zilongwang/ReadingBank huggingface dataset:
For the floor projection the technique originally conceived for the Ars Electronica installation was implemented, with the viewer observing a live feed video of what could be seen directly through the floor to the entrance of the gallery, so also linking the upper and lower spaces of the gallery in real time and developing the theme of the observer emerging into and being within the space at the same time. Fig.19 – Nathan Cohen: ‘Intangible Spaces’ installation view, Aisho Miura Arts Tokyo 2010 The artworks included both wall and based RPT constructions that required interaction on the part of the viewer to fully observe their pictorial potential, for while the installation could be viewed as images that interacted with the architecture of the gallery space to create the illusion of three dimensional structures, when the projections were also seen through the RPT projectors an alternative reading of the space within the artworks was enabled. The intention was also to challenge pictorial convention in the way the artworks were located in space, utilizing the corner of the room and floor, locations not usually associated with the display of pictorial images. Fig.20 – Nathan Cohen: ‘Intangible Spaces’ installation view, Aisho Miura Arts Tokyo 2010: wall and floor installations with projections Fig.21 – Nathan Cohen: ‘Intangible Spaces’ installation view, Aisho Miura Arts Tokyo 2010: floor projection showing live video of view as would be seen though floor We are familiar with looking into an imaginary space, and developments in immersive technologies have sought to place the viewer in ever closer proximity to the action. A third artwork displayed in the Tokyo exhibition develops the idea of locating the viewer within the space of the artwork itself and utilizes an approach to visual invention which could only be achieved using the computer. Fig.22 – Nathan Cohen: ‘Intangible Spaces’, Tokyo projectors and interactive video set up As the visitor to the exhibition climbed the stairs to the installation located on the second floor their progress was being recorded by a small video camera. A short time lapse of the resulting video image was combined with isolating the visitor’s image from the background and a moving video sequence I had made of the art installation itself. The result was a video projection, which the visitor could view as they reached the top of the stairs, of themselves ‘climbing into’ and located within the artwork they would not yet have seen. This formed the start of the interactive process of viewing the art installations.
Appendix 4 SEN Authority Finance Contacts for Schools – April 2013 If you need further information about contacts please email: Local Authority Contact name and Address Phone number email Birmingham Rebecca Powney (Becci) Business Support Unit (DCSC/SENAR) PO Box 16289 1 Lancaster Circus Birmingham B2 2RZ Make sure you print the budget code quoted by Birmingham on any invoices raised 0121 675 0463 Bracknell Forest Pre 16 For pre 16 pupils Amanda Wilton Head of Targeted Services 01344 354198 Bracknell Forest Post 16 For post 16 pupils Steve Lambert Learning, development and commissioning manager 01344 354034 Etc
Creating an Outlook Signature with your Conferencing Information: In Outlook, you might want to create a new Signature that you can easily add to emails and/or Calendar Invites. To Create the Signature In Outlook, Click on File, Options, Mail, Signature, New Name your Signature (Example: Audio Conference InterCall Invitation) Create the wording you would normally use to invite attendees to your call Be sure to include your toll free dial in number, conference code and how to hail an operator and mute their phone line. Press 00 Operator assistance – only the individual hailing the operator will hear *6 or #6 Mute/unmute your own line To Insert the Invitation Signature: In your email or calendar, simply click on “Insert” “Signature” Select your Audio Conferencing Signature. Edit if needed and Send. All Questions, Customer Support, and Technical Support will be handled directly by InterCall. InterCall Support: Help During a Live Phone Conference: *0 Operator assistance - conference 00 Operator assistance-private conversation 24/7 InterCall Customer Support or Billing: 800.896.1204 Lead Account Manager: Rebecca Regnier, , 630.882.9614
Units 5-6 A (4 points) seven with a friend three times a week are in school B (4 points) Is she studying is working is he waiting is coming C (3 points) Most American mothers with small children work. Few Japanese families have more than three children. In the U.S., some young adults live at home with their parents. D (3 points) yoga go baseball E (3 points) I often watch TV after dinner. Do you ever drink coffee in the evening? Jeff doesn’t exercise very much. F (4 points) often well long good G (4 points) She walks down Telegraph Avenue every day after class. She enjoys going to San Francisco on the weekend. She goes shopping or walking after lunch on Saturdays. She likes to watch football and basketball on TV. A (4 points) Name Country visited Weather Lisa Australia bad Italy OK/good and bad B (8 points) A: What did you do? B: I went dancing at the new club on Eighth Street. Suzie and Mike were there, too. A: Oh, really? B: Yes, we had a great time! But where were you? A: I was in the laundromat all evening. B: How boring! A: Actually, no. I met my girlfriend there. We spent the evening laughing and talking. C (4 points) All my clothes were dirty. I wanted to wash them. So laundromat I went to the library. grocery store I went to the post office. I was very hungry. I needed to buy food. trove! agency I went to the music store. I go to Singapore on Sunday. I need a plane ticket. I don’t have a computer. I wanted to send an e-mail. Internet cafe So I went to the grocery 3torc. D (5 points) one many / a few much / any E (4 points) go dancing go shopping send e-mails wash and dry clothes
