Academic literature on the topic 'Leeds Special District Meeting'

Nickel (Ni) laterites are regolith materials derived from ultramafic rocks and play an important role in the world's Ni production. Ni-laterite deposits are the supergene enrichment of Ni formed from the intense chemical and mechanical weathering of ultramafic parental rocks. In Vietnam, the weathering profile containing Ni laterite was first discovered in the Ha Tri massive (Cao Bang). This profile develops on the Ha Tri serpentinized peridotite rocks classified to the Cao Bang mafic-ultramafic complex (North Vietnam) and exhibits thick weathered zone (10 - 15m). This work carried out a detailed study of the weathering profile at the center of Ha Tri massive. Samples from different horizons of the profile were collected and analyzed in detail by XRF, XRD and SEM-EDX methods to establish the relationship between the Ni-rich supergene products and the parental peridotites (lherzolite) rocks in Ha Tri massive. The results show that the saprolite horizon is most Ni-rich in the weathering profile in Ha Tri. In this horizon, Ni-silicate minerals of garnierite group such as pimelite, nepouite and other Mg-Ni silicates have been found. The appearance of minerals of garnierite group is due to the exchange of Mg by Ni during weathering of peridotite minerals, especially olivine, which leads to the enrichment of the supergene Ni. The occurrence of Ni silicates suggests the existence of the supergene Ni ore in the weathering profile of the Ha Tri massive.References Bosio N.J., Hurst J.V., Smith R.L., 1975. Nickelliferousnontronite, a 15 Å garnierite, at Niquelandia, Goias Brazil. Clays Clay Miner., 23, 400-403. Brand N.W., Butt C.R.M., Elias M., 1998. Nickel Laterites: Classification and features. AGSO Journal of Australian Geology & Geophysics, 17(4), 81-88. Bricker O.P., Nesbitt H.W. and Gunter W.D., 1973. The stability of talc. American Mineralogist, 58, 64-72. Brindley G.W. and Hang P.T., 1973. The nature of garnierites. Structures, chemical composition and color characteristics. Clay and Clay Minerals, 21, 27-40. Brindley G.W. and Maksimovic Z., 1974. The nature and nomenclature of hydrous nickel-containing silicates. Clay Minerals, 10, 271-277. Brindley G.W. and Wan H.M., 1975. Composition structures and thermal behavior of nickel containing minerals in thelizardite-ne´pouite series. American Mineralogist, 60, 863-871. Brindley G.W., Bish D.L. and Wan H.M., 1979. Compositions, structures and properties of nickel containing minerals in the kerolite-pimelite series. American Mineralogist, 64, 615-625. Cluzel D. and Vigier B., 2008. Syntectonic mobility of supergene nickel ores from New Caledonia (Southwest Pacific). Evidence from faulted regolith and garnierite veins. Resource Geology, 58, 161-170. Colin F., Nahon D., Trescases J.J., Melfi A.J., 1990. Lateritic weathering of pyroxenites at Niquelandia, Goais, Brazil: The supergene behavior ofnickel: Economic Geology, 85, 1010-1023. Das S.K., Sahoo R.K., Muralidhar J., Nayak B.K., 1999. Mineralogy and geochemistry of profilesthrough lateritic nickel deposits at Kansa,Sukinda, Orissa. Joural of Geoogical. SocietyIndia, 53, 649-668. Decarreau A., Colin F., Herbillon A., Manceau A., Nahon D., Paquet H., Trauth-Badaud D.,Trescases J.J., 1987. Domain segregation in NiFe-Mg-Smectites. Clay Minerals, 35, 1-10. Freyssinet P., Butt C.R.M. and Morris R.C., 2005. Oreforming processes related to lateritic weathering. Economic Geology, 100th aniversary volume, 681-722.Garnier