zilongwang/ReadingBank huggingface dataset:
extension of algebra to transition into Calculus courses. Elk challenges the traditional notions that Calculus is “a new and different form of mathematics from the ones that the student has learned earlier,” the first course in analysis, and distinct from algebra and geometry (Elk, 1998, p. 351). He proposes introducing the underlying algebraic ideas imbedded in the concepts of the derivative and the integral (Elk, 1998). As an example of these underlying algebraic ideas, Elk notes the three situations that involve division by zero: 0/a, a/0, and 0/0, when a is any number not equal to 0. He asserts that differential Calculus gives meaning to the third case (0/0) under the appropriate conditions. From this, he introduces the idea of the change in two y coordinates approaching zero and the change in two x coordinates approaching zero. As the two respective components of the points decrease, the distance between the points decreases and becomes very small. Thus, in the case of the change of these y-coordinate over the change in these x-coordinates would cause both the numerator and the denominator to be zero, resulting in the 0/0 situation. The meaning of the case 0/0 becomes clear with an example. Consider the function f(x)= (x2-4)/(x-2). At x=2, the function reduces to 0/0, and at this point, the function is not defined. In order for the function to be defined at all points, an additional criteria needs to be added; for example, if f(2)=4 were added, it would produce a continuous function for all values of x. Furthermore, any f(2)=b, where b is any number not equal to 4 would produce a discontinuous function. Using this information, Elk presents an algorithm to compute the derivative of a given function (1998, p. 354-355). The algorithm goes as follows: From the given function y=f(x), form f(x+∆x). Subtract f(x) from f(x+∆x) – a difference we call ∆y. Divide ∆y by ∆x and simplify the algebra.
Supply Checklist Test Preparation Supplies towels Disposable gloves Extension cord Folding table Ice Packs Potholders Serving utensils Skillet Storage containers Tablecloth and Foil or plastic wrap Taste Test Supplies Food Cups Plates Steps to Health Branding items Extension name tag STH or Extension STH or Extension tablecloth STH or Extension pop-up banner Informational display board Materials for Participants Handouts/Recipe Cards I Tried It Stickers Participant Ballots Photo Release Forms NOTE: Talk with the STH campus office for information on the availability of specific items. C o
supportive or corrective – planning, developing and maintaining your lesson plans and strategies for discipline is key (McInerney & McInerney 2002). With constant revision of your approaches, academic success, teacher happiness and classroom positivity can be achieved. References Charles, C.M. 2002, ‘Finalizing a Personal System of Discipline’, Building Classroom Discipline, Pearson, New Jersey Charles, C.M. 2004, ‘Improving Behaviour by Strengtheing Class Character’, Classroom Management for Middle Grade Teachers, Pearson, New Jersey Dreikurs 2014, ‘Classroom Management Theorists and Theories/Rudolf Dreikurs’, Wikibooks, viewed 28th April 2016, Huitt, W 2007, ‘Maslow’s Hierarchy of Needs’, Educational Psychology Interactive, Valdosta State University, Georgia Killen, R 2006, ‘Foundations for quality teaching and learning’, Effective Teaching Strategies: Lessons from Research and Practice, Thomson, Connecticut Kounin, J 1997, ‘With-it-ness”, Discipline and Management in Classrooms, Krieger, Huntington Krause, K, Bochner S & Duchesne, S 2003, ‘Cognitive Development’, Educational Psychology for Learning and Teaching, Thomson, Connecticut Levin, K & Nolan J 2005, ‘Hierarchy of Management Intervention Diagram’, University of Adelaide, 2nd May 2016, Lyons, G Ford, M & Arthur-Kelly, M 2003, ‘Classroom Management Theory’, Classroom Management, Cengage, Boston Matthews, R 2009, ‘The Feeling Function and Education’, Jung Journal: Culture & Psyche, vol 3, no. 4, pp. 103-111
McInerney, D & McInerney, V 2002, ‘Classroom Management and Cooperative Group Work for Effective Learning’, Educational Psychology: Constructing Learning, Prentice Hall, New Jersey Snowman, J et al 2009, ‘Personal, social and emotional development’, Psychology Applied to Teaching, Wiley, Australia Case Study References SchoolsWorld 2016, ‘Praise & Preparation’, Teaching with Bayley, 30th April 2016, <> SchoolsWorld 2016, ‘Underachieving Boys: The Play’s The Thing’, Teaching with Bayley, 29th April 2016, < > SchoolsWorld 2016, ‘Underachieving Boys: Getting Invovled’, Teaching with Bayley, 30th April 2016,< > SchoolsWorld 2016, ‘A Lesson from the Best’, Teaching with Bayley, 28th April 2016, < > SchoolsWorld 2016, ‘Love ‘em or Loathe ‘em’, Teaching with Bayley, 28th April 2016, < > SchoolsWorld 2016, ‘Manage that Class – Year 8 – Friday’, Teaching with Bayley, 30th April 2016 < > SchoolsWorld 2016, ‘Key Instructions’, Teaching with Bayley, 30th April 2016, <> APPENDICES Appendix 1: Levin and Nolan Table on Hierarchy of Management Strategies (Levin & Nolan 2005)
