zilongwang/ReadingBank huggingface dataset:
of credit and collection. After learning the new development of settlement, students should build up credit conscious. Teaching Approach: The teaching approach is composed by lectures delivery, case study and classroom discussions and Materials: 1 Yang, Juan, International settlement, Beijing Normal University Press, 2012 2 David, Hinkelman, A short Course in International Payment, 2nd Edition, World Trade Press, 2003 3 Anders Grath The handbook of international trade and Finance, Kogan Page Limited 2008 Recommended background textbooks A N Yianopoulos, Ocean Bill of Law International,1995 Charles Del Busto. ICC Guide to Documentary Credit Operations for UCP 500: A Presentation of the documentary Credit Process. ICC, the World Business Organization, 1994. Christopher Hill, Maritime Law, Lloyds of London Ltd., 4th. Clive M Schmitthoff, Export Trade, The Law and Practice of International Trade, London Sweet & Maxwell, 2000 Hugh M Kindred, Muti-modal Transport Rules, Kluwer Law International, General Rules for International Factoring, 2000 Uniform Customs and Practices for Documentary Credits, ICC Publications 600, 2006. Uniform Rules for Collection, ICC Publication 522, 1995. Uniform Rules on Demand ICC Publications 458, 1992 International Standard Banking Practices for the Examination of Documents under Documentary ICC Publication No.681, 2007 Uniform Rules for Bank-to-Bank Reimbursements under Documentary Credits, ICC Publication No.725, 2008 Official Rules for the Interpretation of Trade Terms (Incoterms 2000), ICC Publication No. 560, 1999 International Standby Practice 98 ICC Publication No. 590, 1998 Johan Bergamin. Payment Techniques in Trade Finance. ING Barings, 1999 John S. Gordon. Export/Import letters of Credit and Payment Methods: Making Payments in International Trade. 2nd edition. Global Training Center, Inc. Dayton, 2002 Paul Todd, Cases and Materials on Bills of Lading, BSP Professional Books, R H Dictionary of Marine Insurance Terms and Clauses, Witherby & Co Ltd, UNCTAD/ICC rules for Mulitmodel Transport Documents Wim Albert Timmermans, Carriage of Goods by Sea in the Practice of the USSR Maritime Arbitration Commission, Martinus Nijhoff Publishers, 1991 Required Readings: No required readings before the class
consultations. We would expect if Australia is a world leader or best practice, then evidence of this and the costs involved in moving to a different system would be provided to decision makers when the regulatory framework or system is reviewed. What if a decision is made to adopt international standards and risk assessments? Any proposed change to regulation will require the usual policy approval processes, including assessment through a Regulation Impact Statement if required. What if there are two or more international standards and risk assessment systems that could be adopted, but they conflict? This is a matter for portfolios to assess as part of the process they go through. In order to guide portfolios and stakeholders in forming these assessments, the Government has asked that portfolios develop clear and transparent criteria for which the adoption or acceptance of international standards and risk assessments would be judged. In assessing which standard or standards to adopt, portfolios should make the reasons for their assessment clear and articulate any costs and benefits underlying the choice of standards.
Designated Caregiver living with student in New Zealand Relationship to student: Family name: First Name: Preferred Name: Is the designated caregiver a New Zealand citizen or resident? □ Yes (keep answering from “email” below) □ No (if no, please complete details below) Date of birth: (date/month/year) Nationality (as shown in passport): Passport Number: Passport expiry: Visa type/status: Date of first entry into New Zealand: Address (in home country): Home phone (in home country): Cell phone: Email: Address (in New Zealand): This is the address where the designated caregiver and the student will be living. Home phone (in New Zealand): Cell phone: About the Student:
Q60) What did you about the promotion of day and night time events by the Welcome Mentors and the Students' Union communications? (Answered by 235) Interestingly, most students felt like they didn’t know enough of the promotion of events to comment here, which suggests that either they weren’t aware of how events were promoted, or felt that this didn’t affect them much. This was slightly higher than the equivalent response from UK Students, of whom 35.11% reported that they didn’t feel they knew enough to comment. This might suggest that International students felt less affected by the publicity of events than UK students, highlighting that there might be some unbalance in the effect of publication on international and UK students.
collective bargaining agreements 4.19 Pay slips document the conformity of payment with at least legal regulations and/or collective bargaining agreements 4.20 Other forms of social benefits are offered by the employer to the employees, their families and/or community 4.21 Mediation is available in case of a social conflict 4.22 Fair and transparent contract farming arrangements are in place 4.23 Biomass production does not impair food security 5. COMPLIANCE WITH LAWS AND INTERNATIONAL TREATIES 5. Biomass production take place in compliance with all applicable regional and national laws and shall follow relevant international treaties 5.1 The producer can prove that the land is used legitimately and that traditional land rights have been secured. 5.2 There is an awareness of, and compliance with, all applicable regional and national laws
CRN (Course Reference Number) – a unique number assigned to a course that is used by students to register for the course. Curriculum – a program of study made up of a set of courses offered by a degree program. CV (Curriculum Vitae) – a document that details your accomplishments similar to a resume, but longer. It is usually requested at academic institutions when applying for an academic position. Dean – the director or head of a division of a certain professional school or college of a university. Degree – a diploma or title awarded by a college or university to students after they have successfully completed a program of study. Department – the formal division of a school consisting of faculty and support staff responsible for instruction in a subject area. Discipline – an area of academic Dissertation – an in-depth thesis on an original topic of research that is typically submitted and presented in the final stage of earning a doctorate. Doctorate – the highest degree awarded by a university after the successful completion of an advanced graduate program of study. It usually requires three or more years of study beyond the master’s degree. Also referred to as a PhD. Drop – refers to the withdrawal of a student from a course that must be completed in a specified period of time depending on the college or university. to read the guidelines specific to student drops at USF. Dual Degree – a program of study that allows a student to concurrently earn two degrees from the same college or university. Electives – are courses students can take for credit toward their degree, but are not part of the required course list. Enroll – to register or enter a school or course. Exempt – not required to do something that other students may be required to do. Faculty – the instructional staff of an educational institution. (Free Application for Federal Student Aid) – the application used by the US government to determine the amount of financial aid a student will receive in a given year. Students must reapply every year they attend a college or university. International students are not eligible.
