zilongwang/ReadingBank huggingface dataset:
UNIVERSITY OF ALBERTA – INTERNAL SALE (INTERNAL PURCHASE) Buyer's Reference Number Will Pick up JJ Deliver to the attention of: Campus Address: Supplier (selling unit): BUYER’S QTY ACCOUNT (DR 4 CR 3 Dr 50 Dr 50 Dr 50 Dr 50 Dr 50 ACCOUNTING DATE: (MM/DD/YYYY) TOTAL DUE Cr 401 DEBIT LINES: OR DEPTID CLASS 30 CREDIT LINE: OR DEPTID CLASS 30 PREPARED Name (Printed) Signature E-mail Phone Name (Printed) Signature ROUTING INSTRUCTIONS: Forward signed form to supplier/selling unit (see top of form) for processing. Journal ID /Source: (supplier) Delivered by (signature) Received by (signature) Last Updated: December 2018
What operating systems and software are you experienced with? Please also state MAC or PC, or both. Tell me 3 good websites you use to find me opportunities for public art commissions. www. www. www. Tell me 3 good websites you use to research my competitors. www. www. www. Write a sample tweet you would create about me showing my metal wall pieces at Design Days Dubai with the Crafts Council in March this year.
National Women’s Alliances’ and International Gender Equality Commitments The Australian (‘the Alliances’) are networks of issues and sector-based groups, representing over 180 women’s organisations. Collectively, their roles are twofold: 1) bringing together women's organisations and individuals from across Australia to share information, identify issues that affect them, engage women in decision-making to make their voices heard, and identify solutions, especially women from marginalised and disadvantaged groups; and 2) actively engaging with the Australian Government on policy issues to enable a more informed and representative dialogue between women and government. The National Women’s Alliances and International Engagement Theand the - which came into force on 1 January 2016 - seek to change the course of the 21st century by addressing key challenges such as poverty, inequality, and violence against women and girls. The empowerment of women and girls, and achieving gender equality, is a precondition for achieving the SDGs. As advocated for by the Australian government, the SDGs have a ‘twin track’ approach to achieving gender equality: through a standalone goal (Goal 5) and as a cross cutting issue across all of the other 16 goals. The SDG framework includes targets and indicators across the Goals that contribute to the achievement of gender equality and the empowerment of all women and girls. The SDGs apply to all countries. Australia is therefore expected to establish national frameworks for achieving the ‘Global Goals’ and reporting against progress. In 2018, Australia will present its Voluntary National Review to the UN. The SDGs therefore present a critical opportunity for the Australian National Women’s Alliances to enhance their advocacy, effectiveness and impact to advance women’s rights and gender equality in Australia, and internationally. ‘We will also consider our Voluntary National Report (VNR) through a very strong gender lens. The 2030 Agenda is as much about human rights as it is about development and we firmly believe there is no hope of delivering on the 2030 Agenda unless we deliver for all members of society, including women and girls. ~ High Level Political Forum on Sustainable Development, 20 July 2017 National Women’s Alliances and the Sustainable Development Goals SDG 5 - Achieving gender equality and empowering women and girls
Name _______________ Intermolecular Forces Worksheet Using your knowledge of molecular structure, identify the main intermolecular force in the following compounds. You may find it useful to draw Lewis structures to find your answer. PF3 _____________________________ H2CO _____________________________ HF _____________________________ Explain how dipole-dipole forces cause molecules to be attracted to one another. Rank the following compounds from lowest to highest boiling point: calcium carbonate, methane, methanol (CH4O), dimethyl ether (CH3OCH3). Explain why nonpolar molecules usually have much lower surface tension than polar ones.
International Club Roster 2013-14 ANDERSON Page ARNETT Kellie COLLINS Austin COLLINS Kristina COPASS Kelsea COPASS Savannah COULTER Brittany DAVIS Markey DENHARD Chelsea DOWNEY Cierra EMBERTON Taylor EVANS Tiffani FERGUSON Brittany FORD Sarah GILLEY Skyla GRIDER Maddie HAMLET Rhiannon HAMMER Rhea Ann HUGHES Daiche LEWIS Natasha MAGAÑA Crystal MAGAÑA Samantha MANNING MacKenzie MCINTYRE Amber PILLADO Maribel QUICK Joseph RAGER Allen RHOTON SERRANO Coral SHAND Heather SHERFEY Morgan SPEARS Chelsea TURNER Avery WARREN Kali WATKINS Cody WATSON Lauren WILSON Sara YORK Avery YOUNG Kissa
PARTY FOREIGN RESTRAINT ORDERS 14. Registration of a foreign restraint order 15. Period in which a person may apply for the setting aside of the registration of a foreign restraint order 16. Manner in which a person may apply for the setting aside of the registration of a foreign restraint order 17. Notice of registration of a foreign restraint order ANNEXURE FORM 1: NOTICE OF REGISTRATION OF A FOREIGN SENTENCE OR A FOREIGN COMPENSATORY ORDER FORM 2: PROOF OF SERVICE FORM 3: NOTICE OF REGISTRATION OF A FOREIGN CONFISCATION ORDER FORM 4: NOTICE OF REGISTRATION OF A FOREIGN RESTRAINT ORDER [The word subregulation is written both with a hyphen (“sub-regulation”) and without a hyphen (“subregulation”) in these regulations.] PART 1 GENERAL PROVISIONS Definitions 1. In Regulations an expression defined in the Act has the meaning assigned to it in the Act and, unless the context otherwise indicates - day” means any day other than a Saturday, a Sunday or a public holiday; “the Act” means the International Co-operation in Criminal Matters Act, 2000 (Act No. 9 of 2000). Representation of government of a foreign state 2. A letter of request sent to the Permanent Secretary by the appropriate government body of a foreign state shall, unless the contrary is proved, be deemed to constitute an authorization of the government of that State for the government of Namibia to act on that foreign state’s behalf in any proceedings under the Act. PART II PROOF OF MATTERS Authentication, certification and proof of foreign documents 3. (1) A deposition, an affidavit, a certificate, a record or a document, or a copy or sworn translation of it contemplated in section 29 of the Act, purporting to be authenticated in
