zilongwang/ReadingBank huggingface dataset:
11 The Daughter Bos Herminne Anna 12 France ASSURATOME Stanislas Daniel Maurice 13 France Spouse Naudin ep. Stanislas Daniele 14 Germany DKVG – Deutsche Kernreaktor Versicherungsgemeinschaft Thorsten Leubert 15 Germany DKVG – Deutsche Kernreaktor Versicherungsgemeinschaft Harbruecker Dirk 16 Hungary Hungarian Nuclear Insurance Pool Allianz Hungaria Zrt. Oláh Attila 17 Japan The Japan Atomic Energy Insurance Pool Ito Ryuichi 18 Japan The Japan Atomic Energy Insurance Pool Koichi Hattori 19 Japan Spouse Yoko Hattori 20 Mexico Reaseguradora Patria, S.A.B. - Administrator of the Mexican Atomic Pool (Pool Atómico Mexicano) Escobedo Manuel 21 Nordic (Finnland) Nordic Nuclear Insurers Eero 22 Nordic (Finnland) Nordic Nuclear Insurers Pyk Georg
23 Nordic (Finnland) Spouse Pyk Maria 24 Nordic (Finnland) Nordic Nuclear Insurers Ernandes Olga 25 Nordic (Finnland) Spouse Ernandes Gerardo 26 Romania Romania Atomic Insurance Pool Emil Boldus 27 Slovakia Slovak Nuclear Insurance Pool c/o Allianz – Slovenska poistovna, a.s. Repová Zuzana 28 Slovenia NUCLEAR INSURANCE AND REINSURANCE POOL SLOVENIA Antončič Danilo 29 Spain Asguradores de Riesgos Nucleares, a.i.e. Jiminez Sanchez Eva 30 Spain Asguradores de Riesgos Nucleares, a.i.e. Carmen Ochoa de Chinchetru Olalde 31 South Africa The South African Pool for the Insurance of Nuclear Risks Scott Barry 32 Africa Spouse Scott Michelle 33 Swiss Pool for the Insurance of Nuclear Risks c/o Swiss Reinsurance Company Ltd Melliger Oskar 34 Swiss Pool for the Insurance of Nuclear Risks c/o Swiss Reinsurance Company Ltd Quéré Alain
SOUTH DAKOTA BOARD OF REGENTS ACADEMIC AFFAIRS FORMS Existing Courses: Minor Modifications Use this form to request minor modifications of existing unique and common courses. Consult the system database through Colleague or the for information about existing courses before submitting this form. If the course revision is for an approved General Education course, please see the Revision to General Education Requirements Form. Institution Division/Department Originator Date Department Chair School/College Dean Institutional Approval Signature Date Section 1. Existing Course Title and Description Prefix & No. Course Title Credits Effective Date: This course is a an “X” in the appropriate box): Unique Course (see section 2) Common Course (see section 3) Section 2. Unique Courses: Requested Minor Modifications an “X” in the appropriate boxes. Current New Prefix change to Course Number change to NOTE: You may only change a unique course number to a number not currently used in “active” status at another university. Consult the system database in Colleague or the . Credit hours to Course pre-requisites to Course co-requisites to Registration restriction to
ALL training must be completed and/or verified by December 31st 2017 All training records for SG elements selected must be viewed and verifiable at time of audit. Firm is responsible to ensure all training records are at worksite agreed upon to conduct audit. Examples of training delivery: Orientation training Classroom Training sessions Demonstrations by supervisors Observing another co-worker (mentoring or buddy system) Safety talks E-learning Step 4: Evaluation (Pages 16-17 of SG Guidelines) Validation Audit Evidence & Documentation Evaluation makes sure the firm is carrying out the standard, the element is properly communicated and effective training has taken place. Checks for up-to-date standards and if it is being followed Evaluation must be completed by March 30, 2017. Analysis of observations/inspections/plant or site audits Survey of employees/supervisors – interviews or questionnaire with summarized results Quizzes of employees/supervisors – summarized results and action planning Statistical review and analysis (i.e. WSIB Information) Review and analysis by JHSC (minutes) Management review &analysis Third party assessment and analysis Completion of evaluation plan by March 31, 2017 Step 5: Acknowledge Success & Make Improvements (Page 18 of SG Guidelines) Validation Audit Evidence & Documentation Based on results of evaluation, firm to look for opportunities for improvement and create a documented plan or recommendations to implement changes Recognize everyone who contributed to successful incident prevention Review action plan and/or summary of recommendations addressing the gaps identified in their evaluation Review documentation of either: performance evaluations Letter /memo from president, health & safety awards,
activities by meeting and surpassing company standards public recognition for JHSC and/or employees, staff meeting, newsletter article and/or bulletin board display Maintenance of Previous Years Elements (Pages 54-55 of Guidelines) Validation Audit Evidence & Documentation Firms must demonstrate their method to regularly (annually) check elements implemented in the past to determine that they are maintained in the current year (i.e., the 5-Steps of previous elements) Firm is required to provide documentation that demonstrates that it has completed: an annual review of previous element’s standards, and an annual evaluation of previous elements includes when, by whom and action taken Ensures programs are up to date and being complied with i.e. expired training is identified and addressed
1-6 Practice Solving Compound and Absolute Value Inequalities Write an absolute value inequality for each graph. 1. 2. 3. 4. Solve each inequality. Graph the solution set on a number line. 5. –8 ≤ 3y – 20 < 52 6. 3(5x – 2) < 24 or 6x – 4 > 4 + 5x 7. 2x – 3 > 15 or 3 – 7x < 17 8. 15 – 5x ≤ 0 and 5x + 6 ≥ –14 9. |2w| ≥ 5 10. |y + 5| < 2 11. |x – 8| ≥ 3 12. |2z – 2| ≤ 3 13. |2x + 2| – 7 ≤ –5 14. |x| > x – 1 15. |3b + 5| ≤ –2 16. |3n – 2| – 2 < 1 17. RAINFALL In 90% of the last 30 years, the rainfall at Shell Beach has varied no more than 6.5 inches from its mean value of 24 inches. Write and solve an absolute value inequality to describe the rainfall in the other 10% of the last 30 years. 18. MANUFACTURING A company’s guidelines call for each can of soup produced not to vary from its stated volume of 14.5 fluid ounces by more than 0.08 ounces. Write and solve an absolute value inequality to describe acceptable can volumes.
