zilongwang/ReadingBank huggingface dataset:
free-ride on the altruism of others that do sacrifice, since everyone will benefit from decreased emissions regardless if they personally make the sacrifice. Climate change can be thought of in terms noncooperative game theory and modeled similarly to the prisoner’s dilemma. The players in this case are those responsible for the GHG emissions: countries, institutions, companies, and/or individuals. The strategies of each player can be simplified into two categories: mitigate by decreasing emissions of GHG or continue to conduct business as usual (BAU). Similar to the prisoner’s dilemma problem, the climate change payoff matrix is provided below. In this case, the players are referred to as Country A and Country B. Country B Mitigates Country B BAU Country A Mitigates Both countries benefit from long-term sustainable eco-system services, better human health, diversified and independent economies, as well as an improved sense for justice and the of others I Country A: : disadvantaged economically in the short term due to conservation efforts including reduced industry and decreased production Country B: benefits economically by maximizing industry and production Over the long-term both countries suffer from heightened GHG concentrations in the atmosphere II Country A BAU Country A: benefits economically in the short-term by maximizing industry and production Country B: disadvantaged economically in the short term due to conservation efforts including industry and production Over the long-term both countries suffer from heightened GHG concentrations in the atmosphere III Both suffer from environmental and economic degradation in the long-term Both benefit economically in the near term IV In the table above, it is collectively rational to cooperate and restrict overall emissions because each country prefers the outcome produced by everyone restricting pollution over the outcome produced by no one doing so. However, it is individually rational for each country not to restrict its own pollution because when each agent has the power to decide whether or not to
Intro In-Text Citation Capitalization, Quotes, and Italics/Underlining Always capitalize proper including author names and initials: D. Jones. If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose. (Note: in your References list, only the first word of a title will be capitalized: Writing new media.) When capitalizing titles, capitalize both words in a hyphenated compound word:Natural-Born Cyborgs. Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo." Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documentaries, or albums: The Closing of the American Mind; The Wizard of Oz; Friends. Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cry." From: Take 20-30 mins. Find 3-5 problems or things that could be improved in your paper. You can use my ideas or your peer reviewers’ ideas to help you get started, but it will be even better if you can find things yourself that have problems or can be improved. You need to learn to look at your own writing as a critical outside observer. That’s how your writing will improve, when you can look at the big picture of your writing and its meaning to others without getting tangled and caught up in your own words.
2. Identify which characteristic of life is illustrated by each statement. ____________________________ “our cat had a little litter of kittens yesterday.” _____________________ “Eat a good breakfast today and you will be able to run longer.” _____________________ “When that car pulled in the driveway, my cat ran to hide under the porch.” _____________________ Your body normally maintains a temperature of 98.6OF. ________________________ Drawin’s Finches beaks have adapted to eat the type of food available on each island. _______________________ Cells make tissues, and tissues make organs, and organs make organ systems.” _______________________ Over time the caterpillar will turn into a butterfly _________________ Cells are the basic units of life Microscope Station Label the following parts ________________________ ________________________ ________________________
Adding a query-based test suite In the Create a Query-Based Suite window, enter “Tailspin Toys Suite” as the Name. Figure 27 Entering a name for the new test suite Select the grid row labeled Click here to add a clause (the row showing * at the beginning) to add a new query clause that restricts work items to those under the Tailspin Toys area path. Use the values shown in the following screenshot. Figure 28 Creating query to select test cases Select the Run button to see the results of this query. Figure 29 Location of Run button Select the Create test suite button to create this query-based test suite and return to the test plan contents window. Figure 30 Location of Create test suite button You should now see that the Release 2.0 test plan now has two test suites in it. The icon for the query-based test suite named Tailspin Toys Suite differs from the manual test suite named Regression Test. Query-based test suites dynamically determine test cases that are listed based on the defined query. Figure 31 Test plan showing the two new test suites Note: In this lab environment, you will see a limited number of test This may result in the re-use of test cases across multiple test suites.
4 Notrump 130 - 300 - 500 - - - 5 Notrump 160 - 300 - 500 - - - 6 Notrump 190 - 300 500 500 750 - 990/1440 7 Notrump 220 - 300 750 500 1000 - Undertricks: Not Doubled Doubled Down Not Vul Vul Not Vul Vul Non Vul Major Game 420 Vul Game 620 1 2 50 100 100 200 100 300 200 500 Non Vul Minor Game 400 3 150 300 500 800 Vul Game 600 4 5 6 7 200 250 300 350 400 500 600 700 800 1100 1400 1700 1100 1400 1700 2000 CHAPTER III - The LAWS and PROTOCOLS of DUPLICATE Duplicate is a highly competitive game: that’s why we play it. The luck of the cards has largely been eliminated by the duplication process: everyone gets to play the same cards, so the pair that plays them the best are the most skilled, at least on that day, and reap the corresponding Masterpoint rewards from the ACBL.
