text:
Roles and locations
Staffing Agreement 2021-2023
Careers at Education
Roles at Education
The Staffing Agreement describes how the department fills teacher, executive, and principal vacancies in schools.
Jointly negotiated between the Department of Education and the NSW Teachers Federation, the Staffing Agreement 2021-2023 demonstrates our mutual commitment to a state-wide staffing system that supports all schools to be staffed with appropriately qualified teachers.
The current Staffing Agreement 2021-2023 commenced Day 1, Term 3 2021.
Staff only intranet page, with instructions and training for principals.
This Agreement is made between the Secretary of the NSW Department of Education ('the Department') and the NSW Teachers Federation pursuant to Section 14 of the Teaching Service Act, 1980.
This agreement is to cover the filling of vacant classroom teacher, executive staff and principal positions and related matters from Term 3, 2021 until the end of Term 4, 2023.
2. Procedures for Temporary Appointment to a Permanent Position
Subject to the provisions of 2.1 to 2.3 below, when a classroom teacher or executive staff vacancy occurs, the principal will determine, based on the needs of students and local workforce planning needs, whether the position is to be filled on a temporary or permanent basis.
2.1 A permanent position may be filled on a temporary basis when:
the enrolments at the school have been and/or are projected to decline;
the enrolments at the school have been fluctuating;
the curriculum offerings at the school are changing and some subjects have been and/or are projected to decline;
part-time positions are required to target specific whole of school programs which are subject to annual review and change.
2.2 The filling of permanent positions on a temporary basis will be monitored as part of the staffing component of the school's plan.
2.3 Where a school engages a temporary teacher to fill a permanent position as per 2.1 above, the principal will certify on the Temporary Engagement Form that the engagement complies with one or more of the listed reasons.
3. Longer Term Temporary Appointments
A longer-term temporary engagement of up to three (3) years can be offered to fill a vacant position where:
a permanent teacher is to be absent from her/ his appointed school and retains right of return to that position, or
the position is above the centrally identified staffing establishment.
Should circumstances change, for example, the substantive teacher decides to return to her/ his position before the originally planned time, the program to which the substantive teacher was engaged does not continue, or school enrolments require a reduction in staff that could be offset by the placing of a permanent teacher against the leave vacancy, then normal early cessation conditions such as four weeks' notice will apply.
Where a temporary vacancy exists due to one of the reasons outlined in Clause 2.1, the temporary engagement will match the length of time that the position has been placed on hold.
4. Temporary Teacher Appointment to Permanent Status
Where a temporary teacher has been engaged for a minimum period of continuous service at the school, the principal may elect to permanently appoint the temporary teacher provided the following criteria are met:
At a 1 point (non-incentive) school:
A permanent part time vacancy arises
The temporary teacher has completed a minimum of 2 years of continuous service
A permanent full time vacancy arises and is declared at any time from the commencement of this Agreement to the end of the 2021 school year.
At a 2 or 4 point (non-incentive) school where:
A permanent full time or part time vacancy arises
At a 4 or 6 point rural and remote incentive or Connected Communities school where:
The temporary teacher has completed a minimum of 1 year of continuous service
At an 8 point rural and remote incentive or Connected Communities school where:
With the exception of an 8 point school where a teacher is appointed above establishment under this clause, such an appointment will be subject to the eligibility of the position to be filled by local choice.
And in all schools, the temporary teacher:
Has a Performance and Development Plan and has been satisfactorily participating in the Performance and Development cycle;
meets the suitability requirements of the position
Where more than one temporary teacher at the school meets the eligibility requirements, the principal will conduct a suitability assessment in determining the appointment as outlined in the Staffing Procedure for the Teaching Service in NSW Public Schools.
5. Filling Vacant Classroom Teacher Positions
Where the principal determines that a classroom teacher vacancy is to be filled on a permanent basis, the principal will advise Teacher Recruitment of the requirements of the position using staffing codes. This should occur within four (4) school weeks of the position becoming vacant.
Teacher Recruitment will run a computerised match. If there is an incentive transfer or Aboriginal employment applicant or nominated transfer who matches the requirements of the position an appointment will be made.
If there are no incentive transfers or Aboriginal employment applicants or nominated transfer and the last vacant classroom teacher position at the school was filled by a central appointment (incentive transfer, Aboriginal employment nominated transfer, priority transfer of Aboriginal teachers or teachers in special education settings, sponsored teacher, graduate, preservice teacher, service transfer or Approved to Teach candidates or Section 51A or Part 4A of the Teaching Service Act appointment) the school can choose how to fill the position.
Where a school is filling a position by local choice they can use:
the Approved to Teach List (top of the list or pool process)
the graduate list (top of the list or pool process)
the service transfer list (top of the list or pool process)
temporary teacher appointment to permanent status, as described in Clause 4. above
accessing an eligibility list (top of the list or pool process) from within the same Principal network, or if necessary, the Operational Directorate, where the codes for the position are identical. If a pool process is selected, all candidates on the eligibility list (who remain eligible) will be invited to express interest in the position, and all expressing interest will then be subject to a local suitability interview.
the last vacant classroom teacher position was filled by local choice and a teacher who would be appointed through a central appointment process matches the requirements of the position, the teacher will be appointed.
Where there are teachers who match the requirements of the position who would be appointed through more than one central appointment type the following factors will be considered in determining which appointment type will be made:
a Service Transfer teacher from an Incentive Transfer Benefit school, or a 4 Transfer Point school, or a 2 Transfer Point Outer Regional school (as per the school lists in the Staffing Procedure) will have priority for appointment. Where eligible, the transfer of Aboriginal teachers and the transfer of teachers in Special Education settings will be considered as a priority in this match; then
ensuring the number of teachers who are above establishment, such as sponsored teachers, are placed in positions as soon as possible; and
wherever possible a mix of central appointment types will be made in a school.
Where changes to enrolments or curriculum requirements necessitate the nominated transfer of public school teachers, such employees will retain permanent employment within the state-wide teaching service. Teachers nominated for transfer will be placed in a suitable vacancy closest to their current school or in a suitable vacancy closest to their last school based appointment if returning from a non-school based appointment.
Teachers nominated for transfer and teachers applying for other transfers will be certified by their current principal (or Director Educational Leadership in the case of principals) to validate satisfactory performance in the position held in that school.
Graduate Recruitment Program
To provide opportunities for outstanding graduates to be appointed to NSW public schools, the Department offers a Graduate Recruitment Program.
The program elements are:
A notional quota for graduate appointments is determined by primary and secondary each year. Where possible, a high performing graduate may be identified for an early priority appointment to an initial appointment area up to 12months prior to the completion of studies. Any graduate targeted for such an appointment will be required to have met all course requirements and all elements of the approval process prior to the permanent appointment being finalised.
In Term 1 each year Teacher Recruitment surveys principals online to seek nominations from schools which would like to appoint a graduate (or graduates)if a vacancy occurs during the following staffing year;
The principal is able to indicate if they wish the graduate to be appointed from the top of the graduate list or from the pool of graduates who match the requirements of the position and wish to go to the school. (To facilitate the appointment of graduates only the subject/teaching area codes will be used for the match);
Where a vacancy occurs in a school on the list and the vacancy is not filled by an incentive transfer, Aboriginal employment applicant or nominated transfer, and the vacancy is to be filled through a central appointment process, the appointment of a graduate is considered;
Principals of schools who did not nominate during Term 1 are able to nominate at a later stage, provided that the quota has not been filled;
Principals of schools who did not submit a nomination in Term 1 are able to elect to use the graduate pool or graduate list as a local choice option. (To facilitate the appointment of graduates only the subject/teaching area codes will be used for the match).
6. Procedures for Filling Vacant Executive Positions
Where the principal determines that an executive vacancy is to be filled on a permanent basis the principal will advise Teacher Recruitment of the requirements of the position using staffing codes.
Teacher Recruitment will run a computerised match. If there is an incentive or nominated transfer applicant who matches the requirements of the position an appointment will be made.
If there is no incentive or nominated transfer applicant and:
the last vacant executive position at the school was filled by a central appointment (incentive transfer, nominated transfer, or executive staff in special education settings or Section 51A or Part 4A of the Teaching Service Act appointment) the school can choose how to fill the position.
if the last vacant executive position was filled by local choice and an executive who would be appointed through a central appointment process matches the requirements of the position the executive will be appointed.
Where there are executive staff who match the requirements of the position who would be appointed through more than one central appointment type the following factors will be considered in determining which appointment type will be made:
ensuring the number of teachers, including executive staff, who are above establishment, such as nominated transfers, are placed in positions as soon as possible; and
7. Filling Principal Positions
The Director, Educational Leadership will advise Teacher Recruitment of the requirements of the vacancy.
the principal position at the school was filled on the last occasion by a central appointment (incentive transfer, nominated transfer, or principals in special education settings or Section 51A or Part 4A of the Teaching Service Act appointment) the position will be advertised.
the principal position at the school was filled on the last occasion by local choice and a principal who would be appointed through a central appointment process matches the requirements of the position the principal will be appointed.
Where there are principals who match the requirements of the position who would be appointed through more than one central appointment type the following factors will be considered in determining which appointment type will be made:
ensuring the number of teachers, including principals, who are above establishment, such as nominated transfers, are placed in positions as soon as possible; and
8. Nominated Transfers
Where a vacancy is to be filled by a central appointment, teachers with nominated transfer status will be matched only to the approved subject/teaching area codes submitted for the vacancy.
9. Incentive Transfers and Aboriginal Employment Applicants
When a vacancy is matched for incentive transfers and Aboriginal employment applicants, teachers will be matched only to the approved subject/teaching area codes submitted for the vacancy.
10. Section 51A Transfers under the Teaching Service Act 1980
Section 51A of the Teaching Service Act 1980 enables the Secretary to transfer an officer of the Teaching Service to another position within the Teaching Service. An officer may request a transfer under this section, but is not entitled to be transferred.
Where the last vacancy at a school was filled by a s51A transfer (including as a compassionate transfer and/or for other reasons) this will count as a central appointment. When the next vacancy occurs, if not filled at Step 1, it will then be available to be filled by local choice.
11. Section 51A Transfers on Compassionate Grounds
Compassionate transfers are to be dealt with under s51A of the Teaching Service Act 1980.
Where classroom teachers, executive and principals have exceptional and compelling circumstances requiring transfer from their current school, an application for a s51A transfer based on compassionate grounds can be submitted via their principal to the local Director Educational Leadership. In the case of principals seeking a s51A transfer on compassionate grounds, the application is made directly to the local Director Educational Leadership.
Applicants must notify the Director Educational Leadership if their circumstances change or if they wish the application to be withdrawn.
An application for s51A transfer based on compassionate grounds will be approved only on the basis of exceptional and compelling circumstances. Applications must contain full and substantiated grounds and supporting documentation. These circumstances need to justify not only the request to move from the school to which the classroom teacher, executive staff member or principal is presently appointed, but also the reasons for requesting the schools to which the classroom teacher, executive staff member or principal is seeking transfer.
Once approved, the Director Educational Leadership will forward the details of the application to the Teacher Recruitment team who will work with the Director Educational Leadership to case manage the transfer.
12. Exemption from a Central Appointment
Schools which have not been able to access local choice for the preceding five (5) vacancies at any level may apply for exemption from a central appointment and be permitted to access local choice. Such requests will be considered by Teacher Recruitment.
13. Extended Hours of Educational Delivery
Where the Department establishes a new school, re-purposes an existing school or establishes a specialist school such as a virtual high school, provision for the timetabling of classes beyond the core hours of operation of a school and for teachers to work within those extended hours may be made provided that the overall hours of duty of teachers shall not be exceeded.
Such provision is to be made in accord with the Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2020 or its successor.
Consideration is to be given to equity, gender and family issues involved in any proposal to implement flexible hours.
The parties agree to continue to trial and review pilots on flexible work organisation in schools arising from strategies and other initiatives that aim to enhance public education.
14. Staffing of Identified Schools
During the term of the 2016-2020 Agreement, the Department identified eight (8) schools that will have specialised staffing arrangements for a fixed period.
Commencement of 5yrs
Completion of 5yrs
Arthur Phillip High School
End June 2022
Parramatta Public School
Ballina Coast High School
End February 2023
Southern Cross Public School
Cammeraygal High School
End April 2023
Bayanami Public School
End 2023
Lindfield Learning Village
Murrumbidgee Regional High School
For a period of five (5) years after establishment of the above identified schools, all permanent vacancies at those schools shall be filled by local choice.