Section 2. Modification(s) Requested Check all revisions that apply and provide detailed information in the Current and New fields below. If changing a course that previously had only a lecture or laboratory component to a composite course, identify both the course and laboratory numbers (xxx and xxxL) and credit hours associated with each. This modification will include (place an “X” in the box for all that apply): Current New Prefix change from to Indicate any university for which this must be added as new prefix: BHSU DSU NSU SDSMT SDSU USD Course Number change from to Course Title change from to Credit Hours change from to Pre-Requisites to Note: University specific pre-requisites are inconsistent with the system common course guidelines and receive approval only in rare circumstances. Co-Requisites to Registration Restriction to Addition/deletion of a lab/lecture component If the addition of a lab/lecture component requires a change in pre-requisites or indicate below (add lines as needed, make sure to copy and paste format) Prefix & No. Course Pre-Req/Co-Req? Will the grade for this lab/lecture component be limited to S/U (pass/fail)? Yes No Will section enrollment for the lab/lecture component be capped? Yes, max per section: No
and teachers collaborate with students and facilitate opportunities for students to work cooperatively and through interaction with peers. Student learning tends to be focused on group activity. Half of the group will read the handout on the Approach. The other half will read the handout on the Student Centred Approach. The trainer will divide the board into two by drawing a line down the centre. The participants will be told that half of the black board is for the participants who are reading the handout on the Student-Centred Approach, the other half is for the participants who are reading the handout on the Teacher-Centred Approach. This is how the trainer will divide the board: The trainer will tell the participants that they will play a small game. Both the teams will read their handouts very carefully. After reading they will discuss the content in their groups. The groups will need to work cooperatively and collaboratively to decide on the five (5) main points. 30 mins and approaches in Handout (Day Two/ Session 2) Blackboard and chalk centered centered
Explain the concept of mind mapping to the participants. Mind mapping is the writing down, jotting down of main ideas, concepts and points on sheets/charts having images such as connected chains, connected clouds, connecting images, blocks, circles etc. Refer the participants to the Mind Map example. Example Mind Map in Handout (Day Three/ Session 1)
DAY FIVE Session 4: PEF Assertive Discipline and Involving Parents Session Time 2:00 – 3:00 Topic/ Activity Timing Resource(s) What Is Assertive Discipline? Trainer Activity Ask the question of the participants to initiate thinking about assertive discipline: “What is assertive discipline.” Participant Activity Suggest ideas from their own experience. Trainer Activity Write on the board: assertive discipline is a structured, systematic approach designed to assist teachers in running an organized, teacher-in-charge classroom environment. Participant Activity Participants will copy down the description of assertive behavior written on the board. 10 mins - Blackboard and chalk Strategies for Assertive Discipline Trainer Activity Ask participants to discuss the handout on “How to Use Assertive Discipline” in their groups. 20 mins Handout: How to Use Assertive Discipline” in Appendix 1
Estimated cost in Euro Brief description (e.g. Return fare with plane Stockholm-Amsterdam, Hotel 1 day & subsistence 1.5 days) Transport (train, car, plane etc.) … … Accommodation … … Subsistence … … Travel and subsistence expenses for CDF Study Session #2 Estimated cost in Euro Brief description (e.g. Return fare with plane Stockholm-Amsterdam, Hotel 1 day & subsistence 1.5 days) Transport (train, car, plane etc.) … … Accommodation … … Subsistence … … Travel and subsistence expenses for study Total cost for study (add costs for all meetings) …
EMPLOYMENT HISTORY (Please complete in full using a separate sheet if necessary, starting with your most recent employment and give reasons for any gaps in employment) Name & Address of employer Job Title & Duties Dateof employment to/from Mth/Yr Salary on leaving Reason for leaving ` INFORMATION
affect the outcome of your application, and will not be made available to the appointment panel. GENDER: ETHNIC ORIGIN: Female Bangladeshi Male Black-African Black-Caribbean Black-Other (please specify)………………………… AGE: Under 25 Chinese 25 – 34 Irish 35 – 44 Pakistani 45 – 54 Indian 55 – 64 White Over 65 Other (please specify)…………………………….. DISABILITY Do you consider yourself to have a disability? * Yes No (*The loss or limitation of opportunities to take part in the life of the community on an equal part with others due to physical or social barriers and discrimination. NB. This definition has been provided by disabled peoples’ organisations).
