zilongwang/ReadingBank huggingface dataset:
Purpose of ETS RAF Mildenhall would like to increase participation at European Tanker Symposium 2017 by establishing an agenda that will enhance European air refueling interoperability. We will host an event that includes a thorough formation study and execution of a large formation mission, if possible with our coalition partners. As European air refueling expands in size and capability, it is increasingly important for RAF Mildenhall and our coalition partners to share tactics, techniques and procedures to facilitate the codification of NATO air refueling formation standards. Thank You! We hope to make this an event that is beneficial to everyone involved. If there is something you would like to see at this event or a discussion topic, please let us know. Thank you for your involvement in European Tanker Symposium 2017. For questions, comments or suggestions please contact the European Tanker Symposium 2017 office. Contact Information 100OG.OGX@us.af.mil Commercial: 01638 547907 DSN: 238-7907 European Tanker Symposium 8 – 12 May 2017 Royal Air Force Mildenhall, England DAY 1 (Arrival day) Meet and greet DAY 2 (European air refueling year in review) All attendees are encouraged to give a brief synopsis of what their countries/organizations have done over the past year and what they would like to get from European Tanker Symposium 2017. Off site dinner
Proposed Itinerary DAY 3 (Formation study and mission planning) Formation discussion led by a USAF Weapons Officer that showcases US tanker formation standards and provides a starting point for European tanker formation standards. RAF Mildenhall crews will lead attendees through a formation brief and split up with individual crews for crew briefings. DAY 4 (Execution day) Crews will demonstrate approved large formation departure, air refueling, and arrival procedures to attendees. Ideally, this will be a coalition flight. Brief review of flight DAY 5 (Debrief, static displays, ETS way forward) RAF Mildenhall crews will construct a formal debrief, facilitated by a USAF Weapons Officer. Preferably, units will bring their aircraft for static displays. European Tanker Symposium 2017 recap and way forward discussion. Off site dinner DAY 6 (Departure day)
Table 2: NZ ETS sector entry dates Sector Voluntary reporting Mandatory reporting Full obligations – – 1 January 2008 – 1 January 2010 1 July 2010 – 1 January 2010 1 July 2010 – 1 January 2010 1 July 2010 1 January 2011 1 January 2012 1 January 2013 1 January 2011 1 January 2012 1 January 2013 1 January 2011 1 January 2012 Not yet decided As a result, the forestry sector has had the longest exposure to the NZ ETS and the largest economic impacts from emissions pricing. Policy changes since 2007 The initial framework of the NZ ETS was developed to allow for: flexibility for New Zealand firms to reduce or offset their emissions easy links into global emissions reduction efforts a price incentive for planting trees and carbon sequestration and a price disincentive for deforestation no inclusion of a fixed cap. sets out the objectives for the broadest CCRA amendments to date, and the resulting policy changes. Table 3: Summary of CCRA amendments in 2009 and 2012 Objectives Policy changes to the NZ ETS 2009 Made in the context of the global financial crisis: reducing impacts on competitiveness and producing greater certainty for economic growth providing a smoother transition for participants by protecting against price volatility in early years ensuring affordability with existing fiscal constraints maintaining flexibility to respond to possible changes in the post-2012 international framework maximising the degree of harmonisation with the proposed Australian Carbon Pollution Reduction Scheme. Key policy changes to the NZ ETS as a result of this included: delayed entry of stationary energy and liquid fossil fuels to 1 July 2010 introduction of a transition phase from July 2010 to December 2012 (one emission unit required to be surrendered per two tonnes of emissions (one-for-two), and an option to pay for emission permits at a fixed price of $25) provision of free allocation on an intensity basis, with lower allocation eligibility thresholds to reduce trans-Tasman competitiveness risks; to be phased out at a rate of 1.3% per annum beginning 2013 delayed entry of agriculture to the scheme to 2015, and shifted to an intensity-based allocation plan at 90% initially. 2012 These were introduced following the 2011 review and the public consultation process by the Ministry for the Environment. The Government’s objectives for the 2012 CCRA amendments were to: Key policy changes to the NZ ETS as a result of this included: maintaining the $25 fixed price option after 2012 maintaining the one-for-two surrender
during all phases of ETS2 transition and deployment. Stakeholders will need to be managed through appropriate communication targeted specifically for their level of involvement in ETS2 implementation. More information about recommended change management communication and activities is included in the Agency ETS2 Communications Plan Guide and Template and the Pre-Deployment Communications Checklists document (Attachment 6). Performance Management It is advised that agencies plan for and incorporate quality and performance management into their processes during transition. For example, the Help Desk and other transition team employees will need to be prepared to handle an increased volume of user calls during the transition period and it is important to apply quality and performance metrics to all of these interactions; this will create a positive user experience from the start. It is the responsibility of the Transition Manager or ETS2 Lead to determine how performance will be measured and that it is effectively communicated to the team up front. Performance goals should be set at the onset of transition and may include goals such as; ensuring all help desk calls are answered within a certain time, completing implementation on time or early and finding ways to reduce cost without impacting production. Financial Management Financial controls should be determined by contract type and vehicle. The Transition Manager will establish a cost management mechanism that will ensure the ETS2 transition project stays within the budget specified by the Executive Sponsor. The successful deployment of ETS2 will depend in part on an agency’s ability to prioritize activities that have a financial impact on the project, and to keep these high priority activities fully funded. Risk Management In order to be prepared for the inevitable “challenges” that are sure to present themselves during the course of the ETS2 transition project, it is important to anticipate and document risks as well as potential mitigation strategies. This will enable the project team to be aware of their potential and to have responses ready. Please refer to the