Year 1 Expense Category Description of Planned Spend Activity (Including whether the allocation will remain in KSA or will be put towards the collaborating university) Est. Cost (SAR) (VAT inclusive) Mobility Travel [Planned activity, collaborator] [Planned activity, collaborator] [Planned activity, collaborator] Travel expenses [Planned activity, collaborator] [Planned activity, collaborator] Salary Buy-Out / Other [Planned activity, collaborator] [Planned activity, collaborator] Planned Spend for Mobility Equipment -- *limited to KSA Equipment *limited to KSA universities [Planned activity, collaborator] [Planned activity, collaborator] Total Planned Spend for Equipment Consumables to further enable research [Planned activity, collaborator] [Planned activity, collaborator] Planned Spend for Consumables Annual Total Total Planned Spend for Year 1
Evening: Evening: Sept 24 8:00-12 8am 9am 12-3:30pm Sept 25 8:00-12 8am 9am 12-3:30pm Evening: Sept 26 8:00-12 8am 9am 12-3:30pm Evening: Sept 27 8:00-12 8am 9am 12-3:30pm Sept 28 Appointments Fall 2012 Drop in Schedule-October Oct 1 8:00-12 8am 9am 12-3:30pm Oct 2 8:00-12 8am 9am 12-3:30pm Evening: Oct 3 8:00-12 8am 9am 12-3:30pm Evening: Oct 4 8:00-12 8am 9am 12-3:30pm Oct 5 Appointments Oct 8 8:00-12 8am 9am 12-3:30pm Oct 9 8:00-12 8am 9am 12-3:30pm Evening: Oct 10 8:00-12 8am 9am 12-3:30pm Evening: Oct 11 8:00-12 8am 9am 12-3:30pm Oct 12 Appointments Oct 15 8:00-12 8am 9am 12-3:30pm Oct 16 8:00-12 8am 9am 12-3:30pm Evening: Oct 17 8:00-12 8am 9am 12-3:30pm Evening: Oct 18 8:00-12 8am 9am 12-3:30pm Oct 19 Appointments
Oct 22 8:00-12 8am 9am 12-3:30pm Oct 23 8:00-12 8am 9am 12-3:30pm Evening: Oct 24 8:00-12 8am 9am 12-3:30pm Evening: Oct 25 8:00-12 8am 9am 12-3:30pm Oct 26 Appointments Oct 29 8:00-12 8am 9am 12-3:30pm Oct 30 8:00-12 8am 9am 12-3:30pm Evening: Oct 31 8:00-12 8am 9am 12-3:30pm Evening: Fall 2012 Drop in Schedule-November Nov 1 8:00-12 8am 9am 12-3:30pm Nov 2 Appointments Nov 5 8:00-12 8am 9am 12-3:30pm Nov 6 8:00-12 8am 9am 12-3:30pm Evening: Nov 7 8:00-12 8am 9am 12-3:30pm Evening: Nov 8 8:00-12 8am 9am 12-3:30pm Nov 9 Appointments Nov 12 8:00-12 8am 9am 12-3:30pm Nov 13 8:00-12 8am 9am 12-3:30pm Evening: Nov 14 8:00-12 8am 9am 12-3:30pm Evening: Nov 15 8:00-12 8am 9am 12-3:30pm Nov 16 Appointments
Nov 19 8:00-12 8am 9am 12-3:30pm Nov 20 8:00-12 8am 9am 12-3:30pm Evening: Nov 21 8:00-12 8am 9am 12-3:30pm Evening: Nov 22 8:00-12 8am 9am 12-3:30pm Nov 23 Appointments Nov 26 8:00-12 8am 9am 12-3:30pm Nov 27 8:00-12 8am 9am 12-3:30pm Evening: Nov 28 8:00-12 8am 9am 12-3:30pm Evening: Nov 29 8:00-12 8am 9am 12-3:30pm Nov 30 Appointments Fall 2012 Drop in Schedule-December Dec 3 8:00-12 8am 9am 12-3:30pm Dec 4 8:00-12 8am 9am 12-3:30pm Evening: Dec 5 8:00-12 8am 9am 12-3:30pm Evening: Dec 6 8:00-12 8am 9am 12-3:30pm Dec 7 Appointments Dec 10 8:00-12 8am 9am 12-3:30pm Dec 11 8:00-12 8am 9am 12-3:30pm Evening: Dec 12 8:00-12 8am 9am 12-3:30pm Evening: Dec 13 8:00-12 8am 9am 12-3:30pm Dec 14 Appointments Dec 17 8:00-12 8am 9am 12-3:30pm Dec 18 8:00-12 8am 9am 12-3:30pm Evening: Dec 19 8:00-12 8am 9am 12-3:30pm Evening: Dec 20 8:00-12 8am 9am 12-3:30pm Dec 21 Appointments
Dec 24 8:00-12 8am 9am 12-3:30pm Dec 25 8:00-12 8am 9am 12-3:30pm Evening: Dec 26 8:00-12 8am 9am 12-3:30pm Evening: Dec 27 8:00-12 8am 9am 12-3:30pm Dec 28 Appointments Dec 31 8:00-12 8am 9am 12-3:30pm
Gas and low-flashpoint fuels code adopted by IMO Maritime Safety Committee (MSC), 95th session, 3-12 June 2015 The new mandatory code for fuelled by gases or other low-flashpoint fuels was adopted by IMO's Maritime Safety Committee (MSC), when it met at the Organization's London headquarters for its 95th session from 3 to 12 June 2015. The Committee also placed unsafe mixed migration by sea on its agenda and considered cyber security matters and passenger ship safety. It adopted new ships’ routeing measures and approved a number of circulars arising from items put forward by the sub-committees. IGF Code adopted The MSC adopted the International Code of Safety for Ships using Gases or other Low-flashpoint Fuels (IGF Code), along with amendments to make the Code mandatory under the International Convention for the Safety of Life at Sea (SOLAS). The use of gas as fuel, particularly liquefied natural gas (LNG), has increased in recent years due to lower sulphur and particulate emissions than fuel oil or marine diesel oil. But gas and other low-flashpoint fuels pose their own set of safety challenges, which need to be properly managed. The IGF Code aims to minimize the risk to the ship, its crew and the environment, having regard to the nature of the fuels involved. The amendments to SOLAS chapter II-1 (Construction – Structure, subdivision and stability, machinery and electrical installations), include amendments to Part F Alternative design and arrangements, to provide a methodology for alternative design and arrangements for machinery, electrical installations and low-flashpoint fuel storage and distribution systems; and a new Part G Ships using low-flashpoint fuels, to add new regulations to require ships constructed after the expected date of entry into force of 1 January 2017 to comply with the requirements of the IGF Code, together with related amendments to chapter II-2 and Appendix (Certificates). The IGF Code contains mandatory provisions for the arrangement, installation, control and monitoring of machinery, equipment and systems using low-flashpoint fuels, focusing initially on LNG.