18 – WEEK PLAN* Week 1 Introduction to class, history of film, characteristics of successful directors Week 2 Pre-production: parts of a camera, crew responsibilities, scriptwriting and storyboarding Week 3 Production: 20 shots, 180 degree rule, sound and lighting Week 4 Post-production: editing with Final Cut Pro X, sound effects and soundtrack Week 5 Green Screen Project Week 6 October Project/building story and tension Week 7 One Shot (long take) Week 8 What makes a good trailer? Week 9 Conceptual music videos and experimental film Week 10 Conceptual music videos and experimental film Week 11 Movie adaptation from literature Week 12 adaptation from literature Week 13 How to make a good documentary Week 14 Documentary Week 15 Open project Week 16 Final project/pre-production and script read through Week 17 Final project/production Week 18 Final Project/post-production * The syllabus serves as a guide for both the teacher and student; however, during the term it may become necessary to make additions, deletions, or substitutions. Adequate notice will be provided to students of any necessary changes.
the next extent Select Features Allows you to select features by clicking or dragging a box Clear Selected Features Deselects all of the currently selected features in the active data frame Select Elements Allows you to select, resize, and move text, graphics, and other objects placed on the map Identify Identifies the geographic feature or on which you click Find Finds features in the map Measure Measures distance on the map The Layout toolbar is used for navigating around the page in your map layouts.
Layout toolbar buttons and their functions Function Zoom In Allows you to zoom in on the map layout page by clicking a or dragging a box Zoom Out Allows you to zoom out on the map layout page by clicking a point or dragging a box Pan Allows you to pan across the map layout page by dragging Fixed Zoom In Zooms in on the center of the map layout page Zoom Out out on the center of the map layout page
Zoom Whole Page Zooms to the whole map layout so you can see it all Zoom to 100% Zoom the map layout to 100 percent (1:1) Go back to extent Go back to the previous extent of the map layout Go forward to extent Go forward to the next extent of the map layout Toggle Draft Mode Toggles the Draft mode of frame graphics Focus Data Frame Makes the active data frame the target for graphics you draw in Layout view Change Layout Allows you to change the layout by selecting a
Demonstrate understanding of the US health care system and the interdependence of careers and professionals. NCHSTE 3 HS-2; HS-4; 10 S-ID.1-4 A5 E3 Planning Demonstrate understanding of the legal and ethical responsibilities and limitations with regard to their duties and client rights. NCHSTE 5, 6 CRP 9; HS-6; 10 A1, 7 E4 Planning; Tech and Prod; Prin of Tech; Labor Demonstrate appropriate communication: verbal, non-verbal, written, using medical terminology as appropriate. NCHSTE 2 CRP 4; 1, 2; 10 N-Q.2 A2 E4 Tech & Prod Use math skills to measure and perform calculations. NHF Academic Foundation HL-THR 3 N-Q.2 A2 E4 Tech & Prod
Framed portraits of Kerensky, Stalin, Trotsky, Zinoviev, Lenin and Tsar Nicky On board have written cues like Origin, Purpose, Content, Value, Limitations, or Purpose / Author / Context / Tone (PACT), A=0, 6 is the KEY, It’s all in the direction you look Use 45:00 countdown clock on Smartboard from Breakout EDU on Youtube - Clue number HINT CARDS Where is it hidden? Mission Instruction Mission Answer History teaches us that the great revolutions aren't started by people who are utterly down and out, without hope and vision. They take place when people begin to live a little better -- and when they see how much yet remains to be achieved” Hubert Humphrey It takes calm to make things happen, seeing red will get you nowhere. Connect to red “Keep Calm and Start A Revolution” t-shirt which I will be wearing Key is taped to bottom of coffee mug I’m holding In order to “save history” you must first find the key to unlock the padlock Key to open box with mission/clue 1 Inside padlocked box or double-zipper pencil case You can find the mission of historians behind the mission of the IB Behind IB Learner Profile and mission poster. Examine Bain’s image – what is the role of evidence? Evidence acts as traces/ puzzle pieces from the past which historians select, analyse and organize in order to interpret events 2 You can find this mission in 1917 when TIMES were BLUE Inside 1917 KCVI yearbook, “The Times”. Cipher randomly placed elsewhere in the room and written on the board with other “cues” A=0 Use cipher wheel to decode Kooning. What does this quote suggest? "The past does not influence me; I influence it." – William De Kooning
Using the quotes in the room, provide the names of the following historians, explain the message of the quote and identify the school of historical thinking. Quote Meaning Historian School of thought “Marxism and Bolshevism … were products of an era in European intellectual life that was obsessed with violence. No-one embraced this philosophy more enthusiastically than the Bolsheviks: “merciless” violence, violence that strove for the destruction of every actual and potential opponent, was … the only way of dealing with problems.” R. Liberal “[Lenin] always insisted that the new economic policy…was really the old policy of 1918, but he never attempted to disguise the fact that it was a large-scale retreat, another breathing space, a Brest-Litovsk on the economic front.” C. Hill Marxist “And yet, while Lenin was cunning and untrustworthy, he was also dedicated to the ultimate goal of communism. He enjoyed power; he lusted after it. He yearned to keep his party in power. But he wanted power for a purpose. He was determined that the Bolsheviks should initiate the achievement of a world without exploitation and oppression.” R. Service Revisionist “Men want to be more than well-fed servants. The desire to be free is not a pious liberal phrase, but the most noble of man's desires. The pre-condition of this freedom is, of course, freedom in the field of production -- workers' management. M. Brinton Libertarian