{Draft/Final draft} ETSI EN 3DD DDD Vm.t.e (yyyy-mm) Title; Part #: Part element of title; Sub-part #: Sub-part element of title Release # EUROPeAN STANDARD
The additional EBU copyright applies for EBU and DVB documents. © European Broadcasting Union yyyy. The additional CENELEC copyright applies for ETSI/CENELEC documents. © Comité Européen de Normalisation Electrotechnique yyyy. The additional CEN copyright applies for CEN documents. © Comité Européen de Normalisation yyyy. The additional WIMAX copyright applies for WIMAX documents. © WIMAX Forum yyyy. Table of contents The table of contents shall be generated automatically. It is a required element. The title shall be "Contents" and shall be unnumbered. Use TT style for the title. Use the field {TOC \o\w} for the table itself To unlock the Table of Contents: select the Table of Contents, click simultaneously: Ctrl + Shift + F11. To update the Table of Contents: F9. To lock it: select the Table of Contents and then click simultaneously: Ctrl + F11. Contents (style TT) Intellectual Property Rights (style H1) 5 Foreword (style H1) 5 Modal verbs terminology (style H1) 6 Executive summary (style H1) 6 Introduction (style H1) 6 1 Scope (style H1) 6 2 References (style H1) 6 2.1 Normative references (style H2) 6 2.2 Informative references (style H2) 7 3 Definition of terms, symbols and abbreviations (style H1) 7 3.1 Terms (style H2) 7 3.2 Symbols (style H2) 8 3.3 Abbreviations (style H2) 8 4 User defined clause(s) from here onwards (style H1) 9 4.1 User defined subdivisions of clause(s) from here onwards (style H2) 12 Annex A: Title of annex (style H9) 13 Annex B: Title of annex (style H9) 13 B.1 First clause of the annex (style H1) 13 B.1.1 First subdivided clause of the annex (style H2) 13
National Service Desk and Organizational Contacts The table below has the National Service Desk contacts. Table : National Service Desk Contacts Name Role Gov or Non-Gov FTE Org Contact Info Tier 1: National Service Desk NSD Tier 1 Support Gov No change to existing VistA support FTE NSD 1-855-NSD-HELP Tier 2: National Service Desk NSD Tier 1 Support Gov No change to existing VistA support FTE NSD Service Desk Manager (SDM) trouble tickets Tier 3: Regional Application Service Line Install Patch – Tier 3 Gov No change to existing VistA support FTE OI&T Field Operations Region 1 – Kaylene Zimmer 360-816-6158 Region 2 – Stefan Test 850-293-0858 Region 3 – Jenny Stafford 901-601-0641 Region 4 – Mike Fournier 603-998-4714 Region 6 – Derik Frioud 303-370-7715 Acronyms and Abbreviations Table : Acronyms and Abbreviations Term Definition ADPAC Applications Coordinator API Application Program Interface ATN Attribute Name CBO Chief Business Office DBIA Database Integration Agreement DFN Data File Number ETS Enterprise Terminology Service FTE Full-Time Employee HL7 Health Level Seven ICR Integration Control Registrations ID Identifier
Transportation Modes/Options We suggest the best way to get around the city conveniently (especially for those first time visitors) is for you to take a taxi, either calling regular taxi or via online taxi applications. Here are the regular taxi phone numbers in Yogyakarta: JAS TAXI/CITRA TAXI – (0274) 373 737 RIA TAXI – (0274) 414 444 SADEWA TAKSI – (0274) 434 343 VETRI TAXI – (0274) 563 551 or 563 555 INDRA KELANA TAXI – (0274) 565 565 Online taxi services available in Yogyakarta may be accessed/ordered via online apps: GO-JEK GRAB UBER (you must first install the apps in your gadget in order to make your taxi order) Organizer Office and Contacts Center for Bioethics and Medical Humanities Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada Address: Jl. Sekip Utara, Yogyakarta, 55281 Phone/Fax: 0274 547489 E-mail:
PHOENIX HOUSE TOPCLIFFE LANE TINGLEY WAKEFIELD WF3 1WE Invoices must be accompanied by a completed claim for reimbursement (please see Appendix A below). You will also need to submit a completed capital asset register template (attached separately at Appendix B) as soon as monies have been spent so that we have notice that the asset has been acquired and can take account of depreciation values. Please note that failure to follow this process may delay reimbursement. Please ensure that all email correspondence, either queries or documents accompanying invoices (e.g. claims for reimbursement and capital asset registers), is sent to our generic inbox () and cite the relevant scheme number and title on all claims and correspondence. Congratulations on your successful application and we wish you every success with delivery. Yours sincerely London Region Technology PMO NHS England (London Region)
