zilongwang/ReadingBank huggingface dataset:
Week 1 Menu Monday Tuesday Wednesday Thursday Friday Breakfast 8am-8.30am A SELECTION OF CEREALS, TOAST & FRUIT From 9.30am Cheese chunks with apple Crumpets Kiwi and orange Malt Loaf Pineapple and grapes 11.15am Pudding Chicken stroganoff with brown rice cocktail Cheesy pasta bake with broccoli Yoghurt Shepherds pie with carrots and cauliflower Frozen mousse Meat pie with mash potato and cabbage Jelly Fish pie with sweetcorn and carrots Banana cake Tea 3.15pm Pizza fingers Pepper sticks and cucumber sticks Ham/Tuna sandwiches Blueberries & pear Cheese scones Melon cubes Couscous Lettuce, tomato, cucumber Scramble egg with fingers Yoghurt
Week 2 Menu Monday Tuesday Wednesday Thursday Friday Breakfast 8am-8.30am A SELECTION OF CEREALS, & FRUIT Snack From 9.30am Rice cake Banana & apple Pitta fingers with hummus Pear & grapes Brioche Lunch 11.15am Pudding Roast pork, boiled potatoes, green beans and carrots fruit flan Fishcake, homemade potato wedges, peas Arctic roll Cheese and ham flan with new potatoes and Strawberries and Whip Lasagne with garlic bread Peaches and ice cream Sweet and sour chicken and rice muffin Tea 3.15pm French with soft cheese/chicken Water melon Egg/ham Wraps Carrot & cucumber sticks with Dip Savoury rice with chicken strips Fruit pancake Spaghetti on Yoghurt Cheese/ham Panini Apple and orange
Week 3 Menu Monday Tuesday Wednesday Thursday Friday Breakfast 8am-8.30am A SELECTION OF CEREALS, TOAST & FRUIT Snack From 9.30am Apple and melon cubes Cracker with cheese Carrot, cucumber,pepper sticks with dip Kiwi and orange pancake Lunch 11.15am Pudding Wholemeal pasta and meat balls Chocolate and strawberry sponge Chilli con carne on a jacket potato Bananas and custard Roast chicken, baby roasts, broccoli, carrots Fruit cocktail Sausage, potato wedges and beans Rice pudding Spaghetti carbanara Fruit crumble with custard Tea 3.15pm Cheesy potato with beans Ice Chicken and mushroom pasta cubes Jam and ham sandwiches Yoghurt Bagel with soft cheese Apple & raisins Pitta pockets with tuna and cucumber/ ham Blueberries & pear
Week 4 Menu Monday Tuesday Wednesday Thursday Friday Breakfast 8am-8.30am A SELECTION OF CEREALS, & FRUIT Snack From 9.30am Pitta fingers with hummus Carrot, cucumber, pepper sticks Cheese chunks with apple Croissant Pear and plum Lunch 11.15am Pudding Salmon tagliatelle Frozen mousse Ham & leek pie, new potatoes, sweetcorn and carrots Jelly Spaghetti bolognaise Apple and blackberry pie with custard Chicken Korma, basmati rice with nan bread Sponge & custard Sausage casserol with yorkshire pudding Ice cream Tea 3.15pm Cracker with toppings Fruit muffin Beans on toast Yoghurt Toasted tea cakes Pineapple & grapes Ham/egg sandwiches Tomato & cucumber Jacket potato with spaghetti Peaches
Technical Controller: ALJARMAL Abdullah (YEM) KASMERIS Anastasio (GRE) Competition Secretary: GROTENHUIS Corinne (USA) Competition Doctor: Mehernoosh Mike (GBR) _________________________ _________________________ Competition Director / TD Jury President
Public Dental Services Making every Opportunity Count (MeOC) Dental Practice Name: Recording sheet (one row per day) Date No of people who declined MeOC No of MeOC ‘Your wellbeing’ forms completed No of forms where discussed or signposted ticked Issues discussed or signposted Eg 27/9/17 2 20 5 Healthy eating; heating costs; stress and anxiety
Agency Program Descripton Department of Education Title I, Part A Provides financial assistance to LEAs and schools with high percentages of poor children to help ensure that all children meet challenging State academic content and student academic achievement standards. Reading First – Title I, Part B, Subpart 1 Provides funds to train teachers in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and to select and administer screening, diagnostic and classroom-based instructional reading assessments to identify those children who may be at risk of reading failure. Also provides funds for professional development for special education teachers, kindergarten through grade 12. Early Reading First – Title I, Part B, Subpart 2 Provides early language, literacy, and prereading development of preschool age children, particularly those from families. Even Start – Title I, Part B, Subpart 3 Combines literacy, parenting education, early childhood education, and interactive literacy activities between parents and children, primarily from birth through age seven. Migrant Education Even Start (MEES) – Title I, Part B, Subpart 3 Provides the same services as Even Start with significant concentrations of migrant families. English Language Acquisition, Enhancement and Academic Achievement – Provides programs that help children who are limited English proficient attain English proficiency, develop high levels of academic attainment in income