Syphilis notifications have been classified into ‘infectious’ (primary syphilis + secondary syphilis + early latent syphilis [less than two years duration]), (more than two years or unknown duration) and ‘congenital’ syphilis. Infectious syphilis Trends over time The number of infectious syphilis notifications in 2015 (n=166) was 75% higher than that observed in 2014 (n=95) and 82% greater than the 2010 to 2014 five-year average of 91 notifications per year (Figure 4.1), reflecting a syphilis outbreak Aboriginal people across northern Australia and a continuing increase in syphilis notifications among MSM7,8. The highest peak observed in 2008 (n=174) reflected two concomitant outbreaks – one which started in 2006 among non-Aboriginal MSM residing in the metropolitan region, and the other starting in mid-2008 among Aboriginal heterosexual people in the Pilbara region. Figure 4.1 Number and ASR of infectious syphilis notifications, WA, 2006 to 2015 Distribution by age and sex The highest number and rate of infectious syphilis notifications in 2015 occurred in people aged 20 to 29 years. Among those aged 20 years or older, there were more notifications among males (Figure 4.2). Figure 4.2 Number of infectious syphilis notifications by sex and overall age-specific rate, WA, 2015 Notifications by Aboriginality In 2015, 72% of infectious syphilis notifications occurred in non-Aboriginal people and 28% in Aboriginal people. The Aboriginal to non-Aboriginal rate ratio peaked in 2008 (17.9:1). Since 2010, the Aboriginal to non-Aboriginal rate ratio has been lower than in previous years, reaching a ten-year low of 3.1:1 in 2013 before increasing to 9.8:1 in 2015 (Figure 4.3). In 2015, the highest infectious syphilis rate among Aboriginal people was reported from the Kimberley region and among people the highest rate was reported from the North metropolitan region (177/100,000 and 6/100,000 population respectively), although numbers were very small (Appendix Table 26 and Appendix Table 282).
Sticker Price Reduction 1. Direct Student Loan – file the FAFSA 2. Campus Employment – file the FAFSA 3. Pell Grant – low EFC 4. MAP Grant – attend school in Illinois, low EFC 5. College Grant – lower EFC than college cost; college discretion 6. Academic Scholarship – apply and submit test score and transcript; college discretion 7. Athletic Scholarship – register with NCAA or NAIA Eligibility Center; college discretion 8. Talent Scholarship – college discretion (resume and relationship) 9. Competitive Academic Scholarship – test, college discretion 10. Legacy and/or sibling scholarships 11. Independent Scholarship – apply and assessed by organization 12. ROTC/Military – some military commitment 13. Tuition exchanges 14. Pathway to residency
Sticker stories exercise Step One - 15 minutes Working on your own, choose the 4-6 stories you think everyone needs to hear most. Place them on the space, thus: Your topic Step Two - 15 minutes Working together, talk about what you see in the space. Circle and label: gaps (why no stories there?) and clusters (what is the common What does the overall pattern of stories and themes tell you? Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text
Sticker stories exercise Step One - 15 minutes Working on your own, choose the 4-6 stories you think everyone needs to hear most. Place them on the space, thus: Your topic Step Two - 15 minutes Working together, talk about what you see in the space. Circle and label: gaps (why no stories there?) and clusters (what is the common What does the overall pattern of stories and themes tell you? Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text name – Story text name – Story text Story name – Story text
Sticker stories exercise Step One - 15 minutes Working on your own, choose the 4-6 stories you think everyone needs to hear most. Place them on the space, thus: Your topic Step Two - 15 minutes Working together, talk about what you see in the space. Circle and label: gaps (why no stories and clusters (what is the common theme?). What does the overall pattern of stories and themes tell you? name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text Story name – Story text name – Story text
Entrance by Ticket Only Available From: Sue 01205 480826 or Pam 01205 480430 ANNUAL PARISH COUNCIL MEETING HELD ON 11 MAY 2017 There was one member of the public present Apologies were received from Cllrs Cooper, Spring and Dodds Present: Cllrs Sherriff, Edwards, Perham, and Bolland (Chairman) The Chairman of the Parish Council gave the following annual report: “Welcome everyone to the Stickney Annual Parish Meeting. Firstly we welcomed two new Councillors onto the Council, Councillor Cooper and Councillor Sherriff. Sadly Councillor Woods has resigned and we would like to thank him for his work as a Councillor for many years - this means that we have a vacancy on the council and if anyone is interested in becoming a Parish Councillor please contact the clerk. We started negotiations to take on the Picnic area but the County Council seem to be dragging their feet about the