7 Is the CoC system unbroken and can the active certification status of the supplier be confirmed? When products are received from a certified supplier the products shall be included in the scope of the certification and the certification status of the supplier shall be active. For information check the relevant certification systems website for information about the status of certificates In order to verify if your supplier is covered by a valid certification or verification certificate you can refer to the following websites: CERTIFICATION SYSTEMS: FSC Certification: PEFC Certification: LEGALITY VERIFICATION SYSTEMS: Rainforest Alliance VLC: SCS LegalHarvest Verification: CertiSource Verified Legal: If Yes = Negligible risk If No = go to 8 If the certification status cannot be confirmed and the material shall be handled as Mitigation actions are recommended to include investigating the certification status of the material or implement verification of the supply chain in case the certification status cannot be confirmed. SPECIES RISK 8 Is the species of the material/product confirmed to be free of risks of illegal logging? ETTF has developed a list of species that has been reported to carry a higher risk of association with illegal harvesting than others. It must be stressed that this list is NOT DEFINITIFE and should ONLY BE REGARDED AS A GUIDE to identify possible risks. The list therefore should be used as a reference and species on the list considered with extra care. If a certain species is not listed on the Risk Species List it DOES NOT MEAN THAT IS IT NECESSARILY FREE OF RISK. All material, whether the species are on the list or not should be evaluated for risks. No definitive risk conclusion can be given based on the species. Go to 9 FMUA; CERT/VER; SREP (change species)
Priority for Action Proposed Changes Who needs to be involved Time Frame Review January 2016 Review March 2016 Patient Satisfaction GP Patient Survey generally very favourable but small numbers, more detailed survey required Practice Manager August 2015 CFEP Survey July 2015 received – very pleasing report – achieved Achieved July 2015 Priority for Action Proposed Changes Who needs to be involved Time Frame Review January 2016 Review March 2016 New Team Member Introduction Newsletter Practice Manager September 2015 Speak to PPG members is still want to see a newsletter – Had meeting with PPG Members on Monday 25th January – agreed that there would be 2 newsletters – one in Spring/Summer and Autumn/Winter
Priority for Action Proposed Changes Who needs to be involved Time Frame Review January 2016 Review March 2016 Care for patients with long term conditions Review systematic recall for patients to ensure their care is planned Advance Nurse Practitioner October 2015 Have recall system in place – Achieved Achieved January 2016 Priority for Action Proposed Changes Who needs to be involved Time Frame Review January 2016 Review March 2016 Care Homes Work with care home staff to improve patient centred care Doctors and Nurse Team Continuous A new residential care home scheme is in place – achieved January 2016 Achieved January 2016
Which transformation happen to the data, how and when Audit trail: who access which information, when Version control Recommended definition Structural metadata: standards metadata Synonym OUT – included in structural metadata Definition & source Description Example Recommended definition Study-Instance Metadata or Study specific metadata Synonym Study Data Standards Study Specific Structural metadata Definition & source [No source] Study-Instance metadata is a defined grouping of metadata that serves as the most complete representation of the metadata that defines an individual study. It is commonly thought of as the set of metadata that is actually consumed by the clinical technology platform to facilitate processes that are more automated and consistent. It consists of Structural and Descriptive metadata Description Within the context of a Metadata store, Study-Instance Metadata is stored separately from the Standards Metadata, either as a set of relationships back to the Standards Metadata or as a copy of the Standards Metadata. This is dependent on the Metadata store tool in use. The Study-Instance Metadata (the most complete representation of the metadata that defines an individual study) is exported to and consumed by the clinical data platform to ensure maximal automation and consistency of the processes for trial design, execution, storage, analysis, and submission. Because the Study-Instance Metadata can consist of Structural, Standards, and Operational Metadata, there exists a wide range of purposes that can be served as Study-Instance Metadata. Trial-definition metadata per the PRM Trial-definition metadata per SDTM Trial Design Study CRFs metadata
Lamar County, TX 33,070 8,017 24.24% Red River County, TX 9,187 1,692 18.42% Rusk County, TX 36,039 6,942 19.26% Data Source: US Census Bureau, : 2008-12. Source geography: Tract, PRC Regional 4 Needs Assessment 6/30/14 This indicator reports the percentage of the population aged 5 and older who speak a language other than English at home and speak English less than "very well." This indicator is relevant because an inability to speak English well creates barriers to healthcare access, provider communications, and health literacy/education. Report Area Total Population Population Age 5 Population Age 5 with Limited English Proficiency Percent Population Age 5 with Limited English Proficiency Region 4 1,037,046 1,037,046 54,997 5.30% Lamar County, TX 46,515 46,515 1,263 2.72% Red River County, TX 12,091 12,091 381 3.15% Rusk County, TX 49,774 49,774 2,079 4.18% Data Source: US Census Bureau, : 2008-12. Source geography: Tract, PRC Regional 4 Needs Assessment 6/30/14 . Poverty is considered a key driver of health status. Within the report area (PRC4), 17.37% or 185,212 individuals are living in households with income below the Federal Poverty Level (FPL). This indicator is relevant because poverty creates barriers to access including health services, healthy food, and other necessities that contribute to poor health status. According to the 2012 BRFSS 28.9% of adults over the age of 18 were current smokers. Report Area Total Population Population in Poverty Percent Population in Poverty Region 4 1,066,040 185,212 17.37% Lamar County, TX 48,445 9,124 18.83% Red River County, TX 12,517 2,109 16.85% Rusk County, TX 48,109 7,384 15.35%