Christina Ortmair christina.ortmair@gmx.at Klemens Schauer schauer.klemens@gmail.com Ronja Reinhardt rronja@gmx.at Renée Zajic Bernhard Kessler bms.kessler@gmx.de Belgium (accompanying teacher: Nick Verwimp) Liesbeth Brants funnylizie@hotmail.com Charlotte Dupon Denmark Sabrina E-mail: sabrinastaehr@hotmail.com Rasmus Reeh E-mail: Amalie Tom-Petersen E-mail: amalietompetersen@gmail.com Malene Hornstrup Jespersen E-mail: malene94@live.com Andreas Victor Ellegaard Ettrup E-mail: avettrup@gmail.com Claudia Pérez Tidmand claudiatidmand@gmail.com
Sweden (accompanying teacher: Malin Käck) Louise Lundqvist loui.lund-2013@live.vrg.se Nike Müller-Brunotte nike.mull-2013@live.vrg.se Louise loui.wibo-2013@live.vrg.se Elsa Fröslin elsafroslin@hotmail.com Filip Holmström f.holmstrom-2012@live.vrg.se Max Richnau max.rich-2013@live.vrg.se Fredrik Dahlborn fredrik.dahlborn.elev@gustavsbergsgymnasium.se Anton Niemi Kaggiri rosee@live.se President of the General Assembly GA President Petra Buer Gram and Vice President Sofie Jürs Committee Presidents Committee on Employment and Social Affairs CP – Gideon Arnold Committee on Industry Research and Energy
CP – Anna Katharina Wiesinger Committee on Environment, Public Health and Food Safety CP – Hanna Ojanen Committee on Culture and Education CP – Lawand Namo Committee on Poverty and Exclusion CP – Konrad Książek Participating schools Austria WRG Wels Vogelweiderstraße 2-4 Wels 4600 47428-0 Europagymnasium Baumgartenberg Baumgartenberg 1 Baumgartenberg 4342 Akademisches Gymnasium Innsbruck Angerzellgasse 14 Innsbruck 6020 Bundesgymnasium Bludenz Unterfeldstraße 11 Bludenz 6700 Belgium
Sint-Gummaruscollege Kanunnik Davidlaan 10 Lier 2500 03 489 24 56 Sint-Lodewijkscollege Magdalenastraat 30 Brugge 8000 050406840 Denmark Sankt Annæ Gymnasium Sjælør Boulevard 135 Valby 2500 +45 36 46 62 22 Gefion Gymnasium Øster Voldgade 10 1350 Copenhagen K +45 33964141 Svendborg Gymnasium A.P. Møllersvej 35 Svendborg 5700 +45 63 21 31 41 Rysensteen Gymnasium Tietgensgade 74 København 1704 +45 33 24 43 11 Estonia Rakvere Gümnaasium Vabaduse 1 Rakvere 44316 + 3723223684 University of Tartu Ülikooli 18 Tartu 50090 +372 737 5100 Finland Kauniaisten lukio Kasavuorentie 1 Kauniainen 02700 Viikin normaalikoulun lukio Kevätkatu 2 Helsinki 00014 Helsingin yliopisto Gymnasiet Grankulla Samskola Västra skolstigen 3 Grankulla 02700 Helsingin Suomalainen Yhteiskoulu Isonnevantie 8 Helsinki 00320
Committee Presidents 1 Committee on Foreign Affairs CP – Laura Günther guentherlaura97@googlemail.com 2 Committee on Environment, Public Health and Food Safety CP – Oscar Engelbrektsson osca.enge-2017@vrg.se 3 Committee on Energy, Industry and Research CP – Christine Alsing Schuldt 4 Committee on Civil Liberties, Justice and Home Affairs CP – Hendrik van Hove 5 Committee on Women’s Rights and Gender Equality CP – Eline Hjelle elinehj@gmail.com 6 Committee on Culture and Education CP – Felix Hoyos Participating schools: Austria Theresianische Akademie
Model European Parliament Baltic Sea Region Iława, Poland April 10-15, 2018 Draft PROGRAM #MEPBSRILAWA Programme Tuesday, April 10 Before 15.00 Arrival at the airport of Gdańsk or Warsaw (transport to Iława to be confirmed)
2A High B6. Atmospheric ISRU B6-1. Dust physical, chemical and electrical properties 2A Low B6-2. Dust column abundances 4B Low B6-3. gas abundances 3D Medium B7. Landing Site and Hazards B7-1. Regolith physical properties and structure 3E Medium B7-2. Landing site selection 3E Low B7-3. Trafficability 5 High D1. Resources D1-3. Hydrated mineral compositions 5 High D1-4. Hydrated mineral occurrences 5 Medium D1-5. Shallow water ice composition and properties 5 Medium D1-6. Shallow water ice occurrences The mission types were assumed to follow a defined order, with missions to Mars orbit or Phobos/Deimos optionally happening before missions to the Martian surface. Sustained human presence was assumed to happen long after the first missions to the Martian surface. Therefore, in setting the priorities in this document, timing also was considered (in addition to the P-SAG priorities) to set the 5 priority levels of Investigations used in this section of this document. Table IV–3 shows the mapping of the P-SAG priorities and timing into the priorities in this document. GFAs needed earlier occur at higher priority than those needed later. All of the items related to Goal IV+ occur at priority 5 due to the late nature of the need for this information. Table IV-3: Investigation priority levels mapped to Timing and Priority for individual Gap-filling Activities. The numbers in the table relate to the 5 Investigations in Objective A, which follows. Priority: Timing High Medium Low IV- 1 3 4 IV Early 1 3 4 IV Late 2 3 4 IV+ 5 5 5 Note that in this document assignment of a specific “Investigation” to a priority level is based on the highest priority Gap-Filling Activity within that Investigation. No attempt was made to order investigations within each priority level; for instance, Investigations 1A and 1B are judged to be of indistinguishable highest priority.