C. The student will understand the importance of the nuclear triad, the nuclear chain of command, and the basics of naval nuclear weapons safety and security. D. The student will know the organization and importance of the Navy Reserve as a component of mobilization readiness. E. The student will comprehend the role the Navy Reserve in the total force concept whereby it provides the active fleet endurance capabilities for the demands of a full-time war footing. F. The student will know the role of the active forces in the training of the Navy Reserve. G. The student will comprehend the importance of channeling personnel serving with or under their leadership into the Navy Reserve should they decide to leave active service. II. and A. 1. Forward...From the Sea 2. The 13,
IV. Suggested Methods and Procedures A. Seek assistance from Navy Reserve Readiness Commands. B. Augment this lecture by using personnel from a local reserve unit. V. Department of the Navy 1. a. Our Joint Maritime Strategy combines the efforts of the U.S. Navy, Marine Corps, and Coast Guard as a joint maritime force. b. Objectives (1) Organize, train, equip, prepare, and maintain readiness of the U.S. Navy and Marine Corps (2) Support Navy and Marine forces when assigned to unified commands c. – Maritime forces are the first line of defense with the ability to deploy quickly and difficult locations. – 70% of the is water, 80% of the world’s population lives or near the coastline, and 90% of the world’s commerce sails across it. Any disruption in that chain caused
3 The learner will know about non-performance roles in performance venues The learner must know: Assessment Requirements Evidence Location 3.a Non-performance roles Learners should identify roles The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The responsibilities of selected roles Learners should list the responsibilities of selected non-performance roles 3.c The skills required to carry out selected roles Learners should list the skills required to out selected non-performance roles 4 The learner will be able to report on a performance
Introduction to the Periodic Table Objective: To be able to use the periodic table to identify and classify elements and to use the periodic table to predict the behavior of elements. Procedure: Number the groups. Number the periods Draw a heavy lack line between the metals and nonmetals. Write the name of each of the following groups above the number: Group 1 alkali metals Group 2 alkaline earth metals Group 3-12 transition metals Group 16 chalcogens Group 17 halogens Group 18 noble gases Write the names of the two rows at the bottom of the chart: lanthanides and actinides Write the symbol of each element that exists as a gas at ordinary conditions in RED. Write the symbol of each element that is a solid at ordinary conditions in BLACK. Write the symbol of each element that is a liquid at ordinary condition in BLUE. Write the symbol of each element that is a man-made element as an outline. Example: Pm Place the atomic number for each element above the symbol.
Intro to Night by Elie Weisel Notebook Check: The Victims, the Perpetrators, the active Citizens, and the Bystanders Name___________________________#_____ Due Date________________ #1: Ted Talk – “The Danger of Silence” #2: TPCASTT of “First They Came for the Jews” by Martin Neimöller # 3 Pre-Reading Activity for Night by Elie Wiesel #4 Motifs and Patterns / Possible Chapter Titles Metaphors/ Characterization #5: Night Chapter 1 Excerpt Close Reading #6 Night Chapter 1 Claims #7 Chapter 1 Post Reading Questionnaire #8 “The Hangman” Checklist: The Role of the Bystander #9 Annotation of “The Hangman” by Maurice Ogden: The Role of the Bystander #10: Group Discussion Questions for “The Hangman” by Maurice Ogden Notebook Check #1: Ted Talk – “The Danger of Silence”
After your first viewing of the TED Talk, please note the following and be ready to discuss. Connections What connections do you draw between the message in this TED talk and your own life? How is this talk connected to our work? Challenges Does the speaker challenge you to question your beliefs or to think about something in a new way? Does the speaker challenge you to take action? Concepts What was the speaker’s thesis? What ideas do you think are important and worth holding onto from the talk? Changes How has your thinking changed watching this talk? Was it the speaker’s use of logic and facts or an appeal to emotions that caused you to want to make a change in your actions, thoughts, or behavior? Notebook Check #2: “First They Came for the Jews” by Martin Neimöller
poor student morale on-going trauma MITIGATION AND PREVENTION STRATEGIES 3.1 CONDUCTING A RISK ASSESSMENT Each childhood service and school will have a differing level of risk associated with potential intruder threat or harm. These risks will need to be considered as part of the process of formulating an Emergency Management Plan for the facility. A risk assessment for potential intruder threat should consider the culture or climate of the early childhood facility or school as well as the built or physical environment, and previous known threats or likelihood of threat. In assessing the potential threat to your facility, consider seeking from Victoria Police. Government schools may also seek advice from the Security and Emergency Management Division. 3.2 POSITIVE CULTURE Fostering a positive culture within a service or school is essential to improving relationships. A climate where staff, children, and students model respect for others, engage in positive conflict resolution, resolve issues without bias and use respectful discipline strategies, will result in fewer incidents of violence within the staff and student body and also from parents and visitors to the early childhood facility or school. 3.2.1 Whole Early Childhood Service or School Interventions. To support a positive culture, consider comprehensive early childhood service or school interventions which target: parental and early childhood service/school community involvement, inclusion of violence prevention and conflict resolution in the learning program peer mediation bullying prevention strategies inclusion valuing and respecting differences staff morale clear behavioural expectations In the school context, examples of interventions which aim to decrease violence and promote respectful relationships include the program, , and . 3.2.2 Community
