zilongwang/ReadingBank huggingface dataset:
Outline – March 4, 2018 Luke 22:39-44; Matthew 27:41-46 Psalm 22:1-2, 14-18 The Prophecy And Pain Of The Cross Prophecy – Pain – Plan How was our salvation made possible? The Predetermined Plan of God God wants us to know – The Cross was no accident Messianic Psalms Psalm 22 – The Psalm of crucifixion The Prophetic Stress of Messiah Jesus knew what awaited drops of blood What was the source of that stress The Psychological/Relational Stress People turned on Him Religious leaders mocked Him Mocked by the masses Disciples/Friends – betray him, deny him, abandon him . . . The Purpose of His Mission Ending His ministry ceasing - Psalm 22:9 The Pain of The Cross By His stripes – Loss of bodily fluids Bones out of joint 1. Shoulders, separated Heart melted like wax Ruptured heart Side Pierced Flow of blood & water Dehydration Pierced hands and feet No bones broken Dividing His garments The Separation From The Father The day turned to night The Cry: “My God, My God” Pointing to Psalm 22 He who knew no sin . . . Became sin – 2 Corinthians 5:21 Despised by people Dying on a cross Deserted by God He gives His life To bring you life Why: John 3:16 That was the plan, prediction, and the pain at the Cross
LANDMAN SEMINAR University of Pittsburgh at Bradford Swarts Hall #162 – May 18, 19, 20, 2012 Tentative Outline: Friday 5/18/12 – Seminar Kick Off – Swarts Hall #162 1:00 PM – Introduction – Mike Hackett – Workforce Training Coordinator, University of Pittsburgh at Bradford, Bradford, PA (sign-in, information, questions) 1:10 PM – Presentation - Jim Macfarlane, P.G. – V.P. of Exploration, Acquisitions & Operations, Minard Run Oil Company, Bradford, PA Geology of Oil & Gas Well Site Activities Up Stream Activities Down Stream Activities 5:00 PM - Adjourn until dinner at 6:30 6:30 PM – Dinner, Blaisdell Hall #138 7:00 PM –Presentation - Experienced Landman – Biography - Question & Answer Format Jim Bourbeau – Independent – Jim Bourbeau Land Services Bernie Ulincy – Housed – Range Resources Bob Dean – Housed – Pennsylvania General Energy Marcia Stewart – Housed – Minard Run Oil Company 9:00 PM – Adjourn for the evening Saturday 5/19/12 7:30 AM - Continental Breakfast – Swarts Hall #162 8:00 AM – Presentation - Russell Schetroma, Esq. – Steptoe & Johnson, Attorneys PLLC Aspects of Oil & Gas Operations Basic Real Estate Property Law Basics of the Law of Contracts 10:30 AM – Break 10:40 AM – Russell Schetroma, Esq. continued Possible Oil & Gas Interests Theories of Oil & Gas Ownership Mineral Deed / Royalty Distinction
12:30 PM – Lunch – Frame Westerberg Commons 1:15 PM – Russell Schetroma, Esq. continued Lease/Interest Assignment and Transfer Implied Covenants Ethics/Landowner Relations and Professionalism 2:45 PM – Break 2:55 PM – Russell Schetroma, Esq. continued Extending the Lease Intestate Succession Farm In / Farm Out Agreements / Other 5:00 PM – Adjourn for the evening – Dinner on your own Sunday 5/20/12 7:30 AM – Continental Breakfast – Swarts Hall #162 8:00 AM – Russell Schetroma, Esq. continued Common tricks and in taking effective oil & gas leases The Title Chain The Oil & Gas Opinion 10:30 – Break 10:40 – Russell Schetroma, Esq. – continued Title Documents Common Title Defects and Cures 12:30 – Lunch – Frame Westerberg Commons 1:15 – Russell Schetroma, Esq. – continued Current Issues and Concerns 2:45 – Break 2:55 – Russell Schetroma, Esq. – continued Workshop – Evaluating Titles, Abstracts & Providing Curative Opinions Conclusion 4:45 – Program Closing – Certificates Presented
Introductions – 5 min – Matt Fong What is HHW – Larry Sweetser – 5 min Laws/Authorities/Roles– 15 min – Charles Corcoran, DTSC - CEQA - Hazardous Waste - Household Hazardous Waste - CUPA HHW Reporting – 10 min – Liz Wagner, CalRecycle Burke Lucy, CalRecycle - Form 303 - Electronic Annual Report - E-Waste Net Cost Report - E-Waste Annual Report - Treated Wood Waste - CERS - California Environmental Reporting System - CUPA FORM 303 - Household Hazardous Waste Reporting – CalRecycle EAR - Electronic Annual Reporting - Diversion reporting – AB 939 HHW Programs/Operations – 30 min – Larry Sweeter, Sweeter & Associates, Inc. Education / Outreach – 10 min- Tranette Sanders - LA County HHW Q & A- 10 min Close – 5 min – Matt Fong NorCal June 17, 2015, Tehama Co., Red Bluff SoCal June 25, 2015, Thousand Oaks Grant Surveys – June 2016 Tentative: HD25 – January 2016 Tentative: UOC3 – January 2017 Miscellaneous References CalRecycle - HHW Grants - OPP- Oil Payment Program - UOC - Used Oil Recycling Grants Local Conservation Corps HHWIE – Yahoo Groups
hub Procurement Under the hub initiative there are five designated hub territories in Scotland: North, South East, West, East Central and South West. These are joint venture type arrangements between the local public sector organisations (the Participants) and the private sector (the hub company – hubCo). The long term partnership between the Participants and a hubCo offers a flexible procurement route for the delivery of community infrastructure. The appointed private sector development partner will be able to source the required expertise to provide a wide range of construction solutions. There is an agreed staged process for project development and delivery. Further advice and guidance is available from Scottish Futures Trust. External Advisor Procurement There are separate national Technical, Legal, and Financial Advisor Frameworks for hub that allows NHSScotland and other public bodies to select advisors through a mini competition process. These are administered by Scottish Futures Trust. There are also separate Technical / Design Advisor frameworks administered through Frameworks Scotland2. The OBC shall outline the status, process applied, and planning for any procurement of external advisors. Scope and Content of Proposed Commercial Arrangements The purpose of this section is to specify the scope and content of the proposed works / services included within the proposed commercial arrangements. Note that this may be different from the scope and content of the overall project which may include works or services that are not part of any commercial arrangements e.g. internal service arrangements.