TABLE OF CONTENTS PREAMBLE 3 GOAL I: DETERMINE IF MARS EVER SUPPORTED LIFE 7 A: 11 B: 12 GOAL II: UNDERSTAND THE PROCESSES AND HISTORY OF CLIMATE ON MARS 14 A: 15 B: 25 C: 27 GOAL III: UNDERSTAND THE ORIGIN AND EVOLUTION OF MARS AS A GEOLOGICAL A: 32 B: 36 C: 38 GOAL IV: PREPARE FOR HUMAN EXPLORATION 41 A: 45 B: 46 C: 56 D: 57 60 63 1: 3 4) 63 2: 65 3: I 66 4: IV 73 A GOAL DETERMINE IF GOAL UNDERSTAND THE OF CLIMATE THE AND EVOLUTION OF FOR HUMAN
C1. Phobos/Deimos (P/D) Surface Science C1-1. Surface composition C1 C1.1 High C1.2 High C2-2. P/D Gravitational field C1.3 Medium C2. Phobos/Deimos Surface Operations C2-3. P/D regolith properties C2 C2.1 High C2-2. P/D Gravitational C2.2 Medium C2-1. P/D Electric and plasma environments C2.3 Low C2-4. P/D thermal environment C2.4 Low D1. Water Resources (Mapping of water resources) NEW D1 D1.1 High D1-4. Hydrated mineral occurrences & D1-6. Shallow water ice occurrences D1.2 High D1-5. Shallow water ice composition and properties D1.3 Medium
TABLE OF CONTENTS PREAMBLE 3 GOAL I: DETERMINE IF MARS EVER SUPPORTED LIFE 7 A: 11 B: 12 GOAL II: UNDERSTAND THE PROCESSES AND HISTORY OF CLIMATE ON MARS 15 A: 16 B: 27 C: 32 GOAL III: UNDERSTAND THE ORIGIN AND EVOLUTION OF MARS AS A GEOLOGICAL A: 36 B: 42 C: 44 GOAL IV: PREPARE FOR HUMAN EXPLORATION 47 A: 51 B: 52 C: 62 D: 63 66 69 1: 3 4) 69 2: 71 3: I 72 4: IV 79 A GOAL DETERMINE IF GOAL UNDERSTAND THE OF CLIMATE THE AND EVOLUTION OF FOR HUMAN
ESA European Space Agency EUV Extreme UV GCR Galactic Cosmic Rays InSight Interior Exploration using Seismic Investigations, Geodesy and Heat Transport (mission) IR Infrared ISRU In situ resource utilization LET Linear Energy Transfer MAVEN Mars Atmospheric and Volatile Evolution (mission) MECA Microscopy, Electrochemistry, and Conductivity Analyzer (instrument, Phoenix) MEDLI Mars Science Laboratory Entry Descent and Landing Instrument (instrument, MSL) MEP Mars Exploration Program MEPAG Mars Exploration Program Analysis Group MER Mars Exploration (mission): Spirit and Opportunity (rovers) MEx Mars Express (mission) MGS Mars Global Surveyor (mission) MRO Mars Reconnaissance Orbiter (mission) MSL Mars Science Laboratory (mission): Curiosity (rover) MTAO Mars Take-off, Ascent and Orbit-insertion MY Mars Year, a date-convention for Mars observations (see Piqueux et al. 2015) NIR Near-IR NRC National Research Council PBL Planetary Boundary Layer PLD Polar Layered Deposits P-SAG Precursor Strategy Analysis Group (report: Analysis of Strategic Knowledge Gaps Associated with Potential Human Missions to the Martian System) RAD Radiation Assessment Detector (instrument, MSL) RSL Recurring Slope Lineae SEP Solar Energetic Particle SBAG Bodies Assessment Group SKG Strategic Knowledge Gap SRP Supersonic Retro-Propulsion TEGA Thermal and Evolved Gas Analyzer (instrument, Phoenix) TGO Gas Orbiter (mission) UV Ultraviolet App. 3: Goal I Supplemental Information The specific approach and methods involved in any search for life beyond Earth depend critically on how the concepts of life, habitability, and biosignatures are conceived. Below, these concepts are discussed in specific reference to Mars exploration and the strategy outlined in this document. Life
Title III, Part A English, and meet the same challenging State academic content and achievement standards as all children are expected to meet. Improving Language Instruction Educational Programs – Title III, Part B Assists in improving and reforming educational programs that serve limited English proficient children. 21st Century Community Learning Centers – IV, Part B Provides tutorial services and academic enrichment opportunities designed to reinforce and complement the regular academic program in low performing schools. Rural Education Initiative – Title VI, Part B Provides funds to rural districts that lack the personnel and resources to compete effectively for Federal competitive grants and that receive grant allocations in amounts that are too small to be effective in meeting their intended purposes. High School Equivalency Program (HEP) – IV of the Higher Education Act Assists migrant students who are 16 years or older in obtaining a General Education Development certificate or the equivalent of a high school diploma. College Assistance Migrant Program (CAMP) – Title IV of the Higher Education Act Assists migrant students in completing their first year of college and provides follow-up services to help them continue in postsecondary education. Individuals with Disabilities Education Act (IDEA) Provides early intervention, transitional services, professional development, technical assistance, and dissemination of knowledge about best practices to improve results for children with
COMPETENCE KNOWLEDGE, UNDERSTANDING AND PROFICIENCY PERFORMANCE APPROX HOURS Ensure compliance with pollution prevention requirements Prevention of pollution of the marine environment Knowledge of the precautions to be to prevent pollution of the marine environment International Convention for the Prevention of Pollution from Ships,1973 and the Protocol of 1978 relating thereto (MARPOL 73/78) Technical Annexes: I to VI of MARPOL 73/78 in detail Defines, for the purpose of MARPOL 73/78: Harmful substance Discharge 14 Hours
Ensure compliance with pollution prevention requirements (Cont) Anti-pollution procedures and all associated equipment (Cont) the Master of a particular ship advising the Master how to react in case of a spill of noxious liquid substances to prevent or at least mitigate negative effects on the environment Explains that the Plan is compulsory since 1st January 2003 Describes that the Plan contains operational aspects for various spill scenarios and lists communication information to be used in case of such incidents Explains that as the contents is mainly similar to the contents of the Shipboard Oil Pollution Emergency Plan (SOPEP) which is compulsory, IMO recommends to prepare a combined plan called "Shipboard Marine Pollution Emergency Plan" ("SMPEP") Explains that such plan has to fulfill the requirements for the SOPEP and additionally for the Shipboard Marine Pollution Emergency Plan for noxious liquid substances according to the IMO Guideline States that the required contents is described in MARPOL 73/78 as amended Annex II Reg. 16 Explains that "Guidelines for the Development of a Shipboard Marine Pollution Emergency Plan for noxious liquid substances" are published by IMO under MEPC.85(44) adopted in March 2000 Explains that the Certificate of Chemical Fitness or Substances in Bulk respectively can only be issued if the said plan is available onboard Explains that If a combined plan "Shipboard Marine Pollution Emergency Plan" (SMPEP) is carried, it has to be in accordance with the guidelines
