zilongwang/ReadingBank huggingface dataset:
OPAL Learning Tool FINDING THE RIGHT WORDS Instructions Sometimes finding the right words is the hardest part about sharing your thoughts, feelings, and rationale. Complete this tool to increase your comfort and skill in using this Key Principle. Use this tool to complete a Discussion Planner, which is designed to help you plan how to conduct an effective discussion on improving performance. 1. These phrases can help share your thoughts, feelings, and rationale. Practice saying them. In the available space add one or two phrases of your own. “A good place to start might be if I tell you what I think about this issue.” “Maybe it will help if I tell you about a similar situation I was in some time ago and how it turned out for me.” “This isn’t easy for me to talk about.” “I have to be honest with you. . . .” 2. Think about a performance problem you need to address and how you might share your thoughts, feelings, or rationale about it. Enter exactly what you would say: 3. Read aloud the words you just entered in Step 2. How did it feel to share your thoughts, feelings, and rationale? (Select one.) Comfortable Awkward 4. What will you do to increase your comfort and skill in using this Key Principle?
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separate from the office processing the request. Therefore, my staff will require the statutory fourteen days extension of time in which to respond.” As of October 07, 2016, there has been no response—25 days since the original request and 15 days since the statutory fourteen extension requires. There are two ways to combat this lack of transparency in the law enforcement legislation or through the court system. If California wants to ensure privacy while promoting transparency, they should amend their FOIA’s to exempt only investigatory records that may taint prospective or ongoing investigations. Further, many people who seek redress in these situations are from low-income households who don’t have the means to exhaust the courts. For this reason, you have seen the public’s role increase in these scenarios through means of disseminating footage of the events taken on cellphones. For the time being, we are left with those who we pay to enforce the law to determine the interpretation of it as well. Unfortunately, in some cases, this results in the police being the judge, jury, and executioner of the system that is supposed to protect those it is victimizing. Victim Description Details
Omar Gonzalez A 36-year-old Hispanic man, was shot on July 28, 2016, in City Terrace, Calif. Gonzalez was shot by Los Angeles police officers after a car chase. People in the area had told police that he was armed. Male Hispanic 30 to 44 No/unknown mental illness Weapon unknown Body cam recording Fleeing by car No officers identified Robert Mark Diaz A 28-year-old Hispanic man armed with a gun, was shot on May 13, 2016, in Boyle Heights, Calif. Los Angeles police said officers were attempting to detain Diaz when he shot and wounded an officer. Male Hispanic 18 to 29 No/unknown mental illness Gun Body cam recording Not fleeing No officers identified Marion Habana A 28-year-old man of Asian heritage armed with a knife, was shot on April 30, 2016, in Los Angeles, Calif. Los Angeles police officers were responding to a report of a domestic disturbance. They found a woman who had been injured. As they called for help, Habana came out of a room with a knife in his hand, police said. Male Other race 18 to 29 No/unknown mental illness Knife Body cam recording Not fleeing No officers identified Jose Mendez A 16-year-old Hispanic male armed with a gun, was shot on Feb. 6, 2016, in Los Angeles, Calif. Los Angeles police began pursuing the car Mendez was driving because it was stolen. Mendez led officers on a chase and then stopped and climbed out of the car with a sawed-off shotgun. Male Hispanic Under 18 No/unknown mental illness Gun Body cam recording Fleeing by car No officers identified
Income Information Total Gross income: Family Member Employer Name Type of Work Pay before Deductions Pay Period Full-time Part-time Per-diem Temporary Weekly Bi-Weekly Monthly Full-time Part-time Per-diem Temporary Weekly Bi-Weekly Monthly Full-time Part-time Per-diem Temporary Weekly Bi-Weekly Monthly Full-time Part-time Per-diem Temporary Weekly Bi-Weekly Monthly Please list any other income household members receive. This can include (but is not limited to): Alimony Unemployment Compensation Social Security Rental Income Dividends or Interest Annuities Worker’s Compensation Veteran’s benefits Retirement Pensions Child Support Medicare Name of recipient Type of income Monthly Amount before Taxes Asset Information Please estimate net family assets of more than $50,000: Include: Do Not Include: Bank Accounts Brokerage Accounts Investment Real Estate Second or vacation homes/property The family’s principal place of residence 401(k) plans, IRAs or other retirement plans One car per driver in the household
REFERENCES Abor, J., and Biekpe, N. (2006). “SMEs’ Access to Debt Finance: A Comparison of Male-Owned and Female-Owned Businesses in Ghana”, International Journal of Entrepreneurship and Innovation, 7(2), pp. 105-112. Abor, J., and Biekpe, N. (2006). “Small Business Financing Initiatives in Ghana”, Problems andPerspectives in Management, 4(3), pp. 69-77. Abor, J., and Biekpe, N. (2007). “Small Business Reliance on Bank Financing in Ghana”, Emerging Market Finance & Trade, 43(4), pp. 93 – 102. Acs, Z., Morck, R. and Young, B. (1999). “Productivity Growth and Size Distribution”, in Acs, Z., Carlsson, B. and Karlsson, C. (eds.), Entrepreneurship, Small and Medium-Sized Enterprises and the Macroeconomy, Cambridge University Press. Advani, A. (1997). “Industrial Clusters: A Support System for Small and Medium-Sized Enterprises”, Private Sector Development, World Bank Occasional Paper No. 32, World Bank,Washigton, DC. Anheier, H. K. and Seibel, H. D. (1987). “Small Scale Industries and Economic Development in Ghana”, Business Behaviour and Strategies in Informal Sector Economies, Verlag Breitenbech,Saarbruckh, Germany. Aryeetey, E. (1998). “Informal Finance for Private Sector Development in Africa”, Economic Research Papers No. 41, The African Development Bank, Abidjan.