situation with the Toilet Block. Ideally it will be taken down, leaving the amenities, so that if we ever need to use the water or electricity the supply will be available. This will mean that there will be no council tax to pay on the picnic area and the Parish Council Insurance will cover any liability insurance at no extra charge. The Parish Council will be responsible for the grass cutting and general maintenance. We felt that the area should be an asset to the village and if we take on the responsibility we can ensure that this will be the case. LCC, now the elections are out of the way, should be sorting out the specification for the removal of the toilet block – hopefully something will happen this year. As you will have noticed the County Council have changed the footway lights to go off at midnight and in the winter they will come on at 6.00am. The lights in the area of the Picnic Site were scheduled to be removed, however, when the Parish Council pointed out that the lights were opposite World of Furnishings they agreed to keep them on as it could prove hazardous when lorries are arriving and leaving the site at night. We keep reporting potholes and other road safety issues which are eventually dealt with. Thanks to the members of the Jubilee Committee for all their work in raising funds and putting on a very successful show in July last year. After five years the
Customs and Tips Naming Conventions Following the standard used by the Monarchs, the Baronage use only their given (first) names and titles. Award Texts The award texts contained within this handbook are suggestions (starting points) rather than the only allowable form that may be used. As time allows and you become more comfortable with your work as a scribe, feel free to experiment with the wording or draw from other sources and adapt things to your needs. The Barons and Baronesses of Stierbach Investiture Date Divestiture Date Baron Baroness Term February 21. 1998 (AS 32) March 25, 2000 (AS 34) Ivan Ivanovich Nemytyi Berran McDowell Ivan and Rowan 25, 2000 (AS 34) November 17, 2001 (AS 36) Dafydd Sean ap Hywel Morgan Catriona Dafydd and Morgan November 17, 2001 (AS 36) January 24, 2004 (AS 38) Mika Longbow Ursula d'Arcy Mika and Ursula January 24, 2004 (AS 38) March 22, 2008 (AS 42) Colum Maxwell Briana Maclukas and Briana March 22, 2008 (AS 42) June 16, 2012 (AS 47) Flaithrí Ó Cearnaigh Rhonwen Tuder Flaithri and Rhonwen June 16, 2012 (AS 47) Valgard av Mors Esperanza Susanna Flecha Mors and Esperanza
Please pay the full registration fee of £300 +VAT (£360) with a cheque made payable to If you wish to pay by Pay Pal please contact BASHH If you wish your department to be invoiced please provide full invoicing instructions and a Purchase Order to cover the cost of your registration fee, contact SECTION 3 Please complete the all details below. This information is required for us to process your registration and set up your training record. Title (Dr, Mr, Mrs, Ms etc.) name Surname Your Job Title as stated in your job description (nurse/doctor is not sufficient information) Place of Work – name of clinic, hospital or practice, including postcode Correspondence address incl postcode To your certificate will be mailed Mobile telephone number Email NHS Trust Name of Registered STIF Intermediate Clinical Trainer to Clinical Trainer’s workplace Clinical Trainer's email Clinical Trainer's contact telephone number (This should be the number of the clinic) [ ] I confirm that the above Registered STIF Competency Clinical Trainer has agreed to undertake my training and take responsibility for overseeing the clinical sexual health competency assessments according to the requirements set out in the STIFIntermediate Competency Training Guide. [ ] I confirm you can retain the above information to set up my training record. Signed: Date: SECTION 4 Please return this form, keeping a copy for your files, with a cheque for the appropriate amount shown above made payable to ‘BASHH’ to the following address: BASHH
Mental Illness and Stigma What is a mental illness? Mental illnesses refer to disorders generally characterized by dysregulation of mood, thought, and/or behavior. Mental illness encompasses a variety of disorders ranging from depression and anxiety to substance and alcohol use disorder and bipolar disorder. Mental illnesses can affect persons of any age, race, religion or income. What is stigma? Stigma is a mark of disgrace which results from the judgment by others. When an individual is labelled by their illness they experience judgment and prejudice. Stigma brings experiences and feelings of shame, embarrassment, distress, hopelessness and reluctance to seek or accept help. As a result, stigma is the primary reason individuals do not seek help when they experience symptoms of mental illness. The Morris County Stigma‐Free Communities Initiative is a county‐wide program which aims to eradicate the stigma associated with mental illness and substance use disorders. We are dedicated to raising awareness of these illnesses by creating an environment where affected individuals are supported in their efforts to achieve wellness and recovery. The World Health Organization ranks mental health conditions, including alcohol and substance use disorders, as the leading cause of disability in the United States and Canada, affecting people of all ages and backgrounds. 