Following this designated period of time, staffing of the identified schools will revert to the agreed state-wide practice at that time.
15. Staffing of Specialist Settings
Schools for Specific Purposes (SSPs) and Educational Training Units (ETUs) represent unique educational settings that require specialist skills and experience.
As such, all permanent vacancies at SSPs and ETUs shall be filled by the following process:
Step 1: Teacher Recruitment will run a computerised match. If there is an incentive or nominated transfer* applicant who matches the subject/teaching area codes submitted for the vacancy an appointment will be made.
Step 2: If there is no suitable match and the last vacant position at the SSP or ETU was filled by local choice, then nominated special school transfers*, sponsored teachers and preservice teachers who match the subject/teaching area codes submitted for the vacancy of the position will be considered and an appointment will be made.
If the position at the school was filled on the last occasion by a central appointment (incentive transfer*, nominated special school transfers*, nominated transfers*, preservice teacher and sponsored teachers) the position will be filled by local choice.
*Where the applicant is currently serving in an ETU or special education setting (SSPor support class) or has the relevant special education qualifications.
16. Permanent Positions Above Centrally Identified Staffing Establishment
Consistent with the Principles for Determining the Mix of Staff in Schools, a principal may make a local decision to utilise additional funding provided above the school's centrally identified staffing establishment to create additional positions for filling by permanent appointment.
These permanent positions may be established through application by the Principal, after consultation with the school community and with the approval of the Director Educational Leadership. In determining the case for a permanent position, consideration should be given to the amount and continuity of funding, the ongoing requirement for the role, and the educational needs of the school.
The principal will be able to choose the selection method to fill the permanent position.
If the permanent position is at executive level, the role description must include general selection criteria relevant to the position level, together with the specific criteria determined by the school. This will provide relative status at the executive level in the state-wide teaching service.
17. Staffing of Multi-Campus Colleges
A multi-campus college will be considered a regular comprehensive high school for the purpose of staffing. Vacancies identified by the College Management Group will be filled in accordance with the Staffing Agreement.
A principal will be appointed to each campus at the college. Teachers and executive staff will be appointed to a college, with an initial location of a campus.
The Principles for the Staffing of Multi-Campus Colleges are at Attachment 1.
18. Staffing Procedures
The Promotion and Transfer Procedures for School Teachers and the Merit Selection Procedures for School Teachers will be revised during 2021.
19. Appeals
The procedures for appeals are at Attachment 2. Materials to support the Appeals Procedure will be revised during 2021..
20. Compliance Monitoring and Reporting
Compliance with the staffing agreement will be monitored by a state-level Joint Monitoring and Review Committee (JMRC). This committee will comprise representatives of the parties to the agreement, with equal representation from both parties. The Department's representation will include a Director from the Schools Operation & Performance division. The JMRC will be responsible for ensuring that the highest standards of probity, accountability and transparency apply to the staffing of NSW public schools.
The parties will participate in a JMRC forum each term to monitor and resolve compliance matters. Prior to each term's JMRC forum, the Department will produce a Compliance Monitoring Report that shows each school's FTE entitlement, permanent FTE establishment, the difference between the two (unfilled entitlement), and the difference expressed as a percentage. This report will be sorted by field Executive Director locations and will highlight schools for detailed review.
Where the JMRC identifies a school for review, the Director, Educational Leadership will discuss the level of temporary employment with the relevant principal to ascertain reasons and any necessary action to rectify the situation.
The Compliance Monitoring Report will also include data and analysis on executive entitlement changes, specifically Head Teacher curriculum and non-curriculum trends.
21. Qualified Teachers
Teachers in NSW Public Schools are required to hold qualifications consistent with the requirements of the NSW Education Standards Authority (NESA) and the provisions of the Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2020 or its successor.
22. Class Sizes
Class sizes will be planned generally on the following basis and will have regard to the needs of the school.
Primary schools and primary departments of central schools
The statewide average class sizes are 20 in Kindergarten, 22 in Year 1, and 24 in Year 2.
Years 3-6
No class need exceed 30 students.
High schools and secondary departments of central schools
Years 7-10
The principal, in consultation with staff, is responsible for determining actual class sizes on the basis of the curriculum needs of the school, student needs, community expectations, and the expertise of the teachers. In the case of vocational education, principals also take account of work health and safety issues when forming classes.
Practical classes Years 7-10
the organisation of industrial technology in Years 7-10, and Year 7 visual arts on the basis of no class need exceed 20 students;
the organisation of food technology and textiles technology in Years 7-10 on the basis of no class need exceed 24 students; and
the organisation of technology (mandatory) classes in Years 7-8 and design and technology (elective) classes in Years 7-10 on the basis of no class need exceed 22 students.
When forming classes, principals of secondary schools also take into account the following advice.
Years 11-12
Class sizes not listed above will be determined by the principal in accordance with formulae current as at the commencement of this agreement.
23. Commitments under the agreement
The Department and the Teachers Federation agree that variations to the Staffing Agreement during this period will only be made with the mutual consent of the parties. Negotiations on a new Staffing Agreement will commence by Term 3, 2023.
Attachment 1: Principles for staffing multi-campus colleges
The following principles will apply to the organisation and staffing of multi-campus colleges.
1. A multi-campus college will be considered a regular comprehensive high school and as such will receive its ordinary monetary allocations, global budget allocations, staffing allocations and other relevant resourcing allocations as detailed in these procedures.
2. Each college will have a College Principal with overall management responsibilities for the college. At colleges where the College Principal role is shared on a rotational basis among the campus principals, a non-teaching deputy principal position will continue to be allocated.
3. A college principal will be an additional member on a selection panel for a campus principal.
4. A principal will be appointed to each campus.
5. A College Principal will receive a salary outcome that equates to a P5 on the new classification structure. The salary is not determined by the principal classification thresholds.
6. Teachers and executive staff will be appointed to the college, with an initial location of a campus. Following a teacher's appointment to a college and the initial allocation of that teacher at a campus, the College Management Group (CMG) can allocate a teacher or executive staff member to a different campus. Consistent with the principles in these procedures, principals will consider the preferences of individual teachers and executive staff, the approved subjects and teaching areas of individual teachers and executive staff, the experience and skills of individual teachers and executive staff and the needs of the students on each campus.
7. Teachers will have an opportunity to indicate their class and campus preferences each year for the following year.
8. The CMG, comprising the college principal and the campus principals, will assign teachers and executive staff to classes and campuses for the commencement of each school year.
9. The CMG will ensure that all staff members have access to cross campus teaching opportunities and will provide initiatives which enhance these opportunities such as part-time arrangements, common timetabling and complementary timetabling.
10. ln assigning teachers and executive staff to classes and campuses, the CMG will consider:
10.1 the needs of the students on each campus
10.2 the preferences of individual teachers and executive staff
10.3 the approved subjects and teaching areas of individual teachers and executive staff
10.4 the experience, skills and professional needs of individual teachers and executive staff.
11. Vacancies identified by the CMG will be filled in accordance with the Staffing Agreement.
12. A College General Staffing Entitlement (CGSE) will be provided to each College to ensure staffing and resourcing levels for a College are not less than what the aggregate of the staffing and resourcing levels would have been for the "stand alone schools".
12.1 The CGSE will be calculated as the difference between the general scale upper entitlement calculated for the total number of Year 11 and 12 students within the College and the total of the general scale upper entitlements for each campus within the College calculated after a notional equal distribution of Year 11 and 12 student enrolments to each campus.
12.2 The CGSE will be used to establish college teacher concessional allowances (CCA) and additional recognised executive positions (e.g. head teacher welfare, deputy principal}. At least 60% of the CGSE will be used for CCA.
12.3 The CCA will be used to reduce individual school teaching staff timetabled period loads where these teachers are cross-campus teaching.
13. The CCA may additionally be utilised by school teachers to address the following operational needs:
coordination and communication issues
welfare issues
professional dialogue
support for year advisers
release and relief for consultation between the College Management Group and the local NSW Teachers Federation Representatives College Committee (TFRCC).
14. College General Staffing Entitlement will be used to support head teachers who have responsibility across more than one college campus. Head teachers with faculty management responsibilities on more than one campus within the College,
15. The College Management Group will consult with the local TFRCC (where established} prior to determining the use of the CGSE.
16. Documentation must be provided to the Director of Teacher Recruitment as well as the Director Educational Leadership and the Teachers Federation organiser with responsibility for the College, by the commencement of the next Staffing Operation i.e. Day 1 Term 2 of each year, in regard to the use of the CGSE.
17. A small schools supplement, as detailed in the Department's staffing entitlement guidelines, will continue to be allocated to each campus within a college, provided that enrolments are consistent with the guidelines and the allocation of a small schools supplement.
18. Further additional deputy principal and/or head teacher positions and appropriate executive allowances may be created by utilising up to 40% of the CGSE.
19. The travel provisions of the Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2017 or its successor will apply to teachers, executive staff and principals who work across campuses within a college.
Attachment 2: Appeals procedure
These procedures apply to a permanent teacher who has applied for a promotions position in a school in response to an advertisement.
The Teaching Service Act 1980 and the subsequent Determination No 5 of 2005, limit appeals to 'senior positions' defined as "… any position in the Teaching Service to which a person employed in the Teaching Service could be promoted". This includes principal, deputy principal, assistant principal or head teacher positions.
Under these provisions a permanent teacher may appeal against the recommended appointment to a senior position through an advertised selection process, only on the grounds that the process was irregular or improper.
Where an applicant for an advertised classroom teacher position believes there has been an irregular or improper selection process, they may submit their concerns as a complaint to the Appeals Secretariat within 10 calendar days of being notified.
Appeals procedures
1. An appeal must:
a) be lodged with the Appeals Secretariat (nominated Director or delegate) no later than 10 (ten) days from the day on which the teacher is first notified (verbally or in inwriting) of being unsuccessful;
b) state clearly the applicant's name and title of the position in question; and
c) state the grounds on which the applicant believes that the selection process was irregular or improper.
2. An appeal on grounds will be considered by either a statewide primary/SSPappeals panel, or a statewide secondary appeals panel. In the case of central schools, appeals relating to positions in the primary department will be considered by the primary/SSP appeals panel, and appeals relating to the secondary department will be considered by the secondary appeals panel.
Appeals relating to principal positions in central schools will be considered by the secondary appeals panel.
The membership of the appeals panel will be:
a) an independent convener, chosen from a list of independent conveners agreed to by the Department and the Teachers Federation. This list will be reviewed by both parties annually.
b) a Departmental representative
c) a Teachers Federation representative.
Wherever possible, there should be gender balance on the appeals panel.
3. The panel will consider the appeal on the basis of the documentation provided by the applicant and the documentation arising out of the selection process.
4. The panel may, if necessary, and at its discretion, examine other relevant documentation or talk to any person, including the applicant.
5. The panel will make a recommendation to the Appeals Secretariat either that the appeal should be dismissed or upheld. The panel may also make any other recommendation which seems appropriate. When unanimous agreement cannot be achieved a minority report may be submitted to the Appeals Secretariat through the convener of the appeals panel.
6. Where the panel or a member of the panel through a minority report recommends to the Appeals Secretariat that an appeal should be upheld, the panel or that member will also recommend to the Appeals Secretariat in relation to the re-conducting of the selection process, whether or not each member of the original selection panel should form part of the selection panel re-conducting the selection process.
7. The Appeals Secretariat may uphold or dismiss an appeal, or may make such other decision as seems appropriate. The details of each decision will be given to the applicant in writing.
8. To uphold an appeal, the Appeals Secretariat must be satisfied that the process was irregular or improper.
9. Where an appeal is upheld, the selection process will be reconducted where this is practicable. The selection panel will be constituted in accordance with the decision of the Appeals Secretariat taken in relation to the recommendation referred to above.
10. Except with the approval of the Appeals Secretariat, a teacher whose appointment is subject to appeal will not take up duty in the new position until the appeal is determined.
11. In accordance with the Teaching Service Act 1980, the decision of the Appeals Secretariat as delegate for the Secretary is considered final.
AGREEMENT BETWEEN THE NSW DEPARTMENT OF EDUCATION AND THE NSW TEACHERS FEDERATION ON THE STAFFING OF NSWPUBLIC SCHOOLS 2021 - 2023
This Agreement has been signed for the NSW Department of Education by Georgina Harrison, A/Secretary (witnessed by Yvette Cachia, Chief People Officer) and for the NSW Teachers Federation by Maxine Sharkey, General Secretary (witnessed by Henry Rajendra, Deputy President).
Last updated: 14-Jan-2022
Back toTeaching
Casual and temporary teaching
Staffing codes
Chapter 4 – Leave
Chapter 10 – Salaries and allowances
Chapter 11 - Separation from the service
Teacher accreditation
Teacher induction and probation
Addressing selection criteria
Scholarships and programs