Behavior Genetics Genes Twin Studies Adoption Studies Temperament Studies Heritability Group Differences Nature and Nurture Gene-Environment Interaction Molecular Genetics Evolutionary Psychology Natural Selection Human Sexuality Gender Differences Mating Preferences Critiques of Evolutionary Persp. Parents & Peers Parents & Early Experience Prenatal Experience & Developmnt Parents? Peer Influence Cultural Influence Variation Across Cultures Variation Over Time Culture and the Self Culture and Child Rearing Similarities Across Groups Gender Development Similarities & Differences Gender Aggression Gender & Social Power Gender & Social Connectedness Nature of Gender Carol Gilligan Nurture of Gender Gender Roles Gender & Child Rearing Parallel Processing Reflections on Nature & Nurture Prenatal Development & Newborns Conception Prenatal Development Newborn Infancy & Childhood Physical Development Brain Motor Maturation & Memory Cognitive Development Jean Piaget Sensorimotor Preoperational Lev Vygotsky Concrete Operational Formal Operational Social Development Attachment Body Contact Harry Harlow Familiarity Konrad Lorenz Attachment Differences Mary Ainsworth Deprivation of Attachment Disruption Day Care? Self-Concept Child-Rearing Diana Baumrind Adolescence Physical Development Cognitive Development Reasoning Power Morality Lawrence Kohlberg Social Development Erik Erikson Forming Identity Parent & Peer Influence Emerging Adulthood Adulthood Physical Development Over the ages Life Expectancy Sensory Ability Dementia & Alzheimer’s Cognitive Development Aging & Memory Aging & Intelligence Social Development Ages & Stages Albert Bandura Commitments Freud Well Being Death & Dying Two Major Developmental Issues
Communication – who are the right people at the right stage? Are they collaborating with each other? People at different stages – difficulty in coordinating initiatives Time – resourcing – money? Is it being spent on the right thing? Buy-in senior management (understanding and resource) general Old kit and outdated SW and PC replacement policies Institutional politics (ticked) No one likes change!! Time Integration (lack of!) No strategy Too many other pressures – workloading Feeling unsupported with new systems (un)stable systems Lack of sharing between departments – silos Range of skills – novice to expert (staff and students) Signposting Students lack of preparedness for using tech for learning used to traditional delivery and assessment models Organisational culture Size an scale of the university Pace of technology change Too much change too quickly without previous change embedded Staff who can’t progress beyond existing pay scale Confusion about what’s available Awareness of available teams/training IT strategy HR IT infrastructure Staff reluctance / reticence to take risks / try new approaches Too afraid of theh consequences of trying out new approaches Lack of buy-in/ understanding at senior level Ways of working: cultural challenges to practice I don’t do IT!! But we’ve always done it this way…. Coherent approaches between our aspirations for students and expectations of staff (with insufficient support/focus/direction/vision) Digital is not an add on – it needs to be embedded / integrated Lack of staff engagement in any cpd Managers not challenging those who don’t engage Delayed return on investment – cost vs benefit Managers not challenging those who don’t engage Staff build and own units – students study programmes – inconsistent experiences Budget!! Money ie getting investment
to back up a claim. This is ok to do, ONLY IF you connect your outside resource DIRECTLY TO YOUR CRITICAL ANALYSIS OF YOUR ARTICLE. h) What are some of the author’s assumptions? Are they valid? i) Reflect on how your own experiences and/or observations relate to this topic j) Be sure to conclude the paragraph by briefly reviewing the points you made in the paragraph. Note: Repeat a-j for body paragraph #3 4. Conclusion: How did the article affect you? How do your own biases or past experiences affect your opinion this topic? What new information did you learn?