Balancing Authority Sink Balancing Authority for: Source Balancing Authority for: Sending Balancing Authority for: Receiving Balancing Authority for: Net Interchange Schedules A IT3 IT1, IT2 IT1, IT2 IT3 SAB-IT1 + SAB-IT2 + SBA-IT3 B IT1 IT2, IT3 IT1, IT2, IT3 SAB-IT1 + SAB-IT2 + SBA-IT3 SBC-IT2 + SCB-IT3 C IT3 IT2, IT3 IT2 SBC-IT2 + SCB-IT3 SCD-IT2 D IT2 IT2 SCD-IT2 Table 1 - Relationship Between Balancing Authorities, Interchange Schedules, and Interchange Transactions
Implementing Interchange Interchange Transactions are the representation of a PSE or BA arranging for energy and capacity transfers between different parties. From a real-world perspective, these compiled arrangements are known as a Request for Interchange (RFI). The RFI goes through two types of assessment: Market Assessment and Reliability Assessment. Prior to the assessment stages, the PSE puts together the business arrangements for the Interchange with Transmission Service Providers (TSPs), Generators, and LSEs and may obtain preliminary reliability approvals from BAs, TSPs, and RCs where required. At this stage, Agreements (including Transmission reservations) are aggregated into a single request. This aggregated information is sent to the BAs, PSEs, and TSPs and begins both the Market Assessment and Reliability Assessment. During the Market Assessment and Reliability Assessment, the RFI proposed by the PSE is evaluated by the approval entities to ensure all the proper information has been for both commercial and reliability issues and that system conditions allow for approval. Note that the actual RFI submission can be assessed and approved or denied by both market and reliability entities. In both the NERC Standards and NAESB Business Practice Standards, RFIs go through several transitions as they are evaluated. Prior to either assessment period, any compiled arrangements are known only as RFI. Once the RFI is passed to the reliability and market entities to begin evaluation during the Reliability Assessment and Market Assessment, respectively, then the RFI becomes known as Arranged Interchange. If approvals are obtained from all entities with approval rights during the Reliability Assessment and Market Assessment, then the Arranged Interchange transitions to Confirmed Interchange. Confirmed Interchange has obtained all necessary approvals and is ready to be implemented in the Net Scheduled Interchange portion of all impacted BAs. Once the Ramp start time is reached, the Confirmed Interchange transitions to Implemented Interchange. At that point in time, each impacted BA will implement the Implemented Interchange value into their Area Control Error (ACE) equation as part of the Net Scheduled Interchange.
about multiple Points of Interconnection is requested. Subject to Section 1.3.3, the Pre-Application Report will include the following information: Total capacity (in MW) of substation/area bus, bank or circuit based on normal or operating ratings likely to serve the proposed Point of Interconnection. Existing aggregate generation capacity (in MW) interconnected to a substation/area bus, bank or circuit (i.e., amount of generation online) likely to serve the proposed Point of Interconnection. Aggregate queued generation capacity (in MW) for a substation/area bus, bank or circuit (i.e., amount of generation in the queue) likely to serve the proposed Point of Interconnection. Substation nominal distribution voltage and/or transmission nominal voltage if applicable. Nominal distribution circuit voltage at the proposed Point of Interconnection. Approximate circuit distance between the proposed of Interconnection and the substation. Relevant line section(s) actual or estimated peak load and minimum load data, including daytime minimum load and absolute minimum load, when available. Number and rating of protective devices and number and type (standard, bi-directional) of voltage regulating devices between the proposed of Interconnection and the substation/area. Identify whether the substation has a load tap changer. Number of phases available at the proposed Point of Interconnection. If a single phase, distance from the three- phase circuit. Limiting conductor ratings from the proposed Point of Interconnection to the distribution substation. Whether the Point of Interconnection is located on a spot network, grid network, or radial supply. Based on the proposed Point of Interconnection, existing or known constraints such as, but not limited to, electrical dependencies at that location, short circuit interrupting capacity issues, power quality or stability issues on the circuit, capacity constraints, or secondary networks. information regarding an Affected System the Cooperative deems relevant to the Interconnection Customer.