Source: BRFSS, Prevalence of Current Smoker, AR 4/5N, Adults Ages 18 Years and Over, Texas BRFSS, 2012. Texas Behavioral Risk Factor Surveillance System, Center for Health Statistics, Texas Department of State Health Services June 28, 2013, PRC Regional 4 Needs Assessment 6/30/14 PART IV – Community Consequences Please identify the patterns in each of the following data sources, if available. You may also include data on additional consequences and/or focus on the consequence data that you find to be most relevant to your community. Highlight any identified disparities in community consequences. Citations for underage tobacco possession Report Area Total citations for underage tobacco possession Reporting Period 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Lamar County, TX 0 0 0 N/A Red River County, TX 0 0 0 N/A Rusk County, TX 0 0 0 N/A Source: Texas Comptroller Reports, 2014. Citations for selling tobacco to minors Report Area Total citations for selling tobacco to minors Reporting Period 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Lamar County, TX 0 0 3 N/A Red River County, TX 0 0 0 N/A Rusk County, TX 0 0 0 N/A Source: Texas Comptroller Reports, 2014. Asthma rates Prevalence of Current Asthma Among Adults, 2011 DSHS Center for Health Statistics Public Health Region 4 Texas Total 11.0% 7.4% Gender Male 7.4% 5.1% Female 14.1% 9.7% Race/Ethnicity White 10.0% 9.2% Black 25.7% 10.2% 6.2% 4.2% Age Group (Years) 18-29 5.0% 4.9%
The full text of the Privacy Notice for this Form ‘Application to import Firearms and/or Ammunition by a Registered Firearms Dealer’ can be found on our website at The full text of DJE’s Data Protection Policy can be found at http://www.justice.ie/en/JELR/Pages/Data_Protection
11:30 – 13:00 Implementing the Charter of Fundamental Rights in Ireland: A Case-Study Dr Noelle Higgins (Maynooth University), introduced by Dr Delia Ferri (Maynooth University) 14:00 – 17:00 Looking inside (II): The EU institutional architecture for the protection of human rights in the EU Dr Delia Ferri (Maynooth University) 17:30 – 19:00 Wine reception with a practitioner “Litigating Human Rights in the EU” Declan O’Dempsey BL (Cloister and Chambers), introduced by Dr Delia Ferri (Maynooth University) Tuesday 20th of June 2017 9:00 – 11:00 Looking Inside (III): ECHR Standards in EU law and the EU accession to the ECHR Dr Delia Ferri (Maynooth University) 11:00 – 13:00 Opinion 2/13: A Critical Analysis Dr Filippo Fontanelli (The University of Edinburgh), introduced by Dr Delia Ferri (Maynooth University) 16:00 – 17:00 When Courts respectfully disagree. How National Courts Disobey the CJEU and the ECtHR Prof. Giuseppe Martinico (Scuola Superiore Sant’Anna, Pisa) Wednesday 21th of June 2017 9:00 – 11:00 Human rights, conditionality and enlargement Prof. John O’Brennan (Maynooth University) 11:00 – 13:00 Learning on activities conditionality/accession Prof. John O’Brennan (Maynooth University) 14:00 – 17:00 The role of the EU in protecting and promoting cultural diversity: balancing IP protection and access to culture Dr Delia Ferri (Maynooth University) Dr Caterina Sganga (Central European University Budapest) 17:30 – 19:00 Wine reception “Cultural Diversity, Public support to culture and art, and Human Rights” Chair: Dr Delia Ferri (Maynooth University)
Varga, A.T. & Vercseg, I. (1985): Open house, open activity. Múzsák Közművelődési Kiadó, Budapest Vercseg, I. (2008) Community Development in Hungary. In Brake, R. & Deller, U. ed. 2008. pp. 52-65. Vercseg, I. (2011) Community and Participation. Community Development & Community Work Practice Theory. University of ELTE Social Work Department and Hilscher Rezső Social Policy Association, Budapest Vercseg, I. (2016) That which was – Reflections on the past. CEBSD/EuCDN 25 Years: 25 Years of Networking for Community Development. For Information Vercseg, I., Molnár, A., Varga, M. & Peták, P. (2011) Rebuilding Local Communities and Social Capital in Hungary. In CALLDE 2011. pp. 41-68 Vos, K. (1991) The Dutch Profile of Community Work (Vos 1991: 58-62) Kultúra és Közösség, Issue 4/1991. Vos, K. (2004) Introductory speaches on the ‘Building Civil Society in Europe through Community Development”. The Dutch Case. International Conference – Budapest, 25-28 March. Vos, K. (2016) That which was – Reflections on the past. CEBSD/EuCDN 25 Years. More on the history of the CEBSD/EuCDN. For Information Working and learning together to build stronger communities. www.scotland.gov.uk/Resource/Doc/47210/0028730.pdf Zafirov, Ch.& Dinchiyska, S. (2008): Community Development in Bulgaria. In: Brake, R. & Deller, U. ed. 2008. pp. 32-40. Zbořil, K.(2011) Citizen Campaigns in Slovakia: From National Politics to Local Community Participation. In CALLDE 2011, pp. 129-150. May 2018, Budapest Ilona Vercseg Honorary President HACD Tamás Varga Translator
KEY Download the audio file from “” at “” by Ssolbergj, licensed under , What happened to the European Dream? Listening Comprehension Exercise Read the questions. Then listen to the recording. There will be a brief break. Then listen again and check and/or complete your answers. Examples: Tick the correct answer. (1 credit) The referendum is about: should the United Kingdom a  dismember the European Union or become a member? b  remain in the European Union or leave the European Union? c  resist membership of the European Union or join the European Union? d  stay in the European Union or leave the European Union? True or false? (1 credit) true false In several member countries anti-EU parties are getting more popular.   Download this exercise and key from – – ? Tick the correct answer. (1 credit) The president of the EU a  claimed that the EU had never been more attractive. b  denied that the EU was unpopular. c  said that the EU was as attractive as before. d  stated that the EU had lost some of its appeal. Part I – a continent rebuilt (1950s) (~1.30) True or false? (1 credit each) true false Right after World War II Europe faced enormous challenges.   The so-called Founding Fathers started to redraw European borders.   Jean Monnet lost his seat in the French parliament in the late 1920s.  
