zilongwang/ReadingBank huggingface dataset:
Hanover Tavern Permission Form The students will visit the tavern to explore America’s history from Colonial, Revolutionary, and Civil War times. March 20th Finnerty, Suggs, Zablotney, Graebner, Hoosier, Brady March 21st Stadler, Swider, Horst, Laskowski, Baugh, Murray, Caton, Brooks Location Hanover Tavern Please return this permission slip and payment by: March 16th Cost $14 Lunch Students will need to bring a lunch on the trip. Please do not pack any glass bottles. Bag lunches can be ordered in advance from our cafeteria. You will need to send snacks with your child if you choose to order a bag lunch from the cafeteria. Notes If your child has been assigned ACC, ISS, or OSS on the day of the field trip, he/she may not participate in the day’s activities. If you decide your child will not be attending the field trip or your child is assigned ACC, ISS, or OSS on the day of the field trip, fees may not be refunded. My child _______________________________________________ has permission to go on the fourth grade field trip to the Hanover Tavern. Parent signature: ______________________________________________________________________ Please check all that apply: ____ I DO NOT NEED CHANGE and would like the rest of my money to go toward sponsoring another child. _____ I would like to order a bag lunch from the cafeteria (PB&J, Ham & Cheese, Turkey & Cheese). _____ I will send a bag lunch from home. Parent Name: ____________________________________ Phone Number: ________________________
In the fall of 1938, my parents managed to get a place for me in a Quaker school in the Netherlands which had been established for German and Austrian refugee children. I had to travel to Warsaw to obtain a visa from the Dutch consul there and then, to get to Holland without entering Germany; I would need to take a plane to Prague and then a plane direct to Amsterdam. But the first plane could not leave because of bad weather, there was a wait of 10 days for the next available seat on the plane from Prague and no hotel would take a person without papers. My father, who was accompanying me, had to find a way for me to stay in Warsaw. He asked the first reliable looking man he saw in the street for help, who sent us to a member of the German embassy in whose apartment I then stayed. Equally amazing, the man who sent us there turned out to be a Polish policeman in the very department charged with deporting illegal aliens. I do not know why. Was it a humanitarian action or was it political? This is
COMPUTER TERMS analog ASCII bar code BASIC baud bit byte (1 byte = 8 bits) CD-ROM database debug desktop publishing disk e-banking e-commerce e-petition email Facebook FAQ filename format, formatting FORTRAN GIF GUI hard copy hard disk hardware hertz HTML hyperlink information superhighway input (verb) internet, the net intranet JPEG keyword kilobyte (1 KB = 1024 bytes) log on, logging on (noun) mainframe MASS-PAR megahertz modem motherboard multimedia multitask narrowcasting net offline online PC program RAM real-time rebroadcast retransmit ROM software spreadsheet telemedicine tweet Twitter USB web server web page website wi-fi Word (Microsoft Word) WordPerfect world wide web, the web webstreaming A valuable source of information for computer terms can be found at
Sheppard, S. (1999) Hedonic Analysis of Housing Markets, in P. Cheshire and E. Mills (Eds.), Handbook of Regional and Urban Economics, Volume 3: Applied Urban Economics, Amsterdam, North Holland, 1595-1635. Teddlie, C. and D. Reynolds (1999) The International Handbook of School Effectiveness Research, : RoutledgeFalmer. Todd, P. and K. Wolpin (2003) On the Specification and Estimation of the Production Function for Cognitive Achievement, Economic Journal, 113, F3-F33. Figure 1. Moving House at Different Stages of the Life Cycle, British Household Panel Survey (from Buck, 2000) Table 1. Proportions in Millennium Cohort Study Moving House, Sweeps 1-2, 2-3 All Cohort Members Sweeps 1-2 (2000-2003) Sweeps 2-3 (2003-2005) Proportion moving house .30 .16 Annualised proportion .13 .08 Number of households 14841 15438 Cohort Member has no Older Siblings Sweeps 1-2 (2000-2003) Sweeps 2-3 (2003-2005) Proportion moving house .38 .19
Annualised proportion .17 .09 Number of households 6194 6253 Notes: Source – Millennium Cohort Study, Sweeps 1-3. Table 2. Reasons Given for Moving House in the Millennium Cohort Study, Sweeps 1-2, 2-3 Sweeps 1-2 (2000-2003) Sweeps 2-3 (2003-2005) All No Older Sibling All No Older Sibling Wanted to buy .05 .07 .08 .09 Larger or better home .48 .54 .52 .52 Work .08 .10 .11 .11 Money problems .03 .03 .06 .05 Relationship .08 .08 .13 .12 Better area .20 .23 .23 .24 Children’s education .11 .13 .18 .20 Notes: Source – Millennium Cohort Study, Sweeps 1-3. Table 3. Descriptive Statistical Models of the Probability of Moving House: Pr[Moving House] Sweep 1-2 Sweep 2-3 (t-1) dated independent variables All, Survey All, Postcode No Older Sibling, Survey All, Survey All, Postcode No Older Sibling, Survey Age -.014 (.001) -.014 (.001) -.014(.002) -.030(.004) -.010(.001) -.006 (.001)
Master’s Degrees (12-months) Entertainment Business Game Design Bachelor’s Degrees Computer Animation Creative Writing for Entertainment Digital Arts & Design Entertainment Business Film Game Art Game Development Music Business Recording Arts Show Production Sports Marketing & Media Web Design & Development Associate’s Degrees Graphic Design Recording Engineering Online Degrees Master’s Degrees Creative Writing Education Media Design & Technology Entertainment Business Entertainment Business with a Sports Management Elective Track Internet Marketing Media Design New Media Journalism Bachelor’s Degrees Computer Animation Creative Writing for Entertainment Digital Cinematography Entertainment Business Game Art Game Design Graphic Design Internet Marketing Mobile Development Music Business Music Production Sports Marketing & Media Web Design & Development Graduate Certificates Education Media Design & Technology Internet Marketing Full Sail University - Day in the life (Campus) 8-hours a day 4-hour lecture followed by 4-hour lab 24-hour round-the-clock schedule Staffing 120 + Full time educators in 3D Arts Industry Professionals Continue to freelance The benefits of acting as an outsource company in a university setting Acting as an Outsource Company Full Sail Institute for Research and Entertainment – F.I.R.E.