ABRA POLE POINTS NAME: MONTH: DIVISION: POINTS FOR MONTH: ___________ TOTAL POINTS FOR YEAR: ___________ DATE LOCATION ASSOC. # OF ENTRIES PLACE POINTS POINTS ABRA JACKPOT OR RODEO MONEY ABRA JACKPOT OR RODEO MONEY BARREL RACING MONEY ONLY * NAME: MONTH: DIVISION: TOTAL POINTS FOR MONTH: ___________ TOTAL POINTS FOR YEAR: ___________ DATE LOCATION ASSOC. OR PRODUCER # OF ENTRIES PLACE $ AMOUNT WON TOTAL MONEY
Pony Barrels Buckaroo Barrels 1 Jeffrey Vermilyea 394 2 Kaylee Evans 264 3 Caleigh Hawley 246 4 Caitlyn Castleberry 158 5 Maddison Brock 152 Jaci Sams 140 Madeline Castleberry 138 Julia Tanner 70 Gracie Frizielle 66 Alli Sams 60 Brianna Boggs 44 Abigail Eppes 28 Junior Barrels 1 MacKenzie 419 2 Madison 386 3 Calena Hawley 226 4 Dani Cossey 212 5 Katie Vermilyea 198 Hayle Cummings 184 Brittney Miller 154 Braylen Bearden 128 Bailey Brockman 96 Kenlie Newcomb 88 Jaclyn Vagts 66 Farquharson 38 Cassidy Henry 34 Mikka Burton 31 Senior Barrels 1 Brittney Johnson 368 2 Samantha Free 304 3 Jodie Grissom 248 4 Lea Brewer 238 5 Tabby Parker 217 6 Alicia Vanlandingham 216 7 Rachel Bearden 208 8 Price 185 9 Lacee Combee 156 10 Rhonda Fowler 152 11 Kellie Holt 118 12 Tricia Shores 114 13 Ross Harrington 108 14 Jessica Hope 100 15 Julia Lauritzson 74 Vanessa Castleberry 70 Mackenzie 62 Katie Carter 60 Krista Wilson 42 Taylor Dunn 32 Michelle Vanlandingham 30 Novice Rider 1 Carlyn Bradshaw 356 2 Brittney Miller 355 3 Carol Hulse 260 4 Cookie Wilson 178 5 Jaclyn Vagts 144 Bailey Brockman 138 Denise Palmer 72 Gracie Frizielle 45 Alexanne Newcomb 40 Brianna Boggs 38 Senior Rodeo 1 Norman $105.00 2 Melissa Brown $87.51 3 Brittney Johnson $20.00
C.S.I. COLLEGE FOR LEGAL STUDIES (Affiliated to Mahatma Gandhi University, Kottayam and Approved by the Bar Council of (Managed by the C.S.I. Madhya Kerala Diocese) Phone:0481-2531644, 2539644 Mob: 9447806582, 94471 31925 Fax: 0481-2531544, E-mail: principal.csicls@gmail.com Web: www.csicls.org Application Form for Admission to Integrated 5 year B.Com. LL.B / B.A. LL.B. LL.M.(COMMERCIAL LAW) PROGRAMME 2018-2019 Affix passport size photograph Application No. (For office use only) Application Fee D.D. No., Date & Name of the Bank (if remitted through D.D) Receipt Number & Date (If directly remitted at the college office) Rs. 300/- Application Fee Details Name of the Course/Programme Name of the Applicant (In Block Letters) Address Permanent Address for Communication Pin: Pin: Phone: Mob: E-mail: Second Language selected  Hindi  Malayalam
__________________________ _____________________________________
MCCS POC WELCOME ABOARD PACKET POC GySgt Francisco Gaxiola Cpl Pulver (757) 462-8147 (757) 462-7504 Fancisco.m.gaxiola@navy.mil LOCAL RECRUITERS GySgt Jerry Laurenti (Richmond) (804) 937-2217 Jerry.laurenti@marines.usmc.mil GySgt Christopher Constantin (Princess Anne Road, VB) (757) 416-2242 Christopher.constantin@marines.usmc.mil Sgt Antonio Fleming (Newport News) (757) 826-9674 Antonio.fleming@marines.usmc.mil SSgt Marcus Clay (Battlefield Blvd., Chesapeake) (757) 547-0186 Marcus.clay@marines.usmc.mil
!!!!! THIS DOCUMENT IS FOR INFORMATION PURPOSES ONLY IT CANOT BE USED TO IMPORT DATA INTO THE TEN-Tec ASR THE DATA WILL HAVE TO BE ENCODED MANUALLY IN TENtec ASR MODULE BY THE AUTHOR OF THE ASR REPORT European Commission Innovation and Networks Executive Agency (INEA) Connecting Europe Facility Action Status Report (ASR) Reporting period: 1st January 201X/start date of the December201X) 1. INFORMATION ON THE ACTION Grant Agreement Nº INEA/CEF/…. Action number
Overview of progress since the start of the Action The overview should include a description of the actual progress until the end of the previous reporting period, referring to the main issues, milestones and events that affected progress. 2.2. Progress per activity Activity 1 Title Planned Start/End date (GA) Previous ASR Start/end dates Actual Start/End date Technical progress achieved at the end of the reporting period (%)* *Please explain how the percentage of the progress achieved has been estimated/calculated
Calendar of Events 2018-19 Primary to Senior Secondary (Grade I to XII) September’18 Sr. No. Events Date Day 1. a) 90 Seconds to Fame (Grade VIII) for parents b) Fun with Colours (Grade I-V) c) Literary Club Activity (School Cinema) 01/09/18 Saturday 2. Janmathami Holiday 03/09/18 Monday 3. Teachers Day Celebration 05/09/18 Wednesday 4. Class Photo Session (Grade I-V) 06/09/18 Thursday 5. Photo Session (Grade VI-XII) 07/09/18 Friday 6. “Ganesh Chaturthi” Holiday 13/09/18 Thursday 7. “Hindi Creative Writing Competition” (Grade II-X) 14/09/18 Friday 8. a) II Evaluation (Grade I to IV) 15/09/18 to 19/09/18 Saturday To Wednesday b) II Evaluation (Grade V) 15/09/18 to 21/09/18 Saturday to Friday c) Half Yearly (Grade VI – VIII) 15/09/18 to 21/09/18 Saturday to Friday d) Half Yearly (Grade IX & XI) e) Term 2 Examination (Grade X & XII) 15/09/18 to 24/09/18 Saturday to Monday
Calendar of Events 2018-19 Primary to Senior Secondary (Grade I to XII ) October’18 Sr. No. Events Date Day 1. Gandhi Jayanti Celebration (Grade I to V) 01/10/18 Monday 2. Gandhi Jayanti Holiday 02/10/18 Tuesday 3. Mathmania (Grade I to X) 05/10/18 Friday 4. The Pinnacle (Inter School Competition) 06/10/18 Saturday 5. Navratri Celebration 09/10/18 Tuesday 6. IEO 11/10/18 Thursday 7. Open Day I - XII) 13/10/18 Saturday 8. Dussehra Holiday 19/10/18 Friday 9. a) Spellathon (Grade I to V) b) Crossword Competition (Grade VI-XII) c) Literary Club Activity (School Cinema) 20/10/18 Saturday 10. Unit Test 2 (Grade VI-IX) Unit Test 3 (Grade X, XI & XII) 26/10/18 to 02/11/18 Friday to Friday 11. Grandparents Day (Grade I to IV) 27/10/18 Saturday
material and ProRoot mineral trioxide aggregate in human osteoblast cell culture using polymerase chain reaction. J Endod 2012;38(4):486-9. Damas BA, Wheater MA, Bringas JS, et al. Cytotoxicity comparison of mineral trioxide aggregates and EndoSequence bioceramic root repair materials. J Endod 2011;37(3):372-5. Guven EP, Tasli PN, Yalvac ME, et al. In vitro comparison of induction capacity and biomineralization ability of mineral trioxide aggregate and a bioceramic root canal sealer. Int Endod J 2013;46(12):1173-82.