“Inform client” 7.2(b)(4) Cross referral agreement II California Rules of Professional Conduct A By Rule 2-100: Communication with represented party requires “consent” of party’s lawyer. 2-200: Fee division banned unless client has “consented in writing thereto after a full disclosure has been made in writing.” 2-300: Sale of law practice; “written notice to be given to the client.” Purchaser obtain the written consent of the client” (but this may be presumed). 3-100 (Confidentiality): Informed consent 3-300 (Interests Adverse to a Client): Terms are “fully disclosed and transmitted in writing to the client”; and the client “is advised in writing” that it may seek independent lawyer; and client “thereafter consents in writing.” 3-310(B): Requires “written disclosure to the client.” “Disclosure” requires informing client of relevant circumstances and foreseeable adverse consequences. 3-310(C): Requires “informed written consent of each client.” “Informed written consent” means the client’s written agreement to the representation following “written disclosure.” “Disclosure” requires informing client of relevant circumstances and foreseeable adverse consequences. 3-310(D): Aggregate Settlements: “Informed written consent of each client.” 3-310(E): “Informed written consent of the client or former client.” 3-310(F): “Obtains the client’s informed written consent.” 3-320: Relationship with other party’s lawyer: “Informs the client in writing of the relationship.” 3-400: Limiting Liability to Client: In settling malpractice claims, client must be “informed in writing” that client may seek independent advice. 4-100: Preserving Funds and Property of Client: “Promptly notify a client of the receipts of the client’s funds, securities, or other properties.” 4-210: Payment of Client’s Personal or Business Expenses: “with the consent of the client.” 5-210: Requires “the member has the informed, written consent of the client.” 5-300: “With the consent of all other counsel in such matter.” B. By Type Written Disclosure to the Client
Assessments to be completed Foundation Degree Year One - Total of 120 credits Code Title Credits 120 total Assessment Mode CSB 101 Ballet & Contemporary Dance (1) 60 Formal Classwork: Ballet Formal Classwork: Contemporary Formal Classwork: Pas de Deux Performance Repertoire Continuous assessment: Ballet Continuous assessment: Contemporary CSB 102 Supplementary Studies 30 Formal Classwork: Spanish Choreography Continuous assessment: Spanish Continuous assessment: Choreography CSB 103 Professional Development Portfolio 10 Continuous assessment in 50/50 PDP/DS Portfolio 60/40 PDP/DS CSB 104 Performance 20 Continuous assessment in rehearsal Performance Foundation Degree Year Two – Total of 240 credits made up of 120 credits from Year 1 and 120 credits from Year 2, weighted Year 1 at 40% and Year 2 at 60% Code Title Credits Assessment Mode
120 total CSB 201 Ballet & Contemporary Dance (2) 60 Formal Classwork: Ballet Formal Classwork: Contemporary Performance Repertoire Formal Classwork: Pas de Deux Continuous assessment: Ballet Continuous assessment: Contemporary CSB 202 Supplementary Studies 20 Formal Classwork: Jazz Dance Formal Classwork: Choreography Continuous assessment: Jazz Dance Continuous assessment: Singing Continuous assessment: Choreography CSB 203 Professional Development Portfolio 20 Continuous assessment in Class 50/50 PDP/DS Portfolio 60/40 PDP/DS CSB 204 Performance 20 Continuous assessment in rehearsal Performance BA Hons Degree Year Three – Total of 120 credits with no credits carried over from Year 1 & 2 Code Title 120 total Assessment Mode
CSB 301 Ballet & Contemporary Dance (3) 30 Formal Classwork: Ballet Formal Classwork: Contemporary Continuous assessment: Ballet Continuous assessment: Contemporary Pas de Deux CSB 302 Musical Theatre & 10 Formal Classwork: Jazz Dance Musical Theatre Audition Continuous assessment: Singing Performance – Scene work CSB 303 Vocational Preparation & Portfolio 20 Continuous assessment Professional Development Portfolio CSB 304 National Tour: Ballet Central 30 Performance Continuous assessment on tour CSB 305 Dissertation 30 Written element Viva Voce Performance Further details of module aims and intended learning outcomes are outlined in the Programme Specifications and the Module Specifications can be found on the University of Kent website, and are given in the Programme Handbooks for the Foundation and BA (Hons) programmes. Module Summaries Further details of all modules, learning outcomes and reading lists can be found in the relevant module specifications and Programme Handbooks. Foundation Degree CSB 101 & CSB 201 (Year One and Two) Ballet and Contemporary Dance.
DEPARTMENT OF ENGLISH KURUKSHETRA UNIVERSITY KURUKSHETRA (Established by the State Legislature Act XII of 1956) (“A” Grade, NAAC Accredited) Outline of the lessons to be delivered from 20.2.2015 to 2.3.2015 (Semester -II) Name of the teachers Course No Nomenclature of the Course Unit No. Title and outline of the Lecture Prof. Ram & Dr. S.S. Rehal VI Literature in English: (part-II) Poems of Donne will be Discussed. The Duchess of Malfi: Critical Evaluation Prof. Sunita Siroha & Dr. Vikram Kharb VII Literature in English: (part-II) Robinson Crusoe: Discussion of Physical & Spritiual Aspects of Crusoe’s Life Prof. Brajesh Sawhney VIII Literature in English: 1798-1914 (part-II) Arms and the Man: Discussion of Some Important Aspects. Dr. Vikram & Dr. Usha IX Literature in English: (part-II) Albert Camus’s The Outsider Discussion of Pomes of Nissim Ezekiel Dr. Rashmi Verma & Dr. Usha X Study of a Genre (option-I) Fiction(part-II) Discussion of the various themes of Sons and Lovers (by D.H. Lawrence) Various aspects of Kanthapura CHAIRPERSON DEPARTMENT OF ENGLISH KURUKSHETRA UNIVERSITY KURUKSHETRA (Established by the Legislature Act XII of 1956) (“A” Grade, NAAC Accredited)
Outline of the lessons to be delivered from 20.2.2015 to 2.3.2015 (Semester -IV) Name of the teachers Course No Nomenclature of the Course Unit No. Title and outline of the Lecture Prof. Ram Niwas & Ms. Bhawna XVI CRITICAL THEORY (PART-II) The Essay, “Modern Fiction” will be Discussed. William Wordsworth will be Discussed Prof. Brajesh Sawhney XVII AMERICAN LITERATURE (PART-II) The Sun Also Rises: Major Themes and Literary Style of Hemingway Dr. Vikram Kharb Dr. Usha XVIII INDIAN WRITING IN ENGLISH (PART-II) The Hindu view of Life by S. Radhakrishanan. Vocies in the City: Discussion of various aspects. Dr. S.S. Rehal & Dr. Usha XIX OPT. (II) ENGLISH LANGUAGE (PART-II) Study of Clauses –I History of ELT in India. Prof. Sunita Siroha & Dr. Rashmi Verma XX OPT. (I) LITERATURE AND GENDER (PART-II) The Second Sex: Discussion of Introduction & Part-I Discussion of the various themes of Beloved by Toni Morrison. CHAIRPERSON
Founder of Hanyang Foundation, Dr. Kim Lyun-joon The 3rd <Paiknam Award> Outline and Award Plans Paiknam Memorial Association Background of Paiknam Award ‘Paiknam Award' was established to celebrate and develop the spirit of Dr. Paiknam Kim (1914 ~ 2008), the founder of Hanyang Academy.