Based on what we have covered in class, describe the uses and functions of media in your life. During your media fast, how did you fulfill these uses and functions? Which mass media were most difficult to avoid? Why? Were there any consequences or benefits from avoiding media? What did you learn about your media consumption from this fast? Are there any changes you would make to these habits? Is it possible to live in a democracy without mass media? Can you be an active participant in the United States? Why or why not? As always, feel free to use whatever grading scheme works best for you. I use a rubric-based system, where I assume that most students will complete the assignment in a competent manner and should earn a grade of B. Grading Rubric Levels of Achievement Criteria Deficient Less Than assigned As Assigned Superior Length Weight 20.00% 0 % Assignment is significantly under length 70 % Assignment is under assigned length 85 % Assignment is approximately 600 words 100 % Assignment is fully developed essay that goes beyond basic assignment Required Content Weight 30.00% 0 % Assignment omits significant details 70 % Assignment is vague or incomplete on one or more of the required details 85 % Assignment includes day, date, and time of cleanse; discusses what was missed; discusses difficulty of avoiding media 100 % Assignment contains all required materials; elaborates on details Analysis Weight 40.00% 0 % Assignment omits significant details 70 % Assignment is vague or incomplete in one or more of the required details 85 % Assignment's analysis includes required discussion of media functions and learning about media use 100 % Discussion of functions and media use adds understanding beyond basic concepts Democracy Weight 10.00% 0 % Assignment does not discuss role of 70 % Assignment makes vague statements 85 % Assignment discusses specific functions of media in a democratic society 100 % Assignment analyzes how media use affects citizens
Lasher, M. P., & McGrath, R. J. (2017). Desistance from sexual and other violent offending among child sexual abusers: Observations using the Sex Offender Treatment Intervention and Progress Scale. Criminal Justice and Behavior, 44, 416-431. doi:10.1177/0093854816670194 Laws, R. D. (2016). Social control of sex offenders: A cultural history. New York: Palgrave MacMillan. Lawson, L., & Savell., S. (2003). Law enforcement perspective on sex offender registration and community notification. APSAC Advisor, 15(1), 9-12. Letourneau, E. J., & Caldwell, M. F. (2013). Expensive, harmful policies that don't work or how juvenile sexual offending is addressed in the U.S. International Journal of Behavioral Consultation and Therapy, 8, 23-29. doi:10.1037/h0100979 Letourneau, E. J., & Levenson., J. S. (2010). Preventing sexual abuse: Community protection policies and practice. In J. Meyers (Ed.), The APSAC handbook on child maltreatment, 3rd ed. (pp. 307-322).Thousand Oaks, CA: Sage. Letourneau, E. J., Levenson, J. S., Bandyopadhyay, D., Sinha, D., & Armstrong, K. S. (2010). Effects of South Carolina's sex offender registration and notification policy on adult recidivism. Criminal Justice Policy Review, 21, 435-458. doi:10.1177/0887403409353148 Levenson, J. S., Brannon, Y. N., Fortney, T., & Baker, J. (2007). Public perceptions about sex offenders and community protection policies. Analyses of Social Issues and Public Policy, 7, 137-161. doi:10.1111/j.1530-2415.2007.00119.x
Inventor.Point modelPoint, Inventor.Point2d viewPoint, Inventor.View view) { Inventor.TransientGeometry tg = _inventorApplication.TransientGeometry; Inventor.Matrix mat = tg.CreateMatrix(); // Calculate X and Y offset with respect to basept of CGRect double xOffset = modelPoint.X - _basePt.X; double yOffset = modelPoint.Y - _basePt.Y; mat.SetTranslation(tg.CreateVector(xOffset, yOffset, 0)); // Transform the GraphicsNode to new postion _graphicsNode.Transformation = mat; _interactionGraphics.UpdateOverlayGraphics(_inventorApplication.ActiveView); } // This is public method which is invoked from instance of this class public void MoveCGRect ( Inventor.GraphicsNode grNode, string cgrectRefChain, Inventor.Point basePt ) { // Assign CGRect basept to class _basePt _basePt = basePt; // Set up interaction events _interactionGraphics = _interactionEvents.InteractionGraphics; _clientGraphics = _interactionGraphics.OverlayClientGraphics; _graphicsNode = _clientGraphics.AddNode(1); // Collect all graphics Node with same ref chain Inventor.ObjectCollection grNodesColl =
' Use CGPolyline to create a rectangle. ' it needs the list of points Child polyRect As :CGPolyline Points = {pt1,pt2,pt3,pt4,pt1} color = Me.color Selectable? = True End Child ' Simple Rule event Handlers Method width_preModify() As List COM_msgbox(stringValue(width)) Return {} End Method Method width_postModify() As List COM_msgbox(stringValue(width)) Return {} End Method Method postCreateSelf() As List 'Modify the color after CGRect is created Return { _ { :action , :createDynamicRule, _ :part , self(), _ :name , :color, _ :formula ,stringvalue("Yellow") _ } _ } End Method End Design Add Dimensions Smartly The creation of drawing views with proper scale is well established process. The confusion arises when one wants to dimension the views. Typically following two approaches are used. Add dimensions using Named entities, this involves additional work of naming entities which are involved in dimensioning. The problem can be that those entities may not appear in drawing view, as there can be overlapping drawing curves. The other common approach involves use of work points, which works fine even for complex models. The focus would be around 2nd approach to demonstrate some techniques to create dimensions quickly and with better clean placement.