3.a The background of a current overseas issue Learners should identify the background of a current overseas issue The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b To comment upon the identified overseas issue Learners should comment upon the identified overseas issue 3.c For a minimum of non-British countries a) the heads of state (b) political parties in power Learners should identify for a minimum of three non-British countries a) the heads of state (b) political parties in Final Tutor Feedback (Strengths and Areas for Improvement):
INTERN/MENTOR LOGS Name of Intern: Name of Site: Site Telephone: Site Address:_ Mentor Teacher: Credential#: Choose Teaching Level: Elementary Middle School High School DATE Standards for the Teaching Profession (use CSTP for each interaction) DESCRIPTION OF CONTACT Standard 1: Engaging and Supporting All Students in Learning Standard 2: Creating and Maintaining Effective Environments for Learning Standard 3: Understanding and Organizing Subject Matter for Student Learning Standard 4: Planning Instruction /Designing Learning Experiences for All Students Standard 5: Assessing Students for Learning Standard 6: Developing as a Professional Educator Total Hours = Intern Initials__________ Mentor Initials:___________
Entry Form Questions/Comments Max Score Description of business Give a brief description of the business, the products or services it supplies, its customers and the markets that it operates in. 5 Impact of exporting on the business What is the level of exports when compared to the size and sector of your organisation. How many countries are you involved in? What percentage of turnover is attributable to exports? 5 Barriers and challenges What barriers have been overcome e.g. languages/culture, exchange risks. 5 Impact on growth and profitability What has exporting contributed in financial 5
Indicator a Indicator b Indicator c Qualitative indicators: Indicator Description Baseline (if appropriate) Target (if appropriate) Data collection methods Indicator d Indicator e Indicator f Outcome 2 description (delete if not applicable) Quantitative indicators: Indicator Description Baseline Target number Total Percentage (%) change Number Female Data collection methods Indicator a Indicator b Indicator c Qualitative indicators: Indicator Description Baseline (if appropriate) Target (if appropriate) Data collection methods Indicator d Indicator e Indicator f Outcome 3 description (delete if not applicable) Quantitative indicators:
 Status Large HEI (public or private, govt approved/supported) 1 Publicly funded FE College 2 private college/organisation 3  Resources Well resourced large institution 1 Well resourced small institution 2 Limited 3  Prior experience of collaboration with UK (or other) HEIs At this 1 At lower level 2 None 3  HE ‘ambience’ for our students N/A as not sending students to partner 0 Many progs/students at this level 1 Some progs/students at this level 2 No progs/students at this level 3 Sub-Total = C. THE PROPOSED PROGRAMME  Collaborative ‘history’ N/A as only exchange is proposed 0 Established collaborative programme 1 Established on campus only 2 New programme 3  Credit level N/A as only exchange is proposed 0 Level 0 1 Level 1, 2 2 3, M 3 Sub-Total = D DELIVERY MODEL  Student Learning Experience Partner as administrative support centre (i.e local centre only provides premises, IT facilities, etc) 1 Partner as learner support centre (‘supported collaboration’ - learner materials and/or local tutoring based on materials and task defined by UoK) 2
Partner as Teaching Centre (‘delegated collaboration’ - all or most teaching and tutoring delegated to partner) 3  Control of Outcome Standards (in addition to external examiner scrutiny) Most assessment set and marked (or second marked) by UoK 1 Assessment shared 2 Most assessment delegated to partner 3 Sub-Total = TOTAL = Overall Risk Scores 11 – 15 = Low 16 – 21 = Medium 22 – 30 = High NOTES 1. The overall total score of any proposal will lie between 10 (min) and 30 (max), with a ‘rule of thumb’ range of 11-15 regarded as ‘low risk’; 16-21 as ‘medium risk’; and 22-30 as ‘high risk’. 2. The ‘delivery model’ is regarded as a particularly significant factor in the assessment of risk, so particular attention is paid to this section 3. checks/factors to consider: - views of any local accreditation agency and/or British Council - any local legislation about collaboration - general ‘fit’ with University/School collaborative strategy - existing or potential geographical ‘node’ - existing or potential partner - any internal university issues (eg re-structuring) - host Dept’s record on quality - other latent benefits, (research/consultancy opportunities, staff development, curriculum development, contribution to community need etc)
