character and streetscape pattern; design gives a sense of individual ownership to residents; dual occupancies do not detrimentally affect the function of the road network and its infrastructure design requirements. Criteria for assessment Part A - Criteria for self-assessable and assessable development Table 9.3.9.3.a – Dual occupancy code – self-assessable and assessable development Performance outcomes Acceptable outcomes Applicant response For self-assessable and assessable development Site requirements PO1 The site has sufficient area to accommodate: (a) buildings and structures; (b) setbacks; (c) access, parking, manoeuvring and circulation; (d) landscaping; (e) recreational and outdoor living areas. AO1.1 The dual occupancy is established on land with a minimum area of: (a) 600m2 within the Low-medium density residential zone, Medium density residential zone or Mixed use zone precinct 3; or (b) 800m2 within all other zones. Design PO2 Buildings and structures are setback from property boundaries such that: AO2.1 Buildings and structures are set back from property boundaries as follows:
PO12 Development provides a secure and functional storage area for each dwelling. AO12.1 A secure storage area is provided for each dwelling that: (a) has a minimum space of 2.5m2; (b) has a minimum height of 2 metres; (c) is weather proof; (d) has immunity to the 1% AEP inundation event. Note – dedicated storage space areas may be provided inside the dwelling only where they are in addition to storage typically provided in dwellings (e.g. cupboards, wardrobes). PO13 Development provides sufficient area to accommodate the storage of waste and recycle receptacles that is in a location that does not adversely impact on the amenity of the streetscape or adjoining premises. AO13.1 Development provides an area for the storage of two wheelie bins per dwelling in a location that is: (a) convenient to the occupants; (b) external to the garage; (c) screened from view from the street and adjoining properties. For assessable development Dual occupancy incorporating an existing dwelling house
structure and bonding compare the properties of the gaseous forms of oxygen and the oxygen free radical identify the origins of chlorofluorocarbons (CFCs) and halons in the atmosphere identify and name examples of isomers (excluding geometrical and optical) of haloalkanes up to eight carbon atoms discuss the problems associated with the use of CFCs and assess the effectiveness of steps taken to alleviate these problems analyse the information available that indicates changes in atmospheric ozone concentrations, describe the changes observed and explain how this information was obtained Students learn to: Students: 5. Human activity also impacts on waterways. Chemical monitoring and management assists in providing safe water for human use and to protect the habitats of other organisms identify that water quality can be determined by considering: concentrations of common ions total dissolved solids hardness turbidity acidity dissolved oxygen and biochemical oxygen demand perform first-hand investigations to use qualitative and quantitative tests to analyse and compare the quality of water samples gather, process and present information on the range and chemistry of the tests used to: identify heavy metal pollution of water monitor possible eutrophication of waterways gather, process and present information on the features of the local town water supply in terms of: catchment area possible sources of contamination in this catchment chemical tests available to determine levels and types of contaminants identify factors that affect the concentrations of a range of ions in solution in natural bodies of water such as rivers and oceans describe and assess the effectiveness of methods used to purify and sanitise mass water supplies describe the design and composition of microscopic membrane filters and explain how they purify contaminated
Commercial model MEUs take the DES service under a commercial contract with Xoserve which is largely based upon the DSC. This same contract would be used for other data provision mechanisms. Method of delivery of portfolio reporting services This will be agreed with the relevant MEU, but could include; email reports, USB delivery, shared area delivery. Prior to the provision of data an additional control heck is performed to check the Shipper authorises the release of data. The MEU will provide the relevant supply meter point reference numbers to Xoserve. Xoserve will provide this to the relevant Shipper and request permission for the disclosure. This control step has been added in as the Shipper may have withdrawn the access to the data and therefore the request would be rejected. CoMC determinations The CoMC is requested to approve