text:
Rejected Cannabis Ballot Initiative in Arkansas Taken to Supreme Court
The ballot initiative submitted by the Responsible Growth Arkansas, a cannabis advocacy group, was recently rejected on Aug. 3 by Board of Election Commissioners for its name and title. On Aug. 4, the group filed a lawsuit with the state Supreme Court to challenge the decision.
As of July 29, Responsible Growth Arkansas provided at least 90,000 valid signatures needed to qualify for the ballot (the group provided more than was necessary). However, once the Commissioners reviewed the submission, they claimed that the ballot title did not fully explain the amendment description to voters, and specifically stated that the current language would alter Arkansas's current THC edible restrictions. The proposal in question, called "An amendment to authorize the possession, personal use, and consumption of cannabis by adults, to authorize the cultivation and sale of cannabis by licensed commercial facilities, and to provide for the regulation of those facilities," would allow possession of up to one ounce of cannabis for adults over 21 years, and would permit state-licensed dispensaries to sell recreational cannabis, if passed.
Commissioner J. Harmon Smith focused on the THC limits for edibles. "If I'm a voter I might be all for this but I'd like to safeguard that edible limit," Smith said.
Responsible Growth Arkansas's attorney, Steven Lancaster, explained that this is an unreasonable request. "The type of detail that the board expected, or demanded in this case, would make our ballot title thousands and thousands of words long," said Lancaster. "That just simply is not workable for a ballot."
Following the rejection, the group filed a lawsuit to appeal the decision "to challenge the State Board of Election Commissioners' thwarting of the will of the people and their right to adopt laws by initiative," the filing states, according to KNWA. "The Board has attacked that heart through its incorrect rejection of the ballot title." The filing includes a complaint against Secretary of State and Commissioner Chair John Thurston, who had certified that the initiative did receive enough signatures to be placed on the ballot on Aug. 2.
The filing claims that Thurston is required to certify the popular name and ballot title if they "are not misleading." "The popular name and ballot title are legally sufficient under this Court's precedent because they give voters an impartial summary of the Amendment that provides a fair understanding of the issues presented and of the scope and significance of the proposed changes to the law," the filing continues. "Nothing is omitted that would give voters serious grounds for reflection, and nothing in the popular name and ballot title is misleading in any way. The Board thus erred in denying certification."
Ultimately, the lawsuit claims that the rejection was unconstitutional, and asks for a preliminary injunction from the Supreme Court to include the ballot initiative, "because it is unlikely that the Court will decide this action before the August 25 deadline for certification for the Amendment to appear on the November 2022 ballot."
Just before the initiative was rejected by Commissioners, Arkansas Gov. Asa Hutchinson expressed his opposition to the recreational cannabis initiative while speaking at the Arkansas Municipal Police Association on Aug. 3. "And the reason I oppose it is simply this: that it will increase the usage of marijuana," Hutchinson said. "I believe that marijuana is a harmful drug. It is as simple as that. I look back to Alaska. In the 70s, they decriminalized marijuana. Marijuana use went up dramatically, particularly among their teens, and Alaska reversed courses and re-criminalized marijuana."
Hutchinson claimed that cannabis is "harmful." "Now, they're going to sell this as something that's going to help law enforcement. Fifteen percent of the revenue from the taxes on the sales of marijuana will go to a fund to support law enforcement stipends, 10% of it will go to UAMS in Little Rock, and 5% will go to drug courts," Hutchinson continued. "And so, once again, they're selling a harmful drug to the citizens of Arkansas based upon promises that look good. Now, those promises might be a reality, but I think you've got to be prepared for this debate."
The post Rejected Cannabis Ballot Initiative in Arkansas Taken to Supreme Court appeared first on High Times.
News – High Times
Kendrick Lamar Does Pull-Ups While Linking With A$AP Ferg & Dapper Dan In Harlem
Soulja Boy Denies Having Monkeypox Following Cryptic Tweet