DETAILS of CHILD(REN) Name of Child Date of Birth Age Address of Child(ren): Postcode: DETAILS of SIGNATORY Surname: First name: Professional status: Professional working relationship to applicant: Address: Postcode: Phone number for querie: Email for queries: How long you have known the applicant: Years Months DECLARATION
Full Catchy Title Here Comm 10 Intercultural Communication by Students Name Here Reedley College Reedley, California Current Date Here Instructor: Linda Carvalho Cooley Introduction In paragraph form write a proper introduction that should include an attention getting sentence followed by a thesis. Next there should be a preview of points (verbal communication,
Exercise Name: [Insert exercise name] Exercise Date: [Insert exercise date] Organization/Jurisdiction: [Insert organization or jurisdiction] Venue: [Insert venue name] Prevention Exercise Objective: [Insert exercise objective] Core Capability: Interdiction and Disruption Delay, divert, intercept, halt, apprehend, or secure threats and/or hazards. Organizational Capability Target 1: [Insert customized target on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 2: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 3: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference]
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail
I also perceive the immune system as a conflictual model of potential democracy, or radical democracy in the terms of Chantal Mouffe – where the democratic process… cite! CONCLUSION This paper started by calling for a resumption of performed efficacy in applied theatre. To this end, two applications of activist performance have been exemplified: on the one hand, interventionist or intratactical performance and, on the other hand, instantiating or paratacical performance. All the examples I have given of these approaches enact affirmative stances that relate directly with power relations and bring about performative changes from within power structures or outside them. This is part of a longer trend that goes back to phenomena like feminist activists, ACT UP, culture jamming, the reclaim demonstrations and by the time of the build-up and launch of the Iraq war: Not In My Name. In terms of effect, the critical mass of discursive and attitudinal determinants are gradually having an impact on larger political shifts, almost like cultural memes to borrow a term from Dawkins and this is of course what Kershaw implied in his book on radical theatre in the 1990s. But over time, as things evidently are not really changing by either right wing or left wing governments in our neoliberal era, interesting tendencies of progressive performance have assumed inside and outside towards hegemonic structures – and by that I don’t mean in relation to military dictatorships or harsh conservative regimes, but representational democracies such as the US, Australia and Sweden! And this is where OWS and similar long-term and site-specific processes come in as a new, radically democratic mode of performance. However, as far as I can see there are also some fairly old aspects to these practices, where the emphasis lies on the side of post-production to speak with Bourriaud, and which have to do with the macro-political pull of the interventions and instantiations – and, in particular, the gravitation towards social movements. I think this can happen by innovative facilitation and curating of long-term arts projects that are situated in the node between higher education, the art world, creative industries and public life. And that means to mix the vital ingredients for a social movement with activist tactics.
Mobility numbers7 per academic year [Paragraph to be added, if the agreement is signed for more than one academic year: The partners commit to amend the table below in case of changes in the mobility data by no later than the end of January in the preceding academic year.] FROM [Erasmus code or city of the sending institution] TO [Erasmus code or city of the receiving institution] area code * [ISCED] Subject area name * Study cycle [short cycle, 1st , 2nd or 3rd] * Number of student mobility periods Student Mobility for Studies [total number of months of the study periods or average duration*] Student Mobility for Traineeships * relevant for 2015 and 2016] [*Optional: subject area code & name and study cycle are optional.] FROM [Erasmus code of the sending institution] TO [Erasmus code of the receiving institution] Subject area code * [ISCED] area name * Number of staff mobility periods Staff Mobility for Teaching number of days of teaching periods or average duration *] Staff Mobility for Training * 7 Mobility numbers can be given per sending/receiving institutions and per education field (optional*: )
() Primary Phone Number of Parent/Guardian/Person of Parental Relationship; () ; () tudent expulsion ; The Oregon Department of Education (ODE) will provide a samplegreement form. Resident school districts are responsible for developing their own written instructions. An Interdistrict Transfer Agreement shall only be between districts within the state of Oregon. Upon request by the nonresident district, a resident district shall release student records to the nonresident district.
EDUCATIONAL SERVICES REQUESTED Does this student qualify for Special Education services? (Must have an active IEP and a current evaluation) Yes No completion of the placement test, does this student qualify for TBIP (Transitional Bilingual Instruction Program) services? Yes No Does this student qualify as Exited TBIP? (To qualify, the student was receiving TBIP services in the previous school year and/or current school year, and scored a 4 in the annual WELPA test in either the spring of those years.) Yes No COURSES REQUESTED (Include course or coursework description, credit, % of the day, etc.) Resident School Nonresident School Grades K-12 Skill Center Running Start Please see third page for important notices, acknowledgements, and signature. NOTICES