Today’s Date: Tropical Blinds Order Number: Tropical Blinds Limited Intu Venetian Order Form Units 6 & 7, Five Arches Business Estate, Off Maidstone Road, Sidcup, Kent, DA14 5AE Tel: 0208 269 6400 Fax: 0208 269 6401/2 Email: Required By Date: Actual Del Date: Customer Order Number: Total Number Of Blinds: Account Code: Account Name: Order Place By: Customer Invoice Address: Delivery Address: Delivery Instructions: Qty Location Slat Width (15/25) Glass Width Glass Drop Slat Colour Rail Colour (White/Silver/Brown) Side Profile (A/B/C/D) Bead (11-27mm) Slot in B/R for op rod? Rod Req? Special Instruction Blind limits: Blind Width = Min. 240mm Max. 1400mm, Blind Drop Max. 2000mm, Blind Area Max 1.5 square mtrs
provided to the user, unless it would jeopardize the security or purpose of the content. 3.3.4 Error Prevention (Legal, Financial, Data): For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete data in data storage systems, or that submit user test responses, at least one of the following is true: 1. Reversible: Submissions are reversible. 2. Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them. 3. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. Supported Principle 4: Robust Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies. Guideline 4.1 Compatible Maximize compatibility with current and future user agents, including assistive technologies. Criteria Supporting Feature Remarks and Explanations 4.1.1 Parsing: In content implemented using markup languages, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features. Supported 4.1.2 Name, Role, Value: For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically Supported
rendered to the screen programmatically determinable by assistive technologies. 11.3.2.11 List of available actions Where the software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make a list of available actions that can be executed on a user interface element, programmatically determinable by assistive technologies. Supported With Exceptions "Name" property is incorrectly set to "Browse" for "Upload your MDM push Certificate Browse button". User does not have the context of what action will be performed on the file being browsed and selected. 11.3.2.12 Execution of available actions When permitted by security requirements, software that provides a user interface shall, by using the services as described in clause 11.3.2.3, allow the programmatic execution of the actions exposed according to clause 11.3.2.11 by assistive technologies. Supported With Exceptions "Name" property is incorrectly set to "Browse" for "Upload your MDM push Certificate Browse button" . The user may not know what action is performed on the file being browsed to. 11.3.2.13 Tracking of and selection attributes Where software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make information and mechanisms necessary to track focus, text insertion point, and selection attributes of user interface elements programmatically determinable by assistive technologies. Supported 11.3.2.14 Modification of focus and selection attributes When permitted by security requirements, software that provides a user interface shall, by using the services as described in clause 11.3.2.3, allow assistive technologies to programmatically modify focus, text insertion point, and selection attributes of user interface elements where the user can modify these items. Supported 11.3.2.15 Change notification Where software provides a user interface it shall, by using the services as described in 11.3.2.3, notify assistive technologies about changes in those programmatically determinable attributes of user interface elements that are Supported
412.2.1 Volume Gain for Wireline Telephones. Volume gain conforming to 47 CFR 68.317 shall be provided on analog and digital wireline telephones. Not Applicable 412.2.2 Volume Gain for ICT. A method for increasing volume shall be provided for ICT. Not Applicable 412.3 Interference Reduction and Magnetic Coupling. Where ICT delivers output by a handset or other type of audio transducer that is typically held up to the ear, ICT shall reduce interference with hearing technologies and provide a means for effective magnetic wireless coupling in conformance with 412.3.1 or 412.3.2. See 412.3.1. 412.3.1 Wireless Handsets. ICT in the form of wireless handsets shall conform to ANSI/IEEE C63.19-2011 (incorporated by reference, see 702.5.1). Not Applicable 412.3.2 Wireline Handsets. ICT in the form of wireline handsets, including cordless handsets, conform to TIA-1083-B (incorporated by reference, see702.9.1). Not Applicable 412.4 Digital Encoding of Speech. ICT in IP-based networks shall transmit and receive speech that is digitally encoded in the manner specified by ITU-T Recommendation G.722.2 (incorporated by reference, see 702.7.2) or IETF RFC 6716 (incorporated by reference, see 702.8.1). Not Applicable 412.5 Real-Time Text Functionality. Reserved. Not Applicable 412.6 Caller ID. Where provided, caller identification and similar telecommunications functions shall be visible and audible. Not Applicable
01 Refusal to participate in Worship Kiamvu Wasahulua Kinshasa May 2016 BONSOMI 02 Refusal to participate in Worship Mpovi Matondo Kinshasa May 2016 BONSOMI 03 Refusal to participate in Worship Mukadi Darci Kinshasa February 2016 MALULA 04 Refusal to participate in Worship Muakane Malenga Central Province January 2016 Fulankete 05 Refusal to participate in Worship Kabasele Mpinda Congo Central Province January 2016 Fulankete 06 Refusal to participate in Worship Manganza Mababwa Maniema Province February 2016 Sumahili 07 Refusal to participate in Worship Matabwila agnas Maniema Province February 2016 Sumahili 08 Refusal to participate in Worship Mafuwa mukina Maniema Province February 2016 Sumahili 09 Refusal to participate in Worship Kikunu Fibazuru Maniema Province February 2016 Sumahili 10 Refusal to participate in Worship Kikundu Danseki Maniema Province February 2016 Sumahili 11 Refusal to participate in Worship Kumusuku Tshiyebi Luebo village, Kasai Province 2016 Lunkelu 12 Refusal to participate in Worship Bolangembe Ilumbe Inongo city, Inongo Province February 2016 Mwango III 13 Refusal to participate in Worship Bolangembe Nkali Keren Inongo city, Inongo Province February 2016 Mwango III 14 Refusal to participate in Worship Bolangembe Lopete Naomie Inongo city, Inongo Province February 2016 Mwango III 15 Refusal to participate in Worship Mbokele Masambi Kiri village, Province January 2016 Tosalisana 16 Refusal to participate in Worship Mbokele Ngeli Kiri village, Province, RDC January 2016 Tosalisana 17 Refusal to participate in Worship Mukunzi Lucie Gungu village, Kwango Province 2016 Kukwamina 18 Refusal to participate in Worship Nkumawa Miriam village Kwango Province March 2016 Kukwamina 19 Refusal to participate in Worship Tshinguta Irene Kasai oriental Province June 2016 Medical Institute of Mbuji-may 20 Refusal to participate in Worship Kongolo Malemba Kasai oriental Province June 2016 Medical Institute of Mbuji-may 21 Refusal to participate in Worship Kimbangu Nsele Kikwit town, Kwilu Province May 2016 St. Pierre de Kikwit