<Purpose of Paiknam 'Paiknam Award' was established to honor and develop the philosophy of life of Dr. Paiknam Kim Lyun-joon, the founder of Hanyang Foundation, and the spirit of 'love in deed and truth’', the founding philosophy of Hanyang Foundation. Paiknam Award is set up for three categories: engineering, music, human rights and service, in honor of his pragmatic spirit who established Hanyang Foundation with the conviction that he will save the country through science and technology education, his passion as an artist who composed and published numerous songs such as the song "I will live in green hill" and "threnody (biga)", and the spirit of sacrifice and service devoted to caring for the poor and to human rights. Paiknam award is aiming to encourage the individuals and organizations that have made respectable achievements in these three areas and to spread the spirit of Dr. Paiknam to today and to lead our society into a better society. Paiknam Award Outline 1. Outline of Paiknam ○ Date: October 16, 2017 (Mon) ○ Prize category: 3 divisions (Engineering, Music, Human Rights and Service) ○ Awardees: 3 (1 in each category) - In principle, one person or one group (exceptionally two or more people or groups can be awarded jointly) - The prize will be awarded to living person. (Except when the winner dies after determining that person as a winner) ○ Award Details - Prize: Medal - Additional prize: prize money (100 million won for engineering, 50 million for music, 50 million for human rights and service) ○ Candidate Recommendation - Executives of Paiknam memorial association or various levels of public institutions / academic organizations / research institutes / social organizations Those who have been recommended by a university president or more than three professors. 2. Paiknam Award nomination Section Selection
The first section of the outline is the introduction, which identifies the subject and gives an overview of your reaction to it. The introduction paragraph ends with your thesis statement, which identifies whether your expectations were met and what you learned. The thesis statement serves as the focal point of your paper. It also provides a transition to the body of the paper and will be revisited in your conclusion. The body of your paper identifies the three (or more, depending on the length of your paper) major points that support your thesis statement. Each paragraph in the body should start with a topic sentence. The rest of each paragraph supports your topic sentence. Keep in mind that a transition sentence at the end of each paragraph creates a paper that flows logically and is easy to read. When creating the outline, identify the topic sentence for each paragraph, and add the supporting statements, evidence, and your own experiences or reactions to the subject underneath. The conclusion wraps up your essay, serving as the other bookend in stating and proving your thesis statement. In outlining the conclusion, identify the thesis statement and add the main points from the body paragraphs as a recap. Don't add new information to the conclusion, and be sure to identify the closing statement of your reflection paper. A sample outline format should reflect the main points of your paper, from start to finish: Introduction Identify and explain subject State your reaction to the subject Agree/disagree? Did you change your mind? Did the subject meet your expectations? What did you learn? Thesis Statement Body Paragraph 1 Topic Sentence Supporting evidence 1 Supporting evidence 2 Supporting evidence 3 Body Paragraph 2 Topic Sentence Supporting evidence 1 Supporting evidence 2 Supporting evidence 3 Body Paragraph 3 Sentence Supporting evidence 1 Supporting evidence 2 Supporting evidence 3 Conclusion
Science and Design Technology Exploring the theory behind food chains. How plants, fossils and food are linked together. Identify and describe the functions of different of flowering plants. Explore the requirements of plants for life and growth. Computing Introduction to scratch and programming. Understanding that computers are used for a purpose. Using the internet as a research tool – emphasis on using information accurately. Physical Education Play competitive games, modified where appropriate [for example, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Religious Education Hinduism – focussing on the beliefs of Hindus. The Arts Music Violins are continuing – music peppered throughout performance poetry ready for school concert. Art Linking to science, the children will create their own Venus Flytrap. Geography Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems
1. Feeling Safe. 2. Contributing to the safety and of myself and others. Promoting and control Review Section Support Outcome Area Goals Actions to be taken by me and/or my Support Worker Target Date Step level at last review Has the goal been achieved? Please select Step Level 1 - 5 Barrier code (Step level 1-4) Met outcome (Step Level 5): please provide a brief overview Is further support needed or required in this area?