1 in 4 adults experience a diagnosable mental disorder in a given year (approximately 61.5 million Americans) and 1 in 17 adults live with a serious mental illness such as schizophrenia or bipolar disorder. Yet more than half will not seek treatment. Why? The primary reason individuals fail to seek the help they need is due to the stigma associated with the disease of mental illness. Main reasons cited are shame and fear of judgment from friends, family and co‐workers. Such judgment is often rooted in a lack of knowledge or training. It is our goal to disseminate information and foster a stigma‐free environment where people are free from judgment and can get the help they need to recover from disease. For more information on the disease of mental illness, visit
Table 1: Socio-demographic and clinical variables split by forensic and general services (values are n and (%) unless otherwise specified) Variable Label Total Forensic General Significancea Gender Male 54 (84%) 28 (88%) 26 (81%) 0.5, 1 p=0.731 Female 10 (16%) 4 (12%) 6 (19%) Age (years), mean (SD) 40.3 (12.3) 36.1 (9.8) 44.5 (13.2) 2.9, 62 p=0.005 Ethnicity White 34 (53% 16 (50%) 18 (56%) Exact p=0.293 Black 15 (23%) 9 (29%) 6 (19%) Asian 8 (13%) 2 (6%) 6 (19%) Other 7 (11%) 5 (16%) 2 (6%) Marital status Single 57 (89%) 29 (91%) 28 (88%) Exact p=1.000 Married / in a relationship 7 (11%) 3 (9%) 4 (12%) Convictions None 32 (50%) 3 (9%) 29 (91%) Exact p<0.001 Property 14 (22%) 14 (44%) 0 (0%) Violence 6 (9%) 5 (16%) 1 (3%) Property & violence 5 (8%) 4 (13%) 1 (3%) 7 (11%) 6 (19%) 1 (3%) Duration of illness (months), mean (SD) 178.5 (131.0) 162.0 (115.3) 198.0 (146.8) 1.1, 58 p=0.291 BPRS Total score, mean (SD) 34.6 (12.2) 30.2 (12.2) 39.1 (10.5) 3.1, 62 p=0.003 a - values are χ2 statistic, degrees of freedom and p-value when comparing groups with respect to categorical variables, exact p-value only when Fishers Exact test required, t-statistic, degrees of freedom and p-value for normally distributed variables.
Ocampo, J.A. (2004), ‘Latin America’s Growth and Equity Frustrations During Structural Reforms’, Journal of Economic Perspectives, Volume 18, Number 2, Spring 2004, Pages 67-88. Studenmund, A.H. (2011), ‘Using Econometrics, A Practical Guide. Sixth Edition’ Boston, Addison-Wesley. Székely, M. (2003), ‘The 1990s in Latin America: Another Decade of Persistent Inequality, But With Somewhat Lower Poverty’, Journal of Applied Economics, Vol VI, No. 2 (November 2003), Pp. 317-339. Te Velde, D.W. (2003), ‘Foreign Direct Investment and Income Inequality in Latin America’, Overseas Development Institute, April 2003. Verbeek, M. (2012), ‘A Guide to Modern Econometrics. Fourth Edition’, Wiley. World Bank (2015), World Development Indicators Database, Washington, DC, retrieved from:
Timetable Time Topic Activity Content Materials Facilitator(s) Introduction Introduction in workshop Introduce the staff and the content of the workshop PP Miranda in ‘t Veld Joke van ‘t Hul Caroline Schuijt Perception of details Perception of details from an ophthalmological perspective PP Caroline Schuijt Experience the training with visually impaired simulation use of low vision experience glasses Glasses Miranda in ‘t Veld Joke van ‘t Hul Caroline Schuijt Why stimulate the perception of details explanation PP Miranda in ‘t Veld Introduction of the evidence based interventions and practise based materials. Explanation of the interventions and showing the materials. Exchange of possibilities according to the participants. Miranda in ‘t Veld Discover material Magnifiertraining (5) and crowdingtraining (5) Miranda in ‘t Veld Joke van ‘t Hul Caroline Schuijt Questions and conclusion of the workshop Interaction with the participants. Miranda in ‘t Veld Joke van ‘t Hul
GCE A LEVEL 1690QS DRAMA AND THEATRE– UNIT 3 Text in Action Stimulus materials for assessment 2018 Dear Sir / Madam This circular outlines the choice of stimulus material available for candidates preparing for the A Level Unit 3 in 2018 only. This unit will be externally assessed by a visiting examiner between January and May 2018. Learners will work in groups in response to one of the stimuli below: 'Journey' – Gillian Clarke (Gillian Clarke – Selected Poems) or 'Dychwelyd' – T.H.Parry- Williams (Hoff Gerddi Cymru – Gwasg Gomer) 'The Long Day is Over' – Norah Jones 'Stairs II' – Shani Rhys James 'One picture is worth ten thousand words' Fredrick R. Barnard. Learners are required to create two pieces of live theatre: One devised piece using the working methods and techniques of either an influential theatre practitioner or a recognized theatre company One extract from a text in a different style to the devised piece. Please refer to pages 18 – 21 for further guidance regarding the performances and to pages 49-54 for the assessment criteria.