9:45 10:00 12:00 13:30 14:00 14:30 15:00 16:30 16:35 participation, integration of planning and renewables by law and contracts etc. Discussion. Coffee Linking Spatial Planning and Renewable Energies in Practice by Lars Porsche, BBSR. Includes: renewal with renewable energies - future challenge of role of urban planning, procedures and practice examples. Workshop Lunch Municipal Climate Protection Concepts and the Municipal Climate Protection Managers by Daniel Willeke, Difu. Includes: introduction, concept, practical examples. Discussion. City of Berlin’s climate and energy strategy – by Gesa Homann, Senate Department for Urban Development and the Environment, Climate Protection and Energy Unit. Includes: objective 2050, background, integrated strategy, feasibility studies, etc. Discussion. Berlin planning system for the integration of renewables and efficiency by Christian Strauss (enquired), Difu. Includes: background, planning strategy, instruments, etc. Discussion. Coffee Workshop to the development of the SPECIAL training portfolio (webpage, etc.) End of the day Optional: Walk to the German Parliament to visit a plenary session for 45 min in the plenary hall of the Reichstag (Start 18:00 -18:45 pm) in connection visit of the Reichstag dome (please see figure 3). Wednesday 4th September: Visit of IBA in Hamburg (Module, 1, 3, 4) 8:10 11:15 11:45 12:30 13:37 Meeting at Berlin main train station (Hbf) lower floor, track 5, train IC 2072, coach Nr. 7 (departure at 8:20 – arrival at 10:25) (please see figure 3). Welcome by Mr. Hellweg, Director of the “International Building Exhibition (IBA)” in Hamburg-Wilhemsburg Climate Protection Concept “Renewable Wilhelmsburg” by Mr. Grebitz, IBA Shuttle Bus to the Energy Bunker (energy storage, renewables) – visit and snack at cafe
Friday 6th September: Participation (Module 5) 9:00 9:30 10:30 10:45 12:00 13:00 Techniques of competence building and training - Learning from Up-Res by AGFW – Sarah Vautz, Frankfurt Workshop: How to organise a trainings course – techniques and instruments of competence building and training! by EPC and Difu. Coffee Workshop: Participation processes to make the change possible – including public, municipality, NGO by EPC and Difu, Includes: introduction, opportunities and practical examples. Discussion to training progress, next steps incl. WP 3, feedback etc. End of the day
TABLE OF CONTENTS PART I – BIDDING INSTRUCTIONS …………………………………….........…… 2 PART II – SECTION A – GENERAL TERMS AND CONDITIONS ….…. ……... 21 PART II – SECTION B – PER NATURE OF THE CONTRACT ………………... 40 PART III – SECTION A – CONTRACT MANAGEMENT DATA …………….......43 PART III – SECTION B – STATEMENT OF WORK …………………………...... 45
4.8 2015/16 CRL summary The approved CRL of £7,289k and the anticipated CRL of £94k is summarised in Table 10 below. Table 10 – Total CRL CAPITAL Approved £’000 Anticipated £’000 Total CRL £’000 General Capital 649 88 737 ITS – General capital 250 6 256 ITS 4,113 4,113 BSTP 1,400 1,400 HSC Pensions 796 796 MAGIC 81 81 7,289 94 7,383
The Netherlands Netherlands Organization for Health Research and Development (ZonMw) 1.8 8-12 Turkey Scientific and Technological Research Council of Turkey (TÜBITAK) 1 8-9 ANNEX III. Eligibility of beneficiary institutions for the participating organisations of the E- Rare-3 JTC 2015 Country/Region Institution Eligible benificiary institution Academia Clinical/public health Company Austria Austrian Science Fund (FWF) Yes (3) Yes (3) Yes (3) Austria Austrian Research Promotion Agency (FFG) No No Yes (12) Belgium (Flanders) Research Foundation Flanders (FWO) Yes Yes (1,2) No Belgium (french speaking community) Fund for Scientific Research - FNRS (F.R.S.