3. Managing 4. Managing 5. Feeling part of the community. Promoting Economic Progress and Financial Control Review Section Support Outcome Area Actions to be taken by me and/or my Support Worker Target Date Step level at last review Has the goal been achieved? Please select Step Level Barrier code (Step level 1-4) Met outcome (Step Level 5): please Is further support needed or required
1 - 5 provide a brief overview in this area? 6. Managing money. 7. Engaging in education or learning. 8. Engaging in employment or voluntary work. Promoting Health and Wellbeing Review Section Support Outcome Area Goals Actions to be taken by me and/or my Support Worker Target Date Step level at last review Has the goal been achieved? Barrier code (Step level 1-4) Is further support needed or
COURSE OUTLINE – IET Facilities Planning and Management Date Reading Topic Homework Week 1 Aug 24 Chapters 1-2 Course Introduction Background and Organization Week 2 Aug 31 Chapters 3-4 Planning, Finances and Budgeting Problem Set #1 Due September 8th Week 3 Sept 7 Chapter 5 Handouts Allocation and Planning Area-Measurement Standards Problem Set #2 Due September 14th Week 4 Sept 14 Chapters 6-7 Real Estate Problem Set #3 Due September 21st Week 5 Sept 21 Test 1 – Chapters 1-7, Handouts, Articles and Problem Sets 1-3 Week 6 Sept 28 Chapters 8-10 Sustainability Problems Set #4 Due October 5th Week 7 Oct 5 Chapters 11-13 The Design-Build Cycle Problem Set #5 Due October 12th Week 8 Oct 12 Handouts Building Codes, Egress, Accessibility and ADA Guidelines Problem Set #6 Due October 21st Week 9 Oct 19 Chapters 14-17 Facility Emergency Preparedness and Business Continuity Week 10 Oct 26 Test 2 - Chapters 8-17, Handouts, Articles and Problem Sets 4-6 Week 11 Nov 2 Chapters 18-20 Facility Security Management Week 12 Nov 9 Chapters 21-23 Operations and Maintenance I Week 13 Nov 16 Chapters 24-25 Operations and Maintenance I Week 14 Nov 23 Thanksgiving Break Week 15 Nov 30 Chapters 26-30 Facility Management Practice Week 16 Research Paper Due December 11th
Cyrus the Great Founds an Empire 550BCE- Cyrus began his conquest of several neighboring kingdoms in Iran… Persians eventually extended rule from the Indus River in the east to Anatolia in the west 2,000 mile empire Soldiers were armed with short bows, which they shot from mountain ponies String of victories- 550 to 539BCE conquered the entire Fertile Crescent Cyrus’s most enduring legacy was his method of governing Very tolerant of conquered peoples…didn’t his soldiers to loot and pillage
Session 1 Nature of Science Scientific inquiry Science and Society Qualitative and quantitative data Communication of Scientific ideas Bias in science Earth Materials Earth Systems Earth’s Interior Minerals Rocks Session 2 Earth’s Surface Processes Weathering Soils Running water/groundwater Glaciers Wind (Deserts) Mapping Latitude and Longitude Types of Maps Remote sensing Earth’s Oceans Seafloor Ocean Water properties Ocean Circulation Coastal Processes Session 3 Earth’s Internal Forces Tectonics Volcanoes Earthquakes Mountain Building Geologic Time History Principles / Laws Fossil Evidence Dating methods Geologic Time Scale Energy Sources Conventional Sources Alternative Sources Conservation of Energy Resources Session 4 Astronomy History of Astronomy Motions of Earth Seasons Earth’s Moon Overview of Planets Other members of the Solar System Evolution of Galaxies Expanding Universe Atmosphere Composition Heating of the Atmosphere Moisture in the Atmosphere Weather patterns / Climate change Weather systems Weather analysis Session 5 Severe Weather Climate Climate changes.
(applies to Secondary School pupils only) Weight Categories Men Women -50kgs, -55kgs, -60kgs, -66kgs, -73kgs, -81kgs, +81kgs -44kgs, -48kgs, -52kgs, -57kgs, -63kgs, -70kgs, +70kgs Cadets 2001, 2002, 2003 Entry Fee €20.00 Additional Category €10.00 (only category up to Juniors) STRANGLES & ARMLOCKS Weight Categories Men Women -34kgs, -38kgs, -42kgs, -46kgs, -50kgs, -55kgs, -60kgs, -66kgs, -73kgs, +73kgs -40kgs, -44kgs, -48kgs, -52kgs, -57kgs, -63kgs, +63kgs Pre-Cadets 2004, 2005 Fee €20.00 Entry to additional Category not permitted NO STRANGLES & ARMLOCKS Weight Categories Men Women -30kgs, -34kgs, -38kgs, -42kgs, -46kgs, -50kgs, -55kgs, -60kgs, -66kgs, +66kgs -32kgs, -36kgs, -40kgs, -44kgs, -48kgs, -52kgs, -57kgs, -63kgs, +63kgs Minors 2006, 2007, 2008, 2009, 2010 Entry Fee €20.00 Entry to additional Category not permitted NO STRANGLES & ARMLOCKS Weight Categories Men -24kgs, -27kgs, -30kgs, -34kgs, -38kgs, -42kgs, -46kgs, +46kgs -28kgs, -32kgs, -36kgs, -40kgs, -44kgs, -48kgs, +48kgs Children born after 2010 are NOT permitted to enter Programme of Events Sunday 13th May 2018 Official Weigh-in for All Categories 09:00am – 10.00am Further Details on Satellite weigh-ins Belfast, Derry, Cork, Dublin, Galway & Kerry to follow after close date Phibblestown Community Centre, Phibblestown, Dublin 15
Zhou, B., and Q. Xu, 1999: Computing Surface Fluxes from Mesonet Data. J. Applied Meteor., 38, 1370-1383. Zhu, P., and B. Albrecht, 2002: A Theoretical and Observational Analysis on the Formation of Fair-Weather Cumuli. J. Atmos. Sci., 59, 1983-2005. Zhu, P., and C. S. Bretherton, 2004: A Simulation of Shallow Moist Convection and Its Impact on the Atmospheric Boundary Layer. Mon. Wea. Rev., 132, 2391-2409. Zhu, P., B. Albrecht, and J. Gottschalck, 2001: Formation and Development of Nocturnal Boundary Layer Clouds over the Southern Great Plains. J. Atmos. Sci., 58, 1409-1426. Table 1. ARM IOPs with significant land-atmosphere components IOP Year PI Land Cover 1993 Satellite derived land cover N/A 1994, 1995 Measure fluctuations in the vertical wind and index of refraction Richard Coulter 1996 N/A Ted Cress 1997 Test retrieval algorithms for remote sensing of surface soil moisture Tom Jackson Surface Heat Budget of the Ocean (SHEBA) Ship- and airborne measurement of surface properties and energy fluxes in the Arctic Richard Moritz 1999 Chris Fairall SGP99 1999 Tom Jackson Precision Gas Samping (PGS) Validation Campaign 2001, 2002, 2003, 2004, 2005, 2006, 2007 Testing of equipment to measure CO2 and energy fluxes Marc Fischer Nauru Island Effect Study of the impacts of the island of the island of Nauru Charles Long Water Cycle Pilot Study Intensive Observations 2002 Feasibility study to determine if the components of the surface water budget can be accurately measured Marvin Wesely Boundary Layer Cloud Test IOP 2003 Study of relationships between surface properties and low-level stratus in the Arctic. William Shaw