Why is it important and not yet answered? What is your methodology? What are the expected results? Key Milestones (with approximate dates) Synopsis (50-100) to be published on MERC website if approved Signature of applicant: Name (print): Date:
Project Plan Please detail how well you have done in achieving your Outcomes, as detailed on your Project Plan included at time of application. Activity/Output Targets Outcomes How it was measured Did you achieve these? Please include details of evidence, referring to your own supplementary monitoring if included Partially Met / Fully Met / Exceeded Partially Met / Fully Met / Exceeded Partially Met / Fully Met / Exceeded Partially Met / Fully Met / Exceeded Partially Met / Fully Met / Exceeded
Animated Dance Wear Order Form - Dance/Gym Clubs 2016/7 Please post or hand your form & payment to the dance teacher/ e mail to admin@animateddance.co.uk Cheques payable to Animated Dance. Thank you. 0121 707 9904 /text 07737 209 142 . Students Name ________________________Contact______________________ E Mail Address_____________________________________________Class Attended _____________________ ITEM DESCRIPTION SIZE – Tick/Circle size required COLOUR PRICE QUANTITY TOTAL COST Dance School T Shirt Small Adult 8-10 Medium Adult 10-12 Large Adult 12 -14 Black Pink print Child £14 Adult £16 Dance School Hoodie Zip up Pull on zip only Small Adult 8-10 Medium Adult 10-12 Large Adult 12-14 Black Pink print Pull on Zip up Child £27.00 £30.00 Capezio Black & Pink Dance Sneakers Normal Shoe Size ________ Black Pink Stripes £29.00 UKA Jazz/Freestyle/modern Pants (0) 3-5yrs (1) 6-8yrs (2) 9-11yrs (3) 12-13yrs (3A) 14 Black Lycra & Polyester £20.00 £23.00 Dance Genie Crop Pants. (1) 6-8yrs (2) 9-11yrs (3) 12-13yrs (3A) 14 -16yrs Lycra & Polyester £20.00 Cont/ Stirrup Legwarmers to go over dance Shoes. 40cm All colours – please state Which colour require. Red, purple, turquoise, White, black, flo orange, Col Req ________ £4.50
customer services contact telephone number; and conditions of any sale; the length of any period; the date on which any charges will commence; and the cancellation policy; country of registered seat. Where a Merchant conducts the sale of goods electronically over the internet: that Merchant must display the following on its website: a consumer data privacy policy; that Merchant's security capabilities and policy for transmission of payment card details; and the address of that Merchant's permanent establishment or place of business; The Merchant not engage in any practice prohibited by any of the Payment Scheme Rules. In particular: a Merchant must not impose, as a condition of acceptance by any relevant Payment Scheme, a pe pagina de următoarele informații: numărul de telefon al serviciului de relatii cu clientii; termenii și condițiile oricărei vânzări; durata oricărei perioade de data la care vor începe orice taxări; și politica de anulare; țara în care este situat sediul. Când un Comerciant derulează vânzarea bunurilor cu livrare electronica, pe internet: Comerciantul trebuie să afișeze următoarele pe pagina sa de internet: O politică de confidențialitate a datelor consumatorului; Capabilitatile de securitate și politica pentru transmiterea detaliilor pentru cu cardul a Comerciantului; adresa sediului permanent al acelui Comerciant sau locația fixă de activitate; Comerciantul nu se va implica în niciun fel de practici interzise de orice Reguli ale Schemei de plată. În particular: un Comerciant nu trebuie să impună, ca și o condiție de acceptare de către
registration and publication, in accordance with Article 102 of the Charter of the United Nations. ARTICLE 22 Languages The present Convention is established in a single copy in the English and French languages, both texts being equally authentic. Official translations in the Russian and Spanish languages shall be prepared and deposited with the signed original. ANNEX I REGULATIONS FOR DETERMINING AND NET TONNAGES OF Regulation 1 (1) The tonnage of a ship shall consist of gross tonnage and net tonnage. (2) The gross tonnage and the net tonnage shall be determined in accordance with the provisions of these Regulations. (3) The tonnage and the net tonnage of novel types of craft whose constructional features are such as to render the application of the provisions of these Regulations unreasonable or impracticable shall be determined by the Administration. Where the tonnage is so determined, the Administration shall communicate to the Organization details of the method used for that purpose, for circulation to the Contracting Governments for their information. Regulation 2 Definitions of Terms used in the Annexes (1) Upper Deck The upper deck is the uppermost complete deck exposed to weather and sea, which has permanent means of weathertight closing of all openings in the weather part thereof, and below which all openings in the sides of the ship are fitted with permanent means of watertight closing. In a ship having a stepped upper deck, the lowest line of the exposed deck and the continuation of that line parallel to the upper part of the deck is taken as the upper deck. (2) Moulded (a) The moulded depth is the vertical distance measured from the top of the keel to the underside of the upper deck at side. In wood and composite ships the distance is measured from the lower edge of the keel rabbet. Where the form at the lower part of the midship section is of a hollow character, or where thick garboards are fitted, the distance is measured from the point where the line of the flat of the bottom continued inwards cuts the side of the keel.