Wennerstrom, A. (1989). Techniques for Teachers: A Guide for Nonnative Speakers of English. The University of Michigan Press. pp. 129-145.] Williams, J. (1992). Planning, Discourse Marking, and the Comprehensibility of International Teaching Assistants. TESOL Quarterly 26: 693-711.
Alexandria Sanford Health 1527 Broadway Street Alexandria, MN Phone: 320-462-0399 Austin Mayo Clinic Health System Austin 1000 First Drive N.W. Austin, MN 55912 Phone: 507-433-8758 Baxter Essentia Health Brainerd Clinic 2024 S. Sixth Street Brainerd, MN 56401 Phone: 218-828-7100 Fargo Sanford Broadway Medical Building 736 Broadway N ND 58102 701-234-2000 Hutchinson Hutchinson Medical Center 3 Century Avenue Hutchinson, MN 55350 Phone: 320-587-2020 Northfield Allina Medical Clinic - Northfield 1400 Jefferson Road Northfield, MN 55057 Phone: 507-663-9000 800-272-0508 Family Health Medical Clinic 2000 North Avenue Northfield, MN Phone: 507-646-1494 Omaha Passport Health Omaha Shaker Place 10730 Pacific Street, Suite 221 Omaha, NE 68114 Phone: 402-609-5786 Omaha Kohll’s Travel Vaccination Clinic 3427 84th Street Omaha, NE 68124 Phone: 402-393-1404 Rapid City Black Hills Travel Medicine 640 Flormann St. 1st Floor Rapid City, SD 57701 Phone: 605-718-3300 Rochester Olmsted Medical Center 210 9th Street S.E. Rochester, MN 55904 Phone: 507-288-3443 Mayo Clinic Tropical Travel and Geographic Medicine 200 First Street SW Rochester, MN 55905 Phone: 507-255-7763 St. Cloud CentraCare Clinic—Family Plaza 1900 CentraCare Circle St. Cloud, MN 56303 Phone: 320-229-4917 Sioux Falls Sanford Travel Clinic 1205 South Grange, Suite 401 Sioux Falls, SD 57105 605-328-8120
Bemidji Sanford Health Bemidji Clinic 1300 Anne Street NW Bemidji, MN 56601 Phone: 218-333-5081 Cambridge Cambridge Medical Center 701 S Dellwood Avenue Cambridge, MN 55008 Phone: 763-689-8700 Duluth St. Luke’s Infectious Disease/Travel Center 1001 East Superior Street, L201 Duluth, MN 55805 Phone: 218-249-7990 Essentia Health Duluth Clinic Infectious Disease/Travel 400 E Third Street Duluth, MN 55805 Phone: 218-786-3737 Faribault Allina Medical Clinic-Faribault 100 State Avenue Faribault, MN 55021 Phone: 507-334-3921 Fergus Falls Lake Region Healthcare Clinic Services 615 Mill Street S Fergus Falls, MN 56537 Phone: 218-739-2221 Lindstrom St. Croix Regional Medical Center Lindstrom Lane Lindstrom, MN 55045 Phone: 651-400-2240 Mankato Mankato Clinic 1809 Adams Street Mankato, MN 56001 Phone: 507-625-1811 Mankato Mayo Clinic Health System 1025 Marsh Street Mankato, MN 56001 Phone: 507-385-4700 Maple Grove - 95th Avenue North Maple Grove, MN 55369 Phone: 952-993-3131 New Prague Parkview Clinic 1400 First Street NE New Prague, MN Phone: 952-758-2535 New Ulm New Ulm Medical Center 1324 5th Street New Ulm, MN 56073 Phone: 507-217-5000 Ortonville Northside Medical Center Ortonville Area Health Services 450 Eastvold Avenue Ortonville, MN 56278 Phone: 320-83906157 Owatonna Owatonna Clinic Mayo Health System 2200 26th Street NW Owatonna, MN 55060 Phone: 507-444-5020 Willmar 101 Willmar Avenue S.W. Willmar, MN 56201 Phone: 320-231-5070 **There are also several Travel Clinics located throughout the Minneapolis/St. Paul Metro area. A listing can be found at:
PARTNERSHIPS OFFICE TEAM AND ACADEMIC DIRECTOR OF INTERNATIONALISATION Academic Director of Internationalisation Dr Richard Harvey – Director of Admissions and Senior Lecturer, School of Computing Sciences Academic Director of Partnerships Ian Dewing – Senior Lecturer, Norwich Business School 01603 593336 Partnerships Office Walker – Head of Partnerships 01603 592205 Laurence Daly – Senior Partnerships Manager 01603 592776 Gavin Tash – Senior Partnerships Manager 592672 Stephen Knock – Partnerships Manager 01603 591639 Hannah Jackson – Partnerships Manager 01603 591603 Maggie Rhodes – Assistant Manager, Partnerships 597190 Nicky Ward – Administrative Assistant 01603 593206 Website -
Subject benchmark statements Subject Benchmarks are part of the QAA academic infrastructure used to define explicit national statements of academic standards or outcomes at subject level. Subject benchmark information of this type provides a reference point against which outcomes at honours level can be measured. Further information is available at Validation arrangement Where the University, as an awarding institution, judges that a programme (or part thereof) developed and delivered by another institution or organisation is of an appropriate quality and standard to lead to its award. Validation The approval process whereby the University judges that a programme of study developed for delivery at a partner institution is of an appropriate standard and quality to lead to an award of the University. Validation conditions Issues raised at validation that must be addressed by the partner institution to the satisfaction of the of the panel before a proposed new programme or course may commence. Validation recommendation Issues raised at validation to which a response from the partner institution is expected. Validation requirements Issues raised at validation that must be addressed within a given timeframe.