Steel, W. F. and Webster, L. M. (1991). “Small Enterprises in Ghana: Responses to Adjustment Industry”, Series Paper, No. 33, The World Bank Industry and Energy Department, Washington DC. Stiglitz, J., & Weiss, L. (1981). “Credit Rationing in Markets with Imperfect Information”, American Economic Review 81, pp. 393-410 Teal, F. (2002). “Background Information On Use Of Dataset: Regional Project On Enterprise Development (RPED) Ghana Manufacturing Sector Survey Waves I-V (1992-98)”, Centre for the Study of African Economies, Institute of Economics and Statistics, University of Oxford, St. Cross Building, Manor Road, Oxford, OX1 3UL. Van der Wijst, D. (1989). “Financial Structure in Small Business. Theory, Tests and Applications”, Lecture Notes in Economics and Mathematical Systems, Vol. 320, New York: Springer-Verlag. Weston, J. F. and Copeland, T. E. (1998). “Managerial Finance”, CBS College Publishing, New York.
South African Human Rights Yearbook. SA Human Rights and Labour Law. (1990-1998) √ 1997. South African Insolvency Law Review √ South African Intellectual Property Law Journal √ 2013 - 2015 - South African Journal of Bioethics and Law 2008 - See website SACJ South African Journal of Criminal Justice √ 2000- 2003- 1988- SAJELP South African Journal of Environmental Law & Policy √ 1995 – 2007 SAJHR South African Journal on Human Rights √ 2000 - 2003 - 2015 1985- SALJ South African Law Journal √ 2000 - 2003 – 1884- SA Merc LJ South African Mercantile Law Journal √ 2000 - 2003- 1989- SAPL South African Public Law – SA Publiekreg √ 1986 – 2009 SAYIL South African Yearbook of International Law √ 2014 - 2015 2004 - Spec Jur Speculum Juris √ (2012 - ) Stell LR Stellenbosch Law Review – Stellenbosse Regstydskrif √ 2000 - 2003 - 1990- Tax planning Corporate and Personal √ Taxgram √ 1998 - Taxpayer √ Transactions of the Centre for Business Law. UFS 2000 – 2012 TSAR Tydskrif vir die Suid-Afrikaanse Reg – Journal of South African Law √ 2000 - 2003 – 2015 1976- THRHR Tydskrif vir Hedendaagse Reg – Journal for Contemporary Roman Dutch Law √ 2003 - LexisNexis Butterworths – see under “Journals” (2003–) For 1970 to 2002 - go to UPSpace : TRW Tydskrif vir Regswetenskap see also “Journal for Juridical Science” √ 1976 - Without Prejudice √ 2007-
Answer: _________________________________________________________________________________________ 9. ____________________ Find someone who [FILL IN] Answer: _________________________________________________________________________________________ 10. ____________________ Find someone who [FILL IN] Answer: _________________________________________________________________________________________
The mortgage therefore usually provides that the mortgagor shall indemnify the mortgagee should any such future parts be subject to any adverse interest of a third party. Such an indemnity is, in reality, of little financial value since recourse is often had to the security as a last resort, the mortgagor having insufficient other assets to meet its obligations. However, with the domestication of the Convention of the International Recognition of Rights in Aircraft (Geneva Convention) 1948 into Nigerian law, it will appear that where the law of a country permits the mortgage of spare parts of an aircraft, the right of the mortgagee to the mortgaged property shall not be extinguished even where the mortgaged spare part is replaced by similar parts. While there is no express provision in Nigerian law for the mortgage of future parts (including engines), in practice the Registrar of Aircraft will permit mortgages which include a term covering future parts to be lodged in the Registry of Aircraft alongside the Certificate of Registration and other particulars. REGITRATION OF AIRCRAFT MORTGAGES The NCAA is obligated to maintain a legal interest Aircraft register in which all mortgages in respect of an aircraft will be registered in order to constitute effective notice to third parties. RECOVERY OF POSSESSION BY THE MORTGAGEE In the event of default, the mortgagee may peacefully take possession of the aircraft and subsequently sell it provided it is a stipulated term in the mortgage or the mortgagor has otherwise agreed. Often, however, there are good practical reasons for the mortgagee to proceed by way of court order in the case where the mortgagor resists repossession rather than convey the property by way of a private sale. The following instances will suffice: (a) In the event of the wrongful taking of possession by the mortgagee, damages may be very high, especially those in relation to third parties such as lessees who may incur loss as a result of such seizure. (b) The taking of possession may involve the mortgagee in the civil offence of trespass (though this possibility is often catered for in the mortgage by a term that the mortgagor indemnifying the mortgagee for any liabilities incurred thereby).