redpajama_set_name: RedPajamaCommonCrawl


text:
import 'zone.js';
import {INITIAL_CONFIG, renderModule} from '@angular/platform-server';
import {readFileSync, writeFileSync} from 'fs-extra';

const {AppServerModule} = require('./app/app.module');
const template = readFileSync('./index.html').toString();

const extraProviders = [
  {
    provide: INITIAL_CONFIG,
    useValue: {
      document: template,
      url: '/'
    }
  }
];

renderModule(AppServerModule, {extraProviders})
  .then((html: string) => writeFileSync('../dist/index.html', html));

redpajama_set_name: RedPajamaGithub


Replica German track wrecking hook, Great Patriotic War Museum, Moscow, 29 August 2015. The hook breaks the sleepers (ties) causing the rails to spread. In use it would be very heavily ballasted to a weight of 30 tonnes, and would be hauled very slowly by one or two locos. The hooks were used from 1943 as the Germans began to retreat on the Eastern Front. This replica was built for the museum in 1995.


This product reduces face checking and cracking, and provides excellent adhesion over smooth and textured wood surfaces, including lumber, plywood, chalk, and hard gloss substrates.
* Some colors, drastic color changes, or porous surfaces may require more than one coat to achieve a uniform finish.
Primers are used for a variety of reasons. Use this chart to help determine if a primer is necessary for your project. The chart below indicates the best use for this particular primer.
Provides rich, opaque color in a self-priming, 100% acrylic latex formula.


Like so many after the 9/11 attacks, Dial was fixated on the people—their death, suffering, and human kindness.
Like so many after the 9/11 attacks, Dial was fixated on the people—their death, suffering, and human kindness. But the first paintings he finished in the following months looked backwards to earlier work and earlier themes as if he were at a loss for a language in which to proceed. Reaching Out with Love and Fear revived one of his primary images of the 1980s and early 1990s, the tiger. The tiger is the black man, struggling in a jungle of rules meant to keep him confused and keep him down; the tiger is dangerous, too, capable of murder, but it wants to reach out. Because the tiger had often been an autobiographical symbol for Dial, the tiger here incarnates that desire of his to commune with the victims and survivors immortalized in on-scene videos of the debris clouds rolling over fleeing pedestrians. The figures touch (love) and back away (fear). The tiger is dancing with a flayed man who is running by; the figures are sinuous and outlined against a roughened, dull-bronze surface, much like sunlight playing on airborne grit.


DANBURY, Conn., May 9, 2017 – Praxair, Inc. (NYSE: PX) announced today that it was named by Forbes as one of the 500 best companies to work for in the United States. Praxair has been recognized by Forbes as a Best Employer since the list's inception in 2015.
Praxair was ranked seventh in its category – Construction, Oil & Gas Operations, Mining and Chemicals – and 203rd overall. It was also ranked sixth out of 17 companies listed from the state of Connecticut. Nearly 30,000 employees at companies with at least 1,000 people in their U.S. operations were surveyed by Forbes and its research partner. The willingness to recommend one's own employer was considered to be the most important dimension of the assessment.
Praxair is committed to being an employer of choice and has recently been recognized for its efforts. The company was named to the 2017 Corporate Equality Index (CEI) with a perfect score of 100 from the Human Rights Campaign for workplace equality and advocacy. Additionally, Praxair was named a 2017 World's Most Ethical Company® by the Ethisphere Institute.


text:
Africanized Honey Bee, Brazilian Honeybee
Progressive Pest Control Las Vegas, NV > Knowledge Center > Pest Database > Africanized Honeybee
Africanized Honey Bee Pest Profile
Apis mellifera scutellata
Order and Family:
Hymenoptera, Apidae
Pest Control Service:
Bee and Beehive Removal
It is very difficult to distinguish the Africanized Honey Bee from European Honey Bees. Behavioral differences which distinguish the Africanized from the European are general excitability, defensiveness, frequency of swarming, and nesting ability. When a swarm finds a suitable nesting site, it may nest there and construct combs. If a shortage of food, water, or space develops, a swarm will move to a more suitable location. As the number of bees in the nest increase, they produce additional reproductive swarms which seek new nesting sites. Reproductive swarming can occur every six weeks, especially during heavy nectar flow periods.
The following is a brief description of the complete metamorphosis:
Egg:
The eggs are white and sausage-shaped. The caudal (oval) end of the egg is attached to the base of the cell. A fertilized egg develops into a female bee (worker); a non-fertilized egg develops into a male bee (drone). Hatching occurs when the egg is approximately 60 hours old.
Larva:
Larvae are fed glandular secretions originating in the head of young nurse bees. Larva destined to become queens are mass fed on royal jelly in a peanut-shaped cell. Eight days after the egg is laid, the cell containing the worker is capped, and on a ninth day the larva spins a cocoon. The pre-pupal stage is reached on the tenth day.
Pupa:
On the eleventh day, the white and motionless pupal form is evident. From the thirteenth day to the twentieth day, the eye color develops. The twentieth day, the adult emerges from the cell.
Adult Bees:
The worker has a normal life of about 30 days. The normal life span of drones is five to 10 weeks. The queen usually lives from one to three years.
Hosts and Damage:
Generally, most flowering plants are hosts for honeybees. However, some species seem to be more attractive than others to bees. In general terms, the herbaceous annual and perennial species in North America which are more than usually attractive include mints, milkweeds, clovers, and asters. Mountain mint and swamp milkweed seem to be the most attractive species documented at this time.
WARNING: This bee stings and is highly aggressive.
Professional, Commercial & Residential Pest Control
Pet & kid friendly, Safe, Organic, Natural Pest Control