Marine Stratus Radiation Aerosol and Drizzle (MASRAD) IOP 2005 AMF deployment to Pt. Reyes National Seashore to investigate relationships between boundary-layer clouds, microphysics and aerosol. Mark Miller Boundary Layer CO2 Using CW Lidar 2005 Research flights conducted to validate CW lidar Michael Dobbs Boundary Layer Cloud IOP 2005 Study to determine the extent to which land-surface properties impact low-level Arctic clouds William Shaw High Latitude Optical Turbulence Characterization 2005 Study to characterize atmospheric turbulence using using a reciprocal-path scintillometer sensor Gail Vaucher Radiative Divergence AMF, GERB, and AMMA Stations (RADAGAST) 2006 Mult-agency study designed to improve our understanding of the surface energy budget. Anthony Slingo 2006 Intercomparision of ARM fluxes measurements using the Ameriflux Roving Instrument System. Marc Fisher HydroKansas Long-term study to develop and test new methods for representing coupling between the atmosphere and the land-surface Vijay Gupta Aircraft Carbon Study including airborne measurements of CO2, CO, CH4, and 13CO2 Margaret Torn Radon Measurements of Atmospheric Mixing (RAMIX) Measurements of radon in and above the boundary-layer to provide estimates of mixing across the boundary-layer top. Marc Fisher Cloud-Land Surface Interaction Campaign (CLASIC) 2007 CLASIC was focused on investigating linkages between surface properties and shallow cumuli. Mark Miller
Describe and evaluate two situational variables that have been shown by Milgram to affect obedience to authority (16 marks) Describe (AO1) - 6 marks: two situational variables will you include in your answer? Describe the first situational variable in the space below: (remember to include key terms) Describe the second situational variables in the space below: (remember to include key terms) Evaluate (AO3) – 10 marks: Supporting evidence (Can use more than one here) Explain why/how the studies demonstrate the influence of these situational variables Challenging evidence. Hofling et al found 21/22 nurses obeyed the unjustified orders of a doctor over the telephone. Which variable does the findings from Hofling challenge and why? These factors support that idea that obedience is influenced by situational factors. Why might this be an issue (think in relation to the Holocaust)?
University of Guelph Degree Students Consult the for information on regulations and procedures for Academic Consideration. https:// Open Learning Program Students Please refer to the for information on regulations and procedures for requesting Academic Consideration. Drop Date University of Guelph Degree Students The last date to drop one-semester courses, without academic penalty, is indicated on the Schedule section of this course outline. . https:// Open Learning Program Students Please refer to the . Copies of Assignments Keep paper and/or other reliable back-up copies of all assignments: you may be asked to resubmit work at any time. Accessibility The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. University of Guelph Degree Students Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact Accessibility Services as soon as possible. For more information, contact Accessibility Services at 519-824-4120 ext. 56208, or visit the .
Not difficult at all 15% Increase awareness of the children about willingness to pay for eyeglasses for their own benefits and responsibility for treatment/correction of their vision problem Divine Will - Do you think that God causes people to have poor eye sight? Maybe 32% Increase the knowledge of the children about the risk factors of poor eyesight especially for children with refractive errors Culture - Are there any cultural rules or taboos against you wearing eyeglasses every day that were prescribed by a trained eye doctor? Yes -17% Correct the rumors/misunderstanding about wearing eyeglasses among the children, parents/caregivers/schoolmates
3: Data Collection Schedule, Communities Visited each day by teams Schools # children w/ refractive errors Expected # children from each school # children to be enrolled Date Data collectors Tan Da Secondary School 125 26 32 20 March 2017 Lan, Van, Yen Van Secondary School 140 30 35 23 March (morning) Lan, Van, Tien, Quyet Boarding School for Ethnic Minority Children 102 21 26 23 (afternoon) Lan, Van, Tien, Quyet Phu Chau Secondary School 60 13 15 24 Van, Tien, Quyet total 427 90 108
Name Period Outline of Luke’s Gospel Directions: Find the Scripture passage (chapter:verse(s)) for each scene in The Gospel According to Luke. Then, answer the questions in complete sentences. Prologue (1:1-4) Infancy Narratives: John the Baptist & Jesus (1:5-2:52) Preparation for Jesus’ Ministry The Baptist’s Preaching & Imprisonment Jesus: Baptism, Genealogy, & Temptation Jesus’ Ministry in Galilee Proclamation & Rejection at Nazareth Healings & Calling of Peter Controversies with Jewish Authorities Teaching: Sermon on the Plain Healings: Testimony of Jesus Galilean Women Disciples Parables: Hearing & Doing the Word Miracles: Jesus’ Power Jesus’ Identity, Passion Prediction, & Transfiguration Exorcism, Passion, Prediction, & Instruction of Disciples Journey to Jerusalem Departure: Rejection in Samaria Disciples & Their Mission Rejection of Jesus: Warning about Herod, Departure from Galilee & Lament over Jerusalem Conditions of Discipleship, Passion Prediction Jesus’ Ministry in Jerusalem Entry, Lament for Jerusalem & Cleansing of the Temple Reaction to Jesus: Hostility & Acceptance Teaching: Controversies with Authorities Teaching: Fate of Jerusalem, Persecutions, End-Time Passion of Jesus (22:1-23:56) Resurrection of Jesus The Empty Tomb Appearance on the Road to Emmaus Appearance Commissioning the Disciples Jesus’ Ascension to Heaven Why do you Luke included this material in his Gospel? How would it benefit a Gentile audience? How it help to make Jesus appealing to them?