-FNRS) Yes (6) Yes (7,8) No Canada Canadian Institutes of Health Research Institute of Genetics (CIHR-IG) Yes Yes No Canada (Québec) Fonds de recherche du Québec-Santé (FRQS) Yes Yes No Canada Genome Canada (GC) Yes Yes No France French National Research Agency (ANR) Yes Yes Yes (1) Germany German Federal Ministry of Education and Research (BMBF) Yes Yes Yes (1) Germany German Research Foundation (DFG) Yes (10) Yes (11) No Greece General Secretariat of Research and Technology (GSRT) Yes Yes Yes Hungary Hungarian Scientific Research Fund (OTKA) Yes Yes No Israel Chief Scientist Office of the Ministry of Health (CSO/MOH) Yes Yes No Italy Ministry of Health (MoH) Italy No Yes (4) No Regione Emilia-Romagna - Agenzia Sanitaria e Sociale Regionale Yes (13) Yes (13) No Latvia Latvian Academy of Sciences (LAS) Yes Yes Yes (1) Poland National Centre for Research and Development (NCBR) Yes Yes Yes Portugal Foundation for Science and Technology (FCT) Yes Yes Yes (1) Romania Executive Agency for Higher Education, Research, Development & Innovation Funding (UEFISCDI), Yes Yes Yes (1) Spain National Institute of Health Carlos III (ISCIII), No Yes No Switzerland Swiss National Science Foundation (SNSF) Yes (9) Yes (9) No The Netherlands Netherlands Organization for Health Research and Development (ZonMw) Yes (5) Yes (5) No (5)
9:30-11:30 CCC Pilot Teams Break Out Session Description Each of the 3 CCC Pilot Teams breaks into a separate session and works with a faculty team to advance their Pilot Jennifer Clancy, MSW Jerry Langley Associates in Process Improvement Gale Bataille, MSW California Institute for Mental Health Dale Jarvis, CPA DJ Consulting Linkins, PhD Integrated Behavioral Health Project Peter Currie, PhD Inland Empire Health Plan 11:30-12:15 LUNCH 12:15-12:30 Madera, College Community Services, and Project Renew Story Board Presentations Session Description 5 minute presentations on advancing 1 high leverage Care Coordination Change Idea Teams 12:30-2:30 Care Coordination Mapping Exercise Session Description Teams translated their overview of provider roles in care coordination into a systems map to guide ongoing design of coordinated system Jerry Langley Associates in Process Improvement Gale Bataille, MSW California Institute for Mental Health 2:30-2:45 BREAK 2:45-3:45 Organizational Team Meeting #1 Session Description Round table discussion about testing Care Coordinator tasks Teams plan for Action Period 3 Teams
D001 - Changed title From: “LOGISTICS MANAGEMENT INFORMATION (LMI) DATA PRODUCT” To: “LOGISTICS PRODUCT DATA SUMMARIES” Added 3 New CDRLS C002/C003 A009 – Integrated Master Schedule (IMS) C002 – Conference Agenda C003 – Conference Minutes
court should follow a procedure for questions to prevent jury misconduct. Id. at 726 (warning that “the judge should ask any juror-generated questions, and he or she should do so only after allowing attorneys to raise any objection out of the hearing of the jury”). The court also noted that “properly structured juror questioning in a civil trial poses even fewer” risks than in a criminal trial. Id. The Third Circuit recognized in Hernandez that there are arguments for and against allowing jurors to submit questions for witnesses. The best argument in favor of jury questioning is that it helps jurors clarify factual confusions and understand as much of the facts and issues as possible so that they can reach an appropriate verdict. On the other hand, allowing jurors to ask questions may risk turning them into advocates and compromising their neutrality. See United States v. Bush, 47 F.3d 511 (2d Cir. 1995). In this regard, it is not appropriate to allow jurors to ask questions that appear to suggest a view about the merits of the case.
2.12 General Instructions For Use During Trial — Foreign Language Testimony or Audio Recording Model You are about to hear [testimony of a witness who will be testifying in] [an audio recording in] [language used]. The evidence you are to consider is only that provided through the official court [interpreters] [translators]. Although some of you may know the language used, it is important that all jurors consider the same evidence. So you must base your decision on the evidence presented in the English [interpretation] [translation]. You must disregard any different meaning. [In this case there is a dispute over the translation of certain statements in a foreign language. It is for you to determine which, if either, translation is accurate.] Comment The Ninth Circuit has separate instructions for foreign language testimony and foreign language recordings. The model combines them and provides alternatives in brackets. See Ninth Circuit 2.6 and 2.7. The instruction concerning recordings is appropriate only if the accuracy of the translation is not at issue. See also Instruction 2.13 on transcriptions of recordings.