Expanded Public Works Program(EPWP) 1 308 1 153 1153 1 153 0.00 Library Grant 934 1 413 1 732 934 0.00 Equitable share 20 566 20 652 20 652 20 652 0.00 Total 36 495 35 490 34 559 35 490 0.00 Variances are calculated by dividing the difference between actual and original/adjustments budget by the actual. Conditional grant (excl. MIG) 5.3.3 Level of Reliance on Grants & Subsidies Financial year Total grants and subsidies received Total operating revenue Percentage R’000 % 2014/15 46 023 90 576 50.81 2015/16 42 524 94 562 44.97 Reliance on grants The following graph indicates the municipality’s reliance on grants for the last two financial years: Reliance on grants 5.4 5.4.1 Liquidity Ratio Description Basis of calculation 2014/15 2015/16 Pre-audit outcome Audited outcome Current ratio Current assets/current liabilities 88.6 78.3 Liquidity financial ratio Liquidity ratio 5.4.2 Borrowing Management Description Basis of calculation 2014/15 2015/16 Pre-audit outcome Audited outcome
Speak on phones (not much) and Text (more with carers than friends) Use Skype to talk to family abroad 1 person plays football once a week Members of youth groups such as the SAY Group, Kids, Lee on Solent youth club, Gen Club, Genesis, Music for Fun, Friday night in Rowner (Bivol trust), and Other groups such as The Daring Club (fortnightly) Art and Drama at the Ashcroft Centre, Art in Emsworth on Fridays, Daring Disco, FADSAD and GADSAD ‘I joined Stars but they didn’t find me a girlfriend. Now I’ve signed up for Flame Introductions in Surrey’ ‘Stars is expensive’ Trips to Chessington, the cinema, London with organised groups such as KIDS, Mencap On special occasions – usually a birthday party, BBQ or Christmas party Things going well: Workshop at Love4life about relationships was good Ask nurse at the surgery –about contraception Talk to mum, friends and staff Attend the sexual health clinic at Gosport War Memorial Hospital Advocacy can help me say what is important “I want to move in with by boyfriend” Advocacy is helping me say this is what I want to family and social worker. “Staff don’t like my boyfriend to visit me in my room so we have to sit in the lounge. My housemates boyfriend goes to her bedroom. We are not children” “I want to take my girlfriend out for a meal” Relationships are not respected No information given on relationship at school or college, and not with families or social workers. “They don’t talk about it”
“We have meetings about our relationship if we want to go further, like sex” “There is no help to meet people for relationships, only love4life and that’s not working” My mum helped me to be on Undateables, but didn’t work out. I need a girlfriend who live close to me” Drop IN Yes group agree with the ratings given by Advocacy Health and Adult Services It was noted by the group that changes in support have made relationships better “as can go to disco and stay out late till 11pm now” Staff change to what I want to do. Advocacy help me talk about my relationships and what important to me More help needed with relationships:
“I have a good support worker who helps me buy present and cards for my family” Love4Life – “is really good it helps me make friends and see friends” They help with transport too. Anders House in Waterlooville –See great as I see my friends. “I get to see my friends on Launchpad” “Philip and Richard take our view to LIG and Partnership board”
much more. Selecting the “enable program monitor” checkbox will display detailed program breakdowns of each task. Figure 10 – User Tab of Logix 5000 Task Monitor Tool Figure 11 shows an example of the ‘Performance’ tab of the Logix 5000 Task Monitor tool. The performance tab provides quick and easy access to the processes and utilization for a given controller. Memory Usage – Viewed as a bar graph on the left (% of total memory used) or a detailed breakout at the bottom CPU Utilization – Viewed as a bar graph on the left (Includes all processes) or see a breakout on the pie graph. Communications – contains the controller utilization required for all class 3 communication (RSLinx, MSGs, etc.) Null Time – Shows the percent of time the controller is idle. This information can be key in monitoring heavy FactoryTalk application and MSGing traffic. Note: For optimal FT application performance, continuous tasks must be designed to allow for controller null time. Figure 11 – Performance tab of Logix5000 task Monitor tool The latest version of the Logix 5000 Task Monitor tool can be downloaded from Answer ID:
Scramble 將打亂的字詞重新組合 ymrsyte mystery n. 神秘 pnoiino opinion n. 意見；見解 nietcdir indirect adj. 間接的 stdenai instead adv. 相反地；代替 ctrspee respect vt. 尊敬 Crossword 填入適當的單字，並做適當變化。 B1 L3 TV Commercial Music
Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 ceudiaen audience n. 觀眾
paarpe appear vi. 出現 atecre create vt. 創造 opcturd product n. 產品 lrfiamia familiar adj. 熟悉的 Crossword 填入適當的單字，並做適當變化。 B1 L4 The Hospital Window Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
B1 L5 Social Networking Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 ciatnmunicoom communication n. 聯絡 sdsdrae address n. 地址 lvaeiret relative n. 親戚 nrtimniafoo information n. 資訊 etesbwi website n. 網站
Scramble 將打亂的字詞重新組合 veheaci achieve vt. 完成；實現 iprist spirit n. 精神 diclenu include vt. 包括 hihaiopncmps championship n. 錦標賽 nitrinateoaln international adj. 國際的 Crossword 填入適當的單字，並做適當變化。 B1 L7 Pao-chun Wu: A Living Legend
Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 stoerumc customer n. 顧客 yuqtial quality n. 品質