J., Quantin C., Martins E.S., Becquer T., 2006. Solid speciation and availability of chromium in ultramafic soils from Niquelandia, Brazil. Journal of Geochemical Exploration, 88, 206-209. Garnier J., Quantin C., Guimarães E., Becquer T., 2008. Can chromite weathering be a source of Cr in soils? Mineralogy Magazine, 72, 49-53. Gleeson S.A., Butt C.R. and Elias M., 2003. Nickel laterites: A review. SEG Newsletter, 54, 11-18. Gleeson S.A., Butt C.R., Wlias M., 2003. Nickellaterites: a review. SEG Newsletter, Society of Economic Geology, 54. Available from www.segweb.org. Golightly J.P., 1981. Nickeliferous laterite deposits. Economic Geology, 75th Anniversary volume, 710-735. Golightly J.P., 2010. Progress in understanding the evolution of nickel laterite. Society of Economic Geology, In Special Publication, 15, 451-485. Manceau A. and Calas G., 1985. Heterogeneous distribution of nickel in hydrous silicates from New Caledonia ore deposits. American Mineralogist, 70, 549-558. Nguyen Van Pho, 2013. Tropic weathering in Vietnam (in Vietnamese). Pubisher Science and Technology, 365p.Ngo Xuan Thanh, Tran Thanh Hai, Nguyen Hoang, Vu Quang Lan, S. Kwon, Tetsumaru Itaya, M. Santosh, 2014. Backarc mafic-ultramafic magmatism in Northeastern Vietnam and its regional tectonic significance. Journal of Asian Earth Sciences, 90, 45-60.Pelletier B., 1983. Localisation du nickel dans les minerais ‘‘garnieritiques’’ de Nouvelle-Caledonie. Sciences Ge´ologique: Me´moires, 73, 173-183.Pelletier B., 1996. Serpentines in nickel silicate ores from New Caledonia. In Grimsey E.J., and Neuss I. (eds): Nickel ’96, Australasian Institute of Miningand Metallurgy, Melbourne, Publication Series 6(9), 197-205. Proenza J.A., Lewis J.F., Galı´ S., Tauler E., Labrador M., Melgarejo J.C., Longo F. and Bloise G., 2008. Garnierite mineralization from Falcondo Ni-laterite deposit (Dominican Republic). Macla, 9, 197-198. Soler J.M., Cama J., Galı´ S., Mele´ndez W., Ramı´rez, A., andEstanga, J., 2008. Composition and dissolution kinetics ofgarnierite from the Loma de Hierro Ni-laterite deposit,Venezuela. Chemical Geology, 249, 191-202. Springer G., 1974. Compositional and structural variations ingarnierites. The Canadian Mineralogist, 12, 381-388. Springer G., 1976. Falcondoite, nickel analogue of sepiolite. The Canadian Mineralogist, 14, 407-409.Svetlitskaya T.V., Tolstykh N.D., Izokh A.E., Phuong Ngo Thi, 2015. PGE geochemical constraints on the origin of the Ni-Cu-PGE sulfide mineralization in the Suoi Cun intrusion, Cao Bang province, Northeastern Vietnam. Miner Petrol, 109, 161-180.Tran Trong Hoa, Izokh A.E., Polyakov G.V., Borisenko A.S., Tran Tuan Anh, Balykin P.A., Ngo Thi Phuong, Rudnev S.N., Vu Van Van, Bui An Nien, 2008. Permo-Triassic magmatism and metallogeny of Northern Vietnam in relation to the Emeishan plume. Russ. Geol. Geophys., 49, 480-491.Trescases J.J., 1975. L'évolution supergene des roches ultrabasiques en zone tropicale: Formation de gisements nikelifères de Nouvelle Caledonie. Editions ORSTOM, Paris, 259p.Tri T.V., Khuc V. (eds), 2011. Geology and Earth Resources of Vietnam. Publishing House for Science and Technology, 645p (in English). Villanova-de-Benavent C., Proenza J.A., GalíS., Tauler E., Lewis J.F. and Longo F., 2011. Talc- and serpentine-like ‘‘garnierites’’ in the Falcondo Ni-laterite deposit, Dominican Republic. ‘Let’s talk ore deposits’, 11th Biennial Meeting SGA 2011, Antofagasta, Chile, 3p.Wells M.A., 2003. Goronickel laterite deposit. New Caledonia. CRC LEME, p.3.