Jose C, S King and G Samuel (2013), Agenda for National Competition Policy Inquiry, Monash Business Policy November. Laffont J-J (1999), Regulation and Development, Cambridge University Press. Laffont J-J and D Martimort (1999), ‘Separation of Regulators against Collusive Behavior’, RAND Journal of Economics, 30, pp. 232-262. Laffont J-J and J Tirole (1986), ‘Using Cost Observation to Regulate Firms’, Journal of Political Economy, 94, pp. 614-641. Loeb M and W (1979), ‘A Decentralized Model for Utility Regulation’, Journal of Law and Economics, 22, pp. 399-404. Macey J (1992), ‘Organizational Design and Political Control of Administrative Agencies’, Journal of Law, Economics & Organization, 8, pp. 93-110. Priest G (1993), ‘The Origins of Utility Regulation and the “Theories of Regulation” Debate’, Journal of Law and Economics, 36, pp. 289-323. Rose N (2013), Learning from the Past: Insights for the Regulation of Economic Activity, National Bureau of Economic Research Project on Regulatory Reform, June. Sappington D and D Weisman (2012), ‘Regulating Regulators in Transitionally Competitive Markets’, Journal of Regulatory Economics, 41(1), February, pp. 19-40. Shogren R (2005), ‘Implementing an Effective Competition Policy: Skills and Synergies’, in EM Medalla (ed) Competition Policy in East Asia, Routledge, Oxford, pp. 41-60. Smith W (1997), ‘Utility Regulators – Decisionmaking Structures, Resources, and Start-up Strategy’, Public Policy for the Private Sector, 129, World Bank, Washington, October, pp. 1-4. Spiller P and I Vogelsang (1994), ‘Regulation, Institutions, and Commitment in the British Telecommunications Sector’, World Bank Policy Research Working Paper 1241, January. Stigler G (1971), ‘The Economic Theory of Regulation’, Bell Journal of Economics, 2, pp. 3-21. Tinbergen J (1952), On the Theory of Economic Policy, North-Holland, Amsterdam. Willett E (2013), ‘Reflections from the Main Game: The Economic Regulation of Infrastructure’, Network, 48, August, pp. 1-10.
Treaties – procedure Long distance procedure – used esp. between major powers, mostly due to security concerns connected with a personal meeting of their rulers. Negotiations through envoys First drafts written on „small tablets”, exchanged Propositions of change Final drafts exchanged Ceremony of taking oaths and „touching the throat” by both sides. Face-to-face procedure Exchange of invitations, negotiations of details of a meeting Meeting of kings, negotiations face to face Formal terms stated as demands to other party Negotiating the final terms of the treaty Slaughtering of sacrificial animals Exchange of oaths Ceremonial party and exchange of gifts Types of treaties (in general) Treaties between equals- provisions: Non-aggression Defensive alliance Mutual protection of heirs Extradition of fugitives Treaties between senior and vassal: Vassal
Extensive travel/weekend/evening work will be required as directed by the Head of International Student Recruitment, both inside and frequently outside the UK E Possess a driving licence D Relevant language D Core Competencies This section contains the level of competency required to carry out this role. (Please refer to the competency framework for clarification where needed). n/a (not applicable) should be placed, where the competency is not a requirement of the grade. Level 1-3 Communication Adaptability / Flexibility Customer/Client service and support Planning and Organising Continuous Improvement Problem Solving and Decision Making Skills Managing and Developing Performance Creative and Analytical Thinking Influencing, Persuasion and Negotiation Skills Strategic Thinking & Leadership 2 2 2 2 2 2 1 2 2 1 This Job Purpose reflects the core activities of the post. As the Department/Faculty and the post holder develop, there will inevitably be some changes to the duties for which the post is responsible, and possibly to the emphasis of the post itself. The University expects that the post holder will recognise this and will adopt a flexible approach to work. This could include undertaking relevant training where necessary. Should significant changes to the Job Purpose become necessary, the post holder will be consulted and the changes reflected in a revised Job Purpose. Organisational/Departmental Information & Key Relationships
International Orientation Programme 22 – 28 September 2018 International Hub, Hope Park, 0151 291 3295 Date/time Event/activity Saturday 22.09.18 All Day ARRIVALS DAY FOR RESIDENT STUDENTS Students who have booked an airport collection will be met at Manchester International by Eleanor then taken by bus to Aigburth Park, Hope Park or the Creative Campus. Carol Crawford will be at Aigburth Park to meet and greet international students. If your room is at Hope Park or the Creative Campus, please make sure Eleanor knows before putting you on the bus. Please report to the Security Lodge on arrival at your campus. Manchester International Airport Trinity Room, Aigburth Park Hope Park Creative Campus Saturday 22.09.18 AIGBURTH PARK WELCOME MEETING WITH YOUR RESIDENTIAL LIFE TEAM Join your Residential Life Team for a heads up on living in Halls – this a compulsory information session: St Julie’s Hall residents – 6.30pm St Michaels Hall residents – 7.00pm Trinity Room, Aigburth Park Or wherever your room is located (see Social Planner) Saturday 22.09.18 8.00 – 11.00pm WELCOME PARTY Join all the new students for a chat and some music – bring your own refreshments. Trinity Room, Aigburth Park Sunday 23.09.18 11.00-12.00pm LOCAL AREA TOUR FOR RESIDENT STUDENTS Meet Carol Crawford for a walk around the Aigburth area, identifying key shopping areas, bus stops, restaurants, cafes and Sefton Park. Meet at Trinity Room, Aigburth Park at 10.45am Sunday 23.09.18 2.00-4.00pm CITY TOUR FOR RESIDENT STUDENTS Meet Carol Crawford for a trip by public bus to city centre. City tour or free time in the city to explore. Participants should bring £4 in cash for bus fare. Meet at Trinity Room, Aigburth Park at 2.00pm Sunday 23.09.18 7pm until late WELCOME SOCIAL FOR RESIDENT STUDENTS Don’t bother to cook - join your neighbours and the Residential Life Team in the Trinity Room for a sausage and chips supper and more music at 7pm! Live music from 8pm. Bring your own drinks. Trinity Room Aigburth Park