the principle that if data is available to a MEU in their DES portfolio view that it can be delivered by other mechanisms e.g. portfolio report. Appendix A. MAM DES portfolio view data items DATA TYPE DATA ITEM MEU PORTFOLIO Supply Meter Point Information Meter Point Reference Number Yes Supply Meter Point Information LSP Yes Supply Meter Point Information Address Yes Supply Meter Point Information Postcode Yes Supply Meter Point Information Network Name Yes Supply Meter Point Information Network Short Code Yes Supply Meter Point Information SMP Status Yes Supply Meter Point Information Current Shipper Yes Supply Meter Point Information Current Shipper Short Code Yes Supply Meter Point Information Current Supplier Yes
P-20 Council Agenda September 4, 2018 Joliet Junior College Board Room A-3104 1215 Houbolt Rd. Joliet, IL 60431 Call in Information: 888-494-4032,,7175508378# Time Amount of Time Item Speaker/Facilitator 12:00 – 12:05 5 minutes Introduction Emily Bastedo, Chair 12:05 – 12:10 5 minutes Approval of Meeting Minutes Emily Bastedo, Chair 12:10 – 12:15 5 minutes Welcome to Joliet Junior College Dr. Judy Mitchell, President 12:15-12:22 7 minutes Educator Attendance Impact Report Antoinette Taylor, Illinois Attendance Commission 12:22 – 12:27 5 minutes Update on Perkins Reauthorization Letter Hannah Oakley, Staffer 12:27 – 12:57 30 minutes ISBE Update & ESSA’s Site-Based Expenditure Report Superintendent Tony Smith and Sara Shaw, ISBE 12:57 – 1:12 15 minutes Break 1:12 – 1:22 10 minutes MIC3 Subcommittee Hannah Oakley, Staffer 1:22 – 2:12 50 minutes Committee Reports Committee Co-Chairs 2:12 – 2:32 20 minutes P-20 Funding Emily Bastedo, Co-Chair 2:32 – 2:37 5 minutes Wrap Up and Next Steps Emily Bastedo, Chair
Note – Refer to the definition of Residential zones and Industry zone contained in Schedule 1.2. PO3 Where an advertising device is located on a site of historical significance it does not cover or hide the architectural features of a building. AO3.1 No acceptable outcomes are provided. PO4 Advertising devices are designed, sited and constructed to ensure that public safety is not compromised. AO4.1 Advertising devices are: (a) appropriately secured and supported so as to cause no injury or damage to persons or property; (b) not displayed on or attached to a tree, telegraph and /or electricity poles, traffic sign or safety signs; (c) not result in a significant visual distraction or physical obstruction to vehicular and pedestrian traffic and slight-lines; (d) a minimum of 2.4 metres in clearance above a pedestrian footpath. Figure 9.4.1.3.a – Sightlines for Advertising devices Figure 9.4.1.3.b – Pylon sign example and dimensions Figure 9.4.1.3.c – Projecting signs, dimensions and locations Figure 9.4.1.3.d – Billboard sign example and dimensions
Stoppleworth: For reference, when are these meetings held again? Executive Commissioner Holmquist: Wednesdays from 5-7pm. Nominations: Harper, Fettig, Hagen, Stoppleworth Shittu: Move to white ballot Harper, Fettig and Stoppleworth without objection. No objections Congratulations, Harper, Fettig and Stoppleworth! Appoint 3 Senators to CSO Commission Previously Nominated: MacDonald, Hagen, Fettig Move to postpone this until next meeting when more members are present without objection No objections Postponed Appoint 6 Senators to the Appointments Committee and Two Proxy Members Previously Nominated: Fettig, Walvatne, Arshid, Hagen, Emmons Move to open nominations for Appointments Committee Properly Seconded Walvatne: I move to postpone this until next meeting when more members are present Harper: Objection, we must select our committee this week in time for the appointments process. Nominations: Fettig, Arshid, Hagen, Emmons, Stoppleworth, Mach and MacDonald Stoppleworth: I move to suspend the rules and allow senators that have served on Senate for less than 6 months to be on Appointment Committee. Roll Call Vote Passes unanimously Movement to white ballot without objection No objection Congratulations to, Fettig, Arshid, Hagen, Emmons, Stoppleworth, Mach and MacDonald! New Business SR-01-18, A Resolution in Support of the Current Minnesota Reciprocity Rate First Read Move to approve SR-01-18 Seconded Movement to suspend the rules and consider this bill second read. Passes Discussion