October 7 How gender is represented in our language; sexist language; the speech of and men; theories of speech differences Complete online activities (Unit 05) Post to Discussion Board Course Project (Part 2) Unit 06 October 14 Language and Ethnicity How to define ethnicity; ethnic dialects; AAVE; code switching Textbook Ch. 6 Complete online activities (Unit 06) Post to Discussion Board Questions regarding quiz 2 Unit 07 October 21 Language and Age How we speak about (and treat) the very young and very old; markedness in age; age as a social factor Textbook Ch. 7 Complete online activities (Unit 07) Post to Discussion Board Quiz 2 over Units 04-06 Unit 08 October 28 Language and Social Class How to define social class; how language is representative of social class; relationship between social and regional dialects Textbook Ch. 8 Complete online activities (Unit 08) Post to Discussion Board Unit 09 November 4 Language and Identity Construction of speaker identity; overt and covert prestige Textbook Ch. 9 Complete online activities (Unit 09) Post to Discussion Board Unit 10 November 11 Language Standardization Kachru’s concentric circles; English of the lingua franca; Standard English in the education system Textbook Ch. 10 Complete online activities (Unit 10) Post to discussion Board Questions regarding quiz 3 November 18 November 26 Quiz 3 Course Project (Part 3)
7 9) In 2011, Morocco prohibited enforced disappearance under Article 23 of its Constitution, acceded to the UN Convention on Enforced Disappearance and accepted the competence of the UN Committee on Enforced Disappearance for inquiries in 2013. It is now proposing to ban enforced disappearance in the Penal Code through Draft Law 10.16. However, Morocco has yet to adequately investigate the existence of a secret detention centre in Temara, near the capital Rabat, where dozens of persons accused of “terrorism” and other serious offences said they were detained incommunicado and tortured between 2002 and 2011, including after extraordinary rendition to Morocco by the United States government. Morocco’s courts have yet to hold accountable officials suspected to be responsible for gross human rights violations including torture and enforced disappearance in Morocco and Western Sahara during the “years of lead” between 1956 and 1999. Furthermore, some suspected perpetrators continued to remain in position as members and, in some cases, high-ranking officials, of the security forces. In spite of a transitional justice process launched in 2004, the fate of many victims of enforced disappearance during this period remains unknown. The Equity and Reconciliation Commission fell short of identifying individuals suspected of criminal responsibility for grave human rights violations between 1956 and 1999, and the transitional justice body disappointingly did not call for individuals suspected of responsibility to be held accountable. However, it recommended a national strategy to combat impunity, which has yet to be introduced. In the case of Mehdi Ben Barka, abducted and forcibly disappeared in Paris on 29 October 1965, investigations opened in France on his case have stalled because of lack of access to classified information held by the French authorities, as well as to witnesses and suspects in Morocco, and to the “PF3” (Point Fixe 3), a former secret detention centre located in the capital Rabat suspected to contain some of his bodily remains. The Moroccan authorities have yet to make an official enquiry into his fate. The Moroccan authorities also have yet to open investigations following the discovery of several sites with human remains in Western Sahara. In 2013, a team of forensic experts exhumed bodies of eight Sahrawis, including children, who disappeared in 1976, and discovered evidence that they were extrajudicially executed by Moroccan armed forces and executed by firearms on the spot, before being buried in two shallow graves. Amnesty International recommends that the Moroccan authorities:
1. In 2014, the State party proposed amendments to the Namibian Constitution, after limited consultation with various political parties. Civil society responded strongly calling on the State party to have wider consultation on the amendments. The public debate focused on the process rather than on the substance of the amendments. Unfortunately, despite protests on television, radio and in print and a demonstration at Parliament, the changes were rushed through. Given that the Constitution is the supreme law in Namibia and a promise to its people, the manner in which these changes were brought about have caused some alarm in civil society circles and the State party is called upon to entertain genuine and adequate consultations in regard to any legislative changes in the future, in particular in relation to the Namibian Constitution. 2. There is a particular inconsistency between the Namibian Constitution and the Covenant in relation to sexual minorities. The Namibian Constitution does not include sexual orientation among the enumerated classes in article 10(2) to be guaranteed equality and freedom from discrimination. This is compounded by the fact that sodomy is still considered to be a common law crime in Namibia. The State party is called upon to guarantee equality and freedom from discrimination for all and to take steps to remove the crime of sodomy from its legal system. 3. A media release published by the National Assembly in local newspapers announcing the opening of parliament in 2016, had detailed that Cabinet will table the long awaited Whistleblowers Protection Bill as well as the Witness Protection Bill in Parliament this year. Civil Society herewith urges the State party to seek public scrutiny and input on the bills before passing same.