30 - 50 State age/stage band Expected Exceeding (please circle one) No evidence of using numbers to 20 Knows some numbers Numbers of personal significance Reciting by rote, but not understanding Has first few bullets in 40-60, but no more Language of more/less Using numbers to 10/20 Child’s name: T Agreed judgement: Emerging 40-60 State age/stage band Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. What they can do in line with judgement/citing of similar examples from exemplification materials): If ‘emerging’ – age/stage band judgement: More/less Not confident to 20 Some number understanding Some matching to exemplification, but not consistent evidence that would be useful to support agreed judgement: Evidence of numbers to 20
M Emerging 30 - 50 State age/stage band Expected Exceeding (please circle one) If ‘emerging’ – age/stage band judgement: Looking at but no shape language Need more evidence of mathematical language for position, shape, time Child’s name: T Agreed judgement: Emerging 40 - 60 State age/stage band Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. What they can do in line with judgement/citing of similar examples from exemplification materials): If ‘emerging’ – age/stage band judgement: Needed support to order 2 objects Can name simple 2D not 3D Copying, not creating patterns Other evidence that would be useful to support agreed judgement: More evidence for time and position
AFL-CIO Goal: Tactics Used / Accomplishments: # Members Lobbying (spent) Year: PAC (spent) Year: Supports (circle one): Evenly … OR Strong Democrat / Lean Democrat / Lean Republican / Strong Republican Outside Spending (spent) Year: American Bar Assn (ABA)  search “American Bar Assn” at opensecrets.org Goal: Tactics Used / Accomplishments: # Members Lobbying Year: PAC (spent) Year: Supports (circle one): Evenly Split … OR Strong Democrat / Lean Democrat / Lean Republican / Strong Republican Outside Spending (spent) Year: American Medical Assn (AMA)  search “American Medical Assn” at opensecrets.org Goal: Tactics Used / Accomplishments: # Members Lobbying (spent) Year: PAC Year: Supports (circle one): Evenly Split … OR Strong Democrat / Lean Democrat / Lean Republican / Strong Republican Outside Spending (spent) Year:
Structure Infants 1st/2nd 3rd – 6th Introduce the topic I would like to talk about…. This is…. Here is…. I would like to tell you all about…. I am very interested in… I would like to take this opportunity to talk to you about… I first became interested in…. I have a passion for…. Today I would like to talk to you about…. State reasons for an interest in the topic I like… I I find _____ interesting because…. My hobby is…. I like to spend my time…. One of the things I like to spend my time doing is…. I am passionate about… I have a passion for…. I have, for many years, enjoyed… I like challenging myself to…. It is a creative pastime that…. I enjoy the feeling of…. It gives me great satisfaction to…. I have enjoyed many successes Provide relevant information I want to talk about this because …. This is…. These are… What I would like to do today is ….. As you may already know… Many of you may already… I have chosen to speak about this because….. Have you ever heard of? You may already know…. Every day you encounter…. You may already be familiar with Explain technical terms to the audience This works …. The purpose of ____ is… This is called the ____ and it is for ……. To illustrate... To give you the essential background information on... To outline... To have a look at... What I would like to do today is to explain We use the word _____ to describe…. The function of ________ is…. Conclusion Thank you for listening Any questions? you for your attention To summarise…. In conclusion…. Does anybody have any questions? I'd like to summarize/sum up Let me summarise by saying… So that concludes my …. Would anybody like to ask me any questions? I welcome any questions or comments that you may have
Name _____________ Date / / Address City, State, Zip Code Phone (HOME/MOBILE/OFFICE) Phone (H/M/O) Primary Secondary Preferred email address: _______________________ Place of employment: ______________________________ Position: Year joined MoATA NPI Number ____________________________ NATA Member Number BOC Certification Number Licensed to practice in Missouri: Y N Primary practice setting: College/University High School Clinic Clinic/HS Professional Other Student Retired Not currently employed as AT Please rank your TOP THREE choices for committee or work group membership. Please note that selecting a committee does not ensure your placement on a committee. You will be notified of appointment to a particular committee by the committee chair Governmental Affairs Committee Honors and Awards Committee Young Professionals Committee Advisory Committee Professional Meeting Committee College/University Committee College/University Athletic Training Student Committee Secondary Schools AT Committee Committee on Professional Advancement Public Relations NATA Research and Education Foundation Other Work groups for strategic planning projects Member Involvement - Increase member participation Relationship Building - Build new relationships and strengthen existing relationships with other organizations, legislators, and supportive groups Revenue – Issues related to reimbursement and recognition for all athletic trainers Please attach a brief introduction of yourself, your career accomplishments/interests, and skills that you would bring to a committee appointment or work group Send this form and your letter to: MoATA President Karen Fennell at finney825@yahoo.com
Ref.No.RBECS/ 2018-19 Date:01.04.2018 DEPOSIT INTEREST RATE w.e.f 01.4.2018 Rate FIXED DEPOSIT 46 Days to 90 days 6.75% 91 Days to 179 days 7.25% 180 Days to 364 days 7.75% 1 Year to less than 2 years 8.25% 2 Year and above 8.00% Senior Citizen 0.50% Extra Date : 20.02.2015
Interested Party Details Interested Party: Scoring: Date: Rev: Power 10 high = manage closely NOTE: Determine the relevant interested parties and their requirements that relate to your business activities, and those which impact the QMS. Description: 1 low = monitor Priority 10 high = high priority Prepared: 1 low = low priority Distribution: Relevance 10 high = very relevant Authorised: 1 low = low relevance Needs Expectations Power (x) Objectives Priority (x) Relevance Recommended Actions & Status Action Taken effects on decisions effects on activities Relevance (x) Risk Priority (=) Expects organisation to supply goods and services on time Manage closely 4 Achieve revenue targets 10 Impact on material costs Impact on priority of build/despatch 10 300 Review cost of based on required / requested material specs Sales Keep satisfied 3 Retain contract 8 Impact on future business 8 192 Keep informed 2 Increase repeat orders 8 Impact on future business 8 32