ueoatdinc education n. 教育 gedeln legend n. 傳奇人物 nteniouc continue vt. 繼續 Crossword 填入適當的單字，並做適當變化。 B1 L8 Language Charm: Slang and Idioms Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
Scramble 將打亂的字詞重新組合 hertwseio otherwise adv. 否則；不然 ittiusnao situation n. 情況 sfbaahleino fashionable adj. 時尚的 oemaews awesome adj. 很棒的 sxeseniopr expression n. （表達的）詞語 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 enedctxepu _________________ adj. 出乎意料的 alignori ________________ adj. 起初的；原先的 yofluj _________________ adj. 喜悅的 masenintsg _________________ n. 功課；工作 erstce _________________ adj. n. 秘密的；秘密 Crossword 填入適當的單字，並做適當變化。
B1 L2 Should a Girl Ask a Boy Out? Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 ymrsyte _________________ n. 神秘 pnoiino ________________ n. 意見；見解 nietcdir _________________ adj. 間接的 stdenai _________________ adv. 相反地；代替 ctrspee _________________ vt. 尊敬 Crossword 填入適當的單字，並做適當變化。 B1 L3 TV Commercial Music Class: ___________ Name: _____________ Number: ___________
Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 ceudiaen _________________ n. 觀眾 paarpe _________________ vi. 出現 atecre _________________ vt. 創造 opcturd _________________ n. 產品 lrfiamia _________________ adj. 熟悉的 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 sphriew _________________ vt. 輕訴 anurgecoe _________________ vt. 鼓勵 aniemgi _________________ vt. 想像 resyrgu _________________ n. 外科手術 edsribec _________________ v. 描述；形容 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 ciatnmunicoom __________________ n. 聯絡 sdsdrae __________________ n. 地址 lvaeiret __________________ n. 親戚 nrtimniafoo __________________ n. 資訊 etesbwi __________________ n. 網站 Crossword 填入適當的單字，並做適當變化。 B1 L6 Crazy Contests: Birdman Flying & Extreme Ironing Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 veheaci ___________________ vt. 完成；實現 iprist ___________________ n. 精神 diclenu ___________________ vt. 包括 hihaiopncmps ___________________ n. 錦標賽 nitrinateoaln ___________________ adj. 國際的 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 stoerumc ___________________ n. 顧客 yuqtial ___________________ n. 品質 ueoatdinc ___________________ n. 教育 gedeln ___________________ n. 傳奇人物 nteniouc ___________________ vt. 繼續 Crossword 填入適當的單字，並做適當變化。 B1 L8 Language Charm: Slang and Idioms Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 hertwseio ___________________ adv. 否則；不然 ittiusnao ___________________ n. 情況 sfbaahleino ___________________ adj. 時尚的 oemaews ___________________ adj. 很棒的 sxeseniopr ___________________ n. （表達的）詞語
Scramble 將打亂的字詞重新組合 ertncai certain adj. 某種的；確定的 raaltitdnio traditional adj. 傳統的 sefmulha shameful adj. 可恥的；丟臉的 rosaerveitn reservation n. 預訂；預約 cmsuot custom n. 習俗 Crossword 填入適當的單字，並做適當變化。 B2 L2 Home Again Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
Scramble 將打亂的字詞重新組合 rteyignrif terrifying adj. 令人害怕的 bonkre broken adj. 斷裂的 rlstehe shelter n. 庇護所；避難所 opeflhuyl hopefully adv. 但願；滿懷希望地 rneeti entire adj. 完整的 Crossword 填入適當的單字，並做適當變化。 B2 L3 Different Ways to Spend Your Holidays Class:
___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 mntovprmeei improvement n. 進步
evimonntner environment n. 環境 elnisercy sincerely adv. 誠摯地 yojrneu journey n. 長途旅程 rtinetane entertain vt. 娛樂 Crossword 填入適當的單字，並做適當變化。 B2 L4 Yes, You Can! Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
Scramble 將打亂的字詞重新組合 icocnfdene confidence n. 自信 nirantispio inspiration n. 靈感 eaicpiprtat participate vi. 參與 lntliitegne intelligent adj. 聰明的；有才智的 anicdpheapd handicapped adj. 有肢體障礙的；有生理缺陷的 Crossword 填入適當的單字，並做適當變化。
B2 L5 Taiwanese Taboos Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 utfrteona fortunate adj. 幸運的 cnesiatedro considerate adj. 體貼的 atgiveen negative adj. 負面的 boraehiv behavior n. 行為舉止 aeunlfr funeral n. 葬禮
Crossword 填入適當的單字，並做適當變化。 B2 L6 Inventions with a Life of Their Own Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
Scramble 將打亂的字詞重新組合 eopdvel develop vt. 開發 teoredca decorate vt. 裝飾 rtipotenoc protection n. 保護 corsyaces accessory n. 配件 urntyce century n. 世紀 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 ertncai _________________ adj. 某種的；確定的 raaltitdnio _________________ adj. 傳統的 sefmulha _________________ adj. 可恥的；丟臉的 rosaerveitn _________________ n. 預訂；預約 cmsuot _________________ n. 習俗 Crossword 填入適當的單字，並做適當變化。
rtinetane __________________ vt. 娛樂 Crossword 填入適當的單字，並做適當變化。 B2 L4 Yes, You Can! Class: ___________ Name: _____________ Number: ___________
anicdpheapd _________________ adj. 有肢體障礙的；有生理缺陷的 Crossword 填入適當的單字，並做適當變化。 B2 L5 Taiwanese Taboos Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 utfrteona __________________ adj. 幸運的 cnesiatedro __________________ adj. 體貼的 atgiveen __________________ adj. 負面的 boraehiv __________________ n. 行為舉止 aeunlfr __________________ n. 葬禮 Crossword 填入適當的單字，並做適當變化。
B2 L6 Inventions with a Life of Their Own Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 eopdvel __________________ vt. 開發 teoredca __________________ vt. 裝飾 rtipotenoc __________________ n. 保護 corsyaces ___________________ n. 配件 urntyce ___________________ n. 世紀 Crossword 填入適當的單字，並做適當變化。 B2 L7 Language Charm: Proverbs Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 noltcghoye ___________________ n. 科技；工業技術 aixnepl ___________________ vt. 解釋；說明 rdarioyn ___________________ adj. 普通的 sceroviyd ___________________ n. 發現；被發現的事物 eesciln ___________________ n. 沉默；寂靜 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 itmomuycn _________________ n. 社區 trirctoeisn _________________ n. 限制 meqnteuip _________________ n. 設備；器材 aceinongr _________________ n. 無知 rngeaizo _________________ vt. 組織 Crossword 填入適當的單字，並做適當變化。