Int 3 MA –Ch 4 – Normal Distributions & Geometric Modeling Date Sections Covered Assignment Wednesday October 10 Probability Review Worksheet PSAT TEST Thursday October 11 Section 4.3.1 CP #61-63 4.3.1 Relative Frequency Histograms C4H1 #67-71 Friday October 12 Section 4.3.2 IB Normal Curve CP #72-74 4.3.2 The Normal Probability Density Function C4H2 IB Normal Curve WS#1 Monday Oct. 15 Section 4.3.1 CP #82-86 4.3.3 Percentiles C4H3 IB Normal Curve WS#2 BLOCK Oct. 16-17 Probability Expected Value C4 Quiz C4H4 Expected Value WS Thursday Oct. 18 Ogive Group Problems C4H5 Probability Revisit WS Friday Oct. 19 C4 Group Quiz C4H6 C4 DDAY Monday Oct. 22 Review C4H7 Check For Understanding WS Oct. 23-24 C4 TEST C4H8 C4 SAT Prep WS CAML #1 Oct. 16, 2018 at lunch in rooms 816 & 811
and Quality Assurance Policies Future Considerations Ongoing research and evaluation is an essential component of any policy or service provision. Research helps to identify new trends and concerns while assessing need for further services and interventions. Therefore, all programmes and interventions carried out with the purpose of enhancing people’s sexual health, ranging from health promotion to educational and counselling needs, and from secondary and tertiary prevention interventions to curative medical care, need to be audited and reviewed. Such an exercise will assess their degree of success and effectiveness in achieving pre-established goals and targets. This should in turn guide future interventions and allocation of funds. Enhanced co-operation with countries, the EU and the WHO in the context of research initiatives needs to be actively sought and developed. The recommendations pertaining to research initiatives have been noted along this document. The consolidation of the recommended various research initiatives by one steering entity is being advised, in that such consolidation is believed to maximise efficiency of use of resources in curtailing duplication, repetition and wastage of limited resources available to pursue the noted research initiatives. The terms of reference of the referred steering entity and the members within it are to be determined accordingly, following wider consultation, after the publication of this policy. Quality service delivery standards and protocols with pre-established targets and objectives need to be introduced for quality assurance in clinical service provision, including for contact tracing pre- and post- test counselling (such as in genito-urinary clinic service, sexual health clinics, sexual violence / rape response services, etc.) and for sexuality and relationships education provision (such as in schools). Reference has been made already to the characteristic transient and dynamic nature of sexual health. In view of this nature, issues, challenges and facets associated with and arising around sexual health will always be in a state of flux and evolvement in the future. The phenomena of globalisation and increased people migration across countries is increasingly
17 December 2015 Submission to the UN Human Rights Committee Prior to the Adoption of the List of Issues (116th Session – 07-31 March 2016) Fourth periodic report pursuant to article 40 of the Covenant Azerbaijan (118th Session of the Human Rights Committee, 17 October – 4 November 2016) Contact address in Belgium: Rue d'Argile 60, 1950 Kraainem, Tel.: ++ 32-2-782 00 15 - Fax: ++ 32-2-782 08 11 - E-mail: legal.be@jw.org
session, A/HRC/8/52). During the Universal Periodic Review in 2012, State parties made recommendations to Ghana concerning the death penalty: Australia, Spain, Rwanda, Switzerland, France, Uruguay and Norway recommended Ghana to ratify the Second Optional Protocol to the ICCPR, while Slovakia, Greece, Spain and Belgium recommended to abolish the death penalty. Unfortunately, Ghana did not accept, but only noted these recommendations. The only recommendation accepted by Ghana was the one made by the United Kingdom: “Put to an early referendum all recommendations of the Constitutional Review Commission approved by the Government that require changes to the Constitution, including the removal of the death penalty”. The following were the recommendations made due to the fact that the role was not abolished as at November 2013 following the UPR. a) Give effect to the white paper of the Constitutional Review Implementation Committee, which was tasked with implementing the recommendations of the Constitutional Review Commission, and hold a referendum to change the Constitution, including an official moratorium and abolition of the death penalty; (b) Commute all outstanding death sentences to term sentences and formalize the current de facto moratorium on the death penalty by abolishing the death penalty for murder, a statutory offence which does not require the Constitution to be amended; (c) Ratify the Second Optional Protocol to the International Covenant on Civil and Political Rights, aiming at the abolition of the death penalty. (d) Develop a public awareness strategy, in consultation with NGOs, to educate society about the cruel and inhuman treatment that results in persons being sentenced to death and detained for years on death row. Use of Lethal Force Article 13 of Ghana’s Constitution, which guarantees the right to life also provides for much wider grounds for the use of lethal force than is permissible under international standards. Article 13 (2) of the Ghanaian Constitution states: 13. (2) A person not be held to have deprived another person of his life in contravention of clause (1) of this article if that other person dies as the result of a lawful act of war or if that other person dies as the result of the use of force to such an extent as is reasonably justifiable in the particular circumstances.