employee’s line manager, following where practicable the University’s normal procedures available at . 22.2 All statutory provisions will be followed regarding rights to trade union representation or accompaniment by a work colleague, whether this is done or via alternative provision e.g. Skype. 22.3 Where an employee is seconded to an external company, day to day operational direction may be delegated to the host organisation but overall management control will be retained by the University. In order to ensure there is clarity regarding the employment position of the secondee and the host company throughout the secondment, the following rules will be applied: The seconded employee will not owe any duties directly to the host but only to the University The host will not owe any duties to the seconded employee but only to the University The University will retain day to day management control of the seconded employee The University will carry out any appraisals, disciplinary or grievance procedures and University procedures will be followed 23. Termination of Employment during an Employee’s Secondment 23.1 The University has the right to withdraw the employee to the UK at any time for any reason and, at its discretion, to terminate the overseas secondment. Formal notice provisions to terminate the employment will be available under the UK employment contract together with redundancy provisions. Any existing or compulsory redundancy provisions remain unaffected. 23.2 Where an employee’s employment is terminated by the University on the grounds of misconduct or gross misconduct, the employee will be responsible for the full costs of repatriation. 23.4 Where an employee’s employment is terminated by the University for any reason other than misconduct, the University will pay the full costs of repatriating the employee and family to the UK 23.5 If the employee terminates his or her employment whilst overseas, then all assistance will cease from the effective date of resignation, and the University will not meet any costs of repatriation. 23.6 If the employee terminates his or her employment whilst overseas without giving contractual notice, the secondment will summarily terminate. 24. Successive Expatriate Secondments In the event that an employee agrees to a further successive posting in the same or a new host overseas location, some of the provisions in this policy may be appropriate and will be agreed in advance between the employee and budget holder.
III.2 Evaluating the Appellate Body’s Intrusive Approach in US – Tuna II III.2.1 What constitutes a ‘relevant International Standard’ in the TBT Agreement? The WTO obligation to use relevant international standards as a basis for domestic technical regulations is a continuous one, in the sense that WTO Members have an ongoing obligation to reassess existing technical regulations in light of new or revised international standards. Despite the fact that different approaches and procedures are adopted by international standardizing bodies in their standardization activities, the obligation for WTO Members to use relevant international standards is the same. Because international standards have normative value in designing and implementing municipal standards, what constitutes an international standard has become an important threshold question in TBT-related disputes. It is in US – Tuna II that the Appellate Body has for the first time outlined some signposts for the determination of whether a standard at issue is an ‘international standard’ for the purpose of the TBT Agreement. Although the TBT Agreement provides definitions to ‘standard’ in Annex 1.2 and ‘international body’ in Annex 1.4, there is no explicit definition of ‘international standard’ in the TBT Agreement. The introductory clause of Annex 1 provides that, unless the terms are given definitions in the TBT Agreement, the terms shall have the same meaning as given in the ISO/IEC Guide 2:1991 (the ‘Guide’). Thus, the Guide constitutes important context for dispute settlement purposes by directing the judiciary to have recourse to a non-WTO document to clarify certain TBT terms. The term ‘international standard’ is defined in the Guide as ‘a standard that is adopted by an international standardizing/standards organization and made available to the public’. Since Annex 1.2 of the TBT Agreement stipulates that a ‘standard’ is to be approved by a ‘body’, not ‘organization’ as used in the Guide, and that a specific definition in the TBT Agreement prevails upon the Guide, the Appellate Body concluded that for the purpose of the TBT
International Student Pre-entrance Form Please complete all sections of the form PERSONAL INFORMATION _____________________________ ___________________________ _______________________________________ First/Given Name Middle Name Last/Family Name _____________________ ____________________________________________________ Maiden Name (If applicable) Email Address FULL MAILING ADDRESS P.O BOX Apt/Unit Street No. Street Name City/Town Country Province/State Postal Code PASSPORT INFORMATION PROGRAM OF INTEREST: Medical Aesthetics Diploma Make Up Artist Diploma Hair Styling Diploma Skin Care Specialist PASSPORT NUMBER DATE OF ISSUE: DATE OF EXPIRY: COUNTRY OF BIRTH: COUNTRY OF CITIZENSHIP: DATE OF BIRTH: OFFICIAL LANGUAGE : INFORMATION: Do you want all your communication sent to your agent? YES NO NAME: IS ENGLISH YOUR FIRST LANGUAGE? YES NO PREFERRED START DATE: Summer Fall WINTER SPRING PREFERRED LOCATION: Vaughan Barrie Toronto Newmarket