During WWII Robert Schuman opposed the German occupation of France.   Tick the correct answer. (1 credit) People like Schuman and Monnet wanted European states to a  compete with each other for economic supremacy. b  join NATO and support the US in Korea. c  live in peace and cooperate economically. d  unite and fight the Soviet Union. True or false? (1 credit each) true false Just after WWII Germany had most of Europe’s steel.   The policy was taking away what Germany had.   Tick the correct answer. (1 credit) The European Coal and Steel Community made national governments a  cooperate to keep Germany from rebuilding its industries. b  give it the power to distribute coal and steel resources. c  give up steel and coal allocation to the US administration. d  follow recommendations from the EU commission. Briefly complete this sentence in your own words. (2 credits) The fundamental idea was that economic cooperation… would also encourage political cooperation. Part II – the golden age (1960s – 90s) (~6.40) Tick the correct answer. (1 credit) The European Economic Community of the 1960s and 1970s was about a  establishing a free trade area for its members. b  keeping countries such as Ireland and Denmark out. c  progress toward political integration in Europe. d  preventing any of political integration. Tick the correct answer. (1 credit) In the 1980s Jacques Delors wanted a  a pan-European government to replace national governments. b  to integrate member states economically as well as politically. c  the French Franc to become the Community’s common currency.
Nor does China explain what factors an investigating authority legitimately could consider when determining the existence of a "particular market situation" if not market distortions that affect a producer's domestic prices or costs in a manner that renders these unsuitable or inappropriate for a proper comparison with the export price. Rather, China simply asserts that the only inquiry permitted by the Anti-Dumping Agreement is one focused narrowly on the "conduct of the producer" or the producer's own "pricing behaviour" – regardless of whether the particular market situation has distorted that conduct or pricing. In Australia's view, the very terms used in the general anti-dumping rules again refute China's assertion. We thank the Panel for the opportunity to attend this second substantive meeting and to present Australia's views.
TABLE OF CONTENTS CASES CITED IN THIS SUBMISSION Short Title Full Case Title and Citation China – Broiler Products Panel Report, China Anti-Dumping and Countervailing Duty Measures on Broiler Products from the United States, and Add.1, adopted 25 September 2013, DSR 2013:IV, p. 1041 EU – Biodiesel (Argentina) Appellate Body Report, European Union – Anti-Dumping Measures on Biodiesel from Argentina, and Add.1, adopted 26 October 2016 EU – Biodiesel (Argentina) Panel Report, European Union – Anti-Dumping Measures on Biodiesel from Argentina, and Add.1, adopted 26 October 2016, as modified by Appellate Body Report WT/DS473/AB/R US – Clove Cigarettes Appellate Body Report, United States – Measures Affecting the Production and Sale of Clove Cigarettes, , adopted 24 April 2012, DSR 2012: XI, p. 5751 US – Hot-Rolled Steel Appellate Body Report, United States – Anti-Dumping Measures on Certain Hot-Rolled Steel Products from Japan, , adopted 23 August 2001, DSR 2001:X, p. 4697 US – Zeroing (Japan) Appellate Body Report, United States – Measures Relating to Zeroing and Sunset Reviews, , adopted 23 January 2007, DSR 2007:I, p. 3
Applicant name: Please rate the applicant on the following dimensions by placing an X where appropriate Understanding the perspective and appreciate the feelings of others. Dispassionate |-------------|-------------|-------------|-------------| Highly Empathetic Completing all tasks and duties. Never Complete |-------------|-------------|-------------|-------------| Always Complete To be influenced by personal opinions or feelings when considering facts or passing judgment. Greatly Influenced |-------------|-------------|-------------|-------------| Not Influenced To be patient and to tolerate delay, problems and inconvenience. Intolerant |-------------|-------------|-------------|-------------| Extremely Tolerant Avoiding dogmatic beliefs or attitudes. Dogmatic |-------------|-------------|-------------|-------------| Open Minded To treat all people equally and justly. Partial |-------------|-------------|-------------|-------------| Impartial 2. Indicate the particular contribution you believe the applicant can make as an EMAC Instructor: 3. To what extent is the applicant committed to learning new educational techniques and processes? 4. Please add any other comments you feel are relevant to this application. Name (printed) Signature