This is in response to your message in my smaller guestbook. That one doesn't really allow for discussion so I've copied it to this place.
I would like to support what some people have said about the site being out of date. Repeating allegations from the 80s uncritically isn't what I would call useful journalism. I agree that child abuse is abhorrent - who wouldn't? - but that doesn't mean allegations of child abuse, none of which were ever prosecuted, should be repeated ad infinitum.
Okay, I see where you're going and you make a few unsubstantiated statements: a) I am not a journalist, just a concerned citizen; b) the headmaster of the Dutch kids-school (Platoschool) was put on non-active by his own school board after complaints of physical abuse; c) I know of one case where three Dutch teachers escaped criminal prosecution because they decided to pay monetary fines for repeately hitting their pupils; d) contrary to your claims, the same headmaster mentioned above was indeed prosecuted. I don't know the outcome of that case though.
I've been a member of the SES since I was 17 - 16 years. I am not a religious person, and certainly not attracted to cults. In my view the school exists to teach and practice philosophy. Its philosophy is drawn from the Indian Advaita Vedanta tradition, because in the 60s the School got in touch with a guru or philosophical teacher called Shantanda Saraswati. His own words can be read in several books freely available, such as GOOD COMPANY (Element). Mike, if you want to know what the School is really based on, get hold of a copy and you'll be able to see for yourself without having to go near the SES. The philosophy espoused there is clearly Eastern, but it has large areas of commonality with Plato, Stoicism and Christian Humanism. I would challenge you to find anything he says that supports the view that the School is an oppressive cult. What you will find is the words of a supremely compassionate, loving, intelligent, untiring devotee of the teaching he espouses. My view on anything that is wrong with the School is that we haven't yet managed to come up to his level.
Kevin, what I am taking issue with is the behavior of the group. It is not okay to propagate oneself as a general evening education in philosophy while you very well know that only a special brand is allowed. It is not okay to deceive parents by withholding them information about what kind of beliefs the school stands for.
At worst the School is a slightly anachronistic and formal organization (in a damp, English way) that could do with loosening up a bit. People do get a bit over-enthusiastic about it, but they calm down after a few years. At best it provides an atmosphere and setting for people to explore what it is to be human with those of like minds. And it really does practice philosophy. You know - like all those old guys in the academic textbooks; not like the intellectuals that keep them there.
I would say that since you posted your message more people have joined the site who are bringing up issues which are more relevant to the present-day, these being pupils currently at the school.
Although they do not report of child abuse they do come out with some disturbing oppinions given to them by the school in 'philosphy' lessons, which are actually very much Ses based.
Hopefully this gives the site more relevance.
I would beg to differ in oppinion about what you call 'dated' information about the child abuse from the 80's. I believe it is important that these stories/experiences are told, as they have never been properly faced by the school. It has become a stain on their past, which I believe is important to address, both for the families involved, and for the school itself.
"It is true that if one reads the details of their literature then it is clear enough that the lectures are underpinned by an Eastern philosophy."
Maybe it's a case of reading the label!
Given all I've heard about infidelity and affairs within the school, that's an interesting claim.
It would be hypocritical if 'The School' preached the value of marriage and then encouraged affairs and infidelity, or even if affairs and infidelity were wide-spread. It doesn't. It isn't.
No Frodo, it would be hypocritical if the school preached the value of marriage and then the preachers of the school had affairs.
See recent postings about the girl's school, and the affair of Michael Mavro, the married head of the Sydney version of the SES with a visitor from England, in Westie's posts in "the secret cult" thread on page one of the thread index.
Definitely. It would be hypocritical for someone to preach marital fidelity and then go off bonking other women. It would also be a terrible breach of the bond of trust that should exist between a teacher and student in any context, schools, universitys, adult education, whatever. When I was at University, we had a lecturer who 'took up' with one of his students and then dumped her in a devastating way. He wasn't married so he wasn't being unfaithful in that sense, except perhaps to his duties as a teacher which is just as bad.
I read some of the thread you referred me to. Thanks for that. The geography thing was quite exciting because I thought it would reveal finally that SES denied the existence of other countries or believed that the earth was flat. In fact, there is simply a national shortage of geography teachers. It would have made it difficult for McLaren to find Australia on one of his visits, I suppose, if he didn't know where it was.
There are lots of insinuations about people making money out of the school. I don't know if that's true in Australia. People have been trying to make this allegation stick on the UK school for a long time - even Hounam tried - but thus far without success. Maybe it's simply true that nobody is creaming off the finances and that all the facilities and resources exist for all the students.
There are also dark inferences that people were kicked out because they 'knew too much'. But it's all getting a bit John Grisham here. If people know too much they can discuss it whether they're kicked out or not. If they need to be silenced, presumably the best way would be to keep them in. Or have them bumped off. SES ninjas creeping up drainpipes in the middle of the night. Have there been any recorded instances of this?
As for the way Mavros ran the school in Australia, it doesn't sound very nice. And before you flame me, can I say that I am using British understatement here. It sounds bloody awful. Can we use words like that here? And he sounds like a nutter. Cruel, despotic and yes, if what is said is true, extremely hypocritical. If he was hoofed out because of all that, it would thus be because his actions and attitudes (and indeed pecadillos) were not consistent with the SES ethos. Same with the Dutch nut-case.
It would be worrying if their actions had been endorsed. So far as I can see they weren't.
So while the charge of hypocrisy would stick with these people, it doesn't stick institutionally, methinks.
I would say that hypocrisy is a total converse of what the SES stands for.
Frodo wrote: It would be hypocritical if 'The School' preached the value of marriage and then encouraged affairs and infidelity, or even if affairs and infidelity were wide-spread. It doesn't. It isn't.
Surely it is just as hypocritical to preach the value of marriage and then fail to discourage affairs and infidelity.
In the event that even just one such affair or infidelity is/was known to the "powers that be" (or were, as the case might be), that would seem to confirm the hypocracy that exists within the system.
What is a definition of "widespread" adultery with an organisation which appears to believe that it stands on the very highest peaks of the moral landscape - is it 1 case, is it 2, or maybe 5 or 10?
I think, Frodo, if you care to delve a little deeper you will find that with respect to preaching the value of marriage - it does; with respect to failing to discourage (which is almost, if not the same as, condoning) affairs - it does; and as for being widespread (in such a morally pure organisation) - it would seem that it most certainly is!
This one's a bit rushed because I have to go off and do some work!
I refer to my other post above your post, for what it's worth.
Relieving somebody of their position for extra-marital activity (possibly - and also probably for other matters) sounds like discouragement to me.
And sorry, I wasn't disputing that SES people would probably say that if you promise to be faithful to someone you should stick to that. And I doubt anyone in SES would deny that affairs have a devastating effect on family life. Also, it's just grubby, isn't it?
But I don't think - and I'm aware that this is being hugely provocative - the SES can police every relationship of all of its members. What you are suggesting is a strict moral code enforced on students. By what means? SES seniors turning up at people's homes to ask who that hussy is in their bed?
I don't think people signing up for an evening class in practical philosophy would appreciate that too much.
Widespread by my definition would be if the SES was routinely used as an arena for sexual exploitation. But it has already been said in this forum that there is a remarkable lack of sexual chemistry floating around. People have turned up for a lecture or something, not to 'get off'.
I'm not saying the odd affair doesn't happen. But if it does, it is a reflection of society at large not of the SES. I would wager that it happens less on average in SES than in society at large.
I was busy with my two fingered typing when you posted the one above my first effort.
I agree that SES can't police the extramarital activities of all its members, but surely the SES senior members should be the ones setting the example - maybe the junior members should be popping around to the senior's houses and seeing who they've got in their beds.
As for your doubting that they would deny that an affair has a devastating effect on family life, they have in the past, and yes, it is grubby, very grubby.
I think we're in agreement that extra-marital affairs are a grim business. I know some people who have had that experience, (not SES I have to say), both as perpetrators and as victims. In dealing with them I have tried to be even-handed and compassionate, not seeing it as my place to add to the suffering - there was plenty of that anyway. But, without wishing to sound too pious about it, on principle it must be accepted that it ain't a good thing. Plain and simple. Only the most cavalier philanderer, surely, would disagree.
But I do think what you describe falls short of affairs being institutionally endemic in SES. Personally, I think if anybody joined SES hoping to get laid they'd probably end up asking for their money back.
I don't know, maybe you have access to facts that I don't, but in any case, I think this debate should be carried on between those parties who say that SES is sexually frigid on the one hand and those who say it is a hot-bed of torrid sexual license on the other. Maybe the truth lies somewhere between!
My father had an affair with a senior lady in the SES for several years and received the direct PROTECTION (approval, support) of Maclaren, Boddy (obviously), Woods (obviously), Sinclair, Saunders, White, Mason, Curry (obviously) and all the other 'bigwigs. During this time, my mother was ostracised and effectively forced to leave - as well as being publicly humiliated in front of hundreds of her peers by Maclaren.
When I met with Lambie to discuss the situation he claimed that my mother did not understand; "Understand what?", I asked. "The truth", came his vain relpy reiterating the staple SES mantra that the "Teaching" is the only truth. I left behind 16 years of SES and St James involvement that day.
Frodo wrote: Relieving somebody of their position for extra-marital activity (possibly - and also probably for other matters) sounds like discouragement to me.
Well the upshot of all this is a family that has been destroyed from its core and only now, almost 10 years later, is it beginning to heal - I am talking about matters of the heart beginning to heal. A devastating effect is right on the money.
Frodo, you seem to have been institutionalised and will probably not admit that the moral 'house' of the SES is built on foundations of sand.
You can keep deluding yourself or you can wake up to the TRUTH that the SES institution is a guardian of immorality, injustice, intolerance and deceit - the real TRUTH not the vain hubristic TRUTH that the SES claims as its foundation.
How much do you know of the senior members who stand up and preach this stuff Frodo?
I know of a number of senior figures who have demonstrated hypocrassy by preaching this and then acting differently themselves, some of whom snowman has already alluded to.
So I stand by my statement especially in the context that it was mentioned.


Lauren Teel has lived in Austin since 1986. Lauren's career path began in the music industry as an A&R Rep with a Record Label, and from there she went on to run her own Artist Management company representing musicians. She also spent several years working in Artist Relations for several Live Event Producers and Artists.
Upon leaving the world of artist relations and representation, she embarked on a career in the in title and real estate. As the daughter of a developer, she is well suited to life in the dynamic world of Austin real estate.
Lauren has been a resident of Tarrytown for the last 12 years, and her expertise and knowledge of Tarrytown, and the surrounding downtown marketplace is always intimate and current. With her strong love of community, and a background in both the music business, and real estate, Lauren offers her clients a unique perspective, and a passionate point of view.
Last updated April 19 at 6:31 pm.


Valentine Heated Swimming Pool, Fitness Centres & Trainers, listed under "Fitness Centres & Trainers" category, is located at St. Johns Rd Valentine NSW, 2280, Australia and can be reached by 0249468522 phone number. Valentine Heated Swimming Pool has currently 0 reviews.
Browse all Fitness Centres & Trainers in Valentine NSW.


text:
MicroMentor Blog | English
High Profits, Low Cost: Why Subscription Businesses May Be Taking Over The Market
by MicroMentor
In today's highly competitive world, it can be hard to have a "stand out" business. Running a successful business requires you to not only appeal to customers, but to find a way to retain them for many years to come. Because this can be challenging, many entrepreneurs are turning to the subscription business model in order to achieve long-term returns. We are going to dive a little into what this is, and why customers may prefer over it standard business models.
What is a subscription business?
"Once we get used to the comfort of having a particular service, we can't really think of NOT having it..."
A subscription business is when a company offers their services via monthly payments instead of a one-time payment. This is often organized under a one-year commitment with the chance to renew at the end of each year.
Subscription businesses are beneficial because they make it easier to project revenue in advance, which allows for more efficient planning.
Also, (as some of us may know personally) subscriptions can be hard to let go of. Once we get used to the comfort of having a particular service, we can't really think of NOT having it, even if they don't use it often. Plus, the low monthly costs of many of these services can make it easily justifiable to keep.
What type of companies use subscription models?
There is almost no limit to what services can be provided on a subscription basis. Nowadays people have subscriptions to cars, clothing rentals, streaming services, meal kits and much more. Let's look at a company that has achieved great success by using a subscription model.
Netflix was launched in 1998 as a DVD subscription service. Before they launched into streaming, they charged a monthly fee so that subscribers could select which DVDs they wanted delivered and in which order they wanted them to arrive. As soon as customers returned their last DVD, the next would be sent directly to their house.
This service soon became wildly popular. Netflix eliminated pesky late fees and trips to the video store, and for a very reasonable fee customers could still see all of the latest films.
In 2007 Netflix began a streaming service, and by 2010 they had transformed into an entirely online library.
Today, Netflix has over 200 million subscribers and brings in billions of dollars in revenue from 190 countries. But why exactly are they so successful?
Netflix saw a great opportunity in the streaming services market. Founders, Reed Hastings and Marc Rudolph, recognized the need for a large media library, with low fees, that could be accessed from the comfort of their customers' homes.
And, while paying for a year upfront would probably scare most customers away, a low monthly fee seemed more than reasonable for the amount of films and television shows the service gave subscribers access to.
Another reason Netflix has been so popular is because of their original content. Since 2013, Netflix has been producing original shows and films that have made the subscription all the more necessary for people who want to remain in the know. Shows like Stranger Things and Squid Game are only available on Netflix, which makes the service seem that much more exclusive and appealing.
Bird Box, 2018
Squid Games, 2021
Fatherhood, 2021
The meteoric rise of Netflix resulted in a surge of other streaming services eager to compete. One of them, Disney+ and their affiliated services, managed to surpass Netflix in subscriber numbers in early 2022. However, Netflix is still a shining example of a successful subscription service, and its popularity is unlikely to seriously decline any time soon.
Why do customers like subscription services?
Customers are often drawn to subscription services because it allows them to access services that they might not be able to afford on their own. For example, clothing subscriptions are becoming increasingly popular, and allow subscribers to wear designer clothing at a fraction of the price they'd pay for the piece up front.
Another reason why customers like subscription services is the ability it gives them to sample a service. Someone with a car subscription might want to try out a new car each month to find out what they like. Someone with a clothing rental might want clothes for a special event one day, but a low-key date the next.
Lots of subscription services are about helping customers find out what they like, from books to cosmetics to wine to meditation practices. Customers don't want to commit to something they don't like, so having a subscription often lets them try out items until they find something they love. Then, once they've found it, they can continue their subscription by experimenting within the area they enjoy.
Many subscription businesses also offer a trial period so that customers can see if they like the provided services. If the business is designed well, then that trial period should be all that is required to hook the customer into a long-term commitment.
Subscription models offer lots of possibilities to entrepreneurs, and more and more businesses are seeing the benefits. If you are filling a gap in the market and are offering a wide range of interesting and frequently improving services, then a subscription model might be the best fit for you.
Find the business help you need. Share the knowledge you have.
Join MicroMentor today
Find a mentor Be a mentor


text:
Lerkil är en ort i Kungsbacka kommun i Hallands län som ligger på Onsalahalvön. Den var tidigare en egen tätort, men räknas numera som en del av tätorten Halla Heberg.