Phone Number(s): DIRECT ORDERS TO: Customers should direct purchase orders to the following address: Street Address or P.O. Box: City, Zip: Ordering Fax Number: Ordering Email Address: State of FL Vendor Number: REMIT ADDRESS: Customers should direct payments to the following address: Address: City, State, Zip: ______________________________________________________________ Exhibit C: Counties Awarded by Region Region 1 – International Fire Protection, Inc. Bay Calhoun Escambia Franklin Gadsden Gulf Holmes Jackson Jefferson Leon Liberty Madison Okaloosa Santa Rosa Taylor Wakulla Walton Washington
Discussing important events in your life, and relationships with persons who have been significant to you; Describing the impact of these events and relationships on your development; Discussing your decision to give voluntary service and your reasons for choosing this particular program, Notre Dame Mission Volunteers. Please tell us why you are interested in serving internationally. (There is no right or wrong way to do this, just be thoughtful and honest.) NOTRE DAME MISSION VOLUNTEERS SELF-REFERENCE FORM This self-reference form will help us to better know you as we consider your application and placement in the work and life-style, which the NDMV program offers. Please return this form with your completed application. 1. Describe your personality. Evaluate your ability to live and work with others. What qualities help or hinder you? Describe your self-knowledge of strengths and weaknesses. No person is without weak points. What would you see as possible areas of difficulty for you as a Notre Dame Mission Volunteer? (Where you would need support/development)
interpret, summarise, translate and/or analyse business C. Practical skills On completion of the programme the successful student will be able to: locate, categorise, prioritise and synthesise information necessary for business purposes; interpret business reports and evaluate performance; set objectives for business change and plan implementation; identify and demonstrate interpersonal skills appropriate to a given business situation; speak and understand spoken Arabic, Mandarin, Russian or Spanish; read and write Arabic, Mandarin, Russian or Spanish. Teaching/learning methods Students learn practical skills through workshops, simulations, role-plays, individual and group case analysis and problem solving. Students learn language practical skills progressively throughout the programme. They receive seminar and tutorial guidance on research and planning of coursework and develop their transferable skills through seminars and language classes. Assessment Method Students’ practical skills are assessed by individual and group exercises, individual assignments, oral presentations and examinations. D Graduate Skills On completion of this programme the successful student will be able to: clarify career objectives & develop plans to achieve them; learn flexibly and effectively from diverse opportunities; communicate persuasively using a range of media; contribute positively to team performance ; use ICT to improve personal productivity; collect, analyse and critically interpret numerical data; communicate effectively in speech and writing in a language; communicate effectively in a Business context. Teaching/learning methods Students acquire graduate skills through exercises and embedded activities embedded in level one modules. Subsequently, tutorial guidance and feedback on assessment is deployed. Many of these skills are introduced at Level 1 through the Programme of Study designed for the students. Skills are integrated into the curriculum of the language and business studies, allowing development through throughout the programme. Assessment method Students’ graduate skills are assessed by highlighting graduate skills within assessments for relevant modules. Career plans are developed as part of an on-line PDP, but given their individualised nature are not subject to summative assessment. 12. Programme Structure and Requirements, Levels, Modules, Credits and Qualifications 12. 1 Overall Structure of the Programme
Marketing Research HRM in a Global Context Business Communication Conducting Business Module Title (Compulsory - Optional) Module Code Programme outcomes A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 B1 B2 B3 B4 B5 B6 B7 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 D8 Level Three Placement abroad MCH3000 Study Abroad MCH3100 International Business Strategy MGT3140 Business Strategies MCH3001 Global Business MCH3002 International Marketing MKT3130 Cross Cultural Management MGT3190 Business in Society MGT3110
Cuban Missile Crisis (1962) Khrushchev withdrew missiles from Cuba. President Kennedy would not invade Cuba, and also withdrew missiles pointed at Soviet Union from Turkey. Vietnam War (1955-1975) Vietnam was divided in 2. Vietnam was under the control of communist Ho Chi Minh. President Johnson announced that N. Vietnam had attacked American ships in neutral waters. Congress authorized the President to send troops to Vietnam. The Cold War (1947-1991) Berlin Wall came down Independent states began to form from the dissolved Soviet Union. Cold war ended!! First Gulf War Saddam Hussein invaded Kuwait. George HW Bush, along with a coalition of forces, sent troops to Saudi Arabia to protect the kingdom. Second Gulf War (2003) George W. Bush believed that Saddam Hussein had “weapons of mass destruction”. Invaded Iraq in March of 2003. Iraqi army was quickly defeated.