B4 L2 Out of the Ordinary: Superheroes Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 upturresanla _________________ adj. 超自然的 lgandeyre _________________ adj. 傳奇的 rtryaoraindex _________________ adj. 非凡的；特別的 nesttrghen _________________ vt. 加強 ecintijno _________________ n. 注射 Crossword 填入適當的單字，並做適當變化。
Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 ncuntroee _________________ vt. 遇到 ifiedtyn _________________ vt. 辨識 ceedtetiv _________________ n. 偵探 psioenxlo _________________ n. 爆炸
Scramble 將打亂的字詞重新組合 envonenicce __________________ n. 便利 niceqtehu __________________ n. 技巧 foalutincn __________________ adj. 實用的 abvaaleil __________________ adj. 可得到的；可買到的 taanadveg __________________ n. 好處；優勢 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 rrafgecna __________________ n. 香味 eradsteniop __________________ n. 絕望；逼不得已 xtieoacepnl __________________ adj. 傑出的、卓越的；例外的 arhidhsp __________________ n. 困境 nestiganodi ___________________ n. 名稱；稱號 Crossword 填入適當的單字，並做適當變化。 B4 L7 Language Charm: OMG! New Word Alert! Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 iudagelo ___________________ n. 對話 nurtfqee ___________________ adj. 頻繁的；經常的 noticlecahogl ___________________ adj. 科技的 telycrieb ___________________ n. 名人 cflenuein ___________________ vt. n. 影響 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 rmesinosip ___________________ n. 印象 iificasgntn ___________________ adj. 顯著的；重要的 ofsprsneio ___________________ n. 職業 peximrente ___________________ n. 實驗 vi. 進行實驗 anduverte ___________________ n. 冒險；歷險 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 ndantiiesto destination n. 目的地 mgntovener government n. 政府 sierspvaue persuasive adj. 具有說服力的 pciaatreep appreciate vt. 感激；欣賞 rthefmouerr furthermore adv. 除此之外 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 ousionuscnc unconscious adj. 未察覺的 ydnihosest dishonesty n. 不誠實 syitirenc sincerity n. 真誠 stadneci distance n. 距離 ioiretnacnt interaction n. 互動 Crossword 填入適當的單字，並做適當變化。 B5 L4 Put Your Best Foot Forward Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字（黑底白字為解答）
Scramble 將打亂的字詞重新組合 nerviwite interview n. 面試；訪談 raorptconio corporation n. 公司 cmalihpcos accomplish vt. 達成；實現 diatcedan candidate n. 人選；候選人 levnerta relevant adj. 相關的 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 ontgaieenr generation n. 世代 ecuitoparn precaution n. 預防措施 dicpblrteae predictable adj. 可以預料的 nooiupsso poisonous adj. 有毒的 toyrhauit authority n. 當局；職權 Crossword 填入適當的單字，並做適當變化。 B5 L8 Built for Love: The Taj Mahal Class: ___________ Name: _____________ Number: ___________
Word Search 圈出本課單字（黑底白字為解答） Scramble 將打亂的字詞重新組合 anrmnpete permanent adj. 永久的 rtreaehcitcu architecture n. 建築 elicdatyel delicately adv. 精細地 utiosmbai ambitious adj. 有企圖心的
Scramble 將打亂的字詞重新組合 onatrieig _________________ vi. 起源於 raiigmntm _________________ n. 移民 ltlvenuyea _________________ adv. 終於 pyhopilhos _________________ n. 哲學；哲理 lpioarstiinna _________________ adj. 啟發的 Crossword 填入適當的單字，並做適當變化。
B5 L2 Youth Travel in Taiwan: A Journey, Not a Destination Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 ndantiiesto _________________ n. 目的地 mgntovener _________________ n. 政府 sierspvaue _________________ adj. 具有說服力的 pciaatreep _________________ vt. 感激；欣賞 rthefmouerr _________________ adv. 除此之外 Crossword 填入適當的單字，並做適當變化。
ousionuscnc __________________ adj. 未察覺的 ydnihosest __________________ n. 不誠實 syitirenc __________________ n. 真誠 stadneci __________________ n. 距離 ioiretnacnt __________________ n. 互動 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 cnnafilia __________________ adj. 財務的 tiufonstrra __________________ n. 挫折 ercteegin __________________ adj. 有活力的 aaspsineot __________________ adj. 熱情的 ivioratnfme __________________ adj. 具有知識性的 Crossword 填入適當的單字，並做適當變化。
Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 ontgaieenr ___________________ n. 世代 ecuitoparn ___________________ n. 預防措施 dicpblrteae ___________________ adj. 可以預料的 nooiupsso ___________________ adj. 有毒的
Scramble 將打亂的字詞重新組合 anrmnpete ___________________ adj. 永久的 rtreaehcitcu ___________________ n. 建築 elicdatyel ___________________ adv. 精細地 utiosmbai ___________________ adj. 有企圖心的 ccampayon ___________________ vt. 陪同 Crossword 填入適當的單字，並做適當變化。
gsettrhn _________________ n. 力量 Crossword 填入適當的單字，並做適當變化。 B4 L3 Gifts of Love Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字
Scramble 將打亂的字詞重新組合 nhoigobehord _________________ n. 社區；鄰近地區 arsnveriany _________________ n. 週年紀念日 rltfecnioe _________________ n. 倒影 aeylousj _________________ n. 嫉妒 tcaeledi _________________ adj. 精緻的 Crossword 填入適當的單字，並做適當變化。
B4 L4 Strange Dishes around the World Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 pgntnear __________________ adj. 懷孕的 atltdiinroa __________________ adj. 傳統的 vttcraetia __________________ adj. 有吸引力的；有魅力的 nydowsaa ___________________ adv. 現今 inntioutr __________________ n. 營養（素） Crossword 填入適當的單字，並做適當變化。
B4 L5 Built for Love: The Taj Mahal Class: ___________ Name: _____________ Number: ___________ Word Search 圈出本課單字 Scramble 將打亂的字詞重新組合 acutrrceehit __________________ n. 建築 ioonsierdctan __________________ n. 考慮 struontcc __________________ vt. 建造 uuannfeortt __________________ adj. 不幸的 mropeca __________________ vi. 比得上 vt. 比較 Crossword 填入適當的單字，並做適當變化。
Scramble 將打亂的字詞重新組合 incdesta ___________________ n. 距離 rnozgiae ___________________ vt. 籌辦；組織 oitpplaruy ___________________ n. 流行；普及 eusoinxtha ___________________ n. 精疲力竭 tibslaue ___________________ adj. 適當的；合適的 Crossword 填入適當的單字，並做適當變化。