A financial institution has a major role to play in the development of any district as they provide financial assistance to the people who take up income-generating activity. The district is predominantly agriculture having 58% land id irrigated area and 42% rain-fed area. Efficient planning facilitates optimal and needs-based use of available resources for meeting the development needs of the region in an equitable and scientific manner. Priority sector lending is a scheme guided by the Government. As per RBI directive, commercial banks advised granting 40% of their total advances to borrowers in the priority sectors. Priority means to give preference and privilege. This paper provides a platform to understand priority sector lending by public sector banks with special reference to shivamogga district. The District credit plan of shivamogga district during the year 2019-2020 provides the information of outlay. An outlay of Rs.3395 crores has been provided for agriculture out a total priority outlay of RS.6262 crores. The study has used both primary and secondary data. The collected data are embodied by using tables, and analysis was done by using percentage analysis and a statistical tool like X2 test is also used.

Key issues in constructing an urban deprivation index are discussed, with special reference to the need for flexibility. Governments use such an index for many purposes and for policies targeted at different spatial scales. The technical decisions and the criteria for the selection of indicators are discussed. A single index is rejected in favour of a matrix of results which captures the complex geography of deprivation. The matrix of districts includes measures of the degree of deprivation, its spatial extent, its intensity, and the spatial distribution of deprivation at the enumeration district scale. The profiles of various districts are discussed to illustrate the use of the matrix.

As per the Economic association of Indonesia and India, India has been one of the fastest growing economies in the world since the early 90s and India is fourth largest economy of the world after US in terms of purchasing power parity. This is because of the important role played by the financial sector comprising a large number of well managed banking services both in public and private sectors. India's second largest bank is the ICICI Bank offering a wide range of financial services to its customers through its delivery channels. To attain this sustainable competitive advantage, service industries face a unique challenge of meeting the needs of the customers regularly and continuously. Though mechanized form of activity has its own impact on service delivery performance, many service industries still remain to be manual because there exits no equivalent substitute for personal interaction between the employees of service industry and customers. The optimum mix of technology and people in the service delivery process decides the competitive advantage of an organization. Customer satisfaction is taken as a yardstick for measuring the quality of service and providing excellent customer service decides the effectiveness of service delivery process. Only through excellent customer service, an organization can consistently exceed customer expectations. In order to achieve customer satisfaction, every service organization must understand and improve service delivery process and implement valid and reliable service performance measures to measure the same. To assess the degree of customer satisfaction, a SERVQUAL instrument is administered to study the quality of service and the gaps were identified in the services offered by ICICI Bank, Tiruchirapalli District in all five dimensions of service quality, the overall weighted SERVQUAL score being −1.92. The ICICI Bank Ltd. has to take steps to close the gaps by establishing a service quality information system.

Several research have studied how school management impacts cognitive and non-cognitive components of students’ lives. However, less is known about what district level administrators do when dealing with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students’ but also of teachers’ wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.

John Dyson was born on the 7th January 1941 in Meltham Mills, West Yorkshire, England, and later grew up in Harrogate and Leeds. The proudest moment of John's early life was meeting Freddie Trueman, who became one of the greatest fast bowlers of English cricket. John used a state scholarship to study at Kings College London, after hearing a radio lecture by D. M. McKay. He received a first class BSc Special Honours Degree in Physics in 1962, and began a Ph.D. at the University of Manchester Department of Astronomy after being attracted to astronomy by an article of Zdenek Kopal in the semi-popular journal New Scientist. John soon started work with Franz Kahn, and studied the possibility that the broad emission lines seen from the Orion Nebula were due to flows driven by the photoevaporation of neutral globules embedded in a HII region. John's thesis was entitled “The Age and Dynamics of the Orion Nebula“ and he passed his oral examination on 28th February 1966.

Today, school districts are challenged in meeting the health and educational needs of students with chronic health conditions. One of the challenges school districts face is determining when students with health-related disabilities are eligible for services under Section 504 of the Rehabilitation Act of 1973. This article reviews Section 504 and its regulations as they apply to public schools, particularly with respect to eligibility criteria for students with special health care needs. The article also reviews recent case law and explores the implications of these legal standards for school district practice, including the need for clear policies and procedures, consistent Section 504 teams, training, and alternatives for meeting the needs of students who are found not to be eligible for services under Section 504.