3.1 Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed? Why do these data answer the question? Rationale How are curricula implemented through the use of an interactive whiteboard and hands-on activities? Shenton, A., & Pagett, L. (2007). Lerman, S., & Zevenbergen, R. (2008). Type of Method: Instructional plan rubric and interview Type of Data: Qualitative Type of Validity: Content Coded for themes Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors How do interactive whiteboards compare with hands-on learning approaches in student learning? Brandt, C., & Pinchok, Nick. (2009). Popham, (2008). Starkman, N. (2006). Type of Method: Teacher made pre/post and formative assessments Type of data: Interval Type of Validity: Content Dependent T Independent T To determine if there are significant differences between means from one group tested twice. To determine if there are significant differences between means from two independent groups What are the impacts of interactive whiteboards and hands-on activities on student engagement while teaching the curriculum? Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Lerman, S., & Zevenbergen, R. (2008). U.S. Department of Education, IES National Center for Education Evaluation and Regional Assistance. (2010). Type of Method: Reflective Journal Type of Data: Qualitative Type of Validity: Construct for themes Recurring Dominant Emerging Dependent T Independent T Looking for categorical and repeating data that form patterns of behaviors To determine if there are significant differences between means from one group tested twice. To determine if are significant differences between means from two independent groups The instructional plan used for implementation of both methods of teaching fractions was developed and colleague reviewed prior to the research study. My colleague
Appendix A UNIT PLAN & RUBRIC/EVALUATION Kindergarten FRACTIONS: EQUAL PARTS SUBJECT STANDARDS ESSENTIAL QUESTIONS Vocabulary Mathematics Fractions – equal parts NUMBER AND OPERATIONS Students will correctly represent the number and order of objects using numbers and understand them. MKN1. Students will connect numerals to the quantities they represent. g. Use informal strategies to share objects equally (divide) between two to three people or sets. 1.) How do you make fair shares? 2.) What are equal parts? 3.) How do you divide an object equally? 4.) What is a fraction? -Fair shares -Equal parts -Whole -Fractions -Halves -Fourths Is the topic clearly stated? - Do you feel that the standards are appropriate? - Do the essential questions address all of the standards? - Are the terms listed appropriate for the standards? -
computer or other device's unique ID number; (b) technical information about your device such as type of device, web browser or operating system; (c) your preferences and settings such as time zone and language; and (d) statistical data about your browsing actions and patterns. We collect this information using cookies in accordance with the Cookie section of this policy and we use the information we collect on an anonymous basis to improve our event ticket shop, our events and the services we provide, and for analytical and research purposes. Marketing Communications If you opt in to receive marketing communications from us you consent to the processing of your data to send you such communications, which may include newsletters, blog posts, surveys and information about new events. We retain a record of your consent. You can choose to no longer receive marketing communications by contacting us at stevecole@stevingtoncinemaclub.uk or clicking unsubscribe from a marketing email. If you do unsubscribe to marketing communications, it may take up to 5 business days for your new preferences to take effect. We shall therefore retain your personal data in our records for marketing purposes until you notify us that you no longer wish to receive marketing emails from us. Lawful processing of your personal data We will use your personal data to comply with our contractual obligation to supply you with the tickets to an event that you have booked, including to contact you with any information relating to the event, to deliver the event to you in accordance with any requests you make and that we agree to, and to deal with any questions, comments or complaints you have in relation to the event. We may also use your personal data for our legitimate interests, including dealing with any customer services you require, enforcing the terms of any other agreement between us, for regulatory and legal purposes (for example anti-money laundering), for audit purposes and to contact you about changes to this policy. Who do we share your data with? We may share your personal data with any service providers, and agents that we may appoint to perform functions
Training Shadowing Meetings with a mentor Required group meetings Outreach activity both on and off campus Travel between campus and any off-campus event The monitoring of these hours will be undertaken by the stipend ambassador’s mentor. Undertake compulsory training as necessary; Attend meetings with their staff mentor at least once per term; Attend stipend ambassador group meetings as required; Behave in accordance with the University’s policy relating to the expected behaviour of student ambassadors; Ensure that they do not exceed 15 hours of outreach activity in any given week during term time. I understand that the contents of this document are in addition to the University’s Scholarship Terms and Conditions and that failure to fulfil these expectations may result in the termination of my Student Ambassador Stipend. Signature: …………………………………………………………………………………………. Name (PLEASE PRINT): ……………………………………………………………………………………………………. Date: ………………………………………………..