[NAME OF CONTRACTOR] [Contact Name] [Address] [Address] Phone: [number] Fax: [number] INVOICE University of Pittsburgh 4200 Fifth Avenue Pittsburgh, PA 15260 USA [Project or Service Description] DESCRIPTION HOURS RATE AMOUNT TOTAL Make payment to: [NAME OF PAYEE] [BANK / ACCOUNT INFORMATION] [SWIFT#]
BCBST, WACKER, AIM, Sovee, Regions, Tennessee career Center, VW, Modis, Viateck, HIT, Lakewood Memory Gardens, Legal Shield, Cintas Corporation, Home Care of Georgia, Chattanooga Police Department are among the companies that will be present at this event Our promotion of this event includes all universities and colleges in the region. College students be sure to bring college ID. Here is the itinerary for the event. - Registration for attendees will start at 5:30pm. - Networking from 5:30 to 6:00 pm. - Starting at 6pm, we will follow a brief agenda for 15 minutes per below: Welcome – Anjelika Riano – IBC president Opening Remarks & Sponsor Recognition – Nasera Souidi – IBC Past president A special guest, Ray Smith (Professor - Belhaven University, Chattanooga Campus and Director of Globe Leadership Group) will kick-off the event with “Strategies for Competing in an International Job Market”. - Job Fair – 6:15 to 7:30 pm - 7:30 – Closing Remarks – Anton Demenchuk - IBC President-Elect
Phone Tree (From abroad dial 001 before area code) Name/Position Work Phone Cell address UNR Emergency Line – PLEASE CALL FIRST! Will contact UNR EMT members (775) 784-4013 N/A unrpd@police.unr.edu Adam Garcia Dir, Univ Police Services (775) 784-4013 agarcia@police.unr.edu Jeffrey Pannell UNR/OISS - Manager (775) 784-6874 pannell@unr.edu Melisa Choroszy Associate Vice-President- Enrollment Services (775) 682-5907 (775) 772-6504 mchoroszy@unr.edu Marsha Read Dean, Graduate School (775) 784-6869 read@unr.edu Shannon Ellis Vice President for Student Services (775) 784-6169 eliss@unr.edu Migle Valunte Insurance Manager (775) 784-1496 mvalunte@unr.edu Joe Cline Vice Provost, Undergraduate Educ (775) 784 1740 Marcello Vazquez Assoc Dean, Students (775) 682-6846 mvazquez@unr.edu Mary Dugan General Counsel (775) 784-3491 mdugan@unr.edu Fred Holman Vice Provost, Extended Studies (775) 784 4853 fholman@unr.edu Patricia Richard Chief of Staff to the President (775) 784-4805 prichard@unr.edu Main International Programs Number (775) 784-6874 N/A oiss@unr.edu Carman Exec. Vice President and Provost (775) 784-1740 Kcarman@unr.edu Other Contacts Name/Position Phone CISI Student Emergency Service provider – Cultural Insurance Services International CHARTIS Faculty/Staff- CrisisResponse Toll-free or collect from anywhere: +1 (609) 986-1234 (800) 303-8120 Within the US Toll-free from anywhere: (877)244-3100
Provenance/School Year (SY) SY08-09 Total Asia India 31 34 42 25 12 25 169 China 15 21 21 19 19 21 116 South Korea 10 7 11 14 14 14 70 Saudi Arabia 5 10 10 8 7 21 61 Vietnam 4 2 3 4 7 3 23 52 41 32 16 19 23 183 Total Asia 117 115 119 86 78 107 622 Europe United Kingdom 22 19 15 8 12 13 89 Germany 3 7 3 2 15 Poland 14 7 5 6 4 2 38 Spain 1 1 Sweden 3 2 2 2 2 11 21 24 9 9 9 10 82 Total Europe 63 59 34 23 27 30 236 Africa Angola 1 1 2 4 8 Egypt 1 4 3 2 10 Ghana 2 2 2 4 2 12 Morocco 2 2 8 8 20 Nigeria 4 4 3 2 4 2 19 Other 3 1 1 3 5 13 Total Africa 11 8 10 13 19 21 82 South America Brazil 2 2 Colombia 2 2 2 6 Ecuador 2 2 2 2 8 Venezuela 1 1 Other 1 1 3 5 Total South America 6 3 2 2 2 7 22 Other* 35 26 29 28 23 23 164 Grand Total 232 211 194 152 149 188 1,126 *Total Other represents international students from the Caribbean, Central America, the Middle East, North America, and Oceania. The top three countries of origin for degree-seeking international students were India (169), China (116) and United Kingdom (89). Of the 1,126 degree-seeking international students, 55% were from Asia, 21% from Europe, 7% from Africa, 2% from South America, and 15% from “Other” which includes North America, Australia & Pacific Islands (See Charts 9.1 and 9.2). Chart 9.1: Distribution of Degree-seeking International Undergraduates and Graduates SY 08/09 thru SY13/14
Bolivia 1 1 1 1 4 Bosnia & Herzegovina 1 1 2 Brazil 4 9 4 9 17 24 11 6 1 4 5 94 Bulgaria 1 1 1 3 Cameroon 1 1 2 Cape Verde 0 Central African Rep 1 1 2 Chile 1 1 2 1 1 1 7 China 2 2 1 1 14 7 8 5 7 2 49 Colombia 4 3 4 8 4 9 9 12 10 5 4 72 Costa Rica 2 2 1 5 Cuba 1 1 Cyprus 0 Czech Rep 1 2 2 1 6 D Rep of Congo 1 1 Denmark 1 1 1 3 Dominican Rep 1 1 1 1 1 5 Ecuador 1 2 3 1 1 8 1 2 2 5 El Salvador 1 1 Estonia 1 1 2 Finland 1 1 France 2 1 1 3 2 1 1 11 Gabon 1 1 1 3 Georgia 2 2 Germany 4 7 7 8 5 3 6 3 3 6 52 Guatemala 1 2 1 4 Haiti 1 1 1 3 Honduras 1 1 1 2 1 6 Hungary 1 2 1 3 1 8 Iceland 1 1 2 1 2 1 6 Iran 1 1 2 Israel 1 1 1 1 4 2 1 1 1 1 1 2 2 3 2 16 Japan 4 1 2 2 10 11 10 11 13 10 74 Kazakhstan 2 2 Korea (South) 14 10 8 23 21 24 17 19 22 11 7 176 Kuwait 1 1 1 3 Laos 1 1 1 3 Luxembourg 1 1 2 Libya 1 1 Macedonia 1 1 1 3 Malaysia 1 1