The European Union (Withdrawal) Bill House of Lords consideration of Commons’ Amendments Monday 18th June 2018 Charter of Fundamental Rights – a children’s rights perspective Background The UK Government’s plan not to retain the EU Charter of Fundamental Rights (the Charter) through the EU (Withdrawal) Bill (the Bill) is a concern, particularly in relation to children. The Charter enhances rights for children that already exist in the European Convention on Human Rights (ECHR) such as the right to education. It also includes key rights enshrined in the UN Convention on the Rights of the Child (UNCRC) such as the right to care and protection, to express views freely in accordance with their age and maturity, the principle of best interests being a primary consideration and the right to know both parents. The UK Government has stated that abandoning the Charter “will not affect the substantive rights from which individuals already benefit in the UK”. This is not the case. A Legal Opinion sought by the Equalities and Human Rights Commission (EHRC), concludes that “a failure to preserve relevant parts of the Charter in domestic law after Brexit will lead to a significant weakening of the current system of human rights protection in the UK”. Gaps in protection arising from loss of the Charter: The Charter has created new rights and extended existing rights: The UK Government’s analysis is superficial and merely identifies where aspects of a Charter right are protected domestically. This is not the same as these rights being protected in their entirety. The UK has not incorporated certain treaties into the domestic law, such as the UNCRC. It’s misleading to imply that rights contained in unincorporated treaties would be adequately protected after Brexit as they would lack legal enforceability. For examples of how the Charter has helped to promote and protect children’s rights see below. How does the Charter of Fundamental Rights promote and protect children’s rights? Preserving Charter rights is particularly important in relation to children and young people. The Charter supports children and young people’s rights in a number of ways: It enhances rights that already exist in the European Convention on Human Rights (ECHR) such as the right to education. It also includes key rights enshrined in the UN Convention on the Rights of the Child (UNCRC). These include the right to
NOTIFICATION The following notification is being circulated in accordance with Article 10.6 1. Notifying Member: European Union If applicable, name of local government involved (Article 3.2 and 7.2): 2. Agency responsible: European Commission Name and address (including telephone and fax numbers, email and website addresses, if available) of agency or authority designated to handle comments regarding the notification shall be indicated if different from above: European Commission EU-TBT Enquiry Point Fax: +(32) 2 299 80 43 E-mail: grow-eu-tbt@ec.europa.eu Website: 3. Notified under Article 2.9.2 [X], 2.10.1 [ ], 5.6.2 [ ], 5.7.1 [ ], other: 4. Products covered (HS or CCCN where applicable, otherwise national tariff heading. ICS numbers may be provided in addition, where applicable): Cosmetics 5. Title, number of pages and language(s) of the notified document: Draft Commission Regulation amending Annex VI to Regulation (EC) No 1223/2009 of the European Parliament and of the Council on cosmetic products (3 pages + Annex 2 pages, in English) 6. Description of content: The draft Commission Regulation aims at allowing the use of Phenylene Bis-Diphenyltriazine as a UV filter in cosmetic products at a concentration up to 5%, by adding it to the list of authorised UV filters in Annex VI to Regulation (EC) No 1223/2009. 7. Objective and rationale, including the nature of urgent problems where applicable: Protection of human health and safety. 8. Relevant documents: Regulation (EC) No 1223/2009 of the European Parliament and of the Council of 30 November 2009 on Cosmetic Products (OJ L 342, 22.12.2009, p. 59209) 9. Proposed date of adoption: 1st quarter 2019 Proposed date of entry into force: 20 days from publication in the Official Journal of the EU 10. Final date for comments: 60 days from notification
greater than 0.5 IU/ml(9) and any subsequent revaccination was carried out within the period of validity of the preceding vaccination(6), and the details of the current anti-rabies vaccination and the date of sampling for testing the immune response are provided in the table below: Transponder or tattoo Date of vaccination [dd/mm/yyyy] Name and manufacturer of vaccine Batch number Validity of vaccination Date of the blood sampling [dd/mm/yyyy] Alphanumeric code of the animal Date of implantation and/or reading(10) [dd/mm/yyyy] From [dd/mm/yyyy] to [dd/mm/yyyy] ]] Attestation of anti-parasite treatment: (1)either [II.4. the dogs described in Box I.28 are destined for a Member State listed in Annex I to Commission Delegated Regulation (EU) No 1152/2011 and have been treated against Echinococcus multilocularis, and the details of the treatment carried out by the administering veterinarian in accordance with Article 7 of Commission Delegated Regulation (EU) No 1152/2011(11)(12)(13) are provided in the table below.] (1)or [II.4. the dogs described in Box I.28 have not been treated against Echinococcus multilocularis(11).] Transponder or tattoo number of the dog Anti-echinococcus treatment Administering veterinarian Name and manufacturer of the product Date [dd/mm/yyyy] and time of treatment [00:00] Name in capitals, stamp and signature