Stage of the GNI OR verification Time 1 Submission of GNI Inventories and Process Tables by end March 2016 2 Risk assessment 2.1 Part 1 March – mid-April 2016 (including first step of consultations with the units dealing with the sources for national accounts in Eurostat) March 2016 2.2 Part 2 upon completion of the analysis of GNI Inventories with GIAQ for a given MS (see point 3.1); by October 2017 at the latest, (including second step of consultations with the units dealing with the sources for national accounts in Eurostat) April - June 2016 3 Desk checks Depending on the composition of the pool of MS assigned to individual desk officers: 3.1 Completing GIAQ April 2016 - September 2016 (for some of the high risk countries or medium risk countries) April 2016 - March 2017 (for the remaining high risk countries and some of the medium and low risk countries) April 2016 – September 2017 (for the remaining medium and low risk countries) 3.2 Cross-country analyses of transversal issues April 2016 – December 2019 4 GNI information visits on GNI Inventories, including direct verifications Following the sequence of GIAQ completion: 4.1 First round of missions October 2016 – 2017 (for some of the high risk countries or medium risk countries) October 2016 – September 2017 (for the remaining high risk countries and some of the medium and low risk countries) October 2016 – March 2018 (for the remaining medium and low risk countries) 4.2 Consecutive rounds of missions (where appropriate) April 2017 – December 2019 5 Placing reservations
physical location., allowing quick access and manipulation. necessary for re-booting up to make the computer operate when it is switched off. They are hardwired. Stands for Random Access Memory Read-only memory Use RAM allows the computer to read data quickly to run applications. It allows reading and writing. ROM stores the program required to initially boot the computer. It only allows reading. Volatility RAM is volatile i.e. its contents are lost when the device is powered off. It is i.e. its contents are retained even when the device is powered off. Types The two main of RAM are static RAM and dynamic RAM. The types of ROM include PROM, EPROM and EEPROM.
End of key stage/phase/ programme outcomes (from section E) What will the outcome be in a year's time? What will be done to achieve this? Who will do it? When will it happen and how often? Resources required (include weekly costs if available) At Annual Review: Review of progress towards outcome and effectiveness of provision
End of key stage/phase/ programme outcomes (from section E) What will the outcome be in a year's time? What will be done to achieve this? Who will do it? When will it happen and how often? Resources Required (include weekly costs if available) At Annual Review: Review of progress towards outcome and effectiveness of provision
Microsoft Outlook gives you the option to send and receive e-mail in Rich Text, HTML and Plain Text formats. American Capital uses only Rich Text – it supports the richer formatting features of Word, Excel and PowerPoint. If you receive an in HTML or Plain Text, you may want to change the format to Rich Text before forwarding to American Capital staff. Change e-mail format Open the e-mail which doesn’t have Rich Text formatting Click the Format Text tab Click Rich Text Compose and send the e-mail You can create rules to automatically manage e-mail. When a message arrives in your Inbox, rules can automate many tasks (such as move, delete, copy, reply to, and print a message) and can perform other tasks such as play a sound, start a program, and run a script. Click the Home tab on the Ribbon Click RulesCreate Rule Select a template Edit the rule description Click Next Select conditions Select a folder Click Next Name the Rule Choose Setup rule options Click Finish
Use government published estimates English Highest doubled if both English GCSEs have been taken Highest score doubled even if only 1 GCSE taken Score doubled No change EBACC Highest 3 Highest 1 Other Highest 3 Highest 2 Calculation Divide by 10 Divide by 7 Site M/F GCSE English Language GCSE English Literature GCSE Maths GCSE Science Full Qualification GCSE Additional Science GCSE RE GCSE RE (SC) GCSE Geography GCSE D&T Resistant Materials GCSE D&T Graphic Products GCSE PE GCSE Art or photography GCSE Studies GCSE Spanish ECDL IT (Equivalent Functional Skills English Functional Skills Maths E3 Learning for Work Level 1 Art Level 1 Basic Comstruction Level 1 Beauty Level 1 Hair 1 Sport QUALIFICATION IN English and number of GCSE (or equiv( Number of A*-C MTH M E3 E3 Y 0 0 MTH F E3 E3 Y 0 0 MTH F 1 2 L1 L1 P Y 1 0 MTH M E2 E3 Y 0 0 MTH F 3 3 A L1 L1 P Y 2 4 MTH M 2 2 L1 P Y 3 0 MTH F 4 4 E L1 Y 3 1 MTH F N 0 0 MTH F L1 E3 P Y 1 0 MTH M E3 E3 Y 0 0 MTH F 2 1 E C D L1 Y 5 2
M/F GCSE English Language GCSE English Literature GCSE Maths GCSE Science Full Qualification GCSE Additional Science GCSE RE GCSE RE (SC) GCSE Geography GCSE D&T Resistant Materials GCSE D&T Graphic Products GCSE PE GCSE Art or photography GCSE Studies GCSE Spanish ECDL IT (Equivalent Grade) Functional Skills English Functional Skills Maths E3 Learning for Work Level 1 Art Level 1 Basic Comstruction Level 1 Beauty Level 1 Hair 1 Sport QUALIFICATION IN English and number of GCSE (or equiv( Number of A*-C F 4 5 3 B D D A* A* L1 Y 8 5 M 6 F U U L1 E3 N 2 1 F 3 3 3 D E A A L1 Y 7 2 M 2 F U N 2 0 F 3 2 2 D F G A L1 Y 7 1 F 5 5 3 D C F B A L1 Y 8 5 F 5 3 2 E D F D B L1 Y 8 2 F 3 2 4 E E E F A* L1 Y 8 2 F 4 6 3 D D F A Y 7 3 M 2 3 4 F G A Y 6 2 F 2 1 2 F F C A Y 7 2 F 2 U 2 F Y 3 0 M 1 U L1 N 1 0 F 1 U U G N 2 0 M 1 1 3 D F F D G A Y 9 1 F U G N 1 0 Comments There were 56 year 11 pupils on roll at the end of the academic year ( this was down 8 on last year with the reduction being at SLR)