Mauritania 1 1 Mexico 1 1 3 2 1 1 4 2 3 1 19 Morocco 1 1 1 2 1 6 Mozambique 1 3 3 7 Nepal 1 1 2 Netherlands 1 1 Nicaragua 1 1 2 Niger 1 1 2 Pakistan 1 1 2 1 1 6 Panama 1 2 3 2 3 11 Paraguay 1 1 Peru 5 6 5 4 3 1 2 2 3 2 33 Philippines 2 2 Poland 16 14 22 13 14 12 9 3 4 3 110 Portugal 1 10 11 Puerto Rico 3 1 1 1 6 Romania 1 2 2 1 6 Russia 1 1 4 2 3 1 1 1 3 17 Rwanda 1 1 Saudi Arabia 3 3 10 22 26 64 Senegal 0 Serbia 1 2 3 Slovakia 1 1 2 Somalia 1 1 South Africa 1 1 2 Spain 1 1 5 1 2 10 1 1 Sweden 1 1 2 Switzerland 1 1 1 3 1 3 3 4 11 Taiwan 7 3 3 6 5 6 3 6 4 43 Thailand 4 2 5 6 3 3 4 3 1 31 Togo 1 1 2 Turkey 5 9 10 12 8 13 6 9 2 3 3 80 Uganda 0 Ukraine 1 5 3 3 2 1 1 1 17 United Arab Emirates 1 1 United States 5 5 4 2 2 5 23 Venezuela 2 1 1 1 2 2 3 2 1 15 Vietnam 1 2 5 8 8 6 3 2 1 36 Total 96 91 99 137 122 175 127 125 114 125 82 1,293 South Korea
COLLEGE DEAN: Approval of the Dean is required to process this application for funding. Signing below indicates: (a) I understand that matching funds are required, and I am willing to commit $____________ in college funds to support this trip; and (b) I have checked the location and it is not in a “Restricted Travel Area.” College Dean Signature Date
Other forms required When to complete Authorising signature Where to send completed forms International Travel Booking Form (see section 2.6) Once authorisation is received, quotes obtained and travel arrangements made through approved travel Not required (ensure a copy is passed to line manager) International Office Prior Approval for Business Expenses Form (see section 2.4) Once authorisation is received and quotes obtained through approved travel agent Budget Holder Budget Holder 2.2 When to book
E.g. Biomedical Science University of Manchester, UK BSc. First 2010 Please provide details of relevant/equivalent post-graduate qualifications currently being undertaken: Title of Qualification Awarding Body/University Level Class Year Awarded . relevant Training Title Awarding Body Date English Language All applicants must provide evidence that they meet the minimum English Language requirement for this course. Is English your first language? You should only indicate that English is your first language if it is the main or only language you use on a day-to-day basis. Having studied English or undertaken education or training at an institution where the medium of instruction is English does not necessarily mean that English is your first language. Yes No If no, you must provide of your English Language proficiency unless you are exempt because you are a citizen of a relevant European State. (See Application Guidance Notes for further details) Please scan copies of any certificate(s) for completed qualifications and email them together with this form. Do not send originals through the post. TOEFL IELTS Exempt Name/Type of English Qualification Gained Awarding Body / College / University Date Qualification Obtained Result / Score Regulatory Body Is your profession subject to registration, licensing or any form of regulation in the jurisdiction where you currently (or most recently) live and/or work? Yes No
Table of Contents Overview 1 Appendix A: Australia – country case study 2 Appendix B: Canada – country case study 16 Appendix C: Finland – country case study 29 Appendix D: Germany – country case 46 Appendix E: Ireland – country case study 58 Appendix F: New Zealand – country case study 73 Appendix G: Sweden - country case 88 Case study bibliography 103
International Business Project You will be acting as an employee of a business, researching a country in which your business is hoping to expand. You will research that country and plan a trip to hold a meeting in its capital city. Your project will have two components: (1) research information and (2) a Google Slides presentation. You may work individually or in pairs. Google Docs and Slides For this project, you will be Google Docs and Google Presentation. You will access these apps through your District 300 Google account. Follow these steps to log into your Google account: Go to the DCHS homepage (). Click Students. Click Google Apps Login. In the Single Sign On box that opens, enter your login information: Username: your student id# Password: whichever new password you set up (same as the computer login) Accept terms. Part 1: Research Information Instructions You will research the information below. All information must be typed in complete sentences and organized by topic. This information must be typed into a Google Document that is shared with Mrs. Burnett () and your partner, if applicable. Facts About the Country: geography, population, government structure, economic system, transportation modes available, etc. Economic exports, imports, chief agricultural products, currency, exchange rate, etc. Travel Information: Airline Ticket(s) Price: Business class price and Economy class price
Content Project is and meets all requirements Project is well- organized and meets most requirements Project meets half of the requirements; well-organized Unorganized and meets less than half the requirements Grammar Nearly error-free which reflects clear understanding and thorough proofreading Few grammatical and/or stylistic errors Some errors in grammar and/or format that does not interfere with clarity Multiple grammatical and stylistic errors Presentation of display Evidence that pride and care was taken and the message of the travel information is clearly defined Clear, uncluttered, and attractive Project appears rushed of somewhat careless, but the content is legible Careless, hurried, and illegible presentation Use of class time and assignment complete on time Assignment completed on time and good use of class time Assignment completed on time, but some wasted class time Assignment completed on time, but poor use of time Assignment late and class time and poor use of class time Total Points Earned