Email: Managing Director: M Wasim Khan Pasha 10 Supreme Leaders Sialkot New Miana Pura Sialkot, Pakistan Phone: 0092-312-4904949 Email: info@supremeleaders.com Managing Partner: Yasir Abbas Boxing Equipment 11 Deelux Sports Toorabad Daska Road Sialkot, Pakistan Phone: 052-3250693 Email: info@deelux.com.pk CEO: Sohail Asghar M.A. uniforms Boxing Gloves Boxing Protective 12 Uppal Sports Jinnah Partk Amanat Pura Sialkot, Pakistan Email: Partner: Amerali Sports Wears Sports Bags 13 S.N. Pride Sports Mohall Kingra New Adalat Garah Sialkot, Pakistan Cell: 0346-6757920 Email: info@snpridesports.com Managing Director: Zulfiqar Ali Sports Goods Sports Wear and Fitness wear 14 Syed and Sons IND Hayat Memorial Building Kharot Asyedan Sialkot, Pakistan Leather Jackets, Leather Trousers, and Leather bags
Cell: 052-4291405 Email: Managing Partner: Syed Muhammad Safwan 15 Benav Enterprises Muhallah Aday Wala, Marakiwal, Gondal Road, Sialkot, Pakistan Phone: 052-3573845 Email: Managing Partner: Adeeb Asghar Sports Goods 16 Comet Sports Pvt. Limited Plot-57-59 SIE Sialkot, 51310, Pakistan Phone: 052-3252001 Email: comet@cometgroup.com.pk CEO: Riaz-ud-din Shiekh Soccer Balls, Boxing + Martial Art, Garments 17 Marjan Trading Corporation Kamanwala Near Union Council Sialkot, Pakistan Cell: 0333-8644541 Email: marjanpk@gmail.com Managing Director: Muhammad Ahmed Mujahid Sports Wears Sports Goods 18 King 4 Ring Sports Mullapar Chowk Dalowali Road Sialkot, Pakistan Cell: 0342-6171229 Email: king4ring@gmail.com Proprietor: Muhammad Amjad Boxing Gloves, Boxing Accessories Martial Art Uniform 19 Faysal Fitness Company Dogra Khura Noul More Sialkot, Pakistan Phone: 0523-576861 Sports Uniform Martial Arts Gloves Volley Ball, Beach Ball
Email: faysalfitness21086@gmail.com Managing Director: Faisal Mehmood 20 Nabeel Sherjeel International 175 Block P Sabzazar Lahore Pakistan Cell: 0321-8438425 Email: nsipak@gmail.com Managing Partner: Khalid Nasir Cricket Ball Boxing Gloves Driving Gloves 21 Articraft Industries IIO Ghazi-Pur Officer Colony Cantt Sialkot, Pakistan Cell: 0333-8880678 Email: info@articraft.com.pk Proprietor: Asif Azeem Lifting Gloves Sports Wears Sports Accessories 22 Technics Garments Technics Garments Pvt ltd Daska Road, Sialkot, Pakistan Cell: 0335-8794000 Email:umairksoofi@technicsgarments.com Managing Director: Tanveer Ahmed Soofi Track suit Training vest Hoodies 23 Munir Products Co NekaPura Chongi No 8 ZafarWau Road Sialkot, Pakistan Cell: 0321-6149143 Email: munirproducts.co@gmail.com Proprietor: Ghulam Murtaza Leggings Sports Bra Gloves 24 DK Industries Pvt Ltd 5 KM Said Pur Gondal Road Sialkot Pakistan Phone: 0952-4294561 Sports Wears and Sports Goods
Table 12: List of resources to be considered in the economic analysis Provider of resource Setting in which resource is provided Proportion of patients receiving resource Number of units of resource per relevant time horizon per patient receiving resource Disaggregated unit cost MBS Item Safety nets* Other government budget Private health insurer Patient Total cost Resources provided to identify eligible population Diagnostic imaging (US, CT, CECT, MRI, FDG PET etc.) Radiologists Radiology clinic or radiology department (hospital) 100% Resources provided to deliver proposed intervention (MTA) Machine cost ($50,000) Hospital Radiology clinic or radiology department 100% Disposable probe ($2,960) Hospital Radiology clinic or radiology department 100% Time to perform procedure (ablation time of 4-6 minutes per lesion, also time for patient positioning, anaesthetic administration) Interventional radiologist Radiology clinic or radiology department 100% Image-guidance (CT or US) Interventional radiologist Radiology clinic or radiology department 100% Anaesthetic Anaesthetist Radiology clinic or radiology department 100%
Aftercare Dedicated nursing staff Radiology clinic or radiology department 100% Follow-up imaging Radiology clinic or radiology department 100% 24 hrs post procedure Resources provided to deliver comparator 2 (Radiotherapy) Simulation Radiation oncologist Outpatient 100% 15550 ($658.60), 15553, 15600, 15500 Dosimetry Radiation oncologist Outpatient 100% 15518 , 15521, 15524, 15527, 15530, 15533 Treatment Radiation oncologist Outpatient 100% 15000, 15006, 15100, 15106, 15112 Verification Radiation oncologist Outpatient 100% 15700, 15705, 15710 Resources provided in association with comparator 2 (Radiotherapy) Aftercare 100% Follow-up imaging Outpatient 100%
Serious injury or death The sudden death (or serious injury) of a student or staff member has the potential to create significant dangers or risks to the physical and emotional wellbeing of people within the victim’s community. The event also has the potential to cause sudden and/or significant disruption to the effective operation of a school/CSU if the aftermath is poorly or insensitively handled; furthermore, it can attract adverse media or public comment. Response actions (as appropriate) Death / serious injury occurs at school or CSU Ensure your own safety. Assess area for danger (e.g. live wires, poisonous substances etc) Do not assume death has occurred – give immediate first aid Call emergency services (dial 111) and Campus Security x 8888 Notify Manager/Head of School; isolate and contain the area Action after medical personnel have taken over Manager/Head of School to advise (as soon as possible): Senior Leadership Team and staff Communications & Marketing Team Consider accompanying police to advise next-of-kin Advise Student Counselling Services and/or the Staff Support Team as required Complete Accident Report Form with all known details Notify the Campus Safety Coordinator (x6053) If the death or serious injury occurs outside of the school/CSU, follow the appropriate steps noted above.