3.1 members should take every opportunity to improve their professional capability; 3.2 members should support IRM activities; 3.3 holders of descriptive titles should encourage others to obtain their professional qualification and should help promote education in IRM; 3.4 members should be aware of internationally accepted standards in risk management, including the Risk Management Standard and any associated or succeeding documents, and where practicable, implement the principles therein; 3.5 members are encouraged to knowledge in order to promote the advancement of risk management on an international basis. Institute of Risk Management 2nd Floor Sackville House 143-149 Fenchurch Street London EC3M 6BN T +44 (0)20 7709 9808 F +44 (0)20 7709 0716 E membership@theirm.org W © January 2018
7. Suppose you with $100 and buy stock for £50 when the exchange rate is £1 = $2. One year later, the stock rises to £60. You are happy with your 20 percent return on the stock, but when you sell the stock and exchange your £60 for dollars, you only get $45 since the pound has fallen to £1 = $0.75. This loss of value is an example of 8. Suppose that Great Britain is a major export market for your firm, a U.S.-based MNC. If the British pound depreciates against the U.S. dollar,
Topic: Appendix: The Theory of Comparative Advantage 80. Which state has a comparative advantage in wheat production in Case I? Topic: Appendix: The Theory of Comparative Advantage 81. Which state has a comparative advantage in wheat production in Case II? Topic: Appendix: The Theory of Comparative Advantage 82. What is the relative price of wheat in North Dakota prior to trade in Case II? Topic: Appendix: The Theory of Comparative Advantage 83. For case II, in what range must the "international" price of wheat fall? i.e. if North and South Dakota trade only with each other, what is the range of prices possible?
level/arbitrary units Number of men with side effects 0 8 0 0 The scientists concluded that letrozole is a safe and effective treatment for male infertility. Evaluate this conclusion. (6) (Total for Question 8 = 6 marks) Mark Scheme Question number Answer Additional guidance Mark 8 An evaluation that makes reference to the following points: letrozole does improve male fertility (1) sperm concentration increases/sperm motility increases (1)
International Talent Hunt Committee -- 2016 - 2017 2016 Guideline Review and Revision Committee Brother Larry C. Pough - Chairman Brother Oliver – Co-Chairman Brother Michael Fletcher – 1st District Chairman Brother Andrew Huff – 2nd District Chairman Brother William Prentiss – 3rd District Chairman Brother Mark C. Shaw – 4th District Chairman Brother Charles L. Duke – 5th District Chairman Brother Willie Forrest, Jr. – 6th District Chairman Brother Bruce Johnson – 7th District Chairman Brother Eric Allen – 8th District Chairman Brother Michael L. Hartman – 9th District Chairman Brother Jeffrey D. Smith, Jr. – 10th District Chairman Brother JD McDowell, II – 12th District Chairman Brother Stan Phillips, Sr. – 13th District Chairman OF CONTENTS
APPROPRIATENESS OF WORK SELECTED ___________________________________________________ PROJECTION AND pERFORMANCE qUALITY ____________________________________________________
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Job Level: International, District, State and Chapter Job Summary: Responsible to implement, manage, and conduct a fully integrated Talent Hunt Program. Utilized documented methods and procedures to bring consistency to the program. Conduct annual reviews and update as required for the purpose of continuous improvement of the Talent Hunt process. Duties and Responsibilities: The various areas of responsibilities for the Talent Hunt Chairman are leadership, organization, and oversight. 1. To review, implement and maintain a process to ensure consistency in the use of the Talent Hunt guidelines for conducting the Talent Hunt programs of Omega Psi Phi. 2. Review and benchmark the best practices utilized in implementing the Talent Hunt Programs and communicate those practices to all Talent Hunt Chairmen. Manages the documentation and archiving of both printed and electronic data utilized for the Talent Hunt program. Communicate verbally and in written format to various levels of people. Maintain regular contact with committee members through the giving and receiving of information. Coordinate various areas of responsibility and stay abreast of requirements and issue encountered by individuals working with the Talent Hunt program. Create and submit budget to appropriate person for approval. Manage all spending activities associated with the committee. Skills Set: Excellent organization skills Good leadership skills Good Communication skills at all levels Computer literate Musical or Fine Arts background a benefit but not required Goal/ task oriented Ability to work with a cross functional team Ability to meet time lines Visionary, open to new ideas Appendix G
APPROPRIATENESS OF WORK SELECTED ___________________________________________________ PROJECTION AND pERFORMANCE qUALITY ____________________________________________________
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TALENT HUNT TABULATION SHEET DATE: JUDGE I Name: JUDGE II Name: III Name: TIMEKEEPER Name: NAME OF CONTESTANT TOTAL POINTS ______________________________________ Tabulator’s Name (PLEASE PRINT) ______________________________________ Tabulator’s Signature
800 Slide 51 most honored Japanese HSC scientist for lifelong pioneering research on Tachypleus tridentatus Dr. Koichi Sekiguchi 1000 Slide 53 – Daily Double noted for developing a synthetic, version of LAL called 'Factor C' Dr. Jeak Ling Ding
What is Hong Kong, Taiwan and/or China? What is burn wraps and/or surgical sutures? 1000 species associated with tetradotoxin poisoning from consumption by humans What is Carcinoscorpius rotundicauda? 1000 Buddhist blessings of horseshoe crab events have been held here each of the last 6 years What is Delaware Bay, USA? 1000 name for special sensory organ located at the base of the HSC pusher leg above its gills What is the flabellum? 1000 an Indian researcher recently discovered potential use of the fluid inside the HSC egg for What is tissue regeneration or organ transplant therapies? 1000 Daily Double! noted for developing a synthetic, genetically-engineered version of LAL called 'Factor C' Who is Dr. Jeak Ling Ding?