Lerkil ligger på norra delen av Onsalahalvön och är ett utpräglat villasamhälle med ett flertal sekelskiftesvillor. Lerkil är beläget 30 km från Göteborg och angränsar till Vallda Sandö, Särö och Vallda.

Befolkningsutveckling

Noter

Orter i Kungsbacka kommun
Tidigare tätorter i Sverige
Tidigare småorter i Sverige

redpajama_set_name: RedPajamaWikipedia


Decor and home decor tend to be mistaken for being the same principal, nonetheless terms will not be completely interchangeable. Home design is often a profession that needs your attention specific schooling and formal training, including space planning, furniture design, and architecture. An inside decorator lacks that formal training and is targeted on the aesthetics as well as surface appearance from a space. Who you will hire varies according to whether you've gotten any structural work or space likely to do or that you need want you to plan the decor only. Balance is another principle, distributing the visual weight in the room. You can do it symmetrically, as they are common in traditional interiors, or with asymmetrical balance as affecting casual interiors.
Inside of a Interior design, perhaps it is the fireplace or a bit art. It sets itself apart by scale, color, or texture. Contrast and variety add visual interest to somewhat of a room. Keep rhythm in your mind with repeating elements of the identical color, texture, or pattern, including a progression of sizes or colors. Scale identifies overall size, while proportion relates how big parts when compared to whole. Keep these kinds of factors planned deciding on furniture. Harmony refers back to the blending of similar elements, while unity refers back to the overall sense of belonging together. This is usually a goal, so remains as the primary goal simply because add each new article of furniture or accessory.
So you want to give full attention to everyone in the room or rooms you need to decorate. Within the entry to your beloved room towards home business, you can discover decorating help for each room inside your home. Explore the basic principles of implementing a place together with the finishing touches to help make your space a reflection of one's personality and good taste.
If you want inspiration for designing your family room, professionals as of this blog can help you. Our website provides you pictures and ideas that enable you to design or renovate your family area and style it in country, modern or minimalist styles. It also can help you to choose the right colour, material and furniture needed to really make the family room a better place. Good Interior Designs possess some things in common. They're harmonious, elegant and participate in the taste and personality of the folks who use it. You can have endless possibilities and ideas to decorate your living room. Before buying furniture for the family area it is important to take care of the functional needs.
Interior Design Jobs Nyc – Every interior design project starts with a planning phase. What have you been trying to accomplish? Can it be a remodel or even a new build? In either case, for best results, you want to start with creating a ground plan like either of the space, the entire floor, or the whole house. It completely depends on the people what mood they wish to create within the Interior Design. Those who often move houses, or are open to experiment with interior design, a minimalist style living room might be ideal because it is simpler to rearrange furniture and accessories after moving. Bigger families may prefer a well furnished and spacious family area, while couples and young adults may go for modern family area designs.


text:
Q: I have set timezone in Heroku, but nothing changes I am developing an app in Django and I have pushed it on Heroku. It returns the current time when the user do certain things.
In local, there is no problem. On Heroku, there is a two hours difference with respect to my timezone datetime (Berlin/Europe)
I have set Heroku timezone as "Europe/Berlin" by typing in my command prompt:
heroku config:add TZ="Europe/Berlin"
heroku config:set TZ="Europe/Berlin"

, and it seems it got it:
heroku config:get TZ

Europe/Berlin

I waited two days because I expected the server needed to update, but the problem still remains.
What is wrong and how can I fix it?

A: Solved by substituting, in settings.py:
TIME_ZONE = 'UTC'

with
TIME_ZONE = 'Europe/Berlin'

redpajama_set_name: RedPajamaStackExchange


text:
Drugi rząd Victora Ponty – rząd Rumunii funkcjonujący od 21 grudnia 2012 do 5 marca 2014.

Gabinet powstał po wyborach parlamentarnych w 2012, które zdecydowanie wygrała Unia Socjalno-Liberalna tworzona przez cztery ugrupowania: Partię Socjaldemokratyczną (PSD), Partię Narodowo-Liberalną (PNL), Narodowy Związek na rzecz Rozwoju Rumunii (UNPR) i Partię Konserwatywną (PC). Gabinet zastąpił pierwszy rząd lidera socjaldemokratów. 21 grudnia gabinet uzyskał wotum zaufania w parlamencie – za zagłosowało 402 deputowanych i senatorów, przeciw było 102 parlamentarzystów. Tego samego dnia członkowie gabinetu zostali zaprzysiężeni przez prezydenta, rozpoczynając urzędowanie. Rząd funkcjonował przez kilkanaście miesięcy. W lutym 2014 doszło do kryzysu, na skutek którego liberałowie z PNL wystąpili z koalicji, a ministrowie z tej partii podali się do dymisji. Po zawiązaniu nowej koalicji na początku marca gabinet został zastąpiony przez trzeci rząd Victora Ponty.

Skład rządu
 Premier: Victor Ponta (PSD)
 Wicepremier, minister rozwoju regionalnego i administracji publicznej: Liviu Dragnea (PSD)
 Wicepremier, minister finansów publicznych: Daniel Chițoiu (PNL, do lutego 2014)
 Wicepremier: Gabriel Oprea (UNPR)
 Minister rolnictwa i rozwoju wsi: Daniel Constantin (PC)
 Minister spraw zagranicznych: Titus Corlățean (PSD)
 Minister spraw wewnętrznych: Radu Stroe (PNL, do stycznia 2014)
 Minister obrony narodowej: Mircea Dușa (PSD)
 Minister sprawiedliwości: Mona Pivniceru (bezp., do marca 2013), Robert Cazanciuc (bezp., od kwietnia 2013)
 Minister środowiska i zmian klimatycznych: Rovana Plumb (PSD)
 Minister gospodarki: Varujan Vosganian (PNL, do października 2013), Andrei Gerea (PNL, od października 2013 do lutego 2014)
 Minister ds. społeczeństwa informacyjnego: Dan Nica (PSD)
 Minister zdrowia: Eugen Nicolăescu (PNL)
 Minister edukacji: Remus Pricopie (PSD)
 Minister pracy, rodziny, ochrony socjalnej i osób starszych: Mariana Câmpeanu (PNL)
 Minister ds. funduszy europejskich: Eugen Teodorovici (PSD)
 Minister transportu: Relu Fenechiu (PNL, do lipca 2013), Ramona Mănescu (PNL, od sierpnia 2013)
 Minister kultury: Daniel Barbu (PNL, do grudnia 2013), Gigel Știrbu (PNL, od grudnia 2013)
 Minister młodzieży i sportu: Nicolae Bănicioiu (PSD)
 Minister delegowany ds. budżetu: Liviu Voinea (PSD)
 Minister delegowany ds. gospodarki wodnej, leśnictwa i rybołówstwa: Lucia-Ana Varga (PNL)
 Minister delegowany ds. projektów infrastrukturalnych i inwestycji zagranicznych: Dan Șova (PSD)
 Minister delegowany ds. małej i średniej przedsiębiorczości, biznesu oraz turystyki: Maria Grapini (PC)
 Minister delegowany ds. energii: Constantin Niță (PSD)
 Minister delegowany ds. szkolnictwa wyższego, badań naukowych i rozwoju technologicznego: Mihnea Costoiu (PSD)
 Minister delegowany ds. kontaktów z parlamentem: Mihai Voicu (PNL)
 Minister delegowany ds. diaspory: Cristian David (PNL)
 Minister delegowany ds. dialogu społecznego: Adriana-Doina Pană (PSD)

Przypisy

Polityka Rumunii
2012 w Rumunii
2013 w Rumunii
2014 w Rumunii


This website is built using HTML5 and Cascading Style Sheets (CSS), according to World Wide Web Consortium (W3C) standards.
We have made every effort to ensure that this website is accessible to as many people as possible, no matter the size of the screen or the method of accessing the site.
We believe that this website meets or exceeds the requirements of the level A criteria of the World Wide Web Consortium Web Accessibility Initiative (WCAG WAI) 2.0 guidelines. We endeavour to meet with WCAG 2.0 AA standards.
This website has been optimized for modern browsers including Microsoft Internet Explorer 11, Microsoft Edge, Mozilla Firefox, Apple Safari, Google Chrome. Older browsers may offer limited functionality though the content should still be accessible and readable.
This website is responsive and will re-organize itself depending on the device's screen size. Display is therefore scalable for viewing the site on different screen sizes, phones and tablets.
The following methodology was applied when this site was created.
Required fields on all forms are clearly identified.
Site navigation is consistent across the whole site.
In some cases, ReadIT or SpeakIT speech software has been added to the site to enable content to be read out loud directly within the browser.
Text and background colours have sufficient contrast where possible.