“sea area A2” means an area, excluding sea area A1, within the radiotelephone coverage of at least one MF coast station in which continuous DSC alerting is available; “sea area A3” means an area, excluding sea areas A1 and A2, within the coverage of an INMARSAT geostationary satellite in which continuous alerting is available; “sea area A4” means an area outside sea areas A1, A2 and A3; “ship earth station” means a mobile earth station in the maritime mobile-satellite service located on board a ship; “VHF” the frequency spectrum between 30 MHz and 300 MHz. Functional requirements 7. While at sea, a ship must have the capacity - (a) subject to regulations 10(1)(a) and 12(2)(d)(iii), of transmitting ship-to-shore distress alerts by at least two separate and independent means, each using a different radio communication service; (b) of receiving shore-to-ship distress alerts; (c) of transmitting and receiving ship-to-ship distress alerts; (d) of transmitting and receiving search and rescue co-ordinating communications; (e) of transmitting and receiving on-scene communications; (f) of transmitting and receiving signals for locating; (g) of transmitting and receiving maritime safety information; (h) subject to regulation 16(14), of transmitting and receiving general radio communications to and from shore-based radio systems or networks; and (i) of transmitting and receiving bridge-to-bridge communications. Radio installations 8. (1) Every radio installation referred to in regulation 9, 10, 11 and 12 must - (a) be installed in such a way that harmful interference of mechanical, electrical or other origin does not affects its proper use, and to ensure electromagnetic compatibility and avoidance of harmful interaction with other equipment and systems and the greatest possible degree of safety and operational availability; [The verb “does not affects” should be “does not affect”.] (b) be protected against the harmful effects of water, extremes of temperature and other adverse environmental conditions;
15. Will any other departments, software packages or outside vendors be involved in the processing of credit card payments? If so, please identify all parties and describe their roles and responsibilities. Yes No Roles/Responsibilities: Signatures: Signatures: ______________________________ __________________________ Merchant Dept Representative Department Head Printed By signing this form, the Merchant Department Representative acknowledges that he/she understands his/her role as outlined in the “UT Tyler policy for Accepting Credit Card and Electronic Payments” and accepts the responsibility of that role. By signing this form, the Department Head approves of the business case presented for the department to become a Merchant Department, the information provided and the designated Merchant Department Representative. Please submit completed form to the Vice President for Administration: Administration Building, ADM 336. Approved By: ___________________________________ Date: _________________ Vice President for Administration When required signatures have been obtained, please forward the original application to Financial Services, Cash Manager. For Financial Services Use Only: Date Received: Application Complete Processed By: Authorized Signature/Date
<Guidance: Programme Leaders are expected to expand and include any specific progression requirements.> 6.7 Boards of Examiners Boards of Examiners are responsible for making decisions about your academic performance, including whether you have passed or failed a module, whether you can continue on a programme of study and what your final award will be. Further information about the role of module and programme boards can be found in Section A of the University academic regulations. Programme and Module External Examiners [name] [position] [place of work] [name] [position] [place of work] External examiners are experienced university teachers from other institutions who provide an overall independent judgement on general student performance and the quality and standard of your programme of study. They do not mark your work. You should also note that it is not part of their remit to communicate with individual students. 7. What opportunities will there be on my programme to provide feedback to staff? We value student feedback greatly and you will find during your programme that your module leaders will seek feedback from you informally during the trimester. They will be keen to hear what you and your class mates are enjoying, what is going well and any concerns or changes which you feel might be required. Towards the end of the module, there will be the opportunity to complete a module evaluation questionnaire. Here you can give your views on key aspects of the module, including the teaching and learning you have experienced, the assessment and feedback you have received, and comment on the resources used to support the delivery of the module. Depending on the level of study you are at you will also be asked to provide feedback through the National Student Survey (UG) or Postgraduate Taught Experience Survey (PTES). Programme teams welcome feedback at all times. < Guidance: In this section, the Programme Leader should detail the operation of SSLC and Boards of Study on your programme and how these forum are used to seek and action student feedback, enhance and support the development of the programme etc.>
Mercury Dime Obverse Design Changes 1916 – Original master hub reduction from the galvano MH-1a (4 digits) High relief – see hair curl opposite nose Textured fields Broad borders 1917 – Original master hub reduction from the galvano MH-1b (1 digit) Estimated at 20% of production. 1917 – Original master hub reduction from the galvano MH-2 (4 digits), based on MH-1b Lower relief – see hair curl opposite nose No textured fields Narrower borders Dates match between the two hubs, making the reduction the most likely scenario. 1918 – Original MH-3 (1 digit replacement), based on MH-2 Enhanced hair and wing feather details 1919 – MH-3 (1 digit replacement) 1920 – MH-3 (2 digit replacement) 1921 – MH-3 (2 digit replacement) 1923 – Original MH-4 (4 digit replacement) based on MH-3 1924 – Original MH-5 (4 digit replacement) based on MH-3 1925 – Original MH-6 (4 digit replacement) based on MH-3 1926 – Original MH-7 (4 digit replacement) based on MH-3 1927 – Original MH-8 (4 digit replacement) based on MH-3 1928 – Original MH-9 (4 digit replacement) based on MH-3 1929 – Original MH-10 (4 digit replacement) based on MH-3 1930 – Original MH-11 (4 digit replacement) based on MH-3 1931 – MH-9 (2 digit replacement) 1934 – Original MH-12 (4 replacement) based on MH-3 1935 – Original MH-13 (4 digit replacement) based on MH-3 1936 – MH-13 (1 digit replacement) 1937 – MH-13 (1 digit replacement) 1938 – MH-13 (1 digit replacement) 1939 – MH-13 (1 digit replacement) 1940 – MH-13 (2 digit replacement) 1941 – Original MH-14 (4 digit replacement) based on MH-3 1942 – MH-13 (2 digit replacement) 1943 – MH-13 (2 digit replacement) 1944 – MH-13 (2 replacement) 1945 – MH-13 (2 digit replacement)