Interested in working with KMC? Complete this form to show your interest, skills and contact information. (Tick any boxes, as applicable to you) Are you looking for: Full time hours Part time hours Flexible hours Term-time hours Don’t mind Temporary work Permanent work Don’t mind Secondment Job Share Apprenticeship Academic role Support role Don’t mind Name: ……………………………………………………………………. Email: ……………………………………………………………………… Tel #: ……………………………………………………………………… Address: …………………………………………………………………… (Tick any boxes, as applicable to you) Where do your SKILLS and/or INTERESTS lie: Agriculture, Countryside & Food Animal Conservation & Welfare Arboriculture Business, Policy & Administration Blacksmithing Catering Construction & Plumbing Engineering & Fabrication Equine Facilities & Estates Finance, Procurement & Payroll Floristry Health & Social Care Horticulture Hospitality Resources Leisure, Sports & Outdoor Adventure Library, LRC & Student Services Media, Marketing & Design MIS Public Services Science & Higher Education Student Admissions Teaching Assistant Teaching English / Maths Tourism Welding How did you find this form? ______________________________
Interested in working with KMC? Complete this form to show your interest, skills and contact information. (Tick any boxes, as applicable to you) Are you looking for: Full time Part time hours Flexible hours Term-time hours Don’t mind Temporary work Permanent work Don’t mind Secondment Job Apprenticeship Academic role Support role Don’t mind Name: ……………………………………………………………………. Email: ……………………………………………………………………… Tel #: ……………………………………………………………………… Address: …………………………………………………………………… (Tick any as applicable to you) Where do your SKILLS and/or INTERESTS lie: Agriculture, Countryside & Food Animal Conservation & Welfare Arboriculture Business, Policy & Administration Blacksmithing Catering Construction & Plumbing Engineering & Fabrication Equine Facilities & Estates Finance, Procurement & Payroll Floristry Health & Social Care Horticulture Hospitality Resources Leisure, Sports & Outdoor Adventure Library, LRC & Student Services Media, Marketing & Design MIS Public Services Science & Higher Education Student Admissions Teaching Assistant Teaching English / Maths Tourism Welding How did you find this form? ______________________________
Uses range of strategies to understand unfamiliar words Reading complex phonics Application of reading purpose More than the exemplification Retelling Good comprehension of wide range of texts Child’s name: Amyra Agreed judgement: Emerging Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. What they can do in line with judgement/citing of similar examples from exemplification materials): Needs support to blend simple cvc Not reading simple sentences Repeats story language, not necessarily demonstrating understanding Only 2 tricky words Beginning to blend /support Developing some comprehension Hear initial sounds Drawing and commenting Match some letters/sounds Enjoying books and using story language Can recall some elements of the story Cannot read back writing Other evidence that would be useful to support agreed judgement: Blending evidence Not blending Not talking about what is read Child’s name: Alice Agreed judgement: Emerging Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. What they can do in line with judgement/citing of similar examples from exemplification materials): Can read/sound out cvc and high frequency words Recognising signs in the environment Lots of 40-60 months Examples of evidence do not match exemplifications Understanding of narrative Very few irregular/key words Enjoyment for reading – role play Understanding what they read Beginning, middle, end Acting out story Talking about non-fiction book (ex) Other evidence that would be useful to support agreed judgement: Not enough evidence sentence work Not enough evidence Little evidence of actual reading
Recommended Sources: Citizens United v. F.E.C. Majority Opinion Summary - Citizens United v. F.E.C. Majority Opinion Text (Justice Kennedy) - Citizens United v. F.E.C. Dissenting Opinion (Justice Stevens) - “Debating Citizens United: Remember the First Amendment?” - “Debating Citizens United: Corporations Aren’t People” - “A Year Later, Citizens United Reshapes Politics” - Bill of Rights and First Amendment - “The Federalist No. 10” (James Madison) - Video clip: “Justice Scalia on Citizens United” - Video clip: “Keith Olbermann Comments on Citizens United” - clip: “Citizens United v. FEC – what it means for democracy” - FEC rules and restrictions for Independent Expenditure-Only Committees (Super PACs)- Open Forum Assessment Rubric Participant’s Name: __________________________________________________ Date: __________________________ Debate Topic: ________________________________________________________________________________________ Grade = Grading Rubric: 5 = A+ - A; 4 = A- -B+; 3 = B - B-; 2 = C+ - C; 1 = C- - D-; 0 = F
Inter LA EYFS Profile Moderation Agreement Trialling Record Continually refer to ELG descriptors, exemplification materials and, if necessary, earlier age/stage bands in Early Years Outcomes and Annex 2 of the EYFS Profile Handbook. ELG: 04 Moving and handling Child’s name: CHILD Z Agreed judgement following discussions: Emerging Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. what they can do in line with judgement/citing of similar examples from exemplification materials): Demonstrating sophisticated fine motor control skills; holding pencil, knife,spoon Evidence of balancing Can explain processes Skipping in time to music and good negotiation of space a range of tools with precision Accuracy and confidence in gross motor skills Manipulating strings on the guitar Enjoys activities that involve fine control paper in place to ensure accuracy Runs with and accuracy, jumps between gaps Uses preferred hand for writing Characteristics; perseverance and concentration Other evidence that would be useful to support agreed judgement: More P.E observations More observations of the writing process top assess control i.e on More anecdotal evidence of what the child said/did Inter LA EYFS Profile Moderation Agreement Trialling Record