STIPULATION FOR PROTECTIVE ORDER FORM UNITED STATES DISTRICT COURT DISTRICT OF MINNESOTA [NAME OF PARTY], Plaintiff, v. [NAME OF PARTY], Defendant. ) ) ) ) ) ) ) ) ) Case No. __________ STIPULATION FOR PROTECTIVE ORDER The parties stipulate that the may enter the following protective order: 1 Definitions. As used in this protective (a) “attorney” an attorney who has appeared in this action; (b) “confidential document” means a document designated as confidential under this protective order; (c) to “destroy” electronically stored information means to delete from all databases, applications, and file systems so that the information is not accessible without the use of specialized tools or techniques typically used by a forensic expert; (d) “document” means information disclosed or produced in discovery, including at a deposition; (e) “notice” or “notify” means written notice; (f) “party” means a party to this action; and trial
Defendant will complete the following through: Petty Theft Class Anger Management Level I Drug & Alcohol Awareness (ASAP will be accepted) Level II D&AA Parenting Class Prevention & Relationship Enhancement Program for Couples Domestic Violence Class Scream-free Marriage Restoring Healthy Relationships Scream-free Parenting Community Service through: hours Army Community Services (ACS) is acceptable when permitted. Defendant must provide PROOF OF COMPLIANCE with the terms of this agreement as well as NOTICE OF ANY CHANGE OF ADDRESS or TELEPHONE NUMBER to the following: Office of the Staff Judge Advocate Attn: Magistrate Court Clerk Office of the Staff Judge Advocate Attn: Magistrate Court Clerk 1633 Mekong Ave., Bldg., 6222 2304 Cadet Drive, Suite 2100 Fort Carson, CO 80913 USAF Academy, CO Telephone: (719) 526-0055 Telephone: (719) 333-3920 Fax: (719) 526-1357 Fax: (719) 333-3644 United States Attorney’s Office 1801 California St., Ste. 1600, Buckley Air Force Base 460 SW/JA Denver, CO 80202 510 South Aspen Street, Ste., 230 Attn: Buckley AFB, CO 80011 Telephone: (303) 454-0100 Attn: Fax: (303) 454-0406 Telephone: (720) 847-6970 Fax: (720) 847-6934 Dated: JASON R. DUNN - United States Attorney Defendant’s Signature By: Special Assistant U.S. Attorney Defendant’s Address City,Stae,Zip Code Telephone Number trial
P5 Provide a detailed outline of tasks and timelines associated with the delivery of the Green Jobs initiative. Note that all internships are to be concluded by 31, 2017. - Identify and associated timelines. e.g., request for proposals open, evaluation timelines, start of internships, etc. - Preference will be given to applicants that can demonstrate the ability to deliver internships of longer duration. P6 Outline the service standards for delivery of the Green Jobs initiative. Examples of service standards are as follows. Timelines should align with those provided in response to item P5. - Response provided to inquiries regarding Jobs within X business days of receipt [e.g. 5 business days]. - Acknowledge receipt of applications within X business days of receipt [e.g. 2 business days]. - Second contact made within X business days to notify if a Hiring Organization’s application is approved or declined [e.g. 15 business days]. If successful, a contribution agreement should be provided at this time. - Length of time for signing a contribution agreement with the Hiring Organization. - Timelines for payment to the Hiring Organization. P7 Identify major risks to the delivery of the program and how your organization will mitigate these risks. - Identify major risks to the delivery of the initiative. e.g., Delays related to hiring of new staff, insufficient proposals received, delays in start of internships, etc. - Provide mitigation strategies that your organization will take to ensure minimal impact on the delivery of the initiative. 3.3 SECTION III: Attestation All applicants must sign and date the attestation form.
Sales Assistant – Lloyds Pharmacy, Stirling As a Trainee Healthcare Partner you will complete a thorough on the job nine month training qualification which will allow you to dispense medications, provide pharmacy services and advice and recommend products and services Retail Adviser – 02, Thistle Centre, Stirling 12 hrs per week Someone who gets on well with everyone you meet, you`ll make sure everybody who walks through the door instantly feels at home. Friendly, helpful and knowledgeable, you`ll also be the kind of person who`ll chip in to help the team and keep everything running like clockwork. Team Member – Homebase, Stirling Previous retail experience is preferred, but not essential. What’s more important to us is that you’re passionate about home improvement, gardens, DIY and enjoy sharing your knowledge with others. Store Assistant – Aldi – Stirling Working in a fast paced environment, the successful applicant will deal with deliveries, help with enquires, and ensure the store is looking at its best at all times.