Australian of childbearing age (16 – 44 years) Australian general population (2 years and above) Australian children (2 – 6 years) PTWI for = 1.6 μg / kg body weight/week = 3.3 μg / kg body weight/week = 3.3 μg / kg body Total permitted intake per week = 105.6 μg /week (1.6 x 66 kg body weight) = 221.1 μg /week (3.3 x 67 kg body wieght) = 62.7 μg /week (3.3 x 19 kg body weight) Estimated intake from non sea foods in diet(main source: spices) = 0.94 μg /week (0.09% of total methylmercury from all foods) = 1.14 μg /week (0.09% of total methylmercury from all foods) = 3.10 μg /week (0.01% of exposure from all foods) Amount of that can safely be consumed from fish sources = 105.6 – 0.94μg/week = 104.66 μg /week = 221.1 – 1.14μg /week = 219.96 μg / week = 62.7 – 3.10 μg /week = 59.60 μg /week Maximum amount oforange roughythat can be = 104.66 μg /week ÷ 540µg/kg = 194g fish /week = 219.96 μg /week ÷ 540µg/kg = 407g fish /week = 59.60 μg /week ÷ 540 µg/kg = 110g fish /week
Overview ……………………………………………………………… 2 Getting Started ……………………………………………............... 3 My Workbench ……………………………………………………… 4 Creating a Basic Page...…………………………………………… 6 Blogs News Releases ……………………………………………………...10 New Calendar ……………………………………………………….11 Create an Article ………………………………………………….. 12 Glossary ……………………………………………………………….13 Notes
Tuszynski ( 2001). Biomedical Applications of Physics, Wiley Newman, Jay (2008). Physics of the Life Sciences, Springer Hewitt, Paul (2002). Touch This! Conceptual Physics for Everyone, Addison-Wesley Hewitt, Paul (2010). Practicing Physics, Conceptual Physics, Addison-Wesley Hewitt, Paul (2010). Conceptual Physics 11th edition, Addison-Wesley Cameron, Skofronick, Grant (1999). Physics of the Body, Medical Physics Publishing Urone, Peter (2001). College Physics 2nd Edition, Brooks Cole Peter (1986). Physics with Health Science Applications, Wiley Wisneski, L. (2009). The Scientific Basis of Integrative Medicine, CRC Press
LIST OF REFERENCES CONTINUED Version Vol. 11, No. 5. American Chemical Society, 31 Aug. 2000. Web. 5 May 2014. <http://pubs.acs.org/doi/abs/10.1021/bc000014u>.
Life Processes and Living Things Many Travellers work with/keep animals – horses, birds, ferrets etc. Explore how animals can be cared for, how they move etc. Examine animals/plants in their local environment – grouping and classifying Materials and their Properties Making a bender (temporary shelter). Explore best materials for this purpose – strength, waterproof qualities, flexibility etc. Carrying/storing water – which containers/materials are most suitable Physical Processes Electricity – explore lights for fairground rides Forces – moving fairground rides, wagons and trailers Resources Pictures of animals Traditional/modern water carriers Models of fairground rides, traditional vardos, modern trailers PSHE/RE
Weddings and Christenings Funeral Rituals Resources Travellers – A Talkabout Book – Oxford TES Kushti Atchin Tan DVD and Pack – Kent County Council Me Too! Pack – Cheshire TES Colours of Hope – Roma Support Group Our Lives – Durham TES Open Roads, Open Minds Pack – Leeds TES Gypsy and Traveller Picture Library Pack – Durham TES Young Gypsies: Our Lives, Culture and Traditions – Essex TES Introduction to the Culture and Beliefs of the Traveller Community – Dorset TES Maths Number and Algebra Use a Traveller context to everyday number activities e.g. use Traveller images such as horses/trailers/vehicles for counting activities Buying and selling at Stow Fair/Fairground stall for money activities
ACCC consultation in relation to Statement of Issues The ACCC will usually conduct a period of consultation which is targeted at the issues raised in the Statement of Issues. Varies depending on the complexity of the issues involved, with the closing date for submissions usually around 2-3 weeks after release. ACCC assessment of information provided in response to Statement of Issues and consultation with merger parties on any issues or concerns arising The ACCC will ordinarily need to undertake a period of assessment of the information it has gathered in response to the Statement of Issues. This will generally also involve outlining in writing to the merger parties the issues arising from the consultation process. Between 4-10 weeks from closing date for submissions in response to Statement of Issues but potentially longer if merger parties request the opportunity to respond to the issues raised in the consultation process. ACCC final decision The ACCC will announce its decision to oppose, not oppose or to not oppose subject to the acceptance of undertakings. Approximate length of review following a Statement of Issues 6-12 Stages that can occur at any time throughout a review ACCC request for information from merger parties and other parties The ACCC will make requests of the merger parties for information where it considers it will be relevant to its decision. These requests will be made from time to time and can occur before, during or after the initial market inquiries process, including after the release of a Statement of Issues. Varies depending on time taken by merger parties to respond to requests and whether information is sought pursuant to the ACCC’s statutory information gathering powers (s. 155). For informal requests for information, merger parties are usually requested to respond within 1-2 weeks. Where merger parties provide large amounts of information in response to information requests, the ACCC may require a period of time to properly consider that information.