International Canoe Federation Bidding Questionnaire Dear National Federations: Here is the ICF Bid questionnaire for World Championships and World Cup events. To bid for ICF events, all candidates are asked to fill ONLY this questionnaire form and attach the required documents to it. The fields with red star are mandatory to fill for all organisers. 1 General Information title* (e.g year ICF age category if any discipline World Cup/Championships) Provisional Dates * What are the dates that you propose, specifying the Opening and Closing Ceremony and competition days? (if the bid is bound to a specific date, please put it here. The committee will decide about the final competition dates)
self-aware and aware of the impact of others. 5 - Deputy Director / FCO SMS 1 Effective Behaviour People who are effective are likely to… Ineffective Behaviour People who are less effective are likely to… Actively lead, motivate, and inspire teams by demonstrating a culture of resilience within their country or region. Aware of the impact they have on their teams and the wider organisation. Overlook opportunities to lead, support and develop. Push others beyond their limitations leading predominantly by instruction and not recognising or managing signs of stress or overload. Identify issues within their teams and support them when they have setbacks and challenges in an international context, enabling their teams to bounce back and rebuild their resilience and confidence. Fail to address or take into account their teams’ concerns and priorities. Their teams feel isolated and unsupported. They are not open and honest about challenges for their team. Put mechanisms in place to manage pressure in an international context. This includes contact with support networks, the wider organisation and ensuring they access support when required. Become disengaged and isolated from colleagues when working in demanding circumstances, leading to less on developing qualities of self-awareness and resilience. Manage themselves and others effectively in complex international situations with perseverance and resolve. They bring others with them, recognising the risk that situations may get on top of individuals or teams, and manage this effectively. Frequently or in critical circumstances fail to demonstrate required levels of perseverance and resolve. Adapt to many different international environments and learn to handle difficult situations and crises effectively in such contexts. Rely on limited responses, showing an inflexible personal style regardless of environment. Fail to access support to maintain or develop resilience. 4 - Band A / FCO Band D Effective Behaviour People who are effective are likely to… Ineffective Behaviour People who are less effective are likely to… Manage and lead, role modelling a culture of self-awareness in their country or region where individuals work to their own and others’ strengths. Fail to act as a credible role model. Disregards the importance of personal reflection or awareness of strengths and limitations with potential risk to health or wellbeing.
Daramola, S.A., Alagbe, O.A., Aduwo, B. and Ogbiye, S. A. (2005). Public-private partnership and housing delivery in Nigeria. Proceedings of African Union of Architects Congress, Abuja, Nigeria. 23 – 28 May, 2005. Easton, D. R. (1996). The Rammed House. White River Junction, VT: Chelsea Green Publishing Company FRN (2007). Federal Republic of Nigeria Official Gazzette Vol. 94, No 24. Guillard, H., Joffroy, T., Odul, P., (1985) Compressed Earth Blocks: Manual of Production, Volume 2. Manual of Design and Construction, Deutsches Zentrum fur Entwicklungstechnologien – GATE in: Deutsche Gesellschaft fur Tecchnische Zusammenarbeit (GTZ) GmbH in coordination with BASIN. Houben, H., Rigassi, V., & Garnier, P. (1994), Compressed Earth Blocks Production Equipment, CDI and CRATerre-EAG, Brussels. Nubi, T.O. (2000). Financing Urban Housing. Paper delivered in a workshop organized by Nigeria Building and Road Research Institute (NBBRI). Peterside, C. S. ((nd). Ameliorating housing deficit in Nigeria: the role of primary and secondary mortgage institutions and the capital market. (10/04/2007). Rigassi, V., (1985) Compressed Earth Blocks: Manual of Production, Volume 1. Manual of Production, Deutsches Zentrum fur Entwicklungstechnologien – GATE in: Deutsche Gesellschaft fur Tecchnische Zusammenarbeit (GTZ) GmbH in coordination with BASIN. UNCHS (1993). National Trends in Housing Production Practices Volume 4: Nigeria. Nairobi, Kenya. UNDP Human Development Report. Oxford University Press, Oxford 1999. Venkatarama Reddy, B.V. (2004). Sustainable building Technologies. Current Science. Vol. 87/7 Walker, B. & Mcgregor, C. (1996) Building with Earth in Scotland: Innovative Design and Sustainability. Edinburgh: Scottish Executive Central Research Unit.