Inter LA EYFS Profile Moderation Agreement Trialling Record Continually refer to ELG descriptors, exemplification materials and, if necessary, earlier age/stage bands in Early Years Outcomes and Annex 2 of the EYFS Profile Handbook. ELG: 15 Technology Child’s name: CHILD I Agreed judgement following discussions: Emerging Expected Exceeding (please circle one) Main evidence used to support judgement made (eg. what they can do in line with judgement/citing of similar examples from exemplification materials): Not using technology for a purpose Not making connection between actions – cause and effect Show some interest in technology with support Random buttons Little knowledge Evidence better suited to 40-60 months Selects technology Presses switches Explores beebots Still playing and exploring Not over sustained period of time Unable to complete program Not “particular purpose” Knows about iPad, torches, using telephone including APPS Enjoys/tries new experiences ‘butterfly’ – flitting with ICT Doesn’t show a full understanding of using ICT independently Other evidence that would be useful to support agreed judgement: Evidence of using independently with understanding More informed use and reason for selection
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Oral Presentation Rubric: Halloween Career Project _________________________________________________________ Teacher Name: Student Name: __________________________________ CATEGORY 4 3 2 1 Attire Business attire, very professional look for that career. Casual business attire. Looks mostly like the clothing worn for the career. One item of clothing that matches the career. General attire not appropriate for audience (jeans, t-shirt, shorts). Time-Limit Presentation is minutes long. Presentation is more than 3 minutes long or less than two. Presentation is less than 2 minutes long or more than 3. Presentation is less than 1 minute OR more than 3 minutes. Content Shows a full understanding of the topic. The impact of individual interests and abilities on career choices was fully covered. Shows a good understanding of the topic. The impact of individual interests and abilities on career choices was well covered. Shows a good understanding of parts of the topic. The impact of individual interests and abilities on career choices was partially covered. Does not seem to understand the topic very well. The impact of individual interests and abilities on career choices was not covered. Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation.
Inter LA Agreement Trialling 07.12.2017 Table Results Physical Development ELG 04 Moving & Handling CHILD TABLE 1 TABLE 2 TABLE 3 TABLE 4 TABLE 5 TABLE 6 MM FINAL AGREED M 3 3 3 3 3 3 3 S 3 3 3 2/3 3 3 3 3 X 2 2+ 2 2/3 2 2 2 E 40-60 30-50 40-60 2 40-60 30-50 40-60 ELG 05 Health & Self-Care CHILD TABLE 1 2 TABLE 3 TABLE 4 TABLE 5 TABLE 6 MM FINAL AGREED M -3 3 2 2/3 3 3 CUSP S 2/3 3 3 2/3 3 3 3 3 X 2 2+ 2 3 3 3 3 E 2 40-60 -2 -2 40-60 2 2 CUSP
Recommended Sources: Citizens United v. F.E.C. Majority Opinion Summary - Citizens United v. F.E.C. Majority Opinion Text (Justice Kennedy) - Citizens United v. F.E.C. Dissenting Opinion (Justice Stevens) - “Debating Citizens United: Remember the First Amendment?” - “Debating Citizens United: Corporations Aren’t People” - “A Year Citizens United Reshapes Politics” - Bill of Rights and Amendment - “The Federalist No. 10” (James Madison) - clip: “Justice Scalia on Citizens United” - Video clip: “Keith Olbermann Comments on Citizens United” - Video clip: “Citizens United v. FEC – what it means for democracy” - Open Forum Assessment Rubric Participant’s Name: __________________________________________________ Date: __________________________ Debate Topic: ________________________________________________________________________________________
Bari Brandes Corbin, a member of this newsletter's Board of Editors, maintains her offices for the practice of law in Laurel Hollow, NY. She is Vice-President of Joel R. Brandes Consulting Services Inc., Jersey City, NJ, and Ft. Lauderdale, FL (), and an editor of its Web sites, "New York Divorce and Family Law," at , and "Florida Divorce and Family Law," at . She is a of Law and the Family New York, Second Edition, Revised, Volumes 5 & 6
Participant Identifier Business unique identifier of the Participant. Represents a business level endpoint key that uniquely identifies an entity in the network. Examples of identifiers are company registration and VAT numbers, DUNS numbers, GLN numbers, email addresses, etc… http://<hash over BUSDOX is flexible with regard to the use of any one of a wide range of schemes for the format of participant identifiers, represented by the schemeID. However, when using this form of http Web address, which is resolved through the DNS system, the format of the recipientID and the schemeID is constrained by the requirements of the DNS system. This means that both the recipientID and the schemeID must be strings which use the ASCII alphanumeric characters only and which have to start with an alphabetic character. BUSDOX allocates schemeIDs to conform to this requirement. However, there is no guarantee that the participant IDs will conform to this requirement for any given scheme (remembering that in many cases the participant ID scheme will be a pre-existing scheme with its own format rules that might violate the requirements of a DNS name). Refer to §2.2.1 – "Operation" for more detail on the calculation of this identifier. Must be unique. May not exceed 50 characters. May only contain characters. Participant identifier must be trimmed. If the scheme refers to the (default) PEPPOL participant identifier scheme and the participant identifier is not a wildcard ('*'), then the issuing agency specified in the ParticipantIdentifier (as its leading part before ':') must be valid..