Table 2. The alignment of planning and MERI activities with the timeframes set out under the program logic approach. Primary agencies responsible for these activities are also identified (MDBA – Murray-Darling Basin Authority). Timeframe Relevant planning document guiding the use of Commonwealth environmental water Monitoring activities Key issue to be addressed through evaluation and review Key reporting activities Key improvement activities Long-term (Greater than 10 years) Basin Plan’s environmental watering plan (‘the EWP’) (MDBA) Program monitoring of the effectiveness of the EWP (MDBA) Environmental outcomes and effectiveness of the EWP Basin Plan Schedule 12 (Item 7) Refinement of Basin Plan’s EWP Intermediate (1–5 years) Long-term portfolio management strategies Long-term intervention monitoring of selected areas Commonwealth environmental water is delivered Environmental outcomes of Commonwealth environmental watering Basin Plan Schedule 12 (Item 7) Refinement of long-term portfolio management strategies Immediate (Up to 1 year) Annual water use options Watering decisions Targeted intervention monitoring of selected watering actions Operational monitoring to ensure water is delivered as planned and without unintended consequences (delivery partners) Environmental outcomes of Commonwealth environmental watering Effectiveness of water delivery Annual Report to Parliament Annual Outcomes report Published results from all monitoring Basin Plan Schedule 12 (Items 6, 9, 10, 14) Refinement of annual and future water use options
The Liver Meridian – The Liver channel begins at the nail of the big toe, continuing between the metatarsals and along the shin, where it shifts to the center of the inner leg, continuing to the torso and ending at the rib cage. Liver 2 (Moving Between) is often very sore in the case of liver stagnation, as is LV 3 (Great Rushing) and both affect the joint of the big toe, like the spleen. LV 14 Gate) is also important as a location for pain and discomfort relating to liver.
Meridian America Fixed Pricing Repair Schedule Product Category Repair Cost Unit of Measure Models Notes Active LoudSpeaker 450.00 Per Speaker M33, M420, M60, SW2500, SW1500 All versions of listed units. Older units no longer repaired. DSP LoudSpeakers 750.00 Per Speaker D33, D420, D3100, D5K, D5.2K, D6K, D7K, D8K D600 & D6000 (non DSP) not repairable, no parts available, D5K, D6K, D7K limited repairability due to limited parts. Amplifiers 500.00 Per Channel C50, C51, C52, G41, G55, G56, G57, 557, 558, 559 All versions of listed units. Older units no longer repaired. CD Players 450.00 Per Unit 808, G06, G08 All versions of listed units. Older units no longer repaired. DVD Players 950.00 Per Unit 800, G96, G98, G91, G95 All versions of listed units. Older units no longer repaired. F80 / AD88 450.00 Per Unit F80 / AD88 PreAmp / Multimedia Controllers / Receivers 300.00 Per Unit G01, G02, 501, 502, 518, 562 All versions of listed units. Older units no longer repaired. Sooloos 500.00 Per Unit Control1, Source1, Source5, Store1, Store2 Surround Controllers 850.00 Per Unit 861, C61R, G68, G61, 561, 568 All versions of listed units. Older units no longer repaired. Video Processors 450.00 Per Unit MF1080, DVP1080, DVP2351 All versions of listed units. Older units no longer repaired. Video Projectors Per Quote Only Per Unit 1080pHD, MF1, MF2, MF10, 810 All versions of listed units. Older units no longer repaired.
The Beat Generation, being a social and literary movement led by young male artists in mid 20th Century North America, has often been synonymous with rebellion and non-conformity. Those principal traits, while they could be construed as a manifest desire to breach the fixed postwar social and literary code, may be interpreted differently. The present research paper will endeavor to offer this opportunity by approaching the Beats from a new angle, based on an analysis of the inner motifs behind their rejection of mainstream American society and literature, and thus through each of On the Road, Howl and Junky, written respectively by Jack Kerouac, Allen Ginsberg and William S. Burroughs. The post-war multiple climates as well as many events have historically given birth to the Beat movement. Therefore, whether the Beats' new social identity is a sign of Americanism or anti-Americanism will be enquired. Likewise, the present study will attempt to disclose how the Beat writers intended to convey their supposedly moral concerns through authentic yet very unconventional modes of writing. of Contents Dedication i Acknowledgments ii
Signature Approval 1: Obtain all signatures before routing to Human Resources Supervisor Signature: Date: Next Level Signature (Director, Dean, etc): Approve recommendation Do not approve recommendation Date: Next Level Signature (Director, Dean, etc. – if applicable): Approve recommendation Do not approve recommendation Date: Asst/Assc Vice Chancellor Signature: Approve recommendation Do not approve recommendation Date: Signature Approval 2: For Human Resources use only Meets eligibility requirements Performance evaluation on record or is attached Justification warrants merit increase Date: Signature Approval 3: Division Head Signature (Chancellor or VC): Approve recommendation Do not approve recommendation Date:
15:00 - 15:20 T. Calligaro - Two examples of garnets set on cloisonné from Austrasia: graves of Pouan, Aube and Saint-Dizier, Haute-Marne (provisional) P. Périn - The question of exports of Indian and Sinhalese garnets in Europe in the 5th and 6th centuries. Some economic-political considerations. 15 :20 -15 :40 A. Hilgner - Recent garnet analysis on artefacts Communication 15:40 - 16:00 Coffee Break 16:00 - 16:20 E. Horváth - Garnets from archaeological artefacts in Hungary (provisional) Round-table discussion Synthesis recommendations Perspectives 16:20 - 16:40 Z. Smit - Garnets from archaeological artefacts in Slovenia 16:40 - 17:00 J. Jiřík - Bohemia in Late Antiquity, connection to long-distance trade and problem of emergence of the Czech garnets in archaeological finds General conclusion 17:00 - 17:20 Communication I. Pallot-Frossard - workshop closing address 17:20 - 19:30 19:30 Inauguration of the exhibition 15 Communications 11 Communications PARTICIPANTS per country (provisional list) NB. To participate to the meeting, participants must apply by mail (). Due to limited places in the C2RMF/MAN auditoriums (about 80 seats), registration will be confirmed according to availability. Participants will be identified with a badge given at arrival. Due to security reasons, no travel baggage can be accepted in the C2RMF and MAN premises. Recommendations will be given for PowerPoint presentations to insure compatibility with equipments. Germany Archäologische Staatssammlung München, Munich Characterisation of garnets and gold used in early medieval objects from Bavaria in Germany and from the North of France (Eu-ARTECH and CHARISMA) Brigitte HAAS-GEBHARD, art history and archaeology, Technische Universität München Albert H. GILG, geology, Deutsche Patent- und Markenamt, Petershausen Karl SCHMEZTER, gemmology, Römisch-Germanisches Zentralmuseum, Mainz (RGZM) International Framework / Weltweites Zellwerk