AS3019 recommends inspections frequency of commercial properties each 4 years and residential 10 years and would also seem appropriate prior to property sale. It has three levels of detail starting at visual and ending with full AS3000 verifications, subject to findings. SIESN website Gidley McCullagh offered to initiate development of SIESN.com.au website. Plan is to build a record of meetings, presentations and electrical alerts. Steve Kuehn advised that The Electrical Product Recalls on go back till 1998 inclusive. 2014 MEETING SCHEDULE Date Venue Location 19 March 2014 NSW WorkCover Level 10, Centennial Plaza, Building C 300 Elizabeth Street Sydney NSW 2000 14 May IAC Safety Services Unit 1 39 – 41 Fourth Avenue Blacktown; or Unit 7 18 Third Avenue Blacktown - TBA 9 July Sydney Water 20 William Holmes Drive, Potts Hill 10 September 12 November Proposed future agenda items / Guest Speakers Subject Initiator Guest Speaker Schedule Status Earth integrity – mitigating the risk DB Allan Edwards 19 March 2014 Complete Arc Flash hazard review DB Brett Cleaves 14 May 2014 Scheduled ARC Flash testing of PPE DB Darren Jenkins (Ausgrid) 9 July 2014 Scheduled Electrical hazards in arc welding BR Byron Rich (Newcastle Electrical & Engineering) Testing and Faultfinding PH Henk VanVelze (Fluke Australia) Meeting Closed at 12.00 noon. Photos of inaugural SIESN meeting, 19 March 2014 Peter Henderson presentation on HIESN achievements
arc melts the metal filaments while simultaneously a high velocity gas flows through the arc zone and propels the atomized metal particles on to the RP pattern. The spray pattern is either controlled manually or automatically by robotic control. Metal can be applied in successive thin coats to very low temperature of RP patterns without deformation of geometry. Current wire arc technologies are limited to low temperature materials, however as well as to metals available in filament form. Vacuum Plasma Spray technologies are more suited in higher melting temperature metals. The deposition material in this case comes in powder form which is then melted, accelerated and deposited by plasma generated under vacuum. Fig: Wire Arc Spraying Epoxy Tools: Epoxy tools are used to manufacture prototype parts or limited runs of production parts. Epoxy tools are used as:- Moulds for prototype injection plastic Moulds for casting Compression moulds Reaction Injection Moulds The fabrication of moulds begins with the construction of a simple frame around the parting line of RP model. Screw gauges and runners can be added or cut later on once the mould is finished. The exposed
Refused (DNRO)…...........…………………98 5a. Have you ever used an illicit drug (such as cannabis, meth/amphetamines, or ecstasy) and driven a vehicle within a 24hr period? Yes No go to Q8 Refused go to Q8 How old were you the first time you drove after using an illicit drug? (Record) _____________yrs Since May 2011 how often have you driven after using an illicit drug ? Once or twice…………………………………2 3 to 5 times……………………………………3 6-10 times…………………………………….4 More than 10 times…………………………..5 Once or twice………………………………2 3-5 times……………………………………3 6-10 times………………………………….4 More than 10 times…………………………5 Which (if any) of the following drugs do you think you can consume and still drive safely? (Multiple responses allowed) Programming note: Response codes Yes, No, DK either set up as a grid or a loop question Are you aware that the ACT introduced roadside oral fluid drug testing in May 2011 Not sure…………………………………….2 How effective do you think roadside oral fluid drug testing is in detecting divers who have recently used illicit drugs? Extremely ineffective………………………1 Extremely effective………………………...5 DRUG DRIVING QUESTIONNAIRE How long after using cannabis do you think you will have to wait before it won’t What do you think the penalty will be if you were to be convicted of driving after
11.Ownership of Intellectual Property Rights Relating to Research Results The Sole Ownership of University Intellectual Property (Article 13(1)) Co-Ownership of Co-Owned Intellectual Property (Article 13(2)) The Sole Ownership of Collaborator Intellectual Property (Article 13(1)) Co-Ownership of Co-Owned Intellectual Property (Article 13(2)) 12. The Parties’ rights to the Research Results (including licenses, options) The Royalty-Free, Non-Exclusive License of Collaborator Intellectual Property for Research Purposes (Article 15(2)) Royalty-Free, Non-Exclusive License of Co-Owned Intellectual Property for Research Purposes (Article 16(1)) The Royalty-Free, Non-Exclusive License of University Intellectual Property for Joint-Research Purposes (Article 14(1)) Option for Non-Exclusive License/ Exclusive License/Assignment for University Intellectual Property (Article 14(2)) Royalty-Free, Non-Exclusive License of Co-Owned Intellectual Property for Research Purposes (Article 16(1)) Option for Non-Exclusive License/ Exclusive License/Assignment for Joint Intellectual Property (Article 17) (NO FURTHER TEXT ON THIS PAGE)
Appendix 3: Additional Software BizTalk Server 2013 R2 Branch Administration and Monitoring Tools Development Tools Software Development Kit(s) HTTP Receive Adapter SOAP Receive Adapter Windows SharePoint Services Adapter Web Service Windows Communication Foundation Adapters Business Activity Monitoring (“BAM”) Event APIs and Interceptors & Administration Tools BAM Alert Provider for SQL Notification Services BAM Client BizTalk Server Related Schemas and Templates Business Activity Services Master Secret Server/Enterprise Single Sign-On MQHelper.dll ADOMD.NET MSXML SQLXML Business Rules Component MQSeries Agent UDDI BizTalk Server 2013 R2 Enterprise Administration and Monitoring Tools Development Tools Software Development Kit(s) HTTP Receive Adapter SOAP Receive Adapter Windows SharePoint Services Adapter Web Service Windows Communication Foundation Adapters Business Activity Monitoring (“BAM”) Event APIs and Interceptors & Administration Tools BAM Alert Provider for SQL Notification Services BAM Client BizTalk Server Related Schemas and Templates Business Activity Services Master Secret Server/Enterprise Single Sign-On MQHelper.dll ADOMD.NET MSXML SQLXML Business Rules Component MQSeries Agent UDDI BizTalk Server 2013 R2 Standard Administration and Monitoring Tools Development Tools Software Development Kit(s) HTTP Receive Adapter SOAP Receive Adapter Windows SharePoint Services Adapter Web Service Windows Communication Foundation Adapters Business Activity Monitoring (“BAM”) Event APIs and Interceptors & Administration Tools BAM Alert Provider for SQL Notification Services BAM Client BizTalk Server Related Schemas and Templates Business Activity Services Master Secret Server/Enterprise Single Sign-On MQHelper.dll ADOMD.NET MSXML SQLXML Business Rules Component MQSeries Agent UDDI Exchange Server 2007 Standard for Small Business Exchange Management Tools Exchange Server 2013 Enterprise Exchange Management Tools
Charles University in Prague Faculty of Law Application Form for LL.M. Study Programme For academic period starting from October 201_ ┌ ┐ photo └ ┘ Chosen Specialization: ○ Specialization I – The Law and Business in the Czech Republic and Central Europe ○ Specialization II – International Human Rights Law and Protection of Environment ○ Specialization III – Health and Law ○ Specialization IV – Experiential Learning and Teaching (Applicant´s file will be reviewed only with respect to the chosen Specialization).