1, 2, 3 / 1, 2, 3 Intro: play chorus - ukes only In [D] Dublin's fair [Bm] city, where [Em7] girls are so [A7] pretty, I [D] first set my [Bm] eyes on sweet [E7] Molly Ma-[A7]lone, As she [D] wheeled her wheel-[Bm]barrow, Through [Em7] streets broad and [A7] narrow, Crying, [D] cockles and [Bm] mussels, a-[A7]live, alive-[D]o! CHORUS: A-[D]live, alive-[Bm]o! A-[Em7]live, alive-[A7]o! Crying, [D] cockles and [Bm] mussels, a-[A7]live, alive-[D]o! She [D] was a fish-[Bm] monger, but [Em7] sure 'twas no [A7] wonder, For [D] so were her [Bm] father and [E7] mother be-[A7]fore, And they [D] each wheeled their [Bm] barrow, Through [Em7] streets broad and [A7] narrow, Crying, [D] cockles and [Bm] mussels, a-[A7]live, alive-[D]o! Repeat CHORUS She [D] died of a [Bm] fever, and [Em7] no one could [A7] save her And [D] that was the [Bm] end of sweet [E7] Molly Ma-[A7] lone, But her [D] ghost wheels her [Bm] barrow, Through [Em7] streets broad and [A7] narrow, Crying, [D] cockles and [Bm] mussels, a-[A7]live, alive-[D]o! Repeat CHORUS
1. Seeing the Big Picture Effective Behaviour People who are effective are likely to… Ineffective Behaviour People who are less effective are likely to… Anticipate and predict the long term impact of national and international developments, including economic, political, environmental, social and technological, on own area Have limited insight into the changes and developments surrounding own area Identify and shape how own area fits within and supports the work of the Department Give limited attention to the bigger issues and interactions across departments and outside the Civil Service when defining strategy Develop an in-depth insight into customers, citizens, services, communities and markets affected by their area and the wider public sector context Lack insight into the wider context for own area – take a simplistic perspective on the issues and concerns of stakeholders Create joined up strategies and plans that have positive impact and add value for stakeholders, citizens and communities Develop strategies and plans with limited reference to the impact and value they will bring to the key stakeholders and to citizens now and in the future Shape strategies and plans which help put into practice and support the Department’s vision and long-term direction, including those shared with other departments Maintain a narrow perspective – allow own area to become out of step or work against the overall objectives of the Department 2. Changing and Improving Seek and encourage ideas, improvements and measured risk taking within own area to deliver better approaches and services Restrict changes to own portfolio – do not integrate or align with change in other areas Encourage a culture of imaginative thinking, seek to expand mindsets and genuinely listen to from employees and stakeholders Create a punitive environment for risk taking and responsive decision making – show intolerance of mistakes Identify step changes that quickly transform flexibility, responsiveness and quality of service Allow own area to become outdated and out of step with evolving changes and wider service requirements Challenge the status quo in own and related areas to achieve value-adding improvements and change Contribute to a culture of inertia across own portfolio of activities by focusing managers on delivering things as they always have Lead the transformation of services to users, moving to a digital approach whenever possible Miss opportunities to use alternative delivery models Create effective plans, systems and governance to manage change and respond promptly to critical events Adopt an unsystematic approach to change management – cause confusion about priorities and timelines 3. Making Effective Decisions
4. Datu servera kodola paplašinājumu veidošana (use of cartriges) (piemēram, Oracle cartridges, DB2 data blades, spraudņu (plug-ins) izmantošana).
There could be primary or secondary explosive devices along your exit path. All bomb threats must be treated as a serious matter. To ensure the safety of the faculty, staff, students, and the general public, bomb threats must be considered real until proven otherwise. In most cases, bomb threats are meant to disrupt normal activities. Building evacuation is probably the safest action to take however that decision should be made in consultation with University Police Officials. The procedures described below should be implemented regardless of whether the bomb threat appears real or not. If you receive a telephoned bomb threat, you should do the following: Record the exact wording of the threat and the date and time it was received. Record the phone number that the threat came from. Record the number that received the threat. Get as much information from the caller as possible. Try to ask the following questions: When is the bomb going to explode? Where is it right now? What does it look like? What kind of bomb is it? What will cause it to explode? Did you place the bomb? Why? Where are you calling from? What is your name? What is your address? Record the exact wording of the threat and the date and time it was received? Keep the caller on the line and record everything that is said. Notify the police and building management using a different phone. Make note of as many details about the conversation as you can. details or clues can greatly assist Law Enforcement Officials during their investigation. Describe the caller’s language, and background. Are there any distinguishing characteristics about the caller? Male – Female – Unknown Young – Middle Aged – Old Distinct or Familiar (Who did it sound like?) Soft – Low – Slow – Normal – Fast – High – Loud Calm – Nervous – Laughing – Crying – Excited – Angry Rough – Slang – Foul – Incoherent – Well Spoken – Refined – Accent Impaired Speech – Slurred – Stuttered – Lisp – Disguised Whispered – Cracking Voice – Clearing Throat – Deep Breathing Message Read by Threat Maker – Taped Background Noises Protect yourself by creating and managing distance and shielding from the threat. Evacuate if an evacuation alarm sounds and follow established building evacuation procedures. for and report what is strange, unusual or out of place. could be primary or secondary explosive devices along your exit path.
A Special Guardianship Order is a private law order, meaning that it is the person(s) wishing to be the special guardian(s) who has to apply to the court. The court also has the discretion to grant an SGO to a person(s) following an assessment during other court proceedings. An SGO does not remove PR from birth parents or others having PR prior to the order being made. It does, however, give the special guardian the power to make almost all decisions relating to a child by exercising their parental responsibility to the exclusion of all others with PR (apart from another special guardian). See Children Act 1989, as amended by Adoption and Children Act 2002. Who are the children? Children who are adopted have all had experiences of separation and loss. They may also have experienced some form of abuse or neglect, resulting in them being removed from their birth families and placed in the care of the local authority. The local authority has a duty to help to reunite the child with its birth parents, with support where this is possible. Failing this, Children’s Services will seek a home for the child with other family members. If there is no safe or suitable alternative, the child will be placed with a foster carer. For some children in care, where there is no possibility of them going to live with family, the local authority may decide that they will place the child for adoption. In these cases the parent may object to the application for a Placement Order or an Adoption Order and the court has to decide whether there is enough evidence to dispense with parental consent. Some children’s parents are content for them to be placed for adoption or accept that they cannot care for them within the family. In these cases a court official can witness them giving formal consent for adoption. Children made subject to Special Guardianship Orders may have had very similar experiences to those outlined above, although in some cases there may have been no abuse or harm or involvement with social care. In the latter cases, the child’s parents may have had long-term health problems or have died, and relatives may have stepped in to look after the child before applying for an SGO.
Spriggle, M. (2009). Developing a Policy for Delegated Nursing Care in the School Setting. Journal of School Nursing, 25(2), 98-107. U.S. Department of Education. Office of Special Education and Rehabilitation Services. (2005). A Guide to Safe Schools. Available at: . Wisconsin Board of Nursing. (2006). Chapter N6: Standards of Practice for Registered Nurses and Licensed Practical Nurses. Available at: . Wisconsin Statute Section 118.135. Available at: .