1/29 1/30 Additional Notes Focused Standard/Element(s) SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia. a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama,Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain. b. Define the Columbian Exchange and its global economic and cultural impact. c. Explain the role of improved technology in European exploration; include the astrolabe. Standards 8, 10, and 13 Apply/ Summative Assessment Opening (10-15 min) Essential Question: How did the Columbia Exchange influence the broader world? Warm up: Explain Columbian Exchange Activity and relation to Summative Assessment Standards 8, 10, and 13 Apply/ Summative Assessment/ All relevant EQs Apply Warm up: Have your notes out Work-Time Activities Columbian Exchange Activity Students will fill out a map with products that were traded through the Columbian Exchange. This map will be used for Summative Assessment Students will complete an exploration narrative today, and will also complete a Multiple Choice Assessment. This Summative Assessment will serve as a project grade
Quiz for Sources of the Making of the West, Chapter 23 Week 9: October 17-23 READIINGS TEXTBOOK Making of the West, Volume II: Since 1500 Read, Review, & Watch: Chapter 24 Origins of WW1 PowerPoint Guglielmo Marconi and the invention of radio – YouTube Video (3:01) The Great War episode 1 Explosion - YouTube Video (50:01) Complete: Summative Quiz for Chapter 24 Chapter 24 Essay Extra Credit: Learning Curve for Chapter 24 Quiz for Sources of the Making of the West, Chapter 24 Week 10: October 24-30 READIINGS TEXTBOOK Making of the West, Volume II: Since 1500 Read, Review, & Watch: Chapter 25 The Russian Revolution PowerPoint World War I The Great War episode 1 Explosion - YouTube Video (50:03) The Great War episode 2 Stalemate - YouTube Video (55:14) The Great War episode 8 War Without End - YouTube Video (53:05) Complete: Summative Quiz for Chapter 25 Chapter 25 Essay Extra Credit: Learning Curve for Chapter 25 Quiz for Sources of the Making of the West, Chapter 25 Week 11: October 31 - November 6 READIINGS TEXTBOOK Making of the West, Volume II: Since 1500 Read, Review, & Watch: Chapter 26 Fascism PowerPoint Nazi Rise to Power PowerPoint The Spanish Civil War 1936-1939 PowerPoint World War II World War II The Best Documentary - YouTube Video (68:08) Eiffel Tower, Paris - YouTube Video (6:01) Saving Private Ryan - YouTube Video (9:58) Hitler's suicide and burial scene - YouTube Video (6:01) Casualties - Video (18:16) Complete: Summative Quiz for Chapter 26 Chapter 26 Essay Extra Credit: Learning Curve for Chapter 26 Quiz for Sources of the Making of the West, Chapter 26 Week 12: November 7-13 Nov.11: Veteran’s Day (University Closed) READIINGS TEXTBOOK Making of the West, Volume II: Since 1500 Read, Review, & Watch: Chapter 27 Nuclear Age PowerPoint Francoism Germany after the War 1945-1949 - YouTube Video (68:56) Complete: Summative Quiz for Chapter 27 Chapter 27 Essay
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Current Media Analysis, in which students will analyze a media depiction of Mediterranean contact (now or in the past) from the historical perspective. Evaluation Process: Current Media Analysis – 20% of final grade Minimum Criteria for Success: See attached grading standards. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to apply knowledge of history to analyze a current media depiction of Mediterranean contact. Use of Results for Improving Student Learning To be entered after each time course is taught
jurisdiction? 4.7. Does an interaction between privacy laws and trade secrets in your jurisdiction exist? Section II: Information on trade secrets single cases 5. Court Please, provide the following information related to Court(s) dealing with trade secrets matters (i.e., for example, Civil Courts, IP specialized Courts, Labor Courts): 5.1. Name and contacts 5.2. Location 5.3. Type of Court (specialized/not specialized) 6. Overall applicant and respondent's profile Please describe both applicant’s and respondent’s profile in terms of: 6.1 Type (legal person or individual, large company, SME, university, other entity) 6.2. Geographical location or residence 6.3. Economic sector 6.4. Relationship and terms between applicant and respondent (i.e. licensor vs. licensee, business partners, employer vs. employee, no relationship between parties, other) 7. Object of Disputes 7.1. What is the nature of the trade secret litigation (e.g. business information, manufacturing process, 8. Data on Disputes Please provide an answer to the following questions: 8.1. Was the information claimed to be a trade secret found to be valid? 8.2. What type of evidence is required to be submitted before the Court? 8.3. Did the infringement in fact take place? 8.4. What type of conduct occurred (e.g. reverse engineering, economic espionage, breach of an obligation of confidence, theft of trade secrets, breach of law, other)?