Users Group (PAIEUG), the Coalition for Affordable Utility Services and Energy Efficiency in Pennsylvania (CAUSE-PA), the Tenant Union Representative Network and Action Alliance of Senior Citizens of Greater Philadelphia (TURN et al.), the City of Philadelphia (City), the Keystone Energy Efficiency Alliance Energy Education Fund (KEEF), the Clean Air Council (CAC), the Natural Resources Defense Council (NRDC), the Alliance for Solar Choice (TASC), the Environmental Defense Fund (EDF), and PECO Energy Company – Electric Division (PECO or the Company) (collectively, the Joint Petitioners). Also before the Commission for consideration and disposition are the Exceptions of PECO and PAIEUG filed on November 9, 2015, to the Recommended Decision (R.D.) of Administrative Law Judge (ALJ) Angela T. Jones, which was issued on October 28, 2015, in the above-captioned proceeding. Letters in response to the ALJ’s Recommended Decision were filed by the OSBA, KEEF, CAUSE-PA, TURN and TASC. Replies to Exceptions have not been filed by any Party. For the reasons stated, infra, we shall adopt the Recommended Decision, as modified, consistent with this Opinion and Order, and approve the Joint Petition without modification. Additionally, we shall grant the Exceptions of PECO and PAIEUG and TASC’s request for clarification. History of the Proceeding On March 27, 2015, PECO filed proposed Tariff Electric-Pa. P.U.C. No. 5 to become effective May 26, 2015, containing proposed changes to rates, designed to produce an increase in PECO’s annual distribution revenue of approximately $190 million, or 15.6% above existing distribution revenues. The proposed tariff increase as filed represented a 4.4% increase over the Company’s total present revenues.
Backing Sheet for Study Leave Claim Form Name: GMC Number: ST Year: GP Programme: Date Course Attended Travel @ public transport rate (24p per mile) Course Fee Total Cost inc travel Example: 4.2.13 Paediatric Life Support 15 miles = £3.60 £150 £153.60 Total amount claimed: £…………….
Appendix 1 Sample of analysis of Teaching This section of the analysis (in white) determined the teaching grade Scheme of work lesson plan learning environment Introduction to aims & objectives Pace & structure of learning Identification of support & individual learning needs (differentiation) Functional / basic skills promoted & identified Linking Learning Management of learning Learning materials & resources Reinforcement Equality & Diversity - Opportunity for Bilingualism Teacher style & communication skills Teacher Knowledge Feedback & assessment area reported on areas reported on + requiring development  Indicates area not reported on    
Learning Methods Stretch & Challenge Checks on learning / Questioning Health & Safety Review/ recap / summary of learning Learner involvement & response Attendance & punctuality Is learning taking place? (Standard of learning) 66% 75% 83% 66% 75% 71% 66% 100%  50%  85% Attendance: Red 0-50% Amber - 50-75% Green > 75%
How was your week? History Evaluation What caused….? What led up to it….? What have you tried so far? How did that happen? What do you make of it? In what way? Is this good, bad, in-between? In what way? How does this fit with your plans/ life/ work/ values? What do you think that means? What is your assessment of…? Example Elaboration For instance? Like what? Such as? What would that look like? Give me an example? Tell me more about that? What else? Is there more…? Please elaborate on that? What other ideas do you have? Summary Substance What is your conclusion? How is this working? How would you describe that? What does all this amount to? How would you summarise it so far? What seems to be the trouble/problem/main issue? What seems to be the obstacle? What is stopping you? What concerns you most about…? What do you want? Outcomes Long term perspective What do you want? What is your desired outcome? If you got it what would you have? How will you know when you have reached it? What would it look like? How would you like to think about this five years from now? In the scheme of things how important is this? So what? Anticipation Assessment What might happen? What if it doesn’t work out as you wish? What if that doesn’t work? If that fails what will you do? What is your back up plan? What do you make of it? What do you think is best? How does it look to you? How do you feel about that? What if it doesn’t work? Exploration For instance… What other angles can you suggest? What are your other options? Can we explore that a bit further? What is just one more possibility? How else could someone handle this If you could do it again what would you do differently? For instance…? If it were you, what would you have done? Integration Learning What will you take from this? How do you explain this to yourself? What was the lesson from that? How can you embed the learning? If you had a free choice what would you do? If the same thing came up again what would you do?
The 7th International Symposium on RCC Dams Sept. 24th -25th, 2015, Chengdu, China Pre-registration Form Please complete and return before March 31st, 2015 Please type or write in legible letters Last name Given name Prof.□ Dr.□ Mr.□ Ms□ Affiliation Mailing address _________________City Country________________ Zip code Telephone Fax E-mail For the following, please tick appropriate: I am planning to attend the Conference I am planning to submit a paper, paper title: Please keep me informed about the Conference Signature ___________________ Date___________________ Please return to: Ms. Yao ZHANG / Ms. Xiao WANG Secretariat of RCC 2015 Chinese National Committee on Large Dams Room 1260, IWHR Building A, A1 Fuxing Rd., 100038, P.R. China Tel: +86-10-68781709/68585310 Fax: +86-10-68712208 Email: Website：
E-mail: …………………………………………………………………………………………………………………………….