Your role will be based in Stirling where you will be an integral part of the team. An ideal starting point for your career in the hospitality industry, this role offers hands on experience in a busy and fast paced environment. Apprentice Waiter/Waitress – Stirling Court Hotel closing date 12.7.17 Understanding all aspects of food service and health and safety. Helping in the bar area serving customers. Handling cash, general waiting duties, ensuring the restaurant is clean and tidy at all times. Apprentice Commis Chef – King Robert Stirling closing date 12.7.17 Working to set up and close the kitchen area. Understanding all aspects of food preparation, cooking, and health and safety, this will include breakfast, lunch and dinner service. Ensuring the kitchen is clean and tidy at all times RETAIL Apprentice Sales Adviser – Superdrug, Stirling It’s about learning on the job, working in our store as a full time team member, helping with every aspect of creating a great customer experience and learning about how a retailer operates their business. VEHICLE TRADES Apprentice Parts Adviser – Throsk Identify vehicle parts or customers/orders from a wide range of vehicle parts and accessories, Customers can include members of the public, service departments of dealerships and garages. Apprentice Service Technician – Audi, Stirling closing date 6.8.17 As a Service Technician you will be involved in all aspects of maintenance and repair from routine servicing to the complete component overhaul of vehicle systems. Apprentice Service Adviser – Audi, Stirling closing date 6.8.17 You will be heavily involved in working with all departments; processing paperwork, databases and bringing a friendly and energetic approach to your
Results will be posted on the walls in the pool area and at the back of the spectating area. Medals will be awarded for 1st, 2nd and 3rd place in each age group in all events. No formal presentations are scheduled. Announcements will be made of the medallists in each event and medals will be available poolside for collection during each session. Photography The Scottish Swimming policy on the use of photographic equipment (cameras, camcorders, mobile phones, etc.) will be applied at this meet. Application forms for approval to use photographic equipment can be obtained from the entrance desk at the top of the spectator’s balcony. Unauthorised use of photographic equipment is not permitted. Miscellaneous Swimmers and coaches must not take glassware into the showers or onto poolside otherwise they will be liable for expulsion from the Meet. Stirling Swimming Club, nor the Peak cannot be held responsible for loss or damage to swimmers, team staff or spectators property. Swimmers are strongly advised to secure property in the lockers provided in the changing rooms and not to leave belongings lying around unattended. Swimmers outwith the poolside area must wear dry clothing and footwear at all Outdoor footwear must not be worn poolside 2018 Stirling Winter Graded Meet Programme of Events Saturday 20th January 2018 SESSION 1 Warm Up: 9.00am - Start: 10.00am Event 101 Boys 400m Freestyle HDW Event 102 Girls 200m Backstroke HDW Event 103 Boys 100m Breaststroke HDW Event 104 Girls 100m Freestyle HDW Event 105 Boys 200m Butterfly HDW Event 106 Girls 50m Breaststroke HDW Event 107 Boys 50m Backstroke HDW
The depth/thickness of the bottom plate = .012 m Properties: Values: Q3 – Forced Convection – Hot Plate and Cold Working Fluid Assumptions: Air is either the temperature of the top plate or the bottom plate, but not in between. The velocity the plate is the same as the velocity of the air past the displacement piston We can perform lumped analysis despite Properties: Values: Q4 – Forced Convection – Cold Plate and Hot Working Fluid Assumptions: Air is either the temperature of the top plate or the bottom plate, but not in between.
Stirling University BA All Languages (French/Spanish) BBB Students wanting French and Spanish require 3 at SCQF Level 6 in either French or Spanish. Stirling University BA Business Law BBB Stirling University BA Business Studies BBB BA Digital Media BBB Stirling University BA Economics BBB Stirling University BA English Studies BBB Stirling University BA Film & Media BBB Stirling University BA Finance BBB Stirling University BA Global Cinema & Culture BBB BA Heritage and Conservation BBB Stirling University BA History & Scottish History BBB Stirling University BA Resource Mgt BBB Stirling University BA in Social Work (the Degree includes Professional Registration) BBB Psychology and Sociology at 'H' Level preferred but not mandatory. Maths at national 5/ Int 2/ O/SG/Core 4 equivalent required. Stirling University BA International Management Studies BBB Stirling University BA Journalism Studies BBB
Stirling University BA Law BBB BA Management BBB Stirling University BA Philosophy BBB Stirling University BA Politics & International Politics BBB BA PPE (Politics Philosophy and Economics) BBB Stirling University BA Psychology BBB BA Sociology BBB BA Social policy BBB BA Criminology & Sociology BBB Stirling University BA Religion BBB Stirling University BA Marketing / Retail Marketing BBB Stirling University BA Sports Studies BBB Stirling University BA/BSc in various subjects plus Professional Education (Primary) qualification (professional) ABB It is a requirement by GTCS that all candidates require national 5 / int. 2 maths pass for secondary teaching options. Please contact SWAP office if applying. Specific psychology units are required for early years option / a previous language higher or considerable experience of language will be required for language option. Stirling University BA/BSc in various subjects plus Professional Education (Secondary) qualification (professional) BBB / ABB for Physical Education It is a requirement by GTCS that all candidates require national 5 / int. 2 pass for secondary teaching options. Students wanting French and Spanish require 3 units at SCQF Level 6 in either French or Spanish. Stirling University BAcc Accountancy BBB Please with SWAP office to discuss the level of Maths you are studying prior to application
Stirling University LLB Law ABB Stirling University BA Sport Business Management BBB Stirling University BA Sustainable Events Management BBB Stirling University BA Literature and Cinema BBB Stirling University BSc Applied Mathematics BBB All students required to have 3 modules at SCQF 6 in Mathematics Please note the requirements for National 5 for both Primary education and Secondary education degrees. Students must specify they are sitting the exam on their UCAs application form.