Northern Ireland Human Rights Commission submission to the UN Human Rights Committee 114th Session on the Seventh Periodic Report of the United Kingdom of Great Britain and Northern Ireland on compliance with the ICCPR 29 May 2015 Northern Ireland Human Rights Commission Temple 39 North Street Belfast BT1 1NA Tel: (028) 9024 3987 Fax: (028) 9024 7844 Textphone: (028) 9024 9066 SMS Text: 07786 202075 Email: information@nihrc.org Online: nihrc.org - twitter.com/nihrc facebook.com/nihrc - youtube.com/nihrc Contents 1. Introduction Pg 3
THE SUBMISSION OF THE NATIONAL HUMAN RIGHTS COMMISSION OF MONGOLIA (NHRCM) TO SIXTY THIRD SESSION OF THE COMMITTEE ON THE ELIMINATION OF DISCRIMINATION AGAINST WOMEN ON MONGOLIA’S IMPLEMENTATION OF THE CONVENTION OF THE ELIMINATION OF DISCRIMINATION AGAINST 21 January 2016 National Human Rights Commission of Mongolia 5th Government Building XI Independence Square, Chingeltei District Ulaanbaatar, Mongolia This submission can be posted on the CEDAW website for public information purposes The National Human Rights Commission of Mongolia (NHRCM) is an independent national human rights institution with A status accreditation of The International Co-ordinating Committee of National Institutions for the Promotion and Protection of Human Rights and has a mandate provided by the Law of Mongolia on the National Human Rights Commission adopted in 2000. Information of the National Human Rights Commission of Mongolia to the Committee on the Elimination of All Forms of Discrimination against Women In recent years, Mongolia has made a number of achievements and progresses in fighting against discrimination against women, ensuring equal rights of men and women, and promoting gender equality by adopting and amending relevant laws, developing policies, and making necessary
Table 1 Ainu Buraku Zainichi Korean Okinawa Population in total/ women 23,782/ 11,680 (2006)There are no surveys covering all Ainu people. The above figure is the number of people who call themselves Ainu in Hokkaido, the indigenous land of the Ainu people. Over 892,751/ N/A (1993) The Buraku Liberation League estimates that are 3 million Buraku people, and 6,000 Buraku areas. Among Korean residents in Japan who have come to Japan because of Japan’s colonial rule over Korea, and their descendants, approximately 430,000 people have nationalities derived from Korean peninsula.. 1,426,190 / 725,930 (2015) Comprehensive gender-disaggregated survey/data N/A N/A N/A N/A Specific gender policy and measures N/A N/A N/A N/A Recognition status by the Government of Japan Indigenous peoples Japanese people discriminated based on social status Special permanent residents Japanese people UN Committee on the Elimination of Racial Discrimination (CERD) Indigenous peoples People discriminated on descent People discriminated as non-citizens Indigenous peoples
ICTTC156A Install digital reception equipment 20 ICTTC162A Install a cable lead-in 30 VBP119 Perform basic network and computer assembly 30 VBP120 Perform basic network and computer maintenance 30 VBP121 Install and configure basic network and computer operating systems 40 VBP122 Install and test a home entertainment system 30 VBP123 Build a small wireless LAN 30 VBP124 Install and test a wireless intercom system 30 VBP125 Conduct site survey for a wireless network 30 VBP126 Set up and operate a wireless communication link 30 VBP127 Install communications antennae 30 VBP128 Set up and test an embedded control system 30 VBP129 Test and verify correct operation of a by-wire control system 30 VBP130 Implement a digital circuit using a programmable logic device (PLD) 30 VBP131 Construct and configure a basic robotic system 30 VBP132 Program a basic robotic system 30 VBP136 Operate a small power supply system 30
ACRONYMS ANC CEDAW CERD African Committee of Experts on the Rights and Welfare of the Child African National Congress Convention on the Elimination of Discrimination against Women Committee on the Elimination of Racial Discrimination CRC CRL Convention on the Rights of the Child Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (CRL) Convention on the Rights of Persons with Disabilities CRPD
subject of asylum-seekers who may have fled persecution without the ‘requisite’ documentation and the need for sensitisation of immigration officials in this regard. The rights of cultural and religious communities to enjoy their culture and practice their religion are protected in section 31(1) of South Africa’s Constitution. However, section 31 (2) of the Constitution makes it clear that this protection does not extend to practices that violate other constitutional rights. The SAHRC therefore expresses concern that certain traditional and cultural practices may be misconstrued as encouraging the violations of the rights of women and LGBTI persons. In particular, elements of traditional, cultural and religious beliefs that emphasise heteronormativity and assign gender