WSDL model for BDMSLService Operations Signatures PrepareChangeCertificate() Signature PrepareChangeCertificate() Input PrepareChangeCertificate() Output None CreateParticipantIdentifier() Signature CreateParticipantIdentifier() Input CreateParticipantIdentifier() Output NoneIsAlive() Signature IsAlive() Input (empty) IsAlive() Output None ClearCache() Signature ClearCache() Input none ClearCache() Output none
Sample SOAP errors The following are SOAP faults samples as they are returned to the requester in case of error encountered by the BDMSL. Sample "NotFoundFault": <soap:Envelope xmlns:soap=""> <soap:Body> <soap:Fault> <faultcode>soap:Server</faultcode> <faultstring>[ERR-100] The SMP 'testSMPPrepareToMigrate520' exist. <detail> <NotFoundFault xmlns:ns2="" xmlns=""> <FaultMessage>[ERR-100] The SMP 'testSMPPrepareToMigrate520' doesn't exist.</FaultMessage> </NotFoundFault> </detail> </soap:Fault> </soap:Body> </soap:Envelope> Sample "BadRequestFault": <soap:Envelope <soap:Body> <soap:Fault> <faultcode>soap:Server</faultcode> <faultstring>[ERR-106] Participant Identifier Value contains the illegal issuing agency '0185' [NtsjYc25LzhHUNmQ4_Z6Bv8En5sB2e9WjFhMZrBTUcLHT5QlsR99!-2114654990!1469472427449]</faultstring> <detail> <BadRequestFault xmlns:ns2="" xmlns=""> <FaultMessage>[ERR-106] Participant Identifier Value contains the illegal issuing agency '0185'</FaultMessage> </BadRequestFault> </detail> </soap:Fault> </soap:Body> </soap:Envelope>
Appendix C: Acronyms Instructions: Provide a list of acronyms and associated literal translations used within the document. List the acronyms in alphabetical order using a tabular format as depicted below. Table - Acronyms Acronym Literal Translation <Acronym> <Literal Translation> <Acronym> <Literal Translation> <Acronym> <Literal Translation> <Acronym> <Literal Translation> <Acronym> <Literal Translation>
Appendix E: Referenced Documents Instructions: Summarize the relationship of this document to other relevant documents. Provide identifying information for all documents used to arrive at and/or referenced within this document (e.g., related and/or companion documents, prerequisite documents, relevant technical documentation, etc.). Table - Referenced Documents Document Name Document Location and/or URL Issuance Date <Document Name> <Document Location and/or URL> <MM/DD/YYYY> <Document Name> <Document Location and/or URL> <MM/DD/YYYY> <Document Name> <Document Location and/or URL> <MM/DD/YYYY> <Document Name> <Document Location and/or URL> <MM/DD/YYYY> <Document Name> <Document Location and/or URL> <MM/DD/YYYY>
Interfaculty Men’s & Women’s 5km Run Rules All interested participants are required to register on the day of competition at the time and as mentioned above. Participants must register on the roll appropriate to their faculty, where they will be assigned a number. Each faculty may enter as many participants as desired however; entrants must fulfil the following requirements to gain place or participation points: finish the race finish the race on or before 35 mins participants will receive a blue (male) or red (female) ticket upon completion, and this will have to be returned to the registration desk. All participants must follow the set out by the map and the markers provided. Each competing Faculty team must provide at least 2 marshals to help run the event. These marshals are required to contact the Interfaculty Sport Intern or the University Programs Manager () ASAP! Points will be awarded to both female and male participants for placings and participation as follows: 1st = 10pts 2nd = 7pts 3rd = 5pts 4th = 3pts Participation = 1pt In the event that one faculty receives more than one placing, they only receive the points for the highest place getter. E.g. If a faculty comes first and third they will only receive 10 points and the third place getter will receive 1 participation point. Interfaculty Outdoor Cricket Competition Umpires will be supplied on the day. One team is able to register PER FACULTY. Faculty Colour: Please make sure all faculty members are wearing the same colour top. Please make sure that students are only playing for ONE faculty, no swapping. Any of referees or other players will result in an automatic disqualification of the offending team.