PO3 Access points are designed and constructed: (a) to operate safely and efficiently; (b) to accommodate the anticipated type and volume of vehicles; (c) to provide for shared vehicle (including cyclists) and pedestrian use, where appropriate; (d) so that they do not impede traffic or pedestrian movement on the adjacent road area; (e) so that they do not adversely impact upon existing intersections or future road or intersection improvements; (f) so that they do not adversely impact current and future on-street parking arrangements. (g) so that they do not adversely impact upon existing services within the road reserve adjacent to the site AO3.1 Access is limited to one access crossover per site and is: (a) An existing access point; or (b) an access point located, designed and constructed in accordance with: (i) Australian Standard AS2890.1; (ii) Planning scheme policy – FNQROC Regional Development Manual - access crossovers. Note – Where development is for Dual occupancy, AO7.1 of the Dual occupancy code prevails over the number crossovers stated above. AO3.2 Access, including driveways or access crossovers: (a) are not placed over an existing: (i) telecommunications pit; (ii) stormwater kerb inlet; (iii) sewer manhole; (iv) water valve or hydrant. (b) are designed to accommodate any adjacent footpath; (c) adhere to minimum sight distance in accordance with Australian Standard AS2890.1
centre activity uses; (b) large, rectangular shaped lots; (c) accessibility across land within the zone to key public transport and public places on adjacent roads and land. Note – Refer to the definition of Centre zone contained in Schedule 1.2. Additional requirements for development involving cane rail infrastructure PO10 Development protects the cane rail network to support the on-going operation of the agricultural industry. AO10.1 No acceptable outcomes are provided. Note – The cane rail network is shown on the Strategic framework maps and Transport network overlay maps contained in Schedule 2. Additional requirements for development on or adjacent to land within the rural zone PO11 Lot reconfiguration on or adjacent to land within the Rural zone, provides an appropriate separation area on site to buffer development from impacts arising from uses which may occur on the land within the Rural zone. AO11.1 No acceptable outcomes are provided. Additional requirements for rear laneways PO12 Rear laneways in residential subdivisions are designed to: (a) limit vehicular access to the lot via the laneway; (b) provide good passive surveillance along and across the rear laneway; (c) avoid continuous lines of garages and carports along the length of the rear laneway; (d) establish appropriately orientated lots; (e) discourage non-resident vehicular access. AO12.1 Where rear laneways are used in residential subdivisions, they are designed to: (a) be on a general north-south axis to avoid producing lots that have a long axis on an orientation thereby minimising excessive heat from afternoon sun; (b) are no longer than 100 metres in length; (c) are not the primary access point for emergency vehicles; (d) include design treatments at either end to design a low speed environment; (e) maintain straight sightlines. Additional requirements for the creation of small residential lots
9-5 Skills Practice Solving Quadratic Equations by Using the Quadratic Formula Solve each equation by using the Quadratic Formula. Round to the nearest tenth if necessary. 1. – 49 = 0 2. – x – 20 = 0 3. – 5x – 36 = 0 4. + 11x + 30 = 0 5. – 7x = –3 6. + 4x = –1 7. – 9x + 22 = 0 8. + 6x + 3 = 0 9. 2 + 5x – 7 = 0 10. 2 – 3x = –1 11. 2 + 5x + 4 = 0 12. 2 + 7x = 9 13. 3 + 2x – 3 = 0 14. 3 – 7x – 6 = 0 State the value of the discriminant for each equation. Then determine the number of real solutions of the equation. 15. + 4x + 3 = 0 16. + 2x + 1 = 0 17. – 4x + 10 = 0 18. – 6x + 7 = 0 19. – 2x – 7 = 0 20. – 10x + 25 = 0 21. 2 + 5x – 8 = 0 22. 2 + 6x + 12 = 0 23. 2 – 4x + 10 = 0 24. 3 + 7x + 3 = 0
Appropriate arrangements not put in place at the time of an exam/assessment as a consequence of a temporary injury or impairment Entries Failure to clearly explain a decision of early entry for a qualification to candidate (or parent/carer) Candidate not entered/entered late (incurring a late entry fee) for a required exam/assessment Candidate entered for a wrong exam/assessment Candidate entered for a wrong tier of entry Conducting examinations Failure to adequately brief candidate on exam timetable/exam regulations prior to exam/assessment taking place Room in which exam held did not provide candidate with appropriate conditions for taking the exam Inadequate invigilation in exam room Failure to conduct exam according to the regulations Online system failed during (online) exam/assessment Disruption during exam/assessment Alleged, suspected or actual malpractice incident not investigated/reported Eligible application for special consideration for a candidate not submitted/not submitted to timescale Failure to inform/update candidate on the outcome of a special consideration application Results and Post-results Before exams, candidate not made aware of the arrangements for post-results services and the accessibility of senior members of centre staff after the publication