stereotypical, dominant or submissive roles contribute towards the marginalisation and victimisation of LGBTI persons. This is exacerbated by false claims that LGBTI persons are ‘un-African’, sinful and harmful to traditional values and are that they are contributing to the moral and ethical degeneration of society. These discriminatory beliefs have also found to be more prevalent are in rural areas which tend to be more conservative and traditional. The SAHRC further alerts the Committee to the phenomenon of ‘corrective rape’, where LGBTI persons are violently attacked and raped to ‘cure’ them of their sexual orientation. Black lesbian women have found to be particularly vulnerable to these form of attacks, which are often perpetrated to dehumanise women who do not conform to the traditional norm of an ‘African woman’. The SAHRC expresses concern that many of these attacks are not reported as victims fear secondary victimisation due to societal intolerance towards LGBTI persons. Through its advocacy initiatives, the SAHRC’s provincial offices have reported lack of education and acceptance of LGBTI rights, particularly in rural areas. It further noted that negative cultural and religious beliefs have reinforced discrimination against LGBTI persons and that such beliefs hamper the full acceptance and integration of LGBTI persons in the community. Whilst the SAHRC is aware of the initiatives undertaken by government to combat the negative stereotypes and violent attacks on LGBTI persons, it reiterates the need for dedicated legislation addressing hate crimes in South Africa. Recommendations to the Committee
for immigrant children; however intersectional data is not included in the publicly available Census data. Poverty is exacerbated by other forms of race-based disadvantage. For example, the effects of poverty for children living on reserve are intensified by chronic underfunding of schools and child welfare services, crowded housing, and undrinkable water (see section 8 on Canada’s Relationship with Indigenous Peoples). The unavailability of affordable housing is compounded by racial discrimination in the housing market; for example, a 2009 study by the Center for Equality Rights in Accommodation found significant discrimination against renters on the basis of ethno-racial background, single parenthood, and mental illness. As noted above, the Federal government’s National Poverty Reduction Strategy makes little to no mention of communities of colour, rendering these communities invisible while their issues remain unaddressed. Ontario has had a Poverty Reduction Strategy since 2008, but analysis of the experiences and needs of peoples of colour has been marginal at best, and mention of these groups have in certain instances been erased from the Poverty Reduction Strategy altogether, despite the fact that they are included in the poverty reduction legislation as among those who experience heightened risk of poverty. Employment Discrimination and the Racial Wage Gap There are significant racialized wage and employment gaps in Canada. The 2006 mandatory long-form census evidenced a significant race and gender wage gap: women of colour made 53.4% as much as non-racialized (white) men; men of colour made 73.6% as much as men; and women of colour made 84.7% as much as non-racialized women. Data from the 2011 NHS also evidenced a racial wage gap that intersects with the gender wage gap: Indigenous women earn 10% less than Indigenous men, and 26% less than men; women of colour earn 21% less than racialized men, and 32% less than men; and immigrant women earn 25% less than immigrant men, and 28% less than non-immigrant men. Wage gaps increase for Indigenous women, women of colour, and immigrant women with university degrees; for example, Indigenous women with a university degree earn 24% less than Indigenous men with a university degree, and 33% less than non-Indigenous men with a university degree. A 2016 report by the Canadian Centre for Policy Alternatives and Oxfam concludes that “[d]iscriminatory hiring and wage setting practices are undermining the benefits of education for these groups.”
Minors (17 and under) Adults (18 and over) Female Male Total Female Male All Citizenship 1,087 1,105 2,192 3,630 4,576 8,206 Asia & Pacific 221 255 476 930 1,238 2,168 Africa & Middle East 457 479 936 1,497 1,755 3,252 Europe 129 119 248 356 605 961 Americas 254 224 478 785 877 1,662 Other* 26 28 54 62 101 163 2014 Minors (17 and under) Adults (18 and over) Female Male Total Female Male Other* Total All Citizenship 1,468 1,605 3,073 4,527 5,858 1 10,386 Asia & Pacific 279 357 636 1,165 1,601 1 2,767 Africa & Middle East 583 593 1,176 1,771 2,241 4,012 Europe 272 314 586 676 926 1,602 Americas 306 308 614 831 975 1,806 Other* 28 33 61 84 115 199 Jan 1 - Oct 31 2015 Minors (17 and under) Adults (18 and over) Female Male Total Female Male Other* Total All Citizenship 1,610 1,555 3,165 4,216 5,491 2 9,709