11.2.1.11 Audio control Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.11: Audio control: If any in a software plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. Supported 11.2.1.12 Contrast (minimum) Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.12: Contrast (minimum): The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for the following: Large Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1. Incidental: Text or images of text that are part of an inactive user interface component, that are pure decoration, that are not visible to anyone, or that are part of a picture that contains significant visual content, have no contrast requirement. Logotypes: Text that is part of a logo or brand name has no minimum contrast requirement. Supported 11.2.1.13 Resize text Where ICT is non-web software that provides a user interface and that supports access to enlargement features of platform or assistive technology, it shall satisfy the Success Criterion in Table 11.13: Resize text: Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. Supported With Exceptions Only message body text can be resized. Text in the folder pane, message list, and message header cannot be resized. 11.2.1.14 Images of text Where ICT is non-web software that provides a user interface and that supports access to assistive technologies for screen reading, it shall satisfy the Success Criterion in Table 11.14: Images of text: Supported
Go to the end of work hours for the selected day. End Go up one page view in the selected day. Page Up Go down one page view in the selected day. Page Down Change the duration of the selected block of time. Shift+Left Arrow, Shift+Right Arrow, Shift+Up Arrow, or Shift+Down Arrow; or Shift+Home or Shift+End view To do this Press Go to the day of the week. Home Go to the same day of the week in the previous page. Page Up Go to the same day of the week in the next page. Page Down Date Navigator To do this Press Go to the first day of the current week. Alt+Home Go to the last day of the current week. Alt+End Go to the same day in the previous week. Alt+Up Arrow Go to the same day in the next week. Alt+Down Arrow
Information requirements in requesting changes to email accounts NEW MAILBOXES First Name Surname School Treasury Number Governor (Y/N) Additional Distribution Groups Required (if applicable) MAILBOX First Name Surname Old School Treasury Number Current email Address New School Treasury Number Governor (Y/N) Additional Distribution Groups Required (if applicable) MAILBOX DELETION First Name Surname School Treasury Number Current email Address Governor (Y/N) MAILBOX NAME CHANGES Current First Name Current Surname School Treasury Number Current email Address Governor (Y/N) New First Name (if applicable) New Surname Send the form to:
The NT economy is forecast to continue growing in 2017-18 and 2018-19. These forecasts include the completion of the Inpex LNG Project and the subsequent impacts on economic growth rates. Deloittes noted subdued major projects in the forecasts years. It is expected the NT economy to be driven by international exports (LNG), private equipment investment, private housing investment and private consumption. Figure 1: NT Economic Outlook - Gross State Product 2000-01 to 2021/22 Source: Australian Bureau of Statistics 2016-17 & Deloitte Access Economics - Economic Growth Forecasts Mar Qtr 2018 f = forecast Figure 2: Agricultural and Fishing Areas in the Northern Territory NT Primary Industries and Resources – An Overview The industries and fisheries in the Territory include cattle (interstate and live export), other livestock (buffalo, crocodiles, and goats), horticulture (fruit, vegetables, nursery and cut flowers, and turf) and mixed farming (hay and forestry). The fisheries industry comprises harvesting of wild catch (including the Northern Prawn Fleet) and aquaculture. A substantial recreational fishing sector generates tourism activity and provides lifestyle amenity. The relative contribution of each industry to the rural and fisheries sector total is illustrated in Figure 3, with the cattle, horticulture industries and fisheries being the major sector players. Figure 3: Contribution of Industry to Sector Production Value 2016-17 Source: Department of Primary Industry and Resources data collections The rural industries and fisheries have significant links to other sectors of the Territory economy such as manufacturing, transport and storage, retail and wholesale trade. These industries are vital in regional areas, providing economic stimulus and full-time/part-time employment for on average approximately 1,899 people in 2016-17 (ABS). This represents 4.1% of estimated workforce in the NT. This labour force estimate is subject to a sampling variability and results can be volatile. They also account for a significant proportion of the Territory's non-mineral export revenue. Territory rural industries and fisheries accounted for 2.7% of Gross State Product (GSP) in 2016-17, just below the national proportion 2.8% (Table 2). Exports of Territory rural and fisheries produce are dominated by live cattle exports (mainly to Indonesia), fisheries, horticulture, and to a lesser extent agriculture services.
How to setup your Outlook 2016 for @norceresearch.no email First step is to clean up your Outlook profile with the “Reset Outlook” tool. You find the tool by click the “Start button” and start typing, “Reset” and click on “Reset Outlook”.