FINE ARTS CALANDAR 2017 – 2018 September 2017 Date Event Group Locations Time 6 Fine Arts Teacher Meeting ALL Board Room 4:30pm 12 All State Jazz Ensemble, Orchestra, and Fall Solo & Ensemble Applications due Jazz Orchestra Chorus 26 All State Chorus Applications due Chorus October 2017 2 - 7 All State Jazz District Auditions Jazz TBA TBA 3 All State Band Applications and Payment deadline Band TBA TBA 3 All State Band Applications Due Band 3 All State Piano applications and payments deadline Piano 4 Fine Arts Leadership Meeting Leadership Central Office Room 110 4:30pm 12 - 14 GTC Drama Carrollton GA 14 All State Orchestra District Auditions Orchestra TBA 19 - 21 Georgia Art Educators Association (GAEA) Art Augusta Marriott TBA 24 Sixth Grade and Elementary Statewide Honor Chorus Registration and Payment Deadline Chorus
26 - 28 All State Reading Chorus Auditions Chorus 28 GHSA One Act Play Drama TBA TBA TBA Governor’s Honor Program Auditions ALL Davidson TBA November 2017 1 Fine Arts Leadership Meeting Leadership Central Office Room 110 4:30pm 11 All State Chorus Region Auditions Chorus Effingham HS TBA 14 LGPE Registration Forms and Payments Due Chorus, Band & Orchestra 18 All State Piano Solo Auditions Piano Clayton State TBA December 2017 1 -2 All State Jazz ensemble Final Auditions Jazz TBA TBA 2 All State Band Middle School District Auditions Band 9 All State High School District Auditions Band Thomson High School TBA 12 All State Chorus Acceptance Forms Due Chorus 18 Orchestra Christmas Concert Orchestra Augusta University 6:00pm 19 Orchestra Christmas Concert Orchestra Augusta University 6:00pm January 2018 6 All State Band Middle School Final Auditions Band Perry, Ga. TBA
23 Davidson Black History Bus In Performance Drama Davidson 10:00am & 12noon 23 -24 Sixth Grade Statewide Honor Chorus Chorus Classic Center Athens, Ga. TBA 27 All County Elementary and Middle School Concert Chorus Paine College 7:00pm March 2018 6 All County Orchestra Concert Orchestra TBA TBA 7 Fine Arts Leadership Meeting Leadership Central Office Room 110 4:30pm 7– 8 LGPE High School Band Band Burke County High School TBA 12 All County Jazz Concert Jazz Tubman 7:00pm 13 - 18 All County Art Show The Best in Show Art Morris Museum TBA 14 - 15 LGPE Middle School Band Band Thomson High TBA 19 - 20 LGPE Chorus Chorus Greenbrier HS TBA 22 All County Beginner Orchestra Concert Orchestra ARC 6:00pm 28 Orchestra LGPE Orchestra TBA TBA April 2018 11 Fine Arts Leadership Meeting Leadership Central Office room 218 4:30pm 12 All County High School Concert Chorus Paine College 7:00pm 19 GMEA District 10 Meeting ALL Evans MS 7:00pm 23 Davidson Piano Recital Piano Davidson 6:00 & 7:30pm 25 Davidson Piano Recital Piano Davidson 7:00pm
Fine Arts Calendar of Events 2016 – 2017 September Date Event Group Locations Time 7 Fine Arts Teacher Meeting ALL Board Room 4:30pm 13 All State Jazz Ensemble, Orchestra, and Fall Solo & Ensemble Applications due Jazz Orchestra Chorus 27 All State Chorus Applications due Chorus October 3 All State Jazz District Auditions Jazz Evans High School TBA 3 District Honor Chorus Auditions Chorus Abilene Baptist Church TBA 4 All State Band Applications Due Band 5 Fine Arts Leadership Meeting Leadership Central Office 218 4:30pm 13 - 15 Georgia Theatre Conference Drama Davidson ARC TBA GAEA Fall Conference Art Gainesville, Ga. 15 All State Orchestra District Auditions Orchestra 24 - 31 Governor’s Honor Program Auditions ALL Davidson TBA November 2 Fine Arts Leadership Meeting Leadership Central Office room 218 4:30pm 16
7 All State Band and Orchestra Acceptance Forms Due Band Orchestra 6 All County Rehearsal Band Westside High 5:00pm 7` All County Band Concert Band Westside High 7:00pm 18 Fine Arts Leadership Meeting Leadership Central Office room 218 4:30pm 23 - 25 All State Chorus (Concert Saturday) Chorus Athens, Ga. Classic Center TBA 28 All County Elementary and Middle School Concert Chorus Paine College 7:00pm March 6 All County Orchestra Concert Orchestra TBA TBA 8 Fine Arts Leadership Meeting Leadership Central Office room 218 4:30pm 9 – 10 LGPE High School Band Band Burke County High School TBA 15 - LGPE Middle School Band Band Thompson High School TBA 14 - 19 All County Art Show The Best in Show Art Morris Museum TBA 20 - 21 LGPE Chorus Chorus TBA TBA 22 LGPE Orchestra Orchestra TBA TBA 30 All County High School Concert Chorus Paine College 7:00pm April 12 Fine Arts Leadership Meeting Leadership Central Office room 218 4:30pm
HUFFMAN ACADEMY Nancy Quinn Joy Smith LEWIS Kerrie Pirkle Tamara Travis MINOR Monica Brown Thomas Scarborough OLIVER 50% Houston Todd Jack Rudisell 50% Kristin Boyd OXMOOR VALLEY April Dent Takisha Frazier PRINCETON 50% Houston Todd 50% Kristin Boyd ROBINSON Rebecca Gibb 50% Kim Searcy 50% Kim Searcy SUN VALLEY Cheryl Gordon Tabitha Ivey TUGGLE John Phillips Ashley Hurst WEST END ACADEMY Sarah Whetstone Christine Bryan Trent Bradford K-8 SCHOOLS ART BAND MUSIC THEATER BUSH HILLS ACADEMY Jim Evans Carolyn Skinner BUSH K-8 Marvin Pullom Jessica Jordan CHRISTIAN K-8 Jennifer Jones Terrance Pruitt Connie Cotton HAYES K-8 Maurice Arrington Georgecia Cowan HUDSON K-8 Valerie McClanahan Arderius Larkins DeUndrea Nelson
INGLENOOK K-8 Melissa Sanchez Philbert Andrew Kenneth Carter PHILLIPS ACADEMY Jason Davidson Joseph Smith Dixie Ford Darrel Revel SOUTH HAMPTON Patrick Wright Joseph Hall WASHINGTON K-8 James Coats Dr. Detrick Lewis WYLAM Nathan Prather **VACANT** Middle Schools Art Band Music Theater ARRINGTON Arthur Fisher Emily Avery GREEN ACRES Karen Garrett Christopher White HUFFMAN MIDDLE Vanessa Brooks David Talley JONES VALLEY ACADEMY Byron Hughes Joseph Terrell OSSIE WARE MITCHELL Thomas Henderson Arthur Beard