of results Candidate not having access to a member of senior staff after the publication of results to discuss/make decision on the submission of an enquiry Candidate request for return of work after moderation and work not available/disposed of earlier than allowed in the regulations Candidate (or parent/carer) unhappy with a result (complainant to refer via exams officer to awarding body post-results services) Candidate (or parent/carer) unhappy with a centre decision not to support a clerical check, a review of marking, a review of moderation or an appeal (complainant to refer via [insert who] to the centre’s internal appeals procedure) Centre applied for the wrong post-results service/for the wrong exam paper for a candidate Centre missed awarding body deadline to apply for a post-results service Centre applied for a post-results service for candidate without gaining required candidate consent/permission
Program Level Assessment Department/Program Mission Program Goals/Dept. Mission Goals Student Learning Outcomes Tools/Assessments Analysis (Example) Actions (Example) Social and Behavioral Sciences (SBS) -Liberal Studies – BA -Liberal Arts – Social Science – AA -Liberal Arts – World Studies – AA Yes Under Revision Under Revision The department must complete a program Faculty developed a working paper to guide the Self-Study. Program Self-Study initiated. Liberal Arts – Mass Comm – AA Yes Yes Yes Capstone Course Departmental Comprehensive Exam Visual Documentation Essays (Art) Observation Form (Creative Performance / Composition Evaluation) The department conducted a yearlong survey that confirmed 1) student interest in the arts and 2) that the college and department have an enormous number of untapped resources, experience and expertise among students, a vibrant artistic community of master artists and a highly skilled faculty with many years of studio and digital experience. The department developed and submitted a letter of intent for a BFA to address the artistic interests of students, help facilitate student retention, and provide excellent student preparation for the advanced stages of arts education. Computer Information Systems -CIS – BS; -Computer Application – AAS Yes Yes Yes Exams and Quizzes Internship supervisor evaluations Observation Form (Laboratory) Online testing Portfolios Pre-Diagnostic test (with rubric) Computing and technology degrees require frequent program review to align graduate knowledge and skill development with industry demand. The department conducted a market research study to evaluate computing skill demands for 21st century graduates. In response to corporate and government calls to infuse computing courses at all academic levels, the department revitalized its curriculum with an intentional focus on providing students with specific computer literacies.
Student Government Association Meeting Minutes September 6th, 2017 Call to order: - 12:15PM (Duffy takes the attendance) Approval of minutes: Equestrian Club: So moves Volley Ball: So second No discussion/ opposed/ abstentions Approval of agenda: World Affairs: So moves Theater: so second No discussion/ opposed/ abstentions President/Vice President Address: Ryan(P): Hello everyone, thank you for coming. Please review the Roberts rules, and use them when speaking. Any club over ten minutes late will be considered absent and two absents will result in inactive status, frozen funding, and loss of voting rights. Alex(VP): Hello, please fill out paper designating who is the club senator and club proxy. Please see me after the meeting Kinesiology Club, Men’s Rugby, MSA, and all the new clubs that get voted in today. Old Business: Ryan(P): Last week we listened to Michelle speak about the adopt a trail proposal. Later in new business we will be voting on that as a senate. A reminder about club training, I sent an email out to presidents, vice presidents and advisors. Last week I misspoke about the rooms, Saturday is in Luerssen 20 not the MPR and Monday it is in the MPR. Saturday is 9am-12pm, and Monday is 6pm-9pm. We will be getting into standing committees very shortly, our staff will present on what their committee is and you all will choose which committee to be in. More information will be given on standing committees when it comes. New Business:
9-7 Practice Special Functions Graph each function. State the domain and range. 1. f(x) = –2 2. f(x) = – 2 3. f(x) = + 1 4. f(x) = – 3 5. f(x) = 6. f(x) = Determine the domain and range of each function. 7. 8. 9. 10. CELL PHONES Jacob’s cell phone service costs $5 each month plus $0.35 for each minute he uses. Every fraction of a minute is rounded up to the next minute. a. Draw a graph to represent the cost of using the cell phone. b. What is Jacob’s monthly bill if he uses 124.8 minutes?