At the meeting points of different cultures, a unique quality is born. That is what we can experience when sacred round dance, dance therapy, and talent development meet and overlap. The study aims to present a project operated by the Budapest 10th district Educational Consultant Team with the support of the Hungarian National Talent Program. The program, named Square-Dance-Theatre-Scene, was started as an experiment, integrating 12–14-year-old students, including psychologists, drama experts, art therapists, dance therapists, and dance teachers. In the paper, a sacred dance therapeutic workshop is described and analyzed, which was a part of this broader talent management program. The workshop was preceded by an outline of the underlying tripartite theoretical background: The sacred dance workshop’s group dynamics are analyzed with dance and movement therapy methods. The archaic roots of sacred dance related to the therapeutic approach are also displayed. Finally, a SWOT-type summary of the work process is given, including both the project’s strengths and weaknesses.

All students, including those with significant cognitive disabilities, must participate in accountability testing under NCLB regulations. Each state must provide an alternate assessment for students unable to participate in general accountability testing. Carefully designed alternate assessment systems have the potential to go beyond meeting federal reporting requirements by providing meaningful information about student progress that can guide decision making at the classroom and district level. In this paper, we discuss issues related to alternate assessment, including (a) balancing standardization and individualization, (b) setting performance criteria, (c) establishing links with progress monitoring and instruction, and (d) addressing special challenges of rural school systems that must be considered in designing and implementing an alternate assessment system that can fulfill this vision.

Events of regional history often become a subject of study for researchers from different areas that allow you to restore a single picture the history of the country. The issue of medical care organization of spec. migratory population of Ostyako-Vogul national region in the period of industrial development of the country in the 20-30s of the twentieth century has been considered in this article, based on archival documents, including declassified. The expansion of the raw material and energy base through the active development of areas of Ural and Siberia, led to the rapid growth of the population of the region, by forcibly resettled from other regions of the country. Population growth, in turn, complicated the situation with health care, which was already not easy because of the specificity of the region (territorial remoteness and long distances between localities, harsh climate, lack of medical personnel, and so on. Health care for special settlers, especially in the beginning of the 1930s, was hardly established. Existed in the district, few medical aid stations were sent to help the local population, aboriginal people. Medical institutions and personnel were not enough, the most necessary medicines were lack ion sites and so on. The living conditions not meeting the standards, overcrowding, lack of normal living conditions, insufficient supply, paltry rations, hard labor conditions, inadequate and untimely medical care were the main causes of high morbidity and factors in the development of epidemics among special settlers.

The needs of homeless students are significant and varied. The McKinney-Vento Homeless Assistance Act helps ensure homeless students can access a quality education. One of the key provisions is the requirement that all LEAs identify a liaison to be in charge of meeting the needs of homeless students. The purpose of this study was to understand the perceptions of district liaisons in regard to the needs of the homeless students they serve and the factors that facilitate and hinder their ability to meet these needs. The study was designed as a qualitative study relying primarily on interviews with 20 liaisons from a representative sample of districts in the state of Ohio.

The findings indicate that homeless students face a number of needs, including access to basic necessities like food, clothing, shelter, and transportation, and to social services including mental health services and drug treatment centers. Liaisons indicated that they played a less direct role in supporting students’ academic needs, instead relying on school-based staff members to support homeless students’ academic needs.

Liaisons identified a number of factors that facilitate and hinder their ability to meet the needs of their homeless students. The availability or lack of district resources like funding and personnel were especially important. In some districts, superintendents had prioritized hiring additional social or community workers. Liaisons indicated they relied a great deal on the support of these personnel. Further, the availability (or lack) of community-based service agencies greatly impacted liaisons’ work.

Finally, liaisons faced a number of competing demands that made their roles challenging. The vast majority of liaisons held another full-time role in the district, meaning they had limited time to devote to the role of liaison. Liaisons also indicated that navigating both community perceptions of homelessness (whether identified families were “truly” homeless or deserving of support) and the proper role of the school in the community were added challenges.

These findings suggest that additional personnel to help meet the needs of homeless students and greater coordination between schools and social service agencies would benefit both liaisons and the homeless students they serve.

Abstract The aim of charter schools is to provide equal learning opportunities for all children, particularly those with disabilities; the results, though, are mixed. Some charter school students fare better than traditional school students, while others do worse. The exception is students with disabilities, where they excel and outperform in the charter school environment. This is not the case with San Bernardino City Unified School District charter school students with disabilities. Not only do they not outperform their regular education peers, but actually regress in their academic performance.