Stirling University BA in Professional Education (Primary) in the Environment ABB For the Environment specialism, Higher units or previous Higher in Science/Maths or Geography and Science are required. National 5 / int. 2 maths required as a GTCS requirement. Stirling University BSc Animal Biology BBB Stirling University BSc Aquaculture BBB Stirling University BSc Biology BBB Stirling University BSc Cell Biology BBB Stirling University BSc Conservation Biology and Management BBB Stirling University BSc Ecology BBB Stirling University BSc Environmental Geography BBB Stirling University BSc Environmental Geography and outdoor education BBB Experience of out door education. Specify in personal statement Stirling University BSc Environmental Science BBB Stirling University BSc Environmental Science and outdoor education BBB Experience of out door education. Specify in personal statement Stirling University BSc Marine Biology BBB Stirling University BSc Sports and Exercise Science BBB
Indicator Sharing 2.2.3.9 URL or FQDN Mandatory <fill in> Indicator Sharing 2.2.3.10 Indicator File hash with SHA256 or MD5 values Mandatory <fill in> Sighting Sharing 2.3.3 Producer Test Case Data Mandatory <fill in> Sighting Sharing 2.3.5.1 Sighting + Indicator with IPv4 Address n/a n/a Sighting Sharing 2.3.5.2 Sighting + Indicator with IPv4 Address Matching CIDR n/a n/a Sighting Sharing 2.3.5.3 Sighting + Indicator with IPv6 Address Matching CIDR n/a n/a Sighting Sharing 2.3.5.4 Sighting + Indicator with NO observed data n/a n/a Sighting Sharing 2.3.5.5 Sighting + Indicator with URL n/a n/a Sighting Sharing 2.3.5.6 Sighting + Indicator with File Hash n/a n/a 2.4.3.1 Creation of an Indicator with Identity and Date Mandatory <fill in> Versioning 2.4.3.2 Creation of a Sighting with Identity and Date Mandatory <fill in> Versioning 2.4.7.1 of an Indicator with Identity and Date Mandatory <fill in> Versioning 2.4.7.2 Modification of a Sighting with Identity and Date Mandatory <fill in> Versioning 2.4.11.1 Deletion of an Indicator with Identity; Dates Mandatory <fill in> Versioning 2.4.11.2 Deletion of a Sighting and Associated Observed Data Mandatory <fill in> Data Markings 2.5.3.1 TLP Green + Indicator with IPv4 Address Mandatory <fill in> Data Markings 2.5.3.2 TLP + Two Indicators with IPv4 Address CIDR Mandatory <fill in>
Versioning 2.4.3.1 Creation of an Indicator with Identity and Date Mandatory <fill in> Versioning 2.4.3.2 Creation of a Sighting with Identity and Date Mandatory <fill in> Versioning 2.4.7.1 of an Indicator with Identity and Date Mandatory <fill in> Versioning 2.4.7.2 Modification of a Sighting with Identity and Date Mandatory <fill in> Versioning 2.4.11.1 Deletion of an Indicator with Identity; Dates Mandatory <fill in> Versioning 2.4.11.2 Deletion of a Sighting and Associated Observed Data Mandatory <fill in> Data Markings 2.5.3.1 TLP Green + Indicator with IPv4 Address Mandatory <fill in> Data Markings 2.5.3.2 TLP Amber + Two Indicators with IPv4 Address CIDR Mandatory <fill in> Data Markings 2.5.3.3 TLP White and TLP Red + Indicator with IPv6 Address Optional <fill in> Data Markings 2.5.3.4 TLP Red + Sighting and Indicator Optional <fill in> Custom Object Creation 2.6.3.1 Custom Object Creation Optional <if supported, fill in> Custom Property Creation 2.6.3.2 Custom Property Creation Optional <if supported, fill in> Custom Ingestion 2.6.4 Required Respondent Support Mandatory <fill in> Create COA 2.7.3.1 Create COA Optional <if supported, fill in> Create COA Relationship 2.7.3.2 Create COA with Relationship Optional <if supported, fill in>
Prefix a (ciq address); capec; ciq; stix-ciqidentity; maec; tlpMarking; cvrf; ioc; oval-def; oval-var Description Various packages are used by STIX extensions. Details are in . Example capec:Attack_PatternType Package STIX Basic Data Types Prefix basicDataTypes Description The STIX Basic Data Types data model defines the types used within STIX. Example basicDataTypes:URI Package STIX