2001 2002 2003 2004 Chinese Orchestra Bronze Prize Gold Prize Gold Prize Gold Prize Orchestra Bronze Prize Gold Prize and The Most Outstanding Award Silver Prize Silver and The Most Outstanding Award Symphonic Band Bronze Prize Bronze Prize Bronze Prize Silver Prize 1997 1998 1999 2000 Chinese Orchestra Silver Bronze Prize Gold Prize Bronze Prize Orchestra N/A N/A N/A Bronze Prize Symphonic Band N/A N/A N/A N/A
Schedule of Current Services Definitions 1.1 Flash Flooding means any Flooding of short duration with a relatively high peak discharge in which the time interval between the observable causative event and the Flood is less than six hours. 1.2 or Flooding means the covering of normally dry land by water that has escaped or been released from the normal confines of: (1) any lake, or any creek or other natural watercourse, whether or not altered or modified; or (2) any reservoir, canal or dam, The standard classifications used to describe three severity levels for Flooding, and which are set out in service level specifications applicable in each jurisdiction and accepted by all of the Flood Warning Consultative Committees as at the date of this Agreement, are: Minor Flooding – Causes inconvenience. Low-lying areas next to watercourses are inundated. Minor roads may be closed and low-level bridges submerged. In urban areas inundation may affect some backyards and buildings below the floor level as well as bicycle and pedestrian paths. In rural areas removal of stock and equipment may be required. Moderate Flooding – In addition to the above, the area of inundation is more substantial. Main traffic routes may be affected. Some buildings may be affected above the floor level. Evacuation of flood affected areas may be required. In rural areas removal of stock is required. Major Flooding – In addition to the above, extensive rural areas and/or urban areas are inundated. Many buildings may be affected above the floor level. Properties and towns are likely to be isolated and major rail and traffic routes closed. Evacuation of flood affected areas may be required. Utility services may be impacted.
INTERIM DIRECTOR OF OXY ARTS Academic Affairs/Dean of the College POSITION SUMMARY The Interim Director of Oxy Arts will maintain the Director’s vision for Oxy Arts in Los Angeles, while the Director is on leave. This position will begin in February 2018 with an end date of July or August depending on the return date of the Director. The qualified candidate will execute scheduled arts programming, and collaborate with community partners to advance that programming. The Interim Director will work with College administration, arts departments, and marketing/communications staff, to promote arts activities on campus and facilitate inter-departmental communication. The Interim Director will be responsible for maintaining established relationships and partnerships with stakeholders in the Los Angeles arts community. The Interim Director should demonstrate experience with gallery administration and event management. The candidate will be responsible for overseeing grant-funded programs, in collaboration with the Grants Office and Institutional Advancement, to support the advancement of curricular innovation, public programming, and artists in residence to enhance the College’s mission and to integrate the arts and urban experience. The Interim Director of Oxy Arts reports to the Associate Dean of the College. The Interim Director’s office is currently located on campus, however the Director may facilitate the office’s relocation to the Oxy Arts Center on York Boulevard in Highland Park in the late spring. The Oxy Arts Center will include a professional gallery exhibition a multi-use performance space, and the Oxy Arts Director’s office. SUMMARY OF DUTIES, RESPONSIBILITIES AND GOALS Oversee and facilitate arts activities, gallery programming, the Wanlass Artist in Residence visiting artist program, the Ettinger Projected Poetry and Art Project, and Oxy Arts Student Initiatives in collaboration with arts departments (Art & Art History, Media Arts and Culture, Music, Theater, Creative Writing) and other on campus partners. A list of specific projects will be provided to candidates upon final interview. Facilitate planning for the York Boulevard Arts in collaboration with the office of the COO, arts faculty, and community partners. Maintain and oversee communications plans for Oxy Arts in collaboration with the Coordinator of Community Programs, and the College’s communications and marketing staff. Oversee the Oxy Arts Weekly Newsletter and arts calendar, with the goal of raising the profile of Occidental in the arts community and the appeal of Occidental for students interested in the arts. Facilitate communication and interdepartmental collaboration between arts departments, community partners, and on campus partners. Manage operating budget and external grants for Oxy Arts.
List of Acronyms and Abbreviations: AVC – Advanced Video Coding AMVP – Advanced motion vector prediction. BL – Base Layer BO – Band Offset CABAC – Context Adaptive Binary Arithmetic Coding CTB – Coding Tree Block CTU – Coding Tree Unit CU – Coding Unit CIF – Common Intermediate Format. DASH – Dynamic Adaptive Streaming over HTTP DC – Direct Current. DCT – Discrete Cosine Transform Diff – Difference DPB – Decoded Picture Buffer DST – Discrete Sine Transform EL – Enhancement Layer ED – Entropy Decoder EO – Edge Offset. FPS – Frames per second Filt – Filter. FIR – Finite Impulse Response. GOP – Group of pictures. HD – High Definition HDTV – High Definition Television
7. Results: Reference picture: barbara.jpg (512x512) HEVC-Main Still Picture Profile WebP QP PSNR in dB Bit rate in kbps Bits per Pixel Encoding time in seconds Q PSNR in dB Bit rate in kbps Bits per Pixel Encoding time in seconds 22 42.8459 344.120 1.3127 45.923 75 39.08 289.920 1.106 0.070 27 39.4053 211.704 0.8076 42.491 50 36.84 217.986 0.831 0.061 32 36.1660 126.712 0.4834 38.835 35 35.10 176.112 0.672 0.058 37 32.9291 71.1120 0.2713 35.737 25 33.84 148.576 0.567 0.054 Table.1 figure 9. Encoding Time vs Bpp Plot for Barbara.jpg (512x512) figure 10. Encoding Time vs Quantization Parameter Plot for Barbara.jpg (512x512) Note: For WebP Q=100 is loseless and for HEVC QP=0 for loseless.