Can be excluded, under Art 6 If excluded 2. Act 1958 Terms can be excluded, If excluded 3. Common Law Terms as agreed by parties, express including Incoterms, etc. 1. Convention: When does it apply? Art 1(1): contracts for sales of goods between parties whose places of business are in different states and states are both contracting states 2.52); or under the rules of private international law. Art 1(2) evidence of domicile must be apparent from contract, dealings, etc. Art 10 (1) If a has more than one place of business, the place of business is that which has the closest relationship to the contract and its performance….. Also if Australian Based Contract – Refer to John Kaldor Fabric Maker When does it NOT apply? Art 2 – Convention does not apply to sales of - (a) Consumer (b) Auctions (c) On execution (d) Stocks, shares (e) (f) Electricity Art 3(2) – Supply of Labor Art 5 – Not to liability of seller for death or personal injury Art 6 – Exclude application of Convention Art 12 – Any provision of Art 11, Article 29…that allows a contract of sale or its modification or termination by agreement or any offer….Art 96. Oberlandesgericht Keln of market research from to ruled that sale of intellectual information is NOT governed by convention as per Art 3 INCOTERMS take precedence Art 3 - “the seller must deliver the goods… as required by the contract and this Convention” Depending on which INCOTERM look for
Wednesday 7 March The Rotary Club of Sunrise International Women’s Day Breakfast is now in its fifth year, and this year’s campaign theme is Press for Progress – a call to action to motivate and unite friends, colleagues and whole communities to think, act and be gender inclusive. The keynote speaker will be Tasmania’s 28th Governor, Her Excellency Professor the Honorable Kate Warner AC, and she will be engaged in a question and answer session by Penny Terry, a former ABC live radio broadcaster, and co-founder and Creative Director for Healthy Tasmania. Hotel Grand Chancellor, 29 Cameron Street, Launceston 7 am - 8:30am All booking should be made online at: For further information please contact: Eve Gibbons Phone: 0418 247 413 Email: Early bird tickets $40 (available until 14 February). General ticket price $45 RSVP 28 February 2018 Bookings are required for catering purposes. Thursday 8 March Dorset Community House invites local women to join them for a healthy lunch while being informed about health and legal issues. Dorset Community House, 3 Cameron Street, Scottsdale 10 am onwards Vicki Knight Phone: 6352 2765 Email: Gold coin donation Bookings are required for catering purposes.
7.5 How many employees does the implementing partner have in their entire organisation as well as in the specific project? 7.6 Systems for internal management and control The applying organisation has conducted a review of the implementing partners administrative capacity as well as systems for internal management and control The applying organisation has ensured that the implementing partner has the capacity, and sufficient internal systems to prevent, detect and manage corruption 7.7.1 Project financing Radiohjälpen is the sole donor. The intervention has several donors (specify below). Radiohjälpen’s funds constitute the organisation’s own contribution to a project co-funded by Sida (only possible if Radiohjälpen’s funds come from the organisation’s guaranteed share of the Children of the World fundraiser). Radiohjälpen’s funds will be reported as part of the organisation’s total self-contribution towards a Sida/CIVSAM co-funded portfolio. Radiohjälpen’s funds constitute the organisation’s own contribution to a project co-funded by the European Union (requires written approval by Radiohjälpen). 7.7.2 Specify how much funding the implementing partner received from international donors the previous budget year SEK 7.7.3 If the intervention has several donors please specify the other donors 7.7.4 If the intervention is co-financed, please specify the total budget for the intervention SEK 7.7.5 The intervention has received previous funding from Radiohjälpen If yes, please project number, source of funding and amount If yes, has the final project report been submitted to Radiohjälpen? If no, briefly describe the implementation and results of the previously funded project 8. Monitoring and evaluation 8.1 How will the intervention be continuously monitored during the implementation period? Also describe the applying organisation and the implementing organisations different active roles. Who is responsible for what? 8.2 How will the results of the intervention be evaluated upon completion? Internally and/or externally? 8.3 How will you ascertain that the intervention’s achievements remain upon completion of the activities?
Internet Basics www.rclreads.org Maplewood Library 3025 Southlawn Drive Maplewood, MN 55109 651-704-6003 Mounds View Library 2576 County Road 10 Mounds View, MN 55112 651-724-6004 New Brighton Library 400 10th Street NW New Brighton, MN 55112 651-724-6002 North St. Paul Library 2300 North St. Paul Drive North St. Paul, MN 55109 651-724-6005 Roseville Library 2180 N. Hamline Avenue Roseville, MN 55113 651-724-6001 Shoreview Library 4570 N. Victoria Street Shoreview, MN 55126 651-724-6006 White Bear Lake Library 4698 Clark Avenue White Bear Lake, MN 55110 651-724-6007 Internet Basics What is the Internet? The word “Internet” stands for Interconnected Network of computers. The Internet is a worldwide interconnection of many different computers and networks. The Internet allows to efficiently share information, programs and equipment and to communicate with each other. The Internet was originally developed by the Department of Defense and the National Science Foundation. The World Wide Web (www or “the Web”) is a component of the Internet. It was developed in 1989 at CERN (European Organization for Nuclear Research) by Tim Berners-Lee, a software engineer attempting to make it easier for scientists around the