bracketed below. Level 4 (1) COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: FNA1060(60 Credits) FNA1030 (30 Credits) FNA1930 (30 Credits) There are no optional modules at Level 1 Successful completion of Level 1 Modules Level 5 (2) COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: FNA2060 (60 Credits) FNA2930 (30 Credits) Students must also choose at least one from the following: FNA2030 (30 Credits) FNA2830 (30 Credits) FNA2230 (30 Credits) FNA2330 (30 Credits) Successful Completion of Level 2 modules Level 6 (3) COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: FNA3930 Students must also choose a combination of the following up to a total of 90 credits, made up of 1 x 60 credit module and 1 x 30 credit module: FNA3030 (30 credits) FNA3120 (30 Credits) FNA3060 (60 credits) FNA3260 (60 credits) FNA3360 (60 credits) Successful completion of Level 3 modules 12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels) Module level Module code Not applicable Not applicable 13. A curriculum map relating learning outcomes to modules See Curriculum Map attached 14. Information about assessment regulations Please refer to the Middlesex University Guide and Regulations:
Life, University of Sydney, Australia, June 11, 2012. P24] the density of the universe at the Planck time must be tuned to 60 decimal places in order for the universe to be life-permitting. [Luke A. Barnes: The Fine-Tuning of the Universe for Intelligent Life, University of Sydney, Australia, June 11, 2012. P27] Can Inflation Explain Fine-tuning? Inflation, to set up a life-permitting universe, must do the following: 1. There must be an inflation field. To make the expansion of the universe accelerate, there must exist a form of energy (a field) capable of satisfying the so-called Slow Roll Approximation (SRA), which is equivalent to requiring that the potential energy of the field is much greater than its kinetic energy, giving the field negative pressure. 2- Inflation must start. There must come a time in the history of the universe when the energy density of the inflation field dominates the total energy density of the universe, dictating its dynamics. 3- Inflation must last. While the inflation field controls the dynamics of the expansion of the universe, we need it to obey the slow roll conditions for a sufficiently long period of time. The "amount of inflation" is usually quantied by Ne, the number of e-folds of the size of the universe. To solve the horizon and flatness problems, this number must be greater than ~ 60. 4- Inflation must end. The dynamics of the expansion of the universe will (if it expands forever) eventually be dominated by the energy component with the most negative equation of state w = pressure / energy density. Matter has w = 0, radiation w = 1/3, and typically during inflation, the inflation field has w = -1. Thus, once inflation takes over, there must be some special reason for it to stop; otherwise, the universe would maintain its exponential expansion and no complex structure would form. 5- Inflation must end in the right way. Inflation will have exponentially diluted the mass-energy density of the universe - it is this feature that allows inflation to solve the monopole problem. Once we are done inflating the universe, we must reheat the universe, i.e. refill it with
eligibility criteria Presents a level of commercial viability worthy of feasibility investigation criteria Demonstrates sound commercial viability criteria Sound performing existing business Proposal demonstrates sound commercial viability Support Available Access to Business Advisor Advisory service for Council applications, licensing and approvals including ‘Process Maps’1 Access to Business Enterprise Centre advisory and training services2 Access to Business Advisor Advisory service for Council applications, licensing and approvals including ‘Process Maps’ Matched grant funding of up to $30,000 Assistance with an ongoing mentoring program Access to Business Advisor Advisory service for Council applications, licensing and approvals including ‘Process Maps’ Matched grant funding of up to $30,000 Assistance with an ongoing mentoring program Notes: ‘Process Maps’ have been developed by the City of to assist businesses navigate Council application processes including Development Applications (DA) and Footway Licences Stage 1 (Concept) business training and assistance will be at applicant’s own expense; identified training needs in Stages 2 & 3 (Business Ready and Growth) may be part funded from grant Only one grant will be provided to any one business – businesses are not eligible to reapply at any time, including a subsequent stage of development Business development, training and mentoring assistance The Business Enterprise Centre (BEC) network is a community-based, not-for-profit business assistance organisation, owned and supported by locally managed incorporations. The BEC are designed to facilitate the creation, retention and development of sustainable business enterprises and to foster local economic development. Each BEC has access to the talents and resources of all BECs plus federal, state, and local governments, providing quality business assistance. The City of is pleased to partner with the Clearly Business BEC in the delivery of tailored training and development programs for our business community. Businesses supported under the Finegrain Business Development Matching Grant Program may be referred to the BEC for assistance with developing business plans, marketing plans and cash flow models and may be required to participate in ongoing training and mentoring as a condition of the grant funding. Matched funds Businesses applying for grant funding support must make a matched contribution to the business for which funding is sought. The applicant’s contribution requirement refers to cash only, not to in-kind contributions that will be used as up front investment into the business. This applicant’s contribution must not be obtained through any other subsidy from state, territory or federal governments. What can the matched cash grant be used for?