Project Governance Education User Interface (EdUI) or EUI Date 06/20/12 Lead Agency Public Education Department Other Agencies Hanna Skandera Public Education Secretary Agency Head Hanna Skandera Public Education Secretary Agency CIO/IT Lead Michael Archibeque CIO Project Manager Brian Salter IT Business Analyst Project Abstract (Provide a brief description and purpose for this project)
gain at least one mark. A was almost invariably correctly identified as mitochondria but B was more frequently incorrectly labelled. The most common mistake was to label it endoplasmic reticulum, without reference to ribosomes. Some candidates apparently failed to appreciate that the guideline did not point to a ribosome. (b) This question was generally not well answered with a significant number of candidates gaining no marks. Only the better candidates suggested that the different shapes were a result of sections taken of mitochondria in different positions. There were poorly expressed references to organelles being seen from different angles. Weaker candidates often gave explanations in terms of the mitochondria being specialised for different functions. (c) Most candidates gained a mark. The most common mistake was to suggest the function was transport, even after correctly naming the organelle. (d) Only the better candidates achieved full marks, with the majority gaining two. Very few linked the high numbers of mitochondria with a high rate of respiration. The most common omission was a failure to link an adaptation with the function of these cells in absorption. E2. Cell structure was generally well understood, although some candidates assumed that cell walls are a feature of eukaryotic cells and are absent from prokaryotes. The calculation was attempted by the majority of candidates, most of whom measured the scale bar and gained at least one mark. E3. (a) There were many good responses here. Most candidates could identify these organelles, although a surprising number of candidates left the answer blank. (b) In (i), many candidates explained the differences in shape by suggesting that the drawing had been done badly, or that the person doing the drawing had not observed the cell section clearly enough. However, a significant minority correctly understood that the section could have cut the organelles in different planes. In (ii), most candidates who recognised the organelles could give an acceptable answer. A few failed to obtain marks due to careless expression; such as suggesting that X ‘produces energy’, or by a simplistic answer such as ‘they produce mucus’. A few thought that Z (the Golgi body) was involved in protein synthesis.
Using the cell cycle diagram on the right and both links in the center purple circle, complete the questions below and the table on the next page for each phase. Use bullet points and focus on major events that occur during each phase, checkpoint, and regulatory process. Complete the entire row before moving on to the next phase. Phase Major Events Checkpoint Events Regulatory Processes G1 Stimulating: Inhibitory: S Stimulating: Inhibitory: G2 Stimulating: Inhibitory: M Stimulating: (mitosis) Inhibitory:
1 Name: Structure: Function: 2 Name: Structure: Function: 3 Name: Structure: Function: 4 Name: Structure: Function: 5 Name: Structure: Function: 6 Name: Structure: Function: 7 Name: Structure: Function: 8 Name: Structure: Function:
9 Cell Wall (PLANT CELL ONLY) 10 Chloroplast (PLANT CELL ONLY) 11 Large Water Vacuole (PLANT CELL ONLY) 9 Name: Structure: Function: 10 Name: Structure: Function: 11 Name: Structure: Function:
Eukaryotic Cells Structure and Function Sketch Details 1 Name: Plasma (cell) membrane Function: Gives the cells shape and regulates the movement of substances into and out of the cell. 2 Name: Mitochondria Function: 3 Name: Ribosome Function: 4 Name: Rough Endoplasmic Reticulum Function: 5 Name: Smooth Endoplasmic Reticulum Function: 6 Name: Golgi Function: 7 Name: Vesicle Function:
8 Name: Nucleus Function: 9 Name: Vacuole Function: 10 Name: Chloroplast Function: 11 Name: Cytoskeleton Function: 12 Name: Cilia and flagella Function: 13 Name: Cell Wall Function: 14 Name: Extracellular matrix Function:
Pathways to haul materials around town and to construction sites Roadways Security that allows things into and out of the city. Border Control The central location in the city that holds excess water and food to be used later in different parts of the city. City Food Bank The dividing line between what is within the city and what is outside the city. City Boundary
Endoplasmic Reticulum Provides a pathway to transport molecules and particles throughout the cell Golgi Apparatus Collects and moves molecules and particles and sends them around the cell or out of the cell. Chloroplast Captures sunlight and turns it into carbohydrates (chemical energy) for a plant cell to use (by photosynthesis) Vacuole Large sac that holds excess water, materials, and waste products
of the planned project. Risks concerning the compliance with environmental and social safeguards are to be described and assessed in paragraph 2.3 in conjunction with Annex 4 only. Type / Name of risk: Level and controllability of the risk: Risk minimisation strategy: 4.3 Other characteristics of the project 4.3.1 Contribution to the goals of the EUKI Please elaborate how the project contributes to the goals of the EUKI (see EUKI website and “Information on financing of projects under the framework of the EUKI”). If applicable, list different goals and elaborate separately. 4.3.2 Securing sustainability and multiplier after of Please state here how it will be ensured that the results and achievements of the project will be maintained and benefit the target groups even after the project terminates. Sustainability could be a matter of, for example, long-term project financing, management continuity, institutional embedding and (measures for) the replicability of results (multiplier effect). 4.3.4 Visibility of the project Please outline how the activities of the project are made visible respectively to governments, in international debate, at climate or biodiversity negotiations, among the expert community and to the general public. Please also name the (e.g. project website or events etc.) which will be used as well as the target groups that should be addressed. 4.3.4 Co-Benefits (Contributions to economic, as well as the of good governance); Mechanisms for the mobilisation of investments in climate and measures Please describe the co-benefits. In which pillars of sustainable development are the described co-benefits located? social environmental economic If applicable, please explain how the project might be able to mobilise additional public and (most importantly) private investments for climate protection. 5 Mainstreaming/ Interaction with European cooperation projects and other relevant aspects 5.1 Synergies with and links to relevant and (of German, European and international Please list projects and measures in German, European and international which are relevant to your planned project as well as a presentation of the synergies and linkages. In doing so, please outline if and how informal or concrete cooperation is envisaged. Please explain the planned separately, if deemed especially important for achieving the project goal. 5.2 Knowledge management in EUKI projects Please outline the knowledge management approach according to the following aspects: Preparation of-, access to- and evaluation of information, knowledge,