Breakfast 8:30am – 11:00am Lunch 12:00pm – 2:00pm Supper 5:00pm – 6:00pm Main Meat Main Vegetarian Hot Snack Sides Soup Kitchen Monday Roast chicken supreme topped with peppers, olives Roasted Harissa vegetables with kale and ginger pilaf Cheese and bacon burger with Brian’s burger sauce. Dirty rice parsley and garlic flatbread Provençale cauliflower Tomato and Mint Tuesday Chicken and wild mushroom tagliatelle with white wine sauce and lemon and thyme crumb Margarita flat bread pizza with fresh basil oi and roasted red onion, Giant Ciabatta BLT Cinnamon carrots Green garlic baguette Diced rosemary potatoes Broccoli and stilton Wednesday Noodle bar with a topping of your choice! Noodle bar, vegetable spring rolls and 5 spice tofu. Chilli con carni with Nacho and smashed avocado Stir fried vegetables Paprika fries Pepper rice Curried parsnip Thursday Summer salad bar with roasted chicken with a choice of caser salad or waldorf Leek and wild mushroom carbonara with garlic dough balls Meat ball melt baguette. Roasted roots Cajun wedges Oxtail and potato
Staying warm, Keeping cool TSM 1 2010 NZC L1-2 Wind Power TSM 3 2010 NZC L2-4 Jumping for Joules Connected 3 2008 Greig’s Pointed Probem and Magic in the wind.(Watching the weather) TSM 2012 L 3 Building Science Concepts books Aluminium: Extracting and Using the Metal Book 13: 3/4 Working with Metals Book 33: Material World) Heat on the Move: Transferring Heat Energy through Temperature Difference Book 36 L 3-4 Ice: Melting and Freezing Book 58 L1-2 Material world / Physical world Keeping Warm: Getting Heat Energy and Keeping It 46 L 1-2 Material world/ Physical world Invisible Forces: Magnetism and Static Electricity Book 49 L3-4 Physical world Insulation: Book 47 L3-4
Keeping Heat Energy In Material world/ Physical world Introducing Metals: The Properties and Uses of Common Metals Book 32 L 1-2 Material world Solar Energy: Sun Power on Earth Book 29 L 2-4 Physical world/Planet Earth and beyond Windmills and Waterwheels: Harnessing the Energy of Wind and Water Book 54 L 3-4 Physical world Working with Metals: The Origins and Applications of Common Metals Book 33 L 3-4 Material world Our recycled worm Farm TSM JJ 40 “The Pet Day Problem” TSM Text about worms: JJ40 “Make a Mini Worm Farm” JJ39 Making Paper (from waste paper.) TSM. Audio version available. JJ44 L2 Gold 2 Plastic Fantastic? Audio Story bk 200833137 Y 7 -8 poor readers Extraordinary Earthworms RTR Gold 2 Building Science Concepts Recycling: New Uses for Rubbish Book 61 L 3-4 Material world
Yearly Underage Club Coaching Calendar January February March Coaching Committee Meeting Appoint Coaching Teams Club School Link Activity Coach Education Nursery Club Programme Youth Winter Programme Schedule Pitch Usage for year Coaching Committee Meeting Club School Link Activity Coach Education Nursery Club Programme Registration Night / Open Day Coaching Committee Meeting Club School Link Activity Coach Education Nursery Club Programme Team Training Underage Competitions April May June Coaching Committee Meeting Club School Link Activity Nursery Club Programme Team Training Underage Competitions Easter Camp Coaching Committee Meeting Club School Link Activity Nursery Club Programme Team Training Underage Competitions Coaching Committee Meeting Team Training Underage Competitions July August September Coaching Committee Meeting Team Training Underage Competitions Summer Camp Coaching Committee Meeting Team Training Underage Competitions Summer Camp Coaching Committee Meeting Team Training Underage Competitions Club School Link Activity October November December Coaching Committee Yearly Review Meeting Club School Link Activity Coach Education Nursery Club Programme Coaching Committee Meeting Club School Link Activity Coach Education Nursery Club Programme Youth Winter Programme Underage Presentation Night Coaching Committee Meeting Appoint Coaching teams Club School Link Activity Nursery Club Programme Youth Winter Programme