Role of the Non-Executive Directors Non-Executive Directors are sought to challenge and support this work across two Divisions. We currently expected that one Non-Executive Director will focus in particular on the change aspects of our work and that the other will focus in particular on readiness and resilience issues, including digital elements. At the same time, the NEDs will together be required to enable cross-dependencies, where these exist, to be effectively linked at a strategic level and will be expected to make a significant contribution to facilitating and supporting our work with partners. majority of the Programme projects and the IERDS are heavily underpinned by digital requirements and we particularly require NEDs who
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67 Vidaurri, Pacific Lily Pegasus Unicorns 2 65 Clayton, Misty Cool Amber Pegasus Unicorns 2 29 B&SC Curran, Ciara Whisper Pegasus Unicorns 2 72 Chiddingfold Farmers Halsey, Miya Bailey Ind 99 Chiddingfold Farmers Sharma, Evie Dee Jay V Chiddingfold Farmers 70 Chiddingfold Farmers Wilson, Molly Classic Pose Chiddingfold Farmers 69 Chiddingfold Farmers Hayley, Georgie Paddy Chiddingfold Farmers 71 Chiddingfold Farmers Ingham, Mollie Leo Chiddingfold Farmers 100 Cobham Talbutt, Cunna Ross Cobham 101 Cobham Davies, Becky Storm of Choice Cobham White 72 Cobham Wood, Maiya Princess Valimaa Cobham White 105 Cobham Smith, Tom Sam Cobham White 103 Cobham White, Hannah Star Cobham Black 102 Cobham Bisping, Carla Patrick Cobham Black 73 Cobham Andrews, Anna Belle Cobham Black
Keuth, The Philosophy of Karl Popper. When threatened with possible falsifiers: “(i) we may introduce ad hoc hypotheses (which make refuting evidence seem irrelevant);” “As regards auxiliary hypotheses we decide to lay down the rule that only those are acceptable whose introduction does not diminish the degree of falsifiability or testability of the system in question, but on the contrary, increases it...” “(ii) we may modify the so-called ostensive definitions (so as to alter the content of a hypothesis and thus possibly its truth value);” ‘…changes in definitions are permissible, but “they must be regarded as modifications of the system, which thereafter has to be re-examined as if it were new” ‘ “(iii) we may doubt the reliability of the experimenter (and declare his observations that threaten the tested theory to be irrelevant);” ‘Popper says only “As to the two remaining points in our list...we shall adopt similar rules. Inter-subjectively testable experiments are either to be ac- cepted, or to be rejected in the light of “ “(iv) we may doubt the acumen of the theoretician (who does not produce ideas that can save the tested theory).” Potential Falsifier Why escape in conventional
Merry Christmas in the Land of the Rising Sun In Japan, Christmas is known as more of a time to spread happiness rather than a religious celebration. Christmas became popular through American influence and many of the phrases associated with Christmas are words and phrases from English. Japanese uses a special script, Katakana, to write words it has borrowed from other languages. Here are some rules about Katakana: Each symbol is a syllable instead of just one letter; A syllable starts with a consonant followed by a vowel; Only the “n” has its own symbol / letter; Japanese does not have certain sounds that we have in English, for example there is no “w” – so this sound is not written in Japanese; There are no special characters for capital letters – there’s no difference between capitals and lower case letters in Katakana; As the Japanese sound for “r” sounds a bit between our “r” and “l” sounds, Japanese speakers translate every “l” sound in English with their “r” is a special symbol that is a little pause before the next syllable is said. It is used when the English word has two consonants for example, “Hello” in Japanese would be which is literally: “he – ro”. “ta”, “te”, “to” etc. can be turned into “da”, “de” , “do” very easily by adding a little accent-like symbol that looks like a double apostrophe: ta = da = Question 1: Can you fill in the blanks with the English translation? (there are some hints on the next page to help you if you get stuck) Japanese word /phrase: English word / phrase: (a) Present (literally in Japanese: “puresento”) (b) Christmas wreath (literally in Japanese: “kurisumasu ri-su”) (c) Santa (d) marsh mellow (literally in Japanese “marushuju” for “marsh”) (e) Christmas light (literally in Japanese “raito” for “light”)
Merry Christmas! To: You! From: Your Parish, with love FORMED is a revolutionary digital platform that will give you unprecedented access to Catholic video-based study programs, feature films, audio presentations and eBooks. 300+ episodes of video-based study programs 35+ feature films and movies 45+audio presentations 25+ eBooks Available in English and Spanish 24/7 Register for your gift: (remember this is a gift—it is yours free!) Go to visitstfrancis.formed.org Click “Register” and enter your name, email address, and desired password. You are now ready to access all of the inspiring and engaging content on FORMED! Regístrate para tu regalo: (recuerda que esto es un regalo – ¡ es tuyo gratis!) Baya a visitstfrancis.formed.org Presione “Register” y ingrese su nombre, correo electrónico y una contraseña ¡ Ahora puede disfrutar de todo el contenido inspirador que le ofrece FORMED!
14 Occupation (during period of interest) 15 Contact with a known or possible case (during period of interest) 16 Treating Doctor details Enter the Treating Doctor’s details. Name: Practice name (if any): Street address: Suburb / town: Postcode: number: Fax number: Email address: Case’s medical record/chart number: 17 Pre-existing conditions and medical history