Any other reasons for the young person’s referral not already covered above: *Please return completed forms to the Empower project: *If you don’t have access to secure email please contact us on or call us on 02070210301.
Revision List Assessment 4 Year 11 Enhanced Standard Topic 13 ALGEBRA: linear equations and expand three binomials Topic Clip Number Solve equations - balancing 135a Rearranging simple formulae 136 Forming formulae and equations 137 Rearrange difficult formulae 190 Product of three binomials 178 Topic 14 GEOMETRY: Surface area and volume Topic Clip Number Spheres 169 Pyramids 170 171 Frustums 172 Topic 15 ALGEBRA: simultaneous equations Topic Clip Number Simultaneous equations - graphically 140 Simultaneous equations - algebraically 162 Simultaneous equations with a Quadratic 211 Topic 16 GEOMETRY: Trigonometry and Pythagoras’ theorem Topic Clip Number Pythagoras’ theorem – algebraic approach 150b Pythagoras’ theorem = line on a graph 150c Trigonometry 168 Exact trig values 173 Pythagoras in 3D 217 Trigonometry in 3D 218
YEAR 11 TEST 7 Revision Homework ENHANCED Functions /20 Trig /20 Quadratics /20 Transform graphs /10 Iteration /10 Functions 1. F The diagram shows the graph of for −3.5 ≤ ≤ 1.5 a) Find b) For which values of k does the equation have only one solution? c) Find (1) (2) (2) 2. F f(x) = g(x) = h(x) = Find an expression for: a) fg(x) b) gf(x) c) hh(x) d) hg(x) e) fgh(x) (5) 3. M The function is such that a) Find The function is such that b) Find c) Find d) Solve the equation . Show clear algebraic working. (1) (3) (2) (4) TOTAL 20 Non-right angled trigonometry 1. The area of the triangle is 45 cm2
Registered on …………………………………………………under No…………………… by the customs office…………………………………………………………………………… …………………………………………. …………………………………………….. (Official (Signature) *Delete as necessary Technical requirements for voucher The voucher shall be printed on paper free of mechanical pulp, dressed for writing purposes and weighing at least 55 g/m². It shall have a printed guilloche pattern background in red so as to reveal any falsification by mechanical or chemical means. The paper shall be white. The format shall be 148 by 105 millimetres The voucher shall show the name and address of the printer, or a mark by which it may be identified, and an identification number. 33-03-IA Letter heading of the coordination office initiating the dispute Addressee: coordinating office covering the offices of temporary importation, or other coordinating office SUBJECT: ATA CARNET — SUBMISSION OF CLAIM Be informed that a claim for payment of duties and taxes under the ATA Convention/the Istanbul Convention (1) was sent on … (2) to our guaranteeing association in respect of: 1. ATA carnet No: 2. Issued by the Chamber of Commerce of: City: Country: 3. On behalf of:
10. Monitoring customs office Certification for the granting of repayment or remission of duties This is to certify that in accordance with the decision referred to in Box 4 the goods described above were on: ------------------------------------------------------(date) (dd/mm/yyyy) □ exported from the Union □ destroyed under customs supervision □ placed in a customs warehouse □ placed in free zone or free warehouse □ delivered free of charge to a charity specified in the decision □ entered under the customs procedure specified in the decision Customs declaration references, if any: ……………………………………………………………. On this date the goods fulfilled the conditions laid down for repayment or remission of duty 11. Place and date Signature Stamp Observations
6. The customs office of guarantee certifies that the holder of the procedure named above has been granted a guarantee waiver in respect of his Union/common transit operations through the customs territories listed below whose names have not been crossed out: European Union – Iceland – Norway – Switzerland – Turkey – Andorra* – San Marino* 7. Special observations 8. Period of validity extended until dd/mm/yy inclusive Done at…………………….on…………….. (place) (date) (Signature and stamp of the customs office of guarantee) Done at…………………………….on…………………… . (place) (date) (Signature and stamp of the customs office of guarantee) *Only for the Union transit operations Back 9. Persons authorised to sign Union/common transit declarations on behalf of the holder of the procedure 10. Surname, forename and specimen signature of authorised person 11. Signature of the holder of the procedure* 10. Surname, forename and specimen signature of authorised person 11. Signature of the holder of the procedure*
Word Problem What Equation or Inequality Symbol? Write the equation or inequality statement. 1. Sandy is upgrading her Internet service. Fast Internet charges $60 for installation and $50.45 per month. Quick Internet has a $30 installation but charges $57.95 per month. How many months will both services cost the same? 2. Members of the Wide Waters Club pay $105 per summer season, plus $9.50 each time they rent a boat. Nonmembers must pay $14.75 each time they rent a boat. How many would a member and nonmember have to rent a boat in order to pay the same amount? 3. A small candle burns inch each hour. A large candle burns inch every hour. After how many hours will the two candles be the same height? 4. The charges for two shuttle services are in the table. What is the number of miles for the cost of both shuttles to be the same? 5. The perimeters of the rectangles shown are equal. What is the perimeter of each rectangle? Word Problem What Equation or Inequality Symbol? Write the equation or inequality statement.