14 77.09 78.68 14 83.41 83.43 15 88.35 88.83 15 87.86 93.61 Average Height in 1836 Age Average height of males in Factories Age Average height of females in Factories 9 3ft. 11in. 9 4ft. 0in. 10 4ft. 2in. 10 4ft. 1in. 11 4ft. 2in. 11 4ft. 2in. 12 4ft. 4in. 12 4ft. 4in. 13 4ft. 6in. 13 4ft. 7in. 14 4ft. 8in. 14 4ft. 9in. 15 4ft. 10in. 15 4ft. 10in. 16 5ft. 0in. 16 4ft. 11in. Deaths in Leeds 1780-1782 Leeds: 1813-1830 Ages Percentage of Deaths Ages Percentage of Deaths 0-5 44 0-5 53 5-9 9 5-9 9 10-14 4 10-14 5 15-19 7 15-19 7 20-29 11 20-29 17 30-39 16 30-39 19 40-49 21 40-49 23 50-59 27 50-59 31 60-69 47 60-69 44
1 The learner will understand the risks that can exist when using the Internet The learner must know: Assessment Requirements Evidence Location 1.a Risks to user safety and privacy Learners should identify a minimum of three risks to user safety and privacy. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b Risks to data security Learners should identify a minimum of three risks to data security. 1.c Risks to system performance and integrity Learners should identify a minimum of three risks to system performance and integrity. 1.d How to minimise Internet risks Learners should outline how to minimise Internet risks. 1.e Factors that affect the reliability of information on websites Learners should outline factors that affect the reliability of information on websites. 2 The learner will be able to safeguard self and others when working online The learner must be able to: Assessment Requirements Evidence Location 2.a Take appropriate precautions to ensure own safety and privacy The following assessment method must be assessment of this standard:
General Reading List: This is a list of texts which it will be useful to have access to – it is entirely comprised of books. I will assign chapters/papers from these more specifically. Jack Donnelly, Universal Human Rights in Theory and Practice, Third Edition, Cornell University Press, 2013. Philosophical Foundations of Human Rights, ed. By Rowan Cruft, S. Matthew Liao, and Massimo Renzo, Oxford University Press, 2015. Henry Shue, Basic Rights: Subsitence, Affluence, and U.S. Foreign Policy, Second Edition, Princeton University Press, 1996. James Griffin, On Human Rights, Oxford University Press, 2008. Topics: Week 1: Introduction and What are rights? Required: Leif Wenar, ‘The Nature of Rights’ in Philosophy & Public Affairs, Vol. 33, No. 3 (Summer 2005). H. L. A. Hart ‘Are There Any Natural Rights?’ in Philosophical Review, No. 64, (1955). Ronald Dworkin, ‘Taking Rights Seriously’ in Taking Rights Seriously, (Bloomsbury: 1977). Joseph Raz, ‘On The Nature of Rights, in Mind, Vol. 93, No. 370, (April, 1984). Recommended: Charles Beitz, ‘What Human Rights Mean’ in Daedalus Vol. 132, No. 1 (Winter, 2003). Hillel Steiner, ‘Human Rights and the Diversity of Value’ in Critical Review of International Social and Political Philosophy, Vol. 15, No. 4 (2012). Matthew H. Kramer, ‘Refining the Interest Theory of Rights’ in The American Journal of Jurisprudence, Vol. 55, (2010). Week 2: Positive versus Negative Rights Required:
Pablo Gilabert, ‘Human Rights, Human Dignity, and Power’ in Philosophical Foundations of Human Rights, ed. By Rowan Cruft, S. Matthew Liao, and Massimo Renzo, Oxford University Press, 2015. Jeremy Waldron, ‘Is Dignity the Foundation of Human Rights?’ in Philosophical Foundations of Human Rights, ed. By Rowan Cruft, S. Matthew Liao, and Massimo Renzo, Oxford University Press, 2015. James Griffin, On Human Rights, Oxford University Press, 2008, Part 1 Chapter 2 – First Steps in an Account of Human Rights. Recommended: Jeremy Waldron, Dignity, Rank, and Rights, Oxford University Press, 2009, ‘Lecture 1: Dignity and Rank’. Michael Dignity: Its History and Meaning, Harvard University Press, 2012, Section 1 – “The Shibboleth of All Empty-Headed Moralists”. Jack Donnelly, Universal Human Rights in Theory and Practice, Third Edition, Cornell University Press, 2013, Part III, Chapter 8. Week 5: Duties and Obligations Required: Henry Shue, Basic Rights: Subsistence, Affluence, and U.S. Foreign Policy, Second Edition, Princeton University Press, 1996, Section I, Chapter 2. Griffin, On Human Rights, Oxford University Press, 2008, Part 1 Chapter 5 – My Rights: But Whose Duties? O’Neill, ‘The Dark Side of Human Rights’ in International Affairs, Vol. 81, No. 2, (2005). Jesse Tomalty, “The Force of the Claimability Objection to the Human Right to Subsistence” in Canadian Journal of Philosophy Vol. 44, No. 1, (2014). Samuel Moyn, ‘Rights vs. Duties’ in Boston Review, May 16th 2016, available at Recommended: O’Neill, Onora, ‘Rights, Obligations and World Hunger’ in Global Ethics ed. by Pogge, Thomas and Horton, Keith, (St. Paul: 2008). Joel Feinberg, ‘Duties, Rights, and Claims’ in American Philosophical Quarterly, Vol. 3, No. 2 (Apr., 1966).
