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116 36. 1,and, like the institutional trust funds, is exempt from Chapter 143C, exceptfor Article 8 of Chapter 143C of the General Statutes. This fund shall bedeemed an additional and alternative method of funding the Millennial Campusand not an exclusive one. To the extent that any general, special, or local lawis inconsistent with this section, it is declared inapplicable to this section. 1987,c. 790, s. 1; 1998 159, s. 1; 1999 234, s. 1; 2000 177, ss. 1, 2; 2006 203, s. 47.

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Upload projects or works in progress today to gain real time feedback, make connections, and even get hired. One of the challenges that English teachers face is making literature interesting for their students. Often the material is old, as in Shakespeare, or it is confusing, as in Whitman. There are ways to teach literature without your students falling asleep at their desks. Here are a few tips to waking them up. Have the students create artwork. They can draw maps, paint scenes, make a character collage, build a story website or build a model of a setting in the literature. Again, the key is to have them connect to the material. Play games. There are plenty of games you can adapt to the literature text you are studying. You can adapt Jeopardy, hangman, Wheel of Fortune or just about any other game show you have seen on TV.

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The parties encourage all employees with a requirement for accommodation to notify Human Resources and CUASA. Employees have the right to CUASA representation at meetings regarding requests for accommodation. b The parties agree to act in accordance with all applicable legislation, including, but not limited to, the Ontario Human Rights Code; the Ontarians with Disabilities Act; and the Occupational Health and Safety Act. b to acknowledge and support the traditional role of the Board of Governors and the persons authorized to act on its behalf;c that nothing in this Collective Agreement shall be construed to deny or diminish any existing rights, privileges and responsibilities of employees, individually and collectively, to participate directly in the formation and recommendation of policy within Carleton University and its component parts, as these rights, privileges and responsibilities are provided for under existing Senate/Board documents and/or established practices. d Except as modified in this article or changed by subsequent agreement of the parties, the Senate/Board policies referred to in Articles 14, 15, 16, 17 and 25, as they were on the date of signing this agreement, shall remain in force for the term of this Collective Agreement unless specifically amended by agreement of the parties. Should the Senate change or alter any of these policies during the term of this agreement, Articles 14, 15, 16, 17 and 25 shall remain in force for the term of this Collective Agreement, unless specifically amended by agreement of the parties. The procedures for dismissal for cause of faculty employees are described in the Dismissal Document Appendix A, except as modified below:i The parties agree that there shall be provision for an Alternate Review Chairperson, with the same powers and duties as those of the Review Chairperson specified in the Dismissal Document. The Alternate Review Chairperson shall, by agreement between the two parties, be called upon to act in place of the Review Chairperson when the latters unavailability to begin a new case may be thought to prejudice the outcome or to impose undue hardship on the individual concerned or on the University. Agreement by one side to a request from the other to invite the Alternate Review Chairperson to act shall not be unreasonably withheld. b Where an employee or the Association seeks to rely on a past practice the onus shall be on the employee or the Association to show that the practice cited was contained in a document of the Senate, Board or management of Carleton University, or was otherwise sufficiently widely promulgated in public, or in private communication, and practised, so as to make it reasonable to consider it a practice at this University. c The Employer acknowledges a continuing responsibility to maintain a climate in which the academic functions of employees may be effectively carried out, and undertakes, therefore, to continue to provide a level of facilities and support services consistent with this responsibility.

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Unless exam boards give 80% of their marks to Ofqual by early July, they face severe sanctions, including public naming and shaming. Senior examiners therefore have to apply the thumbscrews to their juniors, with predictable consequences for accuracy. In a recent report exam boards confessed to guesstimating grades. The only shock for me was that they admitted it. Ive seen a chief examiner top of the tree in exam terms take a set of papers from an aberrant marker and come back minutes later with new grades. Usain Bolt couldnt have moved at that speed.

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law and politics, particularly in the 1970s. Although the zeal for busing as a remedy for past racial injustice had waned greatly by the 1990s, busing remained a featureif many times a limited oneof most school desegregation programs and continued to inspire heated debate. Those who are in favor of busing claim, as did the Supreme Court in Green and Swann, that racial integration in and of itself is a worthy social goal and that busing is an effective means of achieving that goal in public education. Supporters point to the harmful legacy of segregation in education. Before Brown, African American children were schooled in separate facilities that were usually inferior to the facilities used by whites, despite official claims that they were equal. Such segregation worked to keep African Americans at a disadvantage in relation to whites. It instilled feelings of inferiority in AfricanAmerican children and seriously diminished their educational achievement and opportunities. Supporters of busing also often claim that de facto actual segregation exists even decades after the CIVIL RIGHTS MOVEMENT and the striking down of racial segregation laws, which occurred in the 1960s. A largely white, wealthy upper class and a largely minority, poor under class, they argue, are transported, employed, housed, and educated in different settings. Often wealthy people live in the suburbs, and the poor live in the cities. Growing up in their separate neighborhoods, children from higher socioeconomic levels thus have many advantages that poorer children do not: more space at home, better nutrition and HEALTH CARE, greater cultural and intellectual stimulation, and friends and acquaintances with higher social status providing better job and career prospects.