Tolerance is understanding cultural differences and accepting and working with others whose behaviors may be different from yours. You do not have to accept as your own the cultural ways of another, but you must allow others to be different and equal. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty Level: 2 Medium Learning Objective: 01-05 The increasing importance of global awareness Topic: Developing a Global Awareness 66. Which of the following will best aid a manager in understanding the way people of different countries think and act? Knowledge of history is important because the way people think and act is influenced by their history. Some Latin Americans' reluctance toward foreign investment or Chinese reluctance to open completely to outsiders can be understood better if you have a historical perspective. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty Level: 1 Easy Learning Objective: 01-05 The increasing importance of global awareness Topic: Developing a Global Awareness
The role of marketing in contemporary organisations within and across borders The leading models, concepts and theories of strategic marketing management and strategic marketing communications in contemporary and multinational organisations The role and strategic use of marketing, marketing communications and related research The theories and concepts associated with international and cross-cultural marketing. The ethical, cross-cultural and global challenges facing marketing decision makers learning (CD-ROM and/or Web based materials) is used to reinforce understanding of these fundamental concepts. Assessment Method Testing of knowledge and understanding of is through a combination of examinations and formative and summative assessed coursework. B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: Analyse a marketing or cross-cultural issue using relevant theoretical frameworks and practical data and devise alternative responses Evaluate alternative marketing and strategies to narrow the gap between actual and desired behaviour in national and international strategy development Correctly apply abstract marketing specific theories and relevant research to practical marketing situations in an international context Identify and solve strategic marketing problems in an international context using relevant theoretical models and practices Identify, analyse and manage cultural differences Teaching/learning methods Acquisition of 1-5 is primarily achieved through tasks undertaken within seminar classes and relevant exercises/ course works. The principal learning method employed is the case study, which may be historical or “live” (including the acquisition of data). Assessment Method Testing of cognitive skills is though coursework assignments, presentations and seen/unseen written examinations. Case study based assessments provide the opportunity to demonstrate all of 1-5. C. Practical skills On completion of the programme the successful student will be able to: Critically evaluate some of the latest thinking in marketing, marketing communications and international marketing Undertake a thorough scan of the marketing environment of an organisation and identify relevant threats and opportunities at the national and international levels Critically evaluate, interpret and integrate marketing research data to guide decision making and communications strategy development in international markets Develop strategic options and select potentially effective strategies Teaching/learning methods Historical as well as ‘live’ case studies facilitate the acquisition of 1-6. Other forms of course work assignments are also widely used for 1-6. Assessment Method Course work and case study based projects are the main tools used for assessing 1-6.
Degree/Diploma: Dates of study (starting & ending month/year): Date diploma received (or expected): 3) Institution: Location: Major field of study (area of specialization): Degree/Diploma: of study (starting & ending month/year): Date diploma received (or expected): Language Ability Rate your reading, writing, comprehension and speaking skills in each language you know. Please state what is your native language. Use the ratings of Excellent, Good, Fair, or Poor. Native language: Language: Reading: Writing: Comprehension: Speaking: Years of formal study (if any) International Experience Please indicate ALL travel, or work you have done outside your home country. Country visited: Length of stay: Dates: Travel, Study or Work?
BBC World Service & British Council in partnership with Commonwealth Writers and co-produced by The Open University International Radio Playwriting Competition 2016 Entry Form What to enter • A 53 minute radio play with up to 6 central characters. • A synopsis (this outlines the complete of the play and must be no more than 400 words). • This form, which needs to be completed and attached to your play and synopsis. PLEASE WRITE IN BLOCK CAPITALS or if you are filling this in on the computer please type ‘Yes’ instead of ticking the boxes. Please supply the address where it is easiest for you to receive post Name: Address: Country:
Personal circumstances Willing to attend School events outside normal hours Happy to travel abroad at various times throughout the academic year (90-100 days) Hold a UK passport, or currently have the right to live and work in the UK Equality Candidates must demonstrate understanding of and acceptance and commitment to the principles underlying equal opportunities Customer Care Knowledge and understanding of effective customer care and management BENEFITS OF SERVICE The position is a full time post, all year round. The salary is expected to be £25,000 - £30,000 depending upon qualifications and experience. Holiday entitlement is 25 working days per annum plus Bank Holidays. In addition to providing a great place to work, we offer a generous remuneration package to staff which includes: Membership of a generous contributory pension scheme Free lunch and refreshments during term-time Free parking on site Medical centre on site during term time Flexi boarding is available to support child care needs when travelling abroad Free use of the School swimming pool and gymnasium A generous discount on the School fees of employees’ children attending the School (except the Nursery) APPLICATION PROCESS To apply, please complete the application form available on the School website (please ensure that your referees include your current or most recent employer) and send with covering letter to: Mrs Stephanie Capstick Resources Manager Rossall School