The organisation has good practice guidelines for dealing with email when staff are out of the office for longer than three days. When activating the "out of office" facility messages should name an alternative member of staff for correspondents to contact if necessary. This will ensure that any important messages are picked up and dealt with within required timescales. During periods of absence when highly important emails are anticipated, the employee (or manager) should make arrangements for notification and access by another appropriate member of staff. Where sensitive and confidential information needs to be sent via email for practical reasons, please be aware that email is essentially a non-confidential means of communication. Emails can easily be forwarded or archived without the original sender’s knowledge. They may be read by persons other than those they are intended for. Users must exercise due care when writing emails to avoid being rude or unnecessarily terse. Emails sent from the organisation may be interpreted by others as organisation statements. Users are responsible for ensuring that their content and tone is appropriate. Emails often need to be as formal and businesslike as other forms of written correspondence. Users should delete all personal emails and attachments when they have been read and should also delete all unsolicited junk mail. In the process of archiving emails, users should ensure inappropriate material is not archived (Organisation) provides a current and up to date automatic virus checker on all networked computers. However, caution should be used when opening any attachments or emails from unknown senders. Users must best endeavour to ensure that any file downloaded from the internet is done so from a reliable source. It is a disciplinary offence to disable the virus checker. Any concerns about external emails, including files containing attachments, should be discussed with the IT / Line Manager. Remote Users Employees may sometimes need to use organisation equipment and access the organisation network while working remotely, whether from home or while travelling. The standards set out in this document apply whether or not organisation equipment and resources are being used. Penalties for Improper Use Breaches of these regulations may be dealt with under the Organisation’s disciplinary procedures. It may lead to termination of employment from the Organisation. Where appropriate, breaches of the law will be reported to the police.
Send introduction letter and CV to company Company and English teacher (to grade) And include copy in portfolio 2018 Send introduction letter to host family Family And include a copy in your portfolio September / October 2018 Call the company if they have not replied to your email. Company contact 10 days after sending an email Ask your parents and the company to sign the contract (company via email) and hand this in. Ms. De Boer After you’ve secured your place. No later than 1 December 2018 First day of internship 21 January 2019 Last day of internship 25 January 2019 Hand in Portfolio (with the workbook material) Ms. Oosterbaanyou’re your your English teacher t.b.a. Upon arrival – important tips! Immediately on arrival familiarise yourself with the evacuation plan and emergency exits for the building you are working in. If you are not sure or this is not explained to you - ASK! Always work safely. Obey all safety regulations at all times! If you are absent from work for whatever reason, first inform your employer, then your supervisor from school (Ms. Oosterbaan).
General 1 This Privacy petails BirdLife Australia's policy regarding any personal information you might supply to us via the BirdLife Australia Website and how the information may be used. 2 This Privacy Policy applies to and should be read in conjunction with the and Conditions of Use which are available on the BirdLife Australia Website. By viewing and using the BirdLife Australia Website you will be deemed to have agreed to the matters described in this Privacy Policy. 3 BirdLife Australia is entitled, at its sole discretion, to amend, add or remove any part of this Privacy Policy at any time without notice. You should periodically review this Privacy Policy to ensure that you are up to date with any such amendments, additions or removals. Collection of personal information 4 BirdLife Australia is concerned with the protection of your privacy. We support the ten National Privacy Principles contained in the Privacy Act 1998 (Cth). 5 BirdLife Australia only collects information about you when you provide it to us. 6 Information sent by your web browser may be automatically collected. This information typically includes your domain name (ie the site after the @ in your e-mail address). It may also contain your user name (ie the name before the @ in your address). Other examples of information collected by our server include the Internet protocol (IP) address used to connect your computer to the Internet, operating system and platform, the average time spent on the BirdLife Australia Website, pages viewed, information searched for, access time, websites visited before and other relevant statistics. The amount of information sent depends on the settings you have on your web browser. Use and disclosure of personal information 7 Your personal information may be used to: Provide products and services to you; Collect payments and to administer your account ; Provide you with updated or new information about our products and services; For development of existing and new products and services ; Maintain and update our business infrastructure and systems ; Promote our and our suppliers' other products and services to you.
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COURSE INFORMATON Course Title Code Semester L+P Hour Credits ECTS International Law II Law 212 4 3+1 4 5 Prerequisites - Language of Instruction English Course Level Undergraduate Course Type Mandatory Course Coordinator Prof. Dr. Yaşar Gürbüz Instructors Prof. Dr. Yaşar Gürbüz Assistants - Goals The of this course is to present some important subjects of international law, such as liablity of states, admiralty law and air law. Content Liability of states to foreign people and firms, Air and Space Law, Admiralty Law, Enviromental Law, Contentious procedure Learning Outcomes Program Learning Outcomes Teaching Methods Assessment Methods Students may raise their legal knowledge in the area of international admiralty law, air law, space law and learn the legal practice ofthe International Court of Justice. Teaching Methods: 1: Lecture, 2: Question-Answer, 3: Discussion, 4: Case study / practical course Assessment Methods: A: Testing, B: Presentation C: Homework
From the Quality Standards (2015) all aspects of the following will be reviewed: Engaging with the wider system to ensure each child’s needs are met The quality and purpose of care standard The Children’s views, wishes and feelings standard The Education standard The enjoyment and achievement standard The health and standard The positive relationships standard The protection of children standard The leadership and management standard The care planning standard
Source A: “Americans’ Internet Access 2000-2015” Source B: “How the Internet Has Changed Politics” Source C: Interview: Anne Mintz, “Misinformation Superhighway” Source A: “How Social Media Is Reshaping News” Source B: “How Social Media Is Ruining Politics” Source C: “The Psychology of Online Comments” Source A: Podcast: “Can the Internet Bring Democracy to China?” Source B: “Impact of Social Media on the Arab Spring” Source C: “How Google Rig the 2016 Election” Source D: “Views about Internet Turn Negative” Summative Performance Task ARGUMENT Is the Internet Good for Democracy? Construct an argument (e.g., detailed outline, poster, essay) that discusses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views. EXTENSION Students assess their own social media and Internet usage to develop and support a claim on how the Internet has impacted their own political interactions. Taking Informed Action UNDERSTAND Investigate the usage of Twitter for all contending candidates in a recent election. ASSESS Assess the impact Twitter has on modern elections. ACT Invite a political campaign advisor to participate in an informed conversation regarding the role of Twitter in political campaigns.