text:
Money & Life > Social Media > Build A Social Media Plan That Actually Makes Money > Step Two: Develop Your Content
Build a Social Media Plan That Actually Makes Money
Lesson 6 of 17
Step Two: Develop Your Content
Ryan Deiss
Social Media > Build A Social Media Plan That Actually Makes Money > Step Two: Develop Your Content
6. Step Two: Develop Your Content
1 Class Introduction 16:44 2 Why You Need a Social Plan 09:55 3 Choosing the Channels That Matter 08:15 4 The Five Step Social Profits Plan Overview 03:14 5 Step One: Identify Your Purpose 03:57 6 Step Two: Develop Your Content 13:16 7 Step Three: Engage with Your Audience 07:46 8 Step Four: Measure Your Results 07:35
9 Step Five: Amplifying Through Advertising 26:42 10 Chat Bots, Messenger & Conversational Marketing 13:35 11 What Is Conversational Marketing? 09:56 12 The Tools You'll Need 06:49 13 Strategy One: Page To Chat 10:19 14 Strategy Two: Email To Chat 08:45 15 Strategy Three: Ad To Chat 03:51 16 The Five Critical Questions 13:26 17 Final Thoughts and Next Steps 09:44
We've got a general goal in mind, we kinda know what we're looking to do. But social is all about content. Whether it's simply a quick comment about a random thought that you had or a pithy idea, or a picture of food, that's content. All of that is content. Everything that gets produced from the shortest tweet to the longest rant, or a video, it's all content. So how do you make sure that you're developing the right kind of content that's actually gonna, that people are gonna like? There's a couple of different content types that we're looking at. The first is to repurpose the proven. Repurpose the proven. What I mean by that is if something works really well in one channel, maybe it's your blog, maybe it's on Facebook, repurposing that exact same content to fit it into another channel. I'll show you some examples of that in just a minute. Number two is answer their questions. Some of the best content that we've ever produced came from just responding to somebody who had a really great...
question, and we answered it and other people went, oh that's helpful. Show you some examples of that. And I'll show you how to figure out what questions your people are asking, even if you don't have a lot of people to talk to yet. And then we call it in case you missed it. In case you missed it content. Re-shares of high performing content, whether it is yours or a related brand's content. Now you can't take somebody else's content and claim it as your own, that's called copyright and likely trademark infringement. I'm not suggesting that you just like, oh, that's brilliant, copy, paste, I said it. (audience laughing) That ain't it. But that's what social's about. Re-sharing other people's stuff and repurposing it. We're gonna talk about how to do that the right way, but it's also about re-sharing some of your best stuff. Let's be honest with one another. Some of us, we had some really good ideas like five years ago, we kinda peaked. We were like that band that had that one really good hit. We tried to go back for a second album, it's like, ah, it didn't work out. Right? We're gonna talk about how much really great, awesome, amazing content you need. It isn't as much as you might think. But you do need to go back and repurpose it. So let's talk about some examples of repurposing the proven, content type number one. This is a story that we ran in July of on the Digital Marketer Blog. So July 2017 we ran the story How to Make Your Next Sale Through Instagram (Even If You've Never Been on the Network Before). So kind of a simple, introductory post about how to leverage and generate sales from Instagram. And the post did really, really, really well. So we just did nothing with it. It just sat there and we were like yeah, high five. Great content, great piece, folks really loved it. We then brought in a new head of content, who was much stronger on the social side, and he went back and he reviewed what are the posts that have had the highest engagement, that has been shared a lot, that did get a lot of traffic. What were those? This was one of them. It was way up there. And he said we should post that on Facebook, and here's a crazy idea, Instagram, since it's about Instagram. So seven months later, seven months later, we posted up to Facebook and in a matter of days we had almost 10,000 people see this. No boosting, no thing. Just totally organic reach. And we don't have this giant, massive Facebook following. But it was good content. People saw it, they shared it, they engaged, it got, Facebook allowed it because it was good and it was getting all the right triggers for more people to see it. It didn't just go from a half a point, maybe they gave us like .7. But it got a little bit wider berth. Nothing new. Literally taking a seven month old piece of content and repurposing it. We probably should have done it the next day. But seven months is better than never. Some of you, some of your absolute best content is sitting on a shelf somewhere. A digital shelf somewhere. And the people you want today never saw it. Because they weren't on your list. Maybe you send out an email newsletter. People loved it. They think it's great. But because they weren't on your list four, five years ago, they never saw it, because they didn't subscribe to your blog four or five years ago, they never saw it, because they weren't following you on Facebook four or five years ago, they never saw it. So think right now, what is some of your best content? Log into your Google analytics account, what's the content still today that people are looking at that should be repurposed on some of these other channels? Still can't believe we got almost 10,000. This was another blog post that we ran that was specific to copyrighting. And there was this quote that the first time we posted, that we ran the blog, other people were retweeting this little quote in here, "One good idea, clearly and convincingly presented, "is better than a dozen so-so ideas strung together." We ran this and we started to see people tweeting out that. And we said people obviously like this, you know what we should do? We should create an image and put it, wait for it, on the blog. And that's the only place we put the stupid image. So we created this quote box after we ran the blog post, we found out that people really were digging on this post so we had our design team create an image, and the only place we put it was on the blog. Seven months later, we say, you know what, we should maybe put that on Instagram, where people post images and quotes all the time. You don't have to be that smart to be successful at this. We're super stupid, and the company is DigitalMarketer.com. How humiliating is that? But I want you to see, I'm sharing these with you, so that you can see you don't have to be perfect to get this, you can, in fact, mess it up for an extended period of time. But if the content was great then, it's still there waiting for you. Same deal, we posted this out there and it was one of the better pieces that we had. Content type number two, answer their questions. I love this kind of snarky article that the New York Times ran back in 2013. A Revolutionary Marketing Strategy: Answer Customer's Questions. I don't know if a more sarcastic headline has ever run in the New York Times. A Revolutionary Marketing Strategy: Answer Customers Questions. And it's worth going back and googling for the story, I'm obviously not posting the entire thing here, because again copyright infringement. But actually a buddy of mine, Marcus Sheridan was featured in this article. Marcus Sheridan is now speaker on all things social, but when this article was written about him, he owned a pool company. They created in ground pools. And his entire marketing strategy at the time was I'm gonna find out all the questions that people are asking, and I'm just gonna publish the questions and the answers to them. And his sales shot up. That was it, that was his entire marketing strategy. As opposed to saying you have questions, fill out this form and let me schedule a time to come out and I'll answer 'em while I'm standing in your backyard putting together a quote. He said, you've got questions, okay what are they. Let's talk about it. We forget sometimes the things that we do in the online world, if we were to do them in the offline world, it'd be super freaking weird. Imagine walking into a retail store, like a clothing store, and you walk in they're like hold up, (laughing) name and email address, please? Yeah, I just wanna look at some jerseys. Got ya, name and email address please. That'd be super freaking weird, right? You'd be like, I'll go somewhere else. And yet we gate our content all the time. We're like I'm not gonna answer that question until you fill out this form, alright let's schedule a time to talk, let's do a demo. He said, no, I'll just answer your questions. So what are the questions they're asking? Now if you need ideas, hopefully you're talking to your customers enough that you know generally the questions that are being asked. But if you have no idea what people are asking, maybe it's a new business that you're starting, you're going into a new market, maybe you're helping somebody, if you're an agency, and you wanna learn really, really fast. Maybe you're like me and again, you're terrified to talk to strangers. This is the answer to stranger danger. It's called Answer the Public, AnswerThePublic.com. You can come to this website and one, you're gonna have this awesome video of this man just staring at you awkwardly, I don't know why they picked that, but it's phenomenal. So you can type anything in. So let's say I was gonna go and help a chiropractor with their marketing to figure out what questions are people asking. I could type in chiropractic, and they'll give you all the questions that people are asking about this. Culled from Google and other online sources. So where, where do they study, do they work? Can, can chiropractors help with tailbone pain, can chiropractors fix hunchback, can chiropractor fix TMJ? Will, will chiropractors, what will chiropractors do, what won't they do? Why, why a chiropractor cracks your back, why does chiropractors crack necks? I've never been to a chiropractor because I've watched them go (cracking) and I'm like I don't wanna, they'll kill me. (audience laughing) If I was, why do they crack necks. Here's why we do it, it's totally safe. Okay, I'll call that person 'cause they answered my question. Your people are actively asking questions. They're asking it into the ether. They're asking it of Google. They want an answer from a human being. That's what being social's all about. What are the questions that they're asking. You don't have to know. It's good if you start with the ones you're already hearing but go back here and cross reference it with some of these. Concept type number three, in case you missed it. Much like repurposing, repurposing the proven is when you're taking content that worked on one channel and repurposing it for another channel. In case you missed it is pretty much the republishing of great content again on the same channel. So look out, what has been effective for you in the past, run it again. They don't remember. A lot of times, they're like, I don't wanna run it again, I'm gonna annoy my audience. They don't care. They have their own lives and their own hopes and their own dreams and their own aspirations. They're not, they don't memorize everything that you posted over the last 30 days. They don't remember what you did yesterday. They didn't see it. Now I'm not saying you should post the same thing if it's effective like every hour on the hour, but you could probably post the same thing every other day and nobody would notice. Again, I'm not suggesting that as a frequency, but at a minimum, maybe let it circle back around once a month. Right? People loved it, let's bring it back. Republish it in a new way. It also doesn't have to be yours. What has already been effective out there? Let's say I had a friend who was just really into schnauzers. This friend thought that schnauzers were the coolest. If I were to see an article about schnauzers and I were to tear it out of the magazine, I were to fold it up, and I were to send, drop it in the mail and send it to him. Be like, hey, saw this schnauzer article, thought of you, they would not, that friend would not thank the author of the article, the friend would thank you for sending it to them. So find great content that you're people care about. BuzzSumo is a really great tool to do that. So if I were in the paleo space, I could type in paleo, here's the top content people love in the paleo space. You don't have to invent this stuff. It's out there, go and share it. Go and share it. Now share it directly from the source, for sure. Don't copy and paste it, and mine now. Don't be like the kid that licks his thing, claimed it. (audience laughing) Can't claim it, that's somebody else's. Some best practices to keep in mind. Do repurpose across channels. Do answer questions that people ask. If all you did was produce content that answered questions, you would have all the content you could ever want, and it would only always be interesting. You don't have to be that creative. Just answer the questions people are asking. Repost great content even if it isn't yours. If it's a proven winner, do it. It's also good to go and look at some of the proven winners and be inspired by them. Now when I say inspired, I'm not throwing up air quotes, that's not code for stealing it, no like legitimately be inspired and create your own original content. Do maintain a healthy content mix. Social loves diversity. So not just text, not just image, not just video, mix it up. Also your audience loves diversity. They wanna see you and your brand in different ways. And this is a biggie, use the native tools. Instagram Stories, Facebook Stories, Live, especially when the new tools come out. Generally these platforms are gonna over index new tools in terms of distribution because they wanna get it out there, they wanna get the data. So when a new tool comes out, use it. Alright, use it. And use it natively, use it in app. Don't just upload video. I mean, you can, but also do Stories. And again, in some of the other classes, they're gonna get into specifics, just know if you see the native tool, use the native tool.
We're constantly being told how social media marketing is essential to reaching customers and driving sales. And there's no shortage of advice on how to create a presence on social. What's sorely missing is a clear guide about how to ensure your social media marketing efforts aren't just wasting time but advancing your business objectives.
Ryan Deiss is the cofounder and CEO of DigitalMarketer.com, which trains small and mid-sized businesses on how to create social media campaigns that work. He will break down the step-by-step process of how to build, execute and scale a social strategy that capitalizes on the vast potential of social media marketing and yields impressive results.
In this class, you'll learn how to:
Identify the real goals of social media marketing.
Cut through the clutter and engage with your ideal customer.
Figure out which channels are worth your time and which ones you can ignore.
Audit your profiles and those of your competition.
Create content that's unique and catchy.
Craft a perfect post that gets noticed, read and clicked.
Establish a posting schedule.
Decide whether to pay to amplify your message and reach.
Understand which metrics matter.
Set up a simple, automated dashboard.
Ryan Deiss (pronounced "Dice") is cofounder and CEO of DigitalMarketer.com, the leading provider of digital marketing training and certifications to small and mid-sized businesses. Ryan is also the founder and host of the Traffic & Conversion Summit, the largest digital marketing conference in North America, and the creator of the "Customer Value Optimization" methodology.
Cat in the Moon Photo
This class was phenomenal! Ryan was incredibly engaging and kept the subject matter easy to understand, even for someone who is quite new to all of this. I loved that even though the class is about social media, he brought everything back to the importance of human interaction. I highly recommend buying this class if you need a kick in the butt to get going on social media but don't know where to start.
Reichel Neil
Great class! Once again Creative LIVE has delivered excellent material which can be applied immediately.
Micayla Cathleen Short
This class was incredibly helpful. It helped break down the kind of content to post, how to get users to engage with our content, which platforms we should utilize, etc. Much appreciated! :)