In this chapter, educational leaders who are driving school change through transformational leadership initiatives share their stories. The authors range in their respective roles with an elementary school classroom teacher, a math-science departmental supervisor, a high school principal and a district superintendent. Each case study describes the implementation of a transformative leadership project from the main idea and impetus driving each project to the implementation methods and outcomes of each respective endeavor. The first project describes a teacher's addition of cultural-driven morning meetings to an elementary school classroom. The teacher discusses the necessity and how-to of implementing culture-driven morning meetings in the classroom and reflects on the overall impact on her students. A school superintendent leads the reader through his process of increasing rigor at the start of high school through the implementation of Advanced Placement (AP) courses for ninth-grade students. Next, a high school principal discusses an innovative blended learning program in a low socioeconomic district including the special challenges experienced. Finally, a high school math supervisor describes the school-wide implementation of Khan Academy for SAT preparation.

This chapter examines ways in which a school or school district can look at its service delivery models to ensure that certain strategies are in place, such as monitoring, evaluation, supervision, inspection, and quality control. These procedures can then be reviewed, either by an outside agency or by the special education program itself, as an evaluation tool to determine if the service delivery model is meeting the standard as well as identifying areas that need improvements. The chapter also discusses the standards that the Council of Exceptional Children has established—which all stakeholders, administrators, teachers, paraprofessionals, and parents—must abide by in order to have a distinguished special education program. The chapter concludes with a discussion about future trends in regard to the quality that should be visible for all service delivery models in special education.

Navigating the educational system is likely the most treacherous and frustrating part of raising a child with autism spectrum disorder (ASD). Often parents feel that they have to be lawyers to understand the rights of their child and to advocate for appropriate resources at school. I know firsthand how difficult this can be. I can honestly state that next to a child’s severe tantrums, this is the most frustrating and pervasive problem parents may encounter. Typically, year after year and IEP (individualized education program) meeting after IEP meeting, the battle for even substandard education and services continues. Parents naturally assume that the school system would have to maintain certain standards and provide appropriate education and therapies for their child. One might even believe that the special education teacher, and the school district itself, would be more expert than the parent. Unfortunately, this is rarely the case. Training, especially specific to ASD, is usually quite poor. Aside from some very caring teachers, the system is often set up to fail the child. The school district likely saves money by refusing to provide additional services, modifications, or accommodations for your child. Typically, neither the school district nor the teacher will offer new services or resources to be expended on your child unless it is in their best interest. In most cases, you will have to fight for every resource you can get for your child. Do NOT be passive. Educate yourself about your rights and the possible resources available to your child. Talk to other parents in the autism community about the resources their children are receiving. Like many parents, I too at first felt that being profes­sional and “nice” was the best way to get my child “good” services. I thought, “You catch more flies with honey than vinegar.” Unfortunately, this naiveté did not pay off: things only worsened with this approach. It was not until we learned more about our rights as parents and challenged the school system that things improved at all.

Why does it seem so universally fashionable to criticize and distrust administrators? Does their elevated position make them easy targets? Are we ill- informed about the issues and responsibilities of their positions? Do we assume they pursued the position for status, money, and power? Are they ill- informed about our teaching specialty? When asked “Why do you want to be a principal?” adminis­trators are likely to reply with lofty goals: “I want positive change for our kids, teachers, schools, and communities.” Sometimes we forget that most school administrators began as classroom educators. And although educators may be frequent critics of administrators, few of us would willingly take their places. Those leading our schools make decisions constantly, and not all (perhaps very few) decisions can be consultative ones. When conflict arises, leaders can rarely divulge all the information that caused the problem or led to a decision. Sometimes our leaders cannot reveal that their administrator gave them no choice in the decision. So there are times when we are not privy to the whole story or a full account of what happened. Imagine the challenge of being an advocate for all on staff while also taking the responsibility for bringing out and expect­ing the best from each. Small gestures of support for your administrator can add to the good feelings within your school. Just as administrators want to bring out the best in us, we can aim to bring out the best in them. Delivering a handwritten note lends a valued personal touch to supportive feedback. • “Thank you for making promptness a priority for beginning and concluding our meetings. That is so important to me.” • “I appreciate your compassionate treatment of this family.” • “Thank you for your efforts to make that happen, even though it did not work as well as we thought it would.” • “I appreciate your sensitivity in responding to our colleague. You were a model of diplomacy.” • “The way you explained that thorny issue was a good lesson for all of us.”