The Role of Materials in the Language Classroom: Finding the Balance. What about meeting learner needs? How can a course book meet the needs of a specific group of students? This discussion is divided into two sections. The first looks at attitudes to teaching materials, including textbooks, and explores two opposing points of view. For some, commercial materials deskill teachers and rob them of their capacity to think professionally and respond to their students. The second part of the discussion explores eight key assumptions which the author believes should underpin materials if they are to enhance the learning environment of the classroom. PREPLANNED TEACHING MATERIALS – HELPFUL SCAFFOLD OR DEBILITATING CRUTCH? Concern whether pre-prepared materials can meet individual learner needs is part of the dilemma teachers face in trying to implement learner-centred language programs in a group setting. Textbook nevertheless remain a contentious issue for many teachers and researchers. There appears to be very little research, however, on the exact role of textbooks in the language classroom. Allwright (1981) suggests that there are two key positions. The first –deficiency view- sees the role of textbooks or published materials as being to compensate for teacher´s deficiencies and ensure that syllabus is covered using well thought out exercises. The difference view, on the other hand, sees materials as carriers of decisions best made by someone other than the teacher because of differences in expertise. For many, however, both the deficiency and difference views challenge teachers ´professionalism and reduce them to classroom managers, technicians or implementers or others ‘ideas.
able to be audited through a document and record management system; and secure and confidential in relation to commercially confidential information supplied to the Service Provider. Service Providers are required to conduct their own assessment and apply full analysis regardless of the level of assessment. Hence, Service Providers cannot merely send the report templates (e.g. through fax or e-mail) and ask the supplier/contractor to complete these reports. How should Service Providers prepare their reports under the Scheme? Service Providers are required under the Scheme to prepare the financial assessment reports in a standard and consistent format. There are Template Financial Assessment Reports under each level of assessment (Basic, Medium and Comprehensive) and these are included in Schedule 5 of the Scheme Conditions. The Service Providers are to provide electronic copies of the financial assessment reports to the Agencies and to DFSI. The use of Template Financial Assessment Reports allows for comparability over time and across various Agencies. The reports should include a clear recommendation, based on the current available information obtained, whether the contractor or supplier being assessed meets or does not meet the financial capacity criteria set out by the Department and whether the contractor or supplier does, or does not have, the financial capacity to deliver and complete the construction works or goods or services. The reports will also include an explanation on why the contractor or supplier does, or does not have, the financial capacity to deliver and complete the construction works or goods or services. The Service Provider should also provide a conclusion on whether the financial performance and liquidity of the contractor is acceptable or not acceptable and the key factors or consideration to support such conclusion. In some instances, there may be other factors or considerations in reaching a conclusion in order for a contractor or supplier to secure an acceptable conclusion. In these instances, the Service Provider must provide details of these factors or considerations in the report including a clear explanation of how these factors affected the overall financial assessment Note that any modification to the report templates prescribed under the Scheme or any abridged versions of such reports are also considered outside the scope of this Scheme. When should Service Providers submit their reports under the Scheme?