text:
package rox.mythril;

import net.minecraftforge.fml.common.Mod;
import net.minecraftforge.fml.common.Mod.EventHandler;
import net.minecraftforge.fml.common.SidedProxy;
import net.minecraftforge.fml.common.event.FMLInitializationEvent;
import net.minecraftforge.fml.common.event.FMLPostInitializationEvent;
import net.minecraftforge.fml.common.event.FMLPreInitializationEvent;
import net.minecraftforge.fml.common.registry.GameRegistry;
import rox.mythril.blocks.MythrilBlock;
import rox.mythril.blocks.MythrilOre;
import rox.mythril.items.MythrilIngot;
import rox.mythril.proxy.CommonProxy;

@Mod(modid=Info.modid,name=Info.name,version=Info.version)

public class Core {
	@SidedProxy(clientSide=Info.client,serverSide=Info.server)
	public static CommonProxy proxy;

	@EventHandler
	public void preInit(FMLPreInitializationEvent event){
		MythrilOre.MythrilOreStuff();
		MythrilBlock.MythrilBlockStuff();
		MythrilIngot.MythrilIngotStuff();
		Armory.MythrilStuff();
	}

	@EventHandler
	public void init(FMLInitializationEvent event){
		GameRegistry.registerWorldGenerator(new WorldGen(), 0);
		Recipies.setRecipies();
		proxy.setRenders();
	}

	@EventHandler
	public void postInit(FMLPostInitializationEvent event){

	}
}


The increase in human activity in the Arctic region, which is driven by the ever increasing demand for decreasing stocks of natural resources (mineral as well as hydrocarbons), has led to a rise in the need for improved management, monitoring and surveillance of the region.
The weather conditions may change quickly and dangerously, while the presence of the sea ice poses a risk to ships. For those reasons, the need for frequently updated information has increased.
Arctic Frontiers has been yearly organized as an independent network and leading meeting place for pan Arctic issues. This year's Arctic Frontiers took place 20th – 25th January in Tromso, located in the northern part of Norway.
This year's event collected close to 150 speakers from variety of countries. The audience accounted close to 2 000 people from various Arctic states and different fields of expertise. Both groups were largely supported by 35 journalists from 15 different countries. This number does not include the many local Norwegian media.
First two days were occupied by the policy section titled: Geopolitics and Marine Production in a changing Arctic''. This year's policy session gathered speakers from the eight Arctic countries bringing up issues from charring and managing the Arctic Council, fisheries, oil and gas exploitation and the right and responsibility of the Arctic peoples to manage their territories to the role of armed forces in the Arctic.
Non-Arctic states were also well represented. The policy session welcomed speeches from the Ambassadors of China and South-Korea as well as from the EU Commissioner for Marine Affairs and Fisheries , while the science section's geopolitics session expanded the Asian representation to cover diverse range of issues regarding Japans, South-Koreas, Singapore and India's interests in the Arctic.
Non – Arctic states, together with the representatives of the Arctic, came up with new principles of how to manage, explore and develop the Arctic in the light of an on – coming change.
Today the Arctic Region is an emerging energy and mineral province, with the extraction of natural resources projected to increase dramatically in the coming years to decades. New industrial activities, a changing business community and demographic dynamics are to alter the established social and economic structures in several regions of the Arctic.
In short it can be said, that the non-Arctic countries call for an open and inclusive trans-regional dialogue and resource management and inclusive observer policies for the Arctic Council. In their view, the Arctic is not isolated region within the global economic and resource community, but a part of a global system that should be governed by and benefit all countries in the world.
It occurred evident that the interest towards the Arctic is growing and southern countries have started to grow increasing interest on the emerging opportunities in the Arctic.
In addition to the two day policy section, the Frontiers had a comprehensive science section concentrating this year on the above mentioned geopolitics, marine harvest and marine production.
The science section addressed mainly the issues of security, energy and interstate relations in the Arctic. Overall, it identified conditions of continued stability in light of new developments in the northern hemisphere.
A warming Arctic Region with less ice may involve opportunities in terms of economic activity and increased interstate cooperation, but may also present the Arctic stakeholders with new challenges in terms of how best to meet their interests and at the same time interact with the other stakeholders through mutually beneficiary relations.
The Arctic potential to become a new, thriving energy region was strongly highlighted during first days of the policy session.
The circumpolar North holds large quantities of natural gas and oil, both discovered resources and estimated ones. Northern Russia has the largest known reserves of natural gas in the Arctic, but it can also be found in other regions such as Norway, Canada and Alaska.
Last day of the science session welcomed representatives of non – Arctic states, such as Asian and European states that do not border the region. Those countries and organizations have been increasingly opening their eyes into the changing North. The speakers tried to answer the questions of does their interest consist of and what is their policy towards the Arctic Region.
The Arctic region has many faces. Historically it has been veiled by an aura of mystique, a frozen wonderland untouched both by the outside and the effects of industrialization, populated by a mysterious group of people from a different phase in the history of man. As interesting and romantic this notion may seem, it holds little or no truth in the Arctic today.
The Arctic is literally on top of the world, the earth rotating around the two poles, in the North and the South. But the Arctic is not just about the North Pole - the Arctic region stretches much further in all directions, even splitting the earth into the East and the West, famous identities in the world history.
This year's Arctic Frontiers highlighted that the Arctic is not only a historical and cultural region but also a potential for commercial and industrial activities. The meeting showed that the Arctic should be looked at as at the mixture of traditional subsistence activities as well as a part of the global market economy.


Thin Italian hand-made bread sticks.
Grissini were created in the 17th century by the noble families from Turin. Eating these bread sticks was then an elegant way of being on diet.
Grissini are today of the most famous Italian specialties. They are made with flour, olive oil, salt and water. They owe their unique taste to the slow and special kneading of their dough. These bread stick are either tasty and low in fat or sugar.
Tasting tip : serve these bread sticks as appetizers or with your dishes.
wheat flour, extra pure olive oil, lard, water, malt extract, yeast, salt.


The average Waiting Time Around 3 minutes "The time might be higher at the peak times"
Evaluation of Healthcare Professionals Evaluation of healthcare professionals including doctors , pharmacists, technicians and nurses in different specialties and levels.
Clearance, Export and Import Permissions Services related to Issuing permission to import medicines for personal use, Issuing permission to import medicines for exhibitions, narcotic drugs, medicines from the local agent, raw materials and Issuing a permission to export medicines, chemical precursors.
Training & Continuous Medical Education Request Training Hours Accreditation for Scientific Events.
Licensing of Medical Advertisements Licensing of different types of medical advertisements, and related licenses fees payments.
Preventive examinations of radiation risks Issuance of permits for medical radiology facilities, and requests for examination of radiation leakage and others.
Car Parking area opposite the center.
Public Transport available directly in front of the center (To Rashidyia and Etisalat Metro Stations).
Reservations & Travel Office (Dnata).
Snacks and Soft drinks Machine.
Special facilities for disabled and elder people in the parking, entries, and service counters.
Closed meeting rooms with PCs.
Special devised to assess customer happiness and satisfaction.