Excessive Student Absence Document - Exhibit Q Student: Date of Birth: Date: Date of last IEP: District of Residence: Date of First Contact with District: District Contact: Contact Method: □ Phone □ □ in Person Attendance Record – Total number of absence days: □ August □ September □ October □ November □ December □ January □ February □ March □ □ May □ June □ July Overview of Absences: Interventions Implemented/Outcomes: (ie: SARB, Counseling, District/Agency/Parent meetings, etc.) Signatures: Print Name: Signature:
C)LEARNING MODULE 1: FIRST DAY, FIRST OFFICE HOUR: The syllabus is the ‘contract’ between student and instructor. A few well placed sentences will prevent misunderstandings (academic, ethical, and and clarify what student veterans need to do/be aware of as responsibilities as a student. Check with your student affairs or faculty development contact for existing ‘student veterans’ language for the syllabus or for how to create/template such. QUESTION: Should I include a separate section for student veteran issues, or deal with the policies in the appropriate parts of my existing syllabus (eg attendance policy, grading)? Suggestion: Recommend having a separate section labeled “For Active Duty/Reserves/Student Veterans” on the syllabus Students don’t read the syllabus -- It’s so common a reality that are internet jokes and memes and T-shirts for sale that say “It’s on the syllabus” or “Read the Syllabus”. Student veterans are not necessarily any different, however, having understood the value of contracts (sign up for 4 years?) and orders/commands, they typically WILL pay attention to a section that says “For Active Duty/Student Veterans.” For purely self-interest reasons, then, I strongly recommend having a separate section labeled “For Active Duty/Reserves/Student Veterans” on the syllabus. Make sure to include the active duty and reserves in the title/caption since some currently active may not identify themselves as veterans, yet. * * LOOK for the syllabus section labeled, “For Active Duty/Reserves/Student Veterans “ *Sample includes these subsections: Prep syllabus policies for : 1) Identify campus ‘coordinating points’ of contact for student veterans; 2)statement that must be declared service person or vet to ‘activate classroom accommodations’, 3)Attendance/Appts/’stops going’ policy; 4)what to do if deployed; 5)Fail vs dropped rules; 6)classroom code of conduct/rules 6 ‘Vet Friendly’ SECTIONS TO PREP & INCLUDE IN THE SYLLABUS: 1)Identify ‘coordinating points’ of contact For Active Duty/Reserves/Student Veterans
LANGUAGE: Vocabulary Acquisition and Use Tier 2 Vocabulary Tier 3 Vocabulary remember p. 1 crossed p. 2 strong p. 9 garden p. 15 seeds p. 15 afraid p 19 frightened p. 24 will power p. 31 brave p. 39 leaping p 41 costume p. 49 peeped p. 54 swamp p. 12 cave p. 42 avalanche p. 44 theater p. 49 note p. 52 high wire p. 53 Conventions of Standard English or Knowledge of Language focus standard: Standard Code Standard Text Description of where and how it fits with the extended text 1.L.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. p 31 will p 39 brave and p 44 avalanche There are both picture clues and clues within the context that will help students determine the meaning of these words. Companion
<Institutions Designated for the Specified Partnership-based Researcher Exchange Program > *Contact person for enquiries: Ms. Matsukura Partner Institutions Number of Participants/ Exchange Period Application Deadline Paid by Host Institution Notes Institut d'Etudes Politiques de One or more *The participant must be younger than 65. The sum of each participant’s exchange stay period must be 6 months prior to the start of the exchange 3,000-3,900 euro per month Not Provided (Assistance in finding appropriate lodging offered) The host institution can ask the participant to teach classes for 6 hours per month. Indiana University One / 1 month 4 months prior to the start of the exchange Not Provided (Assistance in finding appropriate lodging offered) Bloomington Campus, Indianapolis Campus NOTE: After being chosen for the program at Waseda, the applicant must submit an application required from the host institution by the deadline set by the institution. The period of the exchange stay cannot be extended after approval. Each institution has its own application form. Visit the following web site and obtain the latest information. Institut d'Etudes Politiques de Paris (IEP): No website (The International Office will provide contact information for the host institution) Indiana University:
Lesson Outline Lesson Description ENROLL (2 min) Welcome Build relationships with young people as they walk through the door: Four at the Door! (Name, eyes, hand, heart) Say: Today we are going to talk about your goals and setting positive goals. To do this, we are going to learn about a system called “GPS” that can help you set and reach your goals. Just like the Global Positioning System in your car, this GPS helps orient you so that you can navigate the journey toward your goals. We’ll start by focusing on “G”, which stands for “Goal Selection,” or selecting goals that you care about. DEMONSTRATE (20 min) Vision of Future Self (5 min) Goal Selection - Choosing your destination: Vision of Your Future Self Distribute a stack of Post-It notes and a pen to each youth in the group. Say: Please pick a number from 18 to 30 and write that number on a Post-It note. Allow time for everyone to write down his/her number before continuing with the instructions. Say: The number you wrote on your Post-It represents your age. Now, try to of three or more accomplishments you hope to have achieved by this age. Write one per Post-It note. The facilitator offers an example or two (e.g., to own a house, to have three children, to run my own business). Encourage young people to be as detailed as possible in their accomplishments. Once each young person has finished, ask one or two youth to share the age they selected and their accomplishments. Say: These accomplishments are called “goals.” There are several really important things to know about setting goals.
11. Given the quadratic function determine the discriminant and then describe the type of roots for the function. 12. Use each pair of roots below to write a quadratic function in intercept form. a) x = b) x = 2 ± 5i c) 13. Each of the following are a root resulting from the quadratic formula. Given that root, determine if a second root would exist and if so find it and then write a possible equation of the quadratic in intercept form. a) x = 7 b) c) d)
Lateral (sideways) erosion. Load is very small – dissolved or in suspension. Load is jagged with sharp edges. Saltation and some suspension. Deposition landforms Levees, flood plains and estuaries A little lateral erosion occurs Large boulders Load is becoming smoother Mainly traction and some saltation. Erosion landforms: Interlocking spurs, v shaped valley, gorges/waterfalls. Vertical erosion (caused by hydraulic action) Size getting smaller Smooth, fine load. Mainly suspension and solution. Erosion and deposition landforms: Meanders and lakes