people of the ancient world other than Israel produced a corpus of literature critical of the practice of monarchy. On purely humanistic grounds, the Hebrew Bible holds a distinctive place within ancient literature because of the passion it displays on this subject. Second, while monarchy in Israel and Judah was very much like monarchy in other countries, Israel remembered a time when there was no king in Israel, and the biblical writings were actually compiled after the demise of the monarchy. This does not necessarily mean that all human beings were “created equal.” The idea that earliest Israel, the tribes that occupied the central highlands of Canaan towards the end of the second millennium BCE, constituted an egalitarian society is a modern romantic myth. Tribal societies were not egalitarian, even if they were not as stratified as their monarchical counterparts. But there surely were tendencies in the direction of egalitarianism both in early Israel and in post-monarchic Judah. The law of the king in Deuteronomy 17 is the parade example. Here the role of a king is acknowledged, but he is subordinated to the Law, so that Deuteronomy has reasonably been said to provide the first instance of constitutional monarchy. In postexilic Judah, the High Priest took the place of the king to a great degree but the principle of equality before the Law was widely accepted. Third, the Hebrew Bible typically modifies the common ancient Near Eastern concern for the widow and orphan, by adding another marginal figure, the alien. We find this already in Exodus 22:21: You shall not wrong an alien, or abuse a widow or an orphan. The concern for aliens is distinctive to Israel in the ancient Near East. Biblical law distinguishes between the resident alien (ger) and the foreigner (nokri). Resident aliens had a well-defined place in Israelite law. The could join in the
Did you know that some of the best wines in the world are grown right here in British Columbia? I had no idea until my friend Pam brought me for a wine tasting at the Summerhill Pyramid Winery – the most visited winery in British Columbia and the first winery to be certified an Organic Winery by the Pacific Agricultural Certification Society of Vernon. Why do they call it Pyramid Winery? Because they age the wines in a four story replica of the Great Pyramid built with marble imported from Egypt. In fact, its alignment and precision is second only to the Great Pyramid which was built to absolute sacred geometry with both pi and phi aligned to absolute True North and contains no ferrous metals that would have it re-orient to magnetic north. The story of Summerhill began in 1986 when New York developer Stephen Cipes first visited the Okanagan and found the perfect conditions to produce the intensely flavored small grapes needed to make the best sparkling wines. So does pyramid power really work? Amazingly enough yes it does. The winery had been conducting blind taste tests with their visitor having them compare wine aged in a traditional cellar versus the same type of wine aged in the pyramid. An astounding 90% of people preferred the pyramid aged wine. Further proof that sacred geometry combined with organically grown grapes produces the world’s best wines is the number of international gold medals won by the winery; not only were they named the best winery in Canada; they even won the gold medal in Champagne France against French Champagne. Today all of the wines produced at the winery are aged for at least 30 days in the pyramid allowing the sacred geometry to enhance and clarify them. Summerhill is the largest organic winery in North America with over 80 acres or vineyards. They use no chemical pesticides or fertilizers and their spiritual beliefs and interest in preserving the Earth extend far beyond their wines.
Supervise the orientation of new members and on-going training of continuing members. Assist discipline faculty in the curriculum development process (usually with a faculty curriculum committee member from that division). Assure that committee function take place smoothly: technical review, review, distance education review, general education review, library sign-off, articulation, and program review reports are submitted to the committee and reported regularly to the academic senate. Sign off on final versions of curriculum recommendations to the board. Sign off on IGETC and CSU-GE Breadth submittal forms Review catalog drafts for concurrence with approved changes. Additional duties not outlined in the paper may also include: Work with the CIO and/or curriculum dean in order to ensure smooth communication between the faculty and administration regarding program needs. Review certificates and degrees for submission to the Chancellor’s Office Review local courses to align with C-ID developed courses if necessary. Ensure distance education and Chancellor’s Office documents are part of the course in the college’s course management system. Articulation Officers According to the California Articulation Policies and Procedures Handbook (2013, p.6) by the California Intersegmental Articulation Council the Articulation Officer is be expected to: