zilongwang/ReadingBank huggingface dataset:
Itinerary Request CLIENTS: NAME PASSPORT NUMBER: NUMBER TOUR TYPE: INDIVIDUAL TOUR TRANSPORTATION: FLIGHTS, TRANSFERS, TRAINS, FERRY DATE SERVICES 01.01.2013 FROM CITY, COUNTRY TO CITY, Airport, flight NUMBER, DEPART AT XX:XX ARRIVE XX:XX, transfer to 01.01.2013 02.01.2013 MOSCOW– HOTEL “COSMOS” – TWIN ROOM 01.01.2013 CITY TOUR 02.01.2013 VISITIN KREMLIN AND RED SQUARE 02.01.2013 03.01.2013 MOSCOW to ST PETERSBURG - TRAIN № 55 – SECOND CLASS – DEPART XX:XX – ARRIVE XX:XX 03.01.2013 05.01.2013 ST PETERSBURG – HOTEL “NEVSKY” – DOUBLE ROOM 05.01.2013 06.01.2103 TRANSFER FROM HOTEL TO ST PETERSBURG RIVER STATION, FERRY TO HELSINI, DEPART XX:XX ARRIVE XX:XX CITY to CITY - № XXX - WHICH CLASS – DEPART XX:XX – ARRIVE XX:XX CITY– HOTEL “NAME” – TWIN/SINGLE/DOUBLE ROOM XX.XX.2013 FROM CITY, AIRPORT TO CITY, COUNTRY DEPART AT XX:XX, ARRIVE AT XX:XX FLIGHT XXX
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK BAIL APPEAL RULING Case no: CA 14/2016 In the matter between: KAI RUST APPELLANT and THE STATE RESPONDENT Neutral citation: Rust v State (CA 14-2016) [2016] NAHCMD 184 (27 June 2016) Coram: USIKU J Heard: 6 June 2016 Delivered: 27 June 2016 Flynote: Criminal Procedure ̶ Bail ̶ Appeal against magistrate’s refusal to grant bail ̶ High Court hearing appeal can only set magistrate’s decision aside if it was clearly wrong ̶ Onus ̶ Applicant bearing onus on preponderance of probability to show why he should be released on bail ̶ Placing onus on the accused accordingly not in conflict with the constitution ̶ Magistrate’s decision not wrong ̶ Appeal dismissed. Summary: Criminal Procedure ̶ Bail Appeal against the magistrate’s refusal to bail in terms of s 65 of the Criminal Procedure Act 51 of 1977 ̶ The appellant
Work package 1: Title of the work package Start and end of the work package: from Month a to Month b Work package leader: Participants in the implementation of the work package: Planned tasks: Task 1.1 Deliverable Task 1.2 Deliverable Task 1.3 Deliverable Results, which will be used for evaluation of the intermediate or final report of the project Financial plan For the total budget and the whole duration of the project Type of expenses / organization Amount Direct eligible costs Travel costs (not less than 60% of the eligible direct costs) Personnel costs (up to 20 % of the eligible direct costs) Costs for external services, directly connected with the implementation of the project
Russians Adapt Byzantine Culture – Russia Important city – Kiev – On the Dnieper River could sail by river and sea to Constantinople for trade – brought for trade – timber, fur, and their Slavic subjects they sold as slaves First important unified territory in Russia – Kiev state ruled by a prince was divided between peasants and nobles (boyars) Prince Vladimir converted to Byzantine Christianity and made all his people convert Vladimir 980-1019 and his son Yaroslav the Wise of Kiev divided his realm among his sons
guidelines. • Prepares and submits monthly data reports. • Attends New Jersey State trainings as needed. • Orders and organizes HIV testing supplies and equipment as needed. • Performs quality controls per NJ state guidelines. • Performs other related duties as assigned. Position Status Per Diem Hours Per Week Daily Work Shift Day FLSA Nonexempt Grade 99H Position Salary $22.05/hour Annual Minimum Salary 0.000 Annual Mid Range Salary 0.000 Annual Maximum Salary 0.000 Standard 1.00 Union Description Payroll Designation PeopleSoft Benefits Information about the benefits provided to Rutgers employees can be found at: Seniority Unit Terms of Appointment Temporary Staff Appointment - Hourly Position Pension Eligibility None Qualifications Minimum Education and Experience • Bachelor’s Degree in a relevant field plus one (1) year (three (3) years
cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.) Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) performance. Capstone 4 Milestones 3 2 Benchmark 1 Knowledge Cultural self- awareness Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.) Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.) Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.) Knowledge Knowledge of cultural worldview frameworks Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Skills Empathy Interprets intercultural experience from the perspectives of own and Recognizes intellectual and emotional dimensions of more than one Identifies components of other cultural perspectives but responds in all Views the experience of others but does so through own
Attitudes Openness Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others. Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others. Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment.
, S. & , C. (1987). Econometric Models for Forecasting International Tourism Demand, Journal of Travel Research, Vol. 25 (3): 23-30 FIGURES Figure 1: The Brand as integration of image, personality and identity
approved. "Have you ever heard of Gunnison Beach?" he asked me. "Nope, I haven't. Where is it?" "It's a few hours away, in Gateway National Seashore, north end of the state. Thing is, it has a nude beach." "Nude, as in completely naked?" "Yup! I gather that it's pretty crowded on the weekends, but weekdays aren't too bad." "What, you want our first time to be on the beach, in front of strangers?" "No, no, not that. I just thought it might get us really hot, and then we could find a motel room or something." "You ever been there?" "Nope, but I was able to get all of the directions, and it doesn't seem hard to find. We'll be taking the Garden State Parkway most of the way, and then highway 36 or something like that." I liked the idea, liked it a lot, though I wasn't sure how that would translate into losing our virginity. "OK, sure, how about Tuesday or Wednesday, if the weather's OK? Are you going to be comfortable going naked in public?" "I guess so, but I was sure turned on by you going topless a couple of weeks ago. I think that this could be awesome." "Well, maybe, but I was the only one topless. There, you'd be staring at other girls, all of them naked. You might see a lot of girls you'd rather have than me." Then I gave him a fake pout. "Possibly, but then you'd be seeing a lot of naked guys, maybe some you'd rather have besides me." "Sounds like fun! You sure you're willing to risk it?" "I'm game. Heck, we'd almost surely be the only virgin couple on the beach." "Oh, my God, that's funny." I checked the Weather Channel, and the National Weather Service, and
Document V. Program Course Checklists Required of all students: LANGCULT 200 Comparative Cultural Studies DEPARTMENT OF LANGUAGES AND CULTURES: CURRENT PROGRAM LANGCULT 400 Comparative Language Studies: History and Linguistics Immersion Ex_eerience French German Track S.e_anish Track Chinese Track (pending approval} FRENCH 203 French Ill FRENCH 204 French IV FRENCH 205 Applied Phonetics and Pronunciation FRENCH 206 Structure of the French Language FRENCH 207 Conversation: French Daily Life FRENCH 401 Advanced French language FRENCH 402 Contemporary Issues in Francophone Media OR GERMAN 203 German Ill GERMAN 204 German IV GERMAN 206 Conversation and Composition I GERMAN 207 Conversation and Composition II GERMAN 390 German Studies Abroad I GERMAN 490 German Studies Abroad II German and Secondary Education Major: 36 Credits SPANISH 203 Spanish 111 SPANISH 204 Spanish IV SPANISH 206 Structure of the Spanish language SPANISH 207 Conversation and Composition SPANISH 305 Applied Phonetics & Pronunciation SPANISH 306 Conversation & Composition II SPANISH 402 Advanced Conversation SPANISH 420 Hispanic literature CHINESE 101 Chinese 1 CHINESE 102 Chinese II CHINESE 203 Chinese 11! CHINESE 204 Chinese IV CHINESE 490 Comprehensive Chinese CHINESE 491 Conversational Chinese CHINESE 492 Chinese listening FRENCH 423 Black Francophone Writers & ISame requirement as regular German Major, Cultures with additional requirement of LANGCULT 350 FRENCH 422 Masterpieces of French literature Foreign language Teaching Methodology. OR FRENCH 331 Selected 20th-Century Writers AND 3 Credits by advisement from the following: FRENCH 290 French Studies Abroad FRENCH 309 Commercial French I FRENCH 333 French through Film FRENCH 431 Special Topics LANGCULT400 Studies Abroad French Secondary Education Major: 36 Credits Same requirement as regular French major, with additional requirement of LANGCULT 350 Foreign Language Teaching Methodology. Andone course by advisement from electives: SPANISH 208 Spanish for Health Professions SPANISH 209 Spanish for Social Services SPANISH 210 Commercial Spanish SPANISH 211 Spanish Culture & Civilization SPANISH 212 Spanish American Culture & Civilization SPANISH 213 U.S. Hispanic Cultures & literatures SPANISH 214 Hispanic Culture & Civilization SPANISH 221 SpanJsh Culture through Film SPANISH 222 American Culture through Film SPANISH 250 Spanish for Heritage Speakers I SPANISH 281-9 Special Topics SPANISH 290 Study Abroad SPANISH 325 Spanish for Educators SPANISH 331 literary Analysis of Hispanic Texts SPANISH 350 Spanish for Heritage Speakers II SPANISH 390 Internship in Spanish SPANISH 403 Advanced Structure & Composition SPANISH 422 Hispanic Theater and Poetry SPANISH 430 Hispanic Short Story SPANISH 490 Independent Study Spanish/ Secondary Education Major: 36 Credits Same requirement as regular Spanish major, with additional requirement of LANGCULT350 Foreigi:'! language Teaching Methodology
CRITICAL THINKING VALUE RUBRIC Student Leaming Rubric Elements Capstone Milestones Benchmark Benchmark Not Met Objective 4 3 2 1 0 Upon completion of this course, students will be able to: 1. .Apply approaches Explanation of Issue/problem to be Issue/problem to be considered to be considered Issue/problem to be Assign a zero to any work and methods of issues considered critically is critically is stated, described, and critically is stated but description considered critically is sample or collection of work cultural enquiry, particularly, from historical and philosophical perspectives to stated dearly and described comprehensively, delivering all relevant information necessary for full understanding. clarified so that understanding is not seriously impeded by omissions. leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. stated without clarification or description. that does not meet Benchmark (1) performance. understand Russian worldview 2. Analyze critically Evidence Information is taken Information is taken from Information is taken from Information is taken from Assign a zero to any work the historical, ethical, political, cultural, environmental, circumstantial settings and conditions that Selecting and 11Sing information to investigate a point of view or conclusion from source(s) with enough interpretation/evaluati on to develop a comprehensive analysis or synthesis. Viewpoints of experts source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. sourcc(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are as mostly fact, with little questioning. sourcc(s) without any interpretation/evaluation. Viewpoints of experts arc taken as fact, without question. sample or collection of work that does not meet Benchmark (1) performance. influence the ideas in arc questioned Russian literature and thoroughly. culture
CIN meeting due (by day 20): Professionals involved: Frequency of visits needed (minimum of fortnightly when in assessment process): Reason for Involvement (summary of referral): Case update: (For case supervision) The Child (child's voice and how best to communicate with the child): What are his/her views? What's life like for the child/children in this family (experiences/observation)? Historical Risks/Concerns (Bullet point): What are you worried about? (Risk actual risk, not concerns) What's going well? (Protective factors) Complicating factors (What makes things difficult) (Bullet point): What needs to change? Grey (What we don't know) (Bullet point): Bottom line/goals: (Danger statement) Reflection: (For case supervision) Work with the child(ren): Work with the family/carers: Identity and culture: (ADP/Culture/Diversity/Language/Hazards) (social difference) Case direction prediction: (closure/transfer/assessment): Actions: (SMART – who, what, by when) Re-referrals within 3 months return to the previous worker (irrespective of team) – this enables consistency for the child and the family Where there has been significant previous involvement, consideration should be given for the family to pass directly to the Protection and Permanence Service.
Template 7 CIN/CP Visits Reason for contact – key i.e. Which child(ren) was seen, where, why Detailed Notes: Child’s Voice (Wishes and Feelings, must detail each individual child) To include whether the child understands their plan Observations Is the child aware of his/her plan? (age appropriate) Parents’ views if seen You must tick the box that says child seen, alone, bedroom as appropriate. Analysis of information: What’s working well? What are we worried about? What to happen next? Actions: Must be SMART – who? What? When? Be specific? Template 8 CLA Visits Reason for contact – key words… i.e. Which child(ren) was seen, where, why Detailed Voice (Wishes and Feelings, must detail each individual child) To include whether the child understands their plan Observations If the child aware of his/her plan (age appropriate) Religious/cultural needs: Health: Education, employment or training:
V. Reclassification Order 1. Based on the above findings, the area identified in Figure 1 shall be reclassified to Class IV Groundwater. 2. No new potable water supply or public water system sources shall be located within the reclassified area. 3. A notice of this reclassification order shall be recorded and indexed by GE in the City of Rutland land records for each of the properties listed in Attachment A. When recording the notice, the Secretary of the Agency of Natural Resources shall be identified as the Grantor and the property owner as the Grantee. _______________________________ _________________ Deb Markowitz, Secretary Date Agency of Natural Resources Appendix A Groundwater Reclassification Property List Property Address Parcel Number Property Owner Owner's Address 182 State Street 14709 Rogers, Charles M. Rogers, Rosemary 57 Ormsbee Avenue Proctor, VT 182A State Street Rogers, Charles M 57 Ormsbee Avenue Proctor, VT 05765-1229 186 State Street 17686 P.O. Box 1064 P.O. Box 1064 Manchester, VT 05254-1064 188 State Street 10077 Russel, Herbert 188 State Street Rutland, VT 194-198 Columbian Avenue 11146 Housing Trust of Rutland County, Inc. 13 Center Street, 2nd Floor Rutland, VT 05701-4016 20 Belden Road 10373 Belden Company, Inc 20 Belden Road Rutland, VT 05701-2631
312 West Street Carpenter, Carol A. 312 West Street Rutland, VT 05701-2743 316 West Street 14765 Rotella Group, Inc . 14 Southern Blvd. Rutland, VT 05701-4532 317 West Street 14763 Rotella Group, Inc. 14 Southern Blvd. Rutland, VT 05701-4532 318 West Street 14763 Rotella Group, Inc 14 Southern Blvd. Rutland, VT 05701-4532 320 West Street 14763 Rotella Group, Inc 14 Southern Blvd. Rutland, VT 05701-4532 321 West Street 14754 Rotella Group, Inc 14 Southern Blvd. Rutland, VT 05701-4532 322 West Street Cioffi, Alice 322 West Street Rutland, VT 05701-2746 332 West Street 13360 Medlin, Gregory S. Medlin, Laura A. 48 Crescent Street Rutland, VT 05701-3126 50 Belden Road 11977 Casella Waste Management, Inc. C/O Harding Carbone, Inc. 3903 Bellaire Blvd Houston, TX 77025-1119 80 Belden Road 10372 Belden Company, Inc. 20 Belden Road Rutland, VT 05701-2631 80-3 Belden 13628 Mclaughlin, Timothy Welch, Peter 765 Gleason Road Rutland, VT 05701-2631 Figure 2: 210 Columbian Ave: Class IV Groundwater Area Parcel Map
coverage of the dataset. In addition, the samples selected for analysis are representative of the larger geographic clustering pattern based analysis on genome-wide SNP data. Based on clustering analysis of 48K SNP data in the program STRUCTURE conducted in [33], coyotes from southern Ontario cluster with other northeastern US coyote populations; Great Wolves from northern Ontario cluster with those from the Great Lakes states of Wisconsin and Minnesota; western coyotes from the Canadian prairie province of Manitoba cluster with those from western United States; and Gray Wolves from the Northwest Territories cluster with those from Alaska and Yellowstone National Park. So, although more samples would provide more variation for hybrid simulations, it is improbable that further sampling would qualitatively alter the support for the three-species model in both the PCA and hybridization simulations. We suspect that further sampling would only increase the ability of the PCA of all SNP genotypes to more clearly identify two strongly meaningful PCs in the dataset (Fig. S1, S2). As noted in the main text, further sampling may lend itself to tests of alternative evolutionary scenarios (ancient hybridization followed by drift over many generations) and provide more reliable results from sophisticated tests of genomic ancestry. In cases where simulated hybrid genotypes do not overlap with observed genotypes, conclusions may be that either such hybrid genotypes do not exist in the wild because hybridization leading to such genotypes never occurred or that such genotypes were never sampled. We acknowledge that the geographic sampling is incomplete and we cannot rule out the possibility that Gray Wolf x Western Coyote hybrids simply were not sampled in our observed data. However, this does not influence the interpretation that the samples included in the dataset,
(ii) a contractor under Section 1009; (2) the name of and amount paid to each contractor under Section 1009 and the percentage the total compensation paid to all contractors under Section 1009 bears to the total amount paid or delivered to the administrator as a result of all examinations performed under Section 1009; (3) the amount and value of all property paid or delivered by the administrator to persons that made claims for property held by the administrator under this [act] and the percentage the total payments made and value of property delivered to claimants bears to the total amounts paid and value delivered to the administrator; and (4) the total amount of claims made by persons claiming to be owners which: (A) were denied; (B) were allowed; and (C) are pending. (b) The report under subsection (a) is a public record subject to public disclosure without redaction under freedom of information act. SECTION 1012. DETERMINATION OF LIABILITY FOR UNREPORTED REPORTABLE PROPERTY. If the administrator determines from an examination conducted under Section 1002 that a putative holder failed or refused to pay or deliver to the administrator property which is reportable under this act, the administrator shall issue a determination of the putative holder’s liability to pay or deliver and give notice in a record to the putative holder of the determination. ARTICLE 11 DETERMINATION OF LIABILITY; PUTATIVE REMEDIES SECTION 1101. INFORMAL CONFERENCE. (a) Not later than 30 days after receipt of a notice under Section 1012, the putative holder may request an informal conference with the administrator to review the determination. Except as otherwise provided in this section, the administrator may designate an employee to act on behalf of the administrator. (b) If a putative holder makes a timely request under subsection (a) for an informal conference: (1) not later than 20 days after the date of the request, the administrator shall set the time and place of the conference; (2) the administrator shall give the putative holder notice in a record of the time and place of the conference;
RIVIERA UTILITIES POSITION DESCRIPTION Ground Worker JOB TITLE: Ground Worker DIVISION: Eastern and Western REPORTS TO: Crew Chief DEPARTMENT: Electric Operations EFFECTIVE DATE: June 2015 Note: Statements included in this description are intended to reflect in general the duties and responsibilities of this job and are not to be interpreted as being all-inclusive. The employee may be assigned other duties that are not specifically included. SUMMARY: This is an entry level position responsible for assisting Journey Lineworkers and Apprentice Lineworkers in constructing, operating and maintaining both overhead and underground electric transmission and distribution systems. Works under the direct supervision of Journey and Lead Lineworkers primarily focused on getting and laying out tools, diggings holes, cleaning up work site, and assisting other experienced Line Workers as needed. Receives regular instruction and consistent monitoring of all work tasks to ensure safety near energized conductors, equipment, and electrical accessories. ESSENTIAL DUTIES AND RESPONSIBILITIES: Load and unload tools, equipment, materials and supplies by hand or mechanical means to and from vehicles, trailers, warehouse or other storage areas and work sites. Dig holes and trenches by hand, when necessary, and install poles, anchors, conduit and cable. Backfill and tamp holes and trenches when work is completed. Hoist materials to lineworkers using handlines or by other mechanical means. Properly layout tools such as handlines, blocks and tackle, coffing hoists, compression tools, etc. as required for each job and then properly return all tools to storage. on the ground, prepare materials such as poles and transformers for installation, by attaching insulators, wires, brackets and other hardware according to specifications. Pull various types of wires by hand or by mechanical means using appropriate tools for each job. Install ground rods using sledge hammer or by other mechanical means and make proper connection
A. The Path to Revolution in Russia: Background: Russia Pre-1917: Social - ____________ -very hierarchical Czar Nobility Religious leaders Peasants -rich/poor Political 1. ____________ - 1 person rule - not democratic - Czar Nicholas II 2. Duma (Russian Parliament) -created 1906 -very weak 3. Political Parties Economic 1. High unemployment 2. Starvation 3. ____________ ______________ ______________ 4. Inflation 5.Trade Unions/Strikes Religious - Russian Orthodox Church (led by Czar) - support the Czar -"Religion is the Opium of the Masses" (Marx) Military 1. Large but - led by nobility 2. Russo-Japanese War 1906 - Russia lost - this discredited the Czar Tsar Nicholas II & family Russian Peasants Three Russian Problems in 1900’s: Industrialization: Late 1800s: Russia far behind other powerful nations in terms of industry Early 1900s: Russian industry develops rapidly, but mostly owned by foreign interests. Industry grew on top of a miserable proletariat, and a desperately poor peasant mass.
Environmentally Safe Products Inc., located in New Oxford, Pa, is a producer of high-quality building insulation products for residential, commercial, industrial and agricultural building industries. ESP’s signature offering, Low-E® Reflective Insulation, is a patented product that blocks 97% of radiant heat. For more information, visit .
The 'Pillars of Autocracy' The Tsarist state system had developed over a long period. The Tsar's authority was supported by several features, which have become known as the 'Pillars of Autocracy'. The Orthodox Church The Tsar was the head of the Church. Accordingly, the Church reinforced his authority. the huge peasant population, the Church was very influential. Official Church doctrine stated that the Tsar was appointed by God, and that any challenge to the Tsar - the 'Little Father' - was an insult to God. The Church made sure that peasants kept on hearing this message. The Civil Service The Civil Service was made up of administrators and officials who carried out the instructions of the Tsar and his Ministers. They were appointed and paid by the Tsarist state and were very loyal to it. The Police In Tsarist Russia, the police had a vital role in keeping watch for enemies of the Tsar, and arresting them as required. Particularly important here was the Okhrana, the secret police. Agents of the Okhrana worked undercover, infiltrating organisations and groups which might present a danger to the Tsar. Censorship All books and newspapers in Russia were censored so that people would not be influenced by liberal or socialist ideas. Any material which was thought to be dangerous was banned. Any person trying to circulate banned books or newspapers ran the risk of being detected by the Okhrana. The Law The Tsarist legal system was designed to support autocracy and Tsarist authority. A standard punishment for opponents of the Tsar was exile to the remote region of Siberia. Many thousands of people seen to be enemies of the state were sent to Siberia where they were so far away that they had little chance of threatening Tsarist power. The Army The Tsar had a huge army, and it was a very effective of enforcing Tsarist power. At times of civil unrest, because of high food
RV Large RV B) Medium RV Large 5th Wheel D) Pop-up RV Frequently Questions: RV Parking Location: RV parking is set in the NE corner of Independence Park. Refer to the map below for details of this location. RV Requirements: The RV unit must be self-contained as we do not have water or sewer hookups. We will be offering limited use of our generator for an electrical hookup (details below). Also, if you will be towing a car - space is limited and we may ask that you park the car on the north side of Proctor Road during the tournament. Prior to your Arrival: You need to have received your Paid-in-Full receipt. This Paid-in-Full receipt will need to be displayed on the front dash area of your RV. You will not be allowed to park your RV unit without this Paid-in-Full receipt. Arrival Time: You must schedule your arrival time for your RV unit with one of the Canton Cup committee members listed below. Your scheduled arrival time for your RV can be anytime during the following time frame: 1:00pm - Thursday May 24th until 1:00pm - Friday May 25th We recommend that you call at least 15 minutes prior to your arrival to help us prepare for you. A Canton Cup representative will meet you and direct you to your parking location. If you can’t arrive in the scheduled arrival time, you will have to make special arrangements to park your RV.
Ekaterinodor to within 400km south of Moscow in October 1919. At the same time another White army, led by Yudenich, advanced from Tallinn in Estonia towards Petrograd. If the commanders had been able to coordinate their efforts they could have broken through, but they did not attack simultaneously and the Reds held them at bay. From autumn 1919 onwards the Reds pushed the White armies back west and south. Denikin was removed from his command, and his replacement, Wrangel, fought fiercely as he and his army were forced to retreat. Final defeat for Wrangel came in November 1920 when his troops were evacuated from Crimea. The Reds the remainder of the civil war dealing with low level resistance from national minorities and peasant groups Throughout the civil war both Reds and Whites carried out brutal atrocities against anyone they felt supported their enemies. Reasons for Red Victory The Bolsheviks exploited the fact that almost nobody in Russia wanted to return to the Tsarist rule to suggest they were the only true protectors of the Revolution. The Bolsheviks controlled Russia’s heartland. The territory around Petrograd and Moscow contained a huge population, most of Russian industry and almost all Russia’s railway. Trotsky was an extremely able leader who created a very efficient army. The leadership of the Reds was united behind the policies of Lenin. The Bolsheviks used propaganda effectively to influence Russians to support their cause. The White leaders were uncoordinated, and so their attacks were not well planned. Junior officers in the armies were extremely brutal, especially to peasants. This reduced any support the Whites might have had. The Bolsheviks were prepared to go to any lengths to secure victory. Foreign intervention made it appear that the Whites were supporting an invasion of Russia. The Bolsheviks described themselves as the only group who could save Russia from foreigners. However, foreign intervention was too half-hearted to make any real difference to the end result. War Communism and Famine During the war, Lenin and the Bolsheviks introduced an economic policy known as War Communism. Russians were told that the policies were severe and hard, but they were necessary in order to win the civil war. One of the main features of War Communism was the banning of private trade. Shops and factories were taken under direct government control. Money was abolished. Barter was used to obtain what you needed.
PERSON SPECIFICATION This form lists the essential and desirable requirements needed in order to do the job. Applicants will be shortlisted solely on the extent to which they meet these requirements. Job Title: VLE Co-ordinator and Administrative Assistant Job ref no: RVB-0164-18 Grade: 4 Department: RVC Business Accountable to: BSU Manager and Deputy Operations Manager Responsible for: N/A Evidence Competency Essential Assessment *A and/or I Desirable Assessment *A and/or I Communication Excellent level of spoken and written English. Excellent interpersonal skills with the ability to communicate with a diverse range of people including management, clients, and contractors. Experience of using a variety of software packages including Microsoft Word, Excel, Access and Outlook, as necessary. A/I A/I A/I Experience of Agresso Finance system. A/I Knowledge and Skills Experience of working in a commercial and/or university environment. An interest in the work conducted in the department. A/I A/I Experience of accounting. I Liaison and Networking Experience of liaising with different groups of people. A/I Team work and motivation Ability to work as part of a team. Flexibility to provide cover for other members of the team when necessary. A/I I Service Delivery Good customer service skills with experience of working in a customer focused environment. Flexible approach to tasks. A/I Previous purchasing experience. A/I
Able to work under pressure whilst maintaining close attention to detail. Evidence of a structured and meticulous approach to planning, organising, record keeping, and reporting. A/I A/I A/I Initiative and Problem Solving Experience working independently, managing own workload, and setting priorities as well as working as part of a team. A/I Ability to pick up new packages and programmes easily. A/I Planning and organising Ability to prioritise and organise a diverse workload. A/I
General Rubric for Biology Scientific Arguments (50 points) 0 1 2 3- Target Claim Intelligible Poorly written and not understandable Clearly written but not understandable Understandable but not clearly written Clearly written and understandable Accurate No alignment with the evidence Aligns with some evidence Aligns with most evidence, but not all Aligns with the evidence Relevant Does not answer the research question Answers the research question Identifiable Is not stated Claim unclear Implicitly stated Explicitly stated Addresses inferential distance* *number of factors can be part of this Does not explain how closely the evidence connects to the claim Inaccurately explains how closely the evidence connects to the Accurately explains how closely the evidence connects to the claim but does not justify Accurately explains and justifies how closely the evidence connects to the claim Evidence Empirical* *does not apply to conceptual arguments expanding theory No evidence from observation or experimentation Some evidence comes from observation or experimentation or reliable research; mostly opinion or unreliable evidence Most evidence comes from observation or experimentation or reliable research; some opinion or unreliable evidence All evidence comes from observation or experimentation; From reliable research; No opinions Statistical analysis No statistical analysis Chooses inappropriate tests Chooses appropriate tests but assumptions are misinterpreted or ignored Analysis is justified; considers assumptions and chooses appropriate tests Relevant to Claim No evidence is useful and meaningful for supporting the claim Some evidence is useful and meaningful for supporting the claim Most evidence is useful and meaningful for supporting the All evidence is useful and meaningful for supporting the Sufficient No evidence to support claim Weak or limited evidence to support Convincing amount of evidence to support
C. External factors, investment climate and economic sustainability External factors and problems Please describe any external factors and problems affecting the project, and how the problems have been or will be resolved. Investment climate Please report on problems and risks (e.g. with local government, customs etc) that interfered with doing business in the PSI country and hampered a successful continuation of the project. Please describe the measures taken to solve these issues. Follow-up financing Please describe prospects for external follow-up financing after implementation of the project, and discussions with banks or other financial institutions on this subject. If no discussions took place, why not? D. Impact According to Administrative Decision (NB: these figures remain unchanged) Realised Expected (2 after end of project) Turnover in the project's final year (EUR) ………. ………. ………. ………. ………. ………. (turnover of second year after project completion) ………. ………. ………. Follow-up investments (EUR) ………. ………. ………. number of jobs created basic-level* ………. ………. ………. number of jobs created medium-/high-level ………. ………. ………. Total number of jobs created for women: of whom on management positions: ………. ………. ………. ………. ………. ………. Total number of outgrowers involved ………. ………. ………. Knowledge transfer (number of people trained): basic-level: medium-/high-level: outgrowers: ………. ………. ………. ………. ………. ………. ………. ………. (with reference to training logbook) ………. ………. ………. ……….
Learning activities – Exploring the science RESOURCE continued Alternative conceptions about fossil fuels: to the past: Trapped in ice: Thin ice in the classroom resource (A series of video clips and support info, including teacher guides, about climate change): GNS Science ice cores – FAQs: Antarctic ice core drilling (video): Māori relationships: Antarctica New Zealand Our scientists: Classroom Antarctica: LEARNZ Antarctica – cool science in action (2017): Antarctica – cool science in action (2016): Science on ice (2008): Andrill (2008): Victoria University of Wellington: Antarctic Research Centre: Ice cores: National Ice Core Laboratory: Ice Cores Drilling ice Video gallery: Other sources Antarctic Glaciers: Ice core basics: The Guardian – How do ice cores allow researchers to see climate change? (article and video): NZ Herald – Q&A: Antarctica – our big icy threat: Thin Ice – Antarctica and the Ice Core Story: Parliamentary Commissioner for the Environment – Regional land elevation maps: Scimex – Climate Database 2.0: Allianz – Antarctica’s Ice Cores (video):
Learning activities – Exploring the science, mathematics and statistics RESOURCE LINKS Connected “Super Senses”, Connected 2013, level 2, How Do You Know? “Sleep Sleuths”, Connected 2015, level 3, Is That So? “Pseudoscience”, Connected 2015, level 3, Is That So? “Can You Hear That?”, Connected 2016, level 4, Getting the Message “Don’t Sit If You Want to Keep Fit”, Connected 2015, 4, Is That So? YouTube videos Cute cat performs miracles pet therapy: When Fraser met Billy: EukanubaEurope: Assistance Dogs / Extraordinary Dogs: Other sources Assistance Dogs New Zealand Trust: Mobility Dogs: Canine Friends Pet Therapy: The Appeal to help families in need with assistance dogs: Golden Carers: Pet Therapy in Nursing Homes: Golden Carers: 10+ Benefits of Pets for the Elderly: Disabled World – Therapy Cats: CensusAtSchool:
Learning activities – Exploring the technology Activity 1 – Design and redesign Revisit the text and have the students create diagrams to demonstrate the development of the Phytophthora “fishing” devices. Discuss the innovation process. Support students to understand these concepts: This innovation drew together different perspectives and different kinds of knowledge and expertise. There is always room for further improvement. Have the students use information from the article to design their own solutions to the problem of protecting Tāne Mahuta and other kauri from Phytophthora agathidicida. They could suggest further innovations on the existing design or they may look at other approaches, such as the most effective method of cleaning boots to avoid spreading the disease. RESOURCE Connected “Learning from the Tangata Whenua”, Connected 2015, 2, Have You Checked? Science Learning Hub dieback: Kauri Dieback: Death in the Ngāhere (video – 25:45): New Zealand bush ecosystems: Our changing ecosystems – timeline: Department of Conservation Kauri Dieback Recreation Project: Tāne Mahuta Walk: Extra protection for Tāne Mahuta: Beehive.govt.nz press release (3 April 2017): Myrtle Rust: Serious fungal plant disease found: Ministry for Primary Industries Kauri dieback: Protection & Response – Myrtle Rust: Other sources Auckland Council – Report on the spread of kauri dieback between 2011 and 2016: Dieback website: Keep Kauri Standing – Save Our Kauri Forests (video, 20:57): Kauaeranga Forest Education Camp – The Facts on Kauri Dieback (PDF): Forest & Bird – Kauri dieback disease: Help protect our kings of our forest: Nature Space – Kauri PTA (kauri dieback) disease: Biosecurity Alert – Myrtle Rust:
ATTACHMENT A - AC 91-85 What is an RVSM-Compliant Aircraft? An aircraft is an “RVSM-Compliant Aircraft” when (1) the FAA has determined the aircraft design satisfies RVSM performance requirements and (2) the aircraft has been properly maintained on an on-going basis to conduct such operations. An aircraft will satisfy RVSM performance requirements if it complies with 14 CFR part 91 Appendix G, section 2. Aircraft may be produced RVSMcompliant or brought into compliance through the application of appropriate Service Bulletins (SB), Service Letters (SL), Engineering Change Orders (ECO, or Supplemental Type Certificates (STC). If the aircraft was manufactured RVSM compliant the date of the Airworthiness Certificate is usually the compliancy date. (For additional information see the Airplane Flight Manual (AFM, AFM Supplement and /or Type Certificate Data Sheet (TCDS). If the aircraft was made RVSM compliant through a Service Bulletin, Supplemental Type Certificate (STC), or Service Letter, or other appropriate methods, the RVSM compliant date will be listed in the airframe maintenance log. Include copies of the maintenance record return to service entry. Equipment for RVSM Operations. The minimum equipment fit should be as presented below. Two Independent Altitude Measurement Systems. One Secondary Surveillance Radar (SSR) Altitude Reporting Transponder. Any transponder meeting or exceeding the requirements of Technical Standard Order (TSO) C74( ), TSO C112( ), as applicable, in accordance with the operational regulations under which the airplane is approved. An Altitude Alert System. The altitude alert system should be capable of operation from either of the two required independent altitude measurement systems. The altitude alert system may be comprised of one or more line replaceable unit (LRUs), or it may be an integral part of a flight management system or flight management computer. An Automatic Altitude Control System. The automatic altitude control system is generally comprised of an autopilot with altitude hold mode. The automatic altitude control system should be capable of operation from either of the two required independent altitude measurement systems RVSM Operating Restrictions. Where an operating restriction has been adopted, the data package should contain the data and information necessary to document and establish that restriction. The airplane flight manual, pilot operating manual, or a RVSM-specific flight manual supplement must be revised/created as necessary to reflect this restriction.
c. methods to convey career counseling goals and achievements to various publics, including key personnel in positions of authority and policy making (e.g., legislators and executives); d. skills for the collaborative development and implementation of career development programs; and e. methods for training and educating various professionals, paraprofessionals and the general public about the use and application of career development programs, computer-based systems, and other electronic career development applications. 2. Research and Evaluation a. knowledge about and skills in applying basic statistics and statistical procedures appropriate to research related to career counseling and development; and b. knowledge about and skills in designing and conducting studies and disseminating major research findings related to career counseling and developmental processes and effectiveness. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 3. Ethical and Legal Issues a. knowledge of the ethical standards of ACA, the National Career Development Association (NCDA), the National Board for Certified Counselors (NBCC), and other relevant professional organizations; b. knowledge about current ethical and legal issues that affect the practice of career counseling; c. knowledge about current ethical and legal issues regarding the use of computer-assisted and other electronic career guidance resources; and d. knowledge of state and federal statutes related to client confidentiality and career counseling. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 D. CLINICAL INSTRUCTION For the Career Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a setting where career counseling is regularly conducted, under the clinical supervision of □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8
8 Additional assessment that addresses ARSD 24:53:07:08(3) standards (optional) ] SECTION —RELATIONSHIP OF ASSESSMENT TO STANDARDS For each ARSD 24:53:07:08(3) standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple ARSD 24:53:07:08(3) standards. APPLICABLE ASSESSMENTS FROM SECTION II (1) the ability to conceptually and critically about text, performance, and production. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 (2) an understanding of playwriting and production processes, aesthetic properties of style, and the way these shape and are shaped by artistic and cultural forces. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 (3) an acquaintance with a wide selection of theatre repertory including the principal eras, genres, and cultural sources. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 (4) the ability to develop and defend informed judgments about theatre. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 (5) ability in areas of performance and production or playwriting appropriate to individual needs and interests, consistent with the goals and objectives of the specific liberal arts degree program being followed. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 (6) an understanding of procedures and approaches for realizing a variety of theatrical styles. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8
8 Additional assessment that addresses ARSD 24:53:07:28 standards (optional) ] SECTION —RELATIONSHIP OF ASSESSMENT TO STANDARDS For each ARSD 24:53:07:28 standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple ARSD 24:53:07:28 standards. ARSD 24:53:07:09 STANDARDS APPLICABLE ASSESSMENTS FROM SECTION II Mathematics Preparation for All Mathematics Teacher Candidates 1. Knowledge of Problem Solving. Candidates know, understand and apply the process of mathematical problem solving. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 2. Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 3. Knowledge of Mathematical Communication. Candidates communicate their mathematical thinking orally and in writing to peers, faculty and others. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 4. Knowledge of Mathematical Connections. Candidates recognize, use, and make connections between and mathematical ideas and in contexts outside mathematics to build mathematical understanding. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 5. Knowledge of Mathematical Representation. Candidates use varied representations of mathematical ideas to support and deepen students’ mathematical understanding. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8 6. Knowledge of Technology. Candidates embrace technology as an essential tool for teaching and learning mathematics. □#1 □#2 □#3 □#4 □#5 □#6 □#7 □#8
ATTACHMENT B Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Assignment: Indicate the role of the faculty member Faculty Rank Tenure Track (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 contributions in the past 3 years Teaching or other professional experience in P-12 schools