Mylar Mask Quote & Order Form November 2018 Please provide the following information, with files, when requesting a quote or placing an order. Ordering Contact Information: Contact Name and Phone Number: Company or University: Delivery/Ship-to Address: Email Address: Billing Information and Payment Method: Bill-to Name and Phone Number: Bill-to Address: Email for Billing Receipt: Payment Method (check one): Credit Card Company Purchase Order: Shipping Method: (Options: or .) (DFRRU) (DFRRD) (CFRRU) (CFRRD) Mask Name (please list all masks) Number of images per file Image Size (W” x H”) Plot Resolution (10K, 16K, 20K, 25K, 32K, 40K, 50K DPI) or min. Feature Size (microns) Image Orientation and Polarity (please reference images above) ***Special Instructions / Comments – Please enter below:*** The final mask size will typically be 1” larger than the image size. For instance, a 4” wafer will require a 5” mask. If you build your own border into the design, then we will not add to it. The Field (background) is the area outside the extreme outermost entities in the design, and typically extends out to the edge of the film. Right Reading Down (RRD) means that we will mirror the data before we plot it, so that the image will have the same orientation when printed onto the substrate as it is in the original design.
4 Definitions In these Regulations— ABN has the same meaning as it has in section 41 of the A New Tax System (Australian Business Number) Act 1999 of the Commonwealth; ACN has the same meaning as it has in section 9 of the Corporations Act; ARBN has the same meaning as it has in section 9 of the Corporations Act; drug of dependence has the same meaning as it has in the Drugs, Poisons and Controlled Substances Act 1981; Regional Manager has the same meaning as it has in Part 4 of the Corrections Act 1986; the Act means the Fines Reform Act 2014.
STDO 7120 Graduate Seminar 2 (3) STDO 7130 Graduate Seminar 3 (3) GRAD 7200 M.F.A. Thesis/studio exhibition Areas of Specialization Students have the option to specialize in one of the following areas. The specialization will be recorded on the transcript upon graduation: Ceramics Drawing Graphic Design Painting Photography Printmaking Sculpture Video The opportunity also exists for an interdisciplinary option within these areas, or with another discipline in another Faculty at the University of Manitoba. Course Substitution Course substitution is not permitted within the core program. 4.4.2 Course-based/Comprehensive Examination Route A minimum of 24 credit hours of coursework and comprehensive examination(s) is required. The minimum must include at least 18 credit hours at the 7000 level or above with the balance of the coursework at the 3000 level or above. A maximum of 48 credit hours of coursework is allowed unless a department/unit’s supplemental regulations indicate otherwise. Note: Minimum of 18 credit hours must now be taken at the 7000 level or above. Indicate if the minimum or maximum number of credit hours required in the program differs from that required by FGS. List required courses (including full numbers and minimum level, e.g., 7000), and credit hours 4.4.3 Accredited Professional Route The credit hours and course requirements shall reflect the requirements of the department/unit's external accrediting body. 4.4.4 Language Reading Requirements Some departments/units specify a language requirement for the Master’s degree. Students should check department/unit supplemental regulations regarding this requirement. Indicate if (or if not) required There is no language requirement for this program, unless specified for an elective course in another Faculty. 4.4.5 Advanced Credit Advance credit for courses completed prior to admission to a Master’s program will be considered on an individual basis. The student’s department/unit must make a request Advance credit or exemption from M.F.A. coursework is not permitted.
required. Click address for walk-in hours. Southeast Artesia Eddy Southeast Carlsbad Eddy Southeast Dexter Chaves Southeast Roswell Chaves Southeast Hobbs Lea Southeast Portales Roosevelt Southeast Ruidoso Downs Lincoln Southeast Ruidoso Lincoln Appointments are NOT required. Click address for walk-in hours. Southwest Belen Valencia Southwest Hatch Dona Ana Southwest Las Cruces Dona Ana Southwest Las Cruces Dona Ana Southwest Sunland Park Dona Ana Southwest Anthony Dona Ana Southwest Deming Luna Southwest Quemado Catron Southwest Silver City Grant Southwest Silver City Grant Southwest Socorro Socorro Southwest Truth or Consequences Sierra
Ridge Characteristics Core Dot or Island Eye Enclosure Ending Ridge Fork or Bifurcation Delta Specialty Short Ridge Hook Bridge Crossover How many different ridge characteristics can you find on this fingerprint? Circle and Label. http://www.dkfz.de/tbi/projects/bmcv/images/iu_it246_04s_fingerprint1.jpg
Turn Right onto E Martin Luther King Blvd/TN-2/E 9th St. Continue to follow E Martin Luther King Blvd Merge onto US-27 S toward I-24 Merge onto I-24 E via the exit on the Left toward Atlanta/Knoxville. Merge onto I-74 N via Exit 185B on the Left toward Knoxville Take the Shallowford Rd exit, Exit 5 Turn Right onto Shallowford Rd. Turn Right onto Gunbarrel Rd 2288 Gunbarrel Rd is on the left. ( UPS Store) PROFESSIONAL LIABILITY INSURANCE To apply for Professional Student Liability Insurance: Go to or Join one of these organizations and you will automatically get the insurance. Print out the receipt or e-mail a copy of the receipt to Doris Roensch.
4.4 Recording Secretary 4.4a. Victoria Birdseye explained the room unavailability for the planning of the Induction Ceremony in the spring, room 806 was chosen in its place. 4.4b. Victoria also discussed the purchase of a digital camera and office supplies that was the chapter has approved in previous meetings. 5. APPROVAL OF MINUTES 5.1 Approve Beta Mu Mu's regular meeting minutes with grammatical correction held on November 4th, 2011. Brenda Rodriguez moved to approve the minutes, all in favor, motion passed. 6. CONSENT / ACTION AGENDA 6.1 Approve the payment of two new members in the amount of $100. Victoria Birdseye moved to approve spending $100 for the payment of two new members, all in favor, motion passed. 7. DISCUSSION / ACTION AGENDA 7.1 Discuss chili cook off December 1st. Chili cook off was discussed and it was decided to make the Egyptian Chili recipe from last year. 8. ANNOUNCEMENTS 9. COMMENTS 9.1 COMMENTS FROM INDIVIDUAL MEMBERS OF PHI THETA KAPPA 9.1a Roxanne Reyes encouraged fellow officers to recruit people. 9.2 COMMENTS FROM ADVISOR 9.3 COMMENTS FROM THE AUDIENCE 10. DATE OF THE NEXT PHI THETA KAPPA-BETA MU MU CHAPTER MEETING – Friday, December 2nd, 2011 at 2:30 pm in room 2068. 11. ADJOURN- Victoria Birdseye moved to adjourn the meeting, all in favor, motion passed. Meeting adjourn 3:06pm.
Silver Scheme Main Bath Light floor tile and white wall tile. Insert 3 vertical rows high around tub. Tile: Totem Construction Supply Grout: Polyblend Floor Tile: Grout: 115 Wall Tile: LV Glossy white 12x24 Insert: Grout: 381 Sleek Scheme Latex Paint Wall Color throughout Benjamin Moore color match Interior Latex Paint Color: Wheeling Neutral HC-92 Sheen: Eggshell Silver Scheme Latex Paint Wall Color throughout Benjamin Moore color match Interior Latex Paint Color: Revere Pewter Sheen: Eggshell Both Schemes Latex paint Trims and Ceiling throughout Benjamin Moore color match Interior Latex Paint Chantilly Lace OC-65 Sheen for Mouldings: Satin/ Semi Gloss.
Silver Scheme Quartz Counters Kitchen and Bathrooms Ash: 604.727.2205 Quartz:Lithica 7003 Ceiling Fixture: Surface Mount Bedrooms and Hallways Design Lighting Galaxy Lighting 680116FR-PTR Pendant Light Over Peninsula Design Lighting Galaxy Lighting 913044BN Bathroom Vanity Lights Bathrooms & Powder Rooms Design Lighting Galaxy Lighting 710653CH Exterior Lights Exterior: where specified Design Lighting Galaxy Lighting
Undermount Kitchen Sink Kitchen Emco Undermount Double Bowl Kitchen sink. Stainless Steel Kitchen Faucet w/ pullout spray Kitchen Emco Delta faucet chrome 985LF Powder Room Pedestal Sink Powder Room Emco Mansfield Barret 330-1, White with 1 hole. Bathroom Faucet All Bathrooms & Power Room Emco
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future cooperation would be addressed if Basque stays within Spain. Regarding to the NGOs, no data was found about their activities or participation during the last ten years. Apart from all, the last ten years, the Basque government was active only in the years, before the parliament elections were hold in 2005, 2009 and 2012, thus keeping Basque feeling of belonging to national sentiment from 39% to 44%. Also, the reason, why the EU’s cultural diplomatic events did not manage to successfully and fluently influence Basque opinion on independence from 2004 to 2008, was because of ETA and its terrorism and propaganda. It can be clearly seen, that from 2010, when ETA finally gave up its activities and the government of Basques still were passive, for example, by not submitting any proposals to the Spanish government on holding the new referendum or on upgrading the Statues, the support on independent Basque country begun to drop from 61% to 56. In Basque case it is possible to conclude, that the EU’s cultural diplomacy is fluently working in case if Basque government and ETA is passive. It is safe to admit, that the EU’s cultural diplomacy had the influence in case of Basque ethnic conflict in last six years. Table 8 illustrates previously analyzed data and the information about Catalan identities (their opinion on independence, feeling of belonging to national sentiment), the amount of the cultural diplomatic events held between the EU and Basque, the activity of the government of Basque, the Spanish government and the NGOs. In case of Catalan ethnic conflict it is possible to observe, that the EU’s cultural diplomacy has no influence on the Catalan identities. YEAR Catalans favoring independent country Catalan feeling of belonging to national sentiment the amount of the EU's cultural diplomatic events the government of Catalonia the Spanish government NGOs 2004 54% No data 4 active active passive 2006 52% No data 4 active active passive 2008 54% No data 5 active passive passive 2010 57% 47% 5 active passive passive 2012 67% 58% 6 active passive passive 2014 80% 62% 13 active passive active Table 8 Source: Table made by author, according to the previous analysis and data.
Objectives: Students will: Develop a common notation and terminology for sets and set operations. Discuss the meaning of a universal set. Conceptual Category: Geometry and Measurement Domain: Set Theory Analyze and compare sets, including using Venn Diagrams. Objectives: Students will: Represent sets and relations between sets using diagrams or pictures. Tennessee Finite Math Textbook 1.2 Venn Diagrams and Partitions Additional Resources FiniteHelp Video- 1.2 Task Q1_finiteresource_GreatExpectinProb Conceptual Category: Geometry and Measurement Domain: Set Theory G-ST Perform set operations such as union, intersection, complement, and set difference. Conceptual Category: Data Analysis. Statistics, and Probability Domain: Organize and Interpret data Analyze survey data using Venn Diagrams Objectives: Students will: Determine the number of subsets of a set. Perform operations with sets. Tennessee Finite Math Textbook 1.3 Sizes of Sets Additional Resources FiniteHelp Video- 1.3 Conceptual Category: Geometry and Objectives: Tennessee Finite Math Textbook
Measurement Domain: Set Theory Operate with sets and use set theory to solve problems. Students will: Use three methods to represent sets. 1.4 Sets of Outcomes and Trees Additional Resources FiniteHelp Video- 1.4 Chapter 2 Probabilities, Counting, and Equally Likely Outcomes (Allow approximately 3 weeks for instruction, review, and assessment) Conceptual Category: Data Analysis, Statistics, and Probability Domain: Organize and interpret data D-ID 2. Use a variety of counting methods to organize information, determine probabilities, and solve problems. Enduring Understanding(s): How to distinguish between types of probability How to find the probability of two events occurring in sequence How to find the probability that at least one of two events will occur How to count the number of ways an event can occur How to represent and interpret binomial probability distributions Essential Question(s): How can one differentiate between the three types of probability? What is conditional probability? How can one determine if two events will occur in sequence? How can one determine if two events are mutually exclusive? Objectives: Students will: Use the Fundamental Counting Principle to determine the number of possible Tennessee Finite Math Textbook 2.1 Probabilities, Events, and Equally Likely Outcomes Additional Resources FiniteHelp Video- 2.1 Important Terms & Concepts (Chapter 2) Assignment of probabilities, binomial coefficients, combination principle, deductive method of assigning probabilities, dependent events, equally likely outcomes, equiprobable measures, event, experiment, mutually exclusive events, performance, permutation, permutation principle, probability of an event, probability of E, probability measure, Relative frequency method of assigning probabilities, simple event, weight Writing in Math
N-NQ.4 Determine the amortization schedule for an annuity and a home mortgage. Georgia Virtual Learning (Mathematics of Finance) Task(s): Amortization Conceptual Category: Number and Quantity Domain: Financial Mathematics N-NQ.2 Recognize the importance of applying a financial model to business. Apply financial mathematics to depreciation schedules. N-NQ.6 Solve contextual problems involving financial decision-making. N-NQ.10 Use orders of magnitude estimates for determining an appropriate model for a contextual situation. Tennessee Finite Math Textbook 9-4 Evaluating Investment Options and Financial Decision Making Additional Resources: Georgia Virtual Learning (Mathematics of Finance) Writing in Math/Discussion: Distinguish various ways of managing liquid assets including savings, checking, and money market accounts.
RESOURCE TOOLBOX The Resource Toolbox provides additional support for comprehension and mastery of subject-level skills and concepts. While some of these resources are embedded in the map, the use of these categorized materials can assist educators with maximizing their instructional practices to meet the needs of all students. Textbook Resources Tennessee Finite Math by Dan Maki and Maynard Thompson Published by McGraw Hill 2011 Standards Common Core Standards - Mathematics Common Core Standards - Mathematics Appendix A The Mathematics Common Core Toolbox State Academic Standards (Finite Math) Edutoolbox (formerly TNCore) Videos Education Calculator TICommonCore.com http://www.casioeducation.com/educators Interactive Manipulatives Additional Sites Georgia Virtual Learning (Mathematics of Finance) Literacy ACT Tasks/Lessons Tasks Edutoolbox (formerly TNCore)
S1 b S1 S2 a S2 S2 b S1 S2 c S3 6. A turnstile opens when 20p is inserted. It will accept one 20p coin or two 10p coins. If a customer inserts 10p and then realises they have no more 10p coins, they can press Cancel and their 10p coin is returned. If they insert 20p after already inserting 10p, the turnstile will not open and they must press Cancel and start again. The Finite State Machine below shows this process. Complete the transition table below for this FSM. Original state Input New state S0 10 S0 20 S10 S10 S10 7. Draw the state transition diagram and the equivalent state transition table for a language in which an identifier must start with a letter and be followed by one or more letters or numbers. If the first character input is a number, it reaches a “dead state” from which it can never reach the Accept state. Mark this state with the letter D. Current state Input Next state
Class Timetable 02/01/2017 to 05/03/2017 To book your place call 01626 852 137 Monday Tuesday Wednesday Thursday Friday Saturday Group Cycle 0645-0730 Jason Spin Flex 0700-0800 Lewis Group Cycle 0645-0730 Nicky HIIT 0700-0730 Lewis Group Cycle 0930-1015 Jason HIIT 0900-1000 Lewis Group Cycle 0930-1015 Jason Insanity 0915-1015 Kasia P90X 0815-0900 Kasia Spin Flex 0930-1015 Lewis Core Class 1030- 1100 Jason Kids Fit 1000-1045 Lewis Core Class 1030-1100 Jason PIYO 1030-1115 Kasia PIYo 0915-1000 Kasia Suspension Training 1030-1115 Lewis Pilates 1700-1800 Leia 1100-1145 Ballet 3-6yrs Sam Gentle Yoga 1200-1300 Ty Pilates 1330-1430 Nicky Yoga 1015-1115 Ty Aqua 1130-1215 Nicky Zumba 1800-1845 Sam 1145-1230 Ballet 7-12yrs Sam Suspension Training 1715-1745 Lloyd Yoga 1700-1800 Ty Pilates 1130-1230 Nicky Pilates 1330-1430 Nicky Adult Ballet 16+ 1845-1930 Sam Zumba 1800-1845 Sam Zumba 1815-1900 Hollie Aqua-Fit 1300 – 1345 Nicky Group Cycle 1715-1800 Gym Team Kettlercise 1930-2000 Lewis Functional Fitness 1900-2000 Lloyd HIIT 1915-2000 Jason Zumba 1700-1800 Hollie Kettlercise** 1815-1845 Jason Total Body Conditioning 2000-2045 Lewis Aqua 1915-20.00 Nicky Aqua 1915-2000 Nicky LBT 1800-1840 Hollie Fat Attack** 1845-1915 Jason Group Cycle 2015-2100 Nicky Boxercise 2015-2100 Jason LBT 1840-1920 Hollie Group Cycle 1930-2015 Nicky Total Body Con 1930-2015 Lewis Pilates 2030-2130 Nicky ***Outdoor classes will return in March 2017*** Please respect other members by giving a minimum of 12 hours notice for a class cancellation Class bookings must be made for a maximum of 2 people only – leaving an answer phone messages or an email does not guarantee you a place in a class
effects within the uncertainty of the determined DBE values. 3.28 Please ensure that the text will be consistent with modified 3.27. 3.33 All SSCs … as part of the design process … The text " .. to assign them specific levels of vibratory ground motion… " should be reformulated. "All" instead of "The whole sets" Instead of "at the beginning of the seismic design process". The formulation in the current guide is more appropriate, considering possible refinement of the categorization and interaction with the general design process. Seismic categorization is about identifying the items for which seismically induced vibrations shall be taken into consideration in the design, not about assigning items specific levels of vibrations. 3.40 … whose structural failure or failure to perform the intended functions … Structural failure should be mentioned in addition to functional failure. 6.24. Seismic tests performed by a competent testing organization may Please add. performed by a competent testing
The European Commission informed the participants at the beginning of the debate that the outcomes of the national Future of Europe debates will feed directly into President Juncker's 2017 State of the Union address (mid-September). This debate will enrich the Finnish national debate on the future of Europe and will launch a process which will lead to concrete proposals with regards to the development of the EU. How can the citizen be more empowered in the shaping of the future of Europe? Every citizen can communicate the positive impact of the EU to those around them, to the media and on their social networks. It is also a duty of the EU experts present in the debate to counteract false information, and to communicate positive messages to the media about what the EU has done well. Citizen empowerment should start early on and under 18-year-olds should have the right to vote across the EU. This would also improve the democratic engagement of citizens in the long run. Name Organisation Ahtela Jukka EESC Member, Group I - Employers Alahuhta Veera SYL - National Union of University Students Aura Salla European Commission - Adviser on Communication and Outreach Beurling Juha Kuluttajaliitto - the Consumers' Union of Finland Bjerstedt Katja Varma – Mutual Pension Insurance Company Björkbacka Pia SAK - The Central Organisation of Finnish Trade Unions Blassar Maria European Commission - Deputy Head of Representation Diarra Fatim National Union of University Students Kallio Seppo MTK - the Central Union of Agricultural Producers and Forest Owners Laina Patrizio SAK - The Central Organisation of Finnish Trade Unions Löfström Noora Allianssi – the Finnish Youth Cooperation Neimala Antti Suomen Yrittäjät – the Federation of Finnish Enterprises Pelkonen Janne TELA - the Finnish Pension Alliance Penttinen Markus EESC Member, Group II – Employees Poutanen Vesa-Pekka European Commission – Economic Adviser Raunemaa Pirkko EESC Member, Group III – Various Interests Reo Furu European Commission - Trainee Sironen Jiri SOSTE – European Anti-Poverty Network Finland Tiainen Simo EESC Member, Group III – Various Interests Titievskaia Jana EESC Secretariat - PAS
What should parents/carers do if they think that their child has SEND? How can they raise concerns? If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you are not happy that the concerns are being managed and that your child is still not making progress, you should speak to the SENDCo or Operational Head Teacher. How will our school include parents and pupils in planning support? As their parent, you know your child best and as such, you are one of the school’s greatest resources in addressing their special educational needs. We aim to involve parents and, where appropriate, pupils at every level of support. We would like you to talk to your child’s class teacher regularly so we know what they are doing at home and we can tell you about what we are doing in school. We hope this will make sure that we are doing similar things to support your child both at home and school and can share what is working in both places. The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENDCo will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child. Individual MY PLANS, MY ASSESSMENTS, MY PLAN+ and EHCPs will be reviewed regularly. New targets will be set throughout the year, with Parents and carers being invited to contribute in the reviewing of old targets and setting of new ones. In addition: If your child is undergoing statutory assessment you
function of task number, and mean dual-task tracking performance and predictions (proportion time on target) as a function of n in concurrent n-back, in Experiment 2. Error bars represent standard error per cell. Figure 5. Actual dual-task tracking performance as a function of predicted dual-task tracking performance, in Experiment 2. Each dot represents one participant. Values are averaged over n of concurrent n-back task for each participant. The dark diagonal line represents perfect calibration, and the dotted line is the regression line. Figure 6. Actual change in tracking performance as a function of predicted change in tracking performance, in Experiment 2. Change was measured from performance on the last single-task tracking block to performance averaged across dual-task blocks. Each dot represents one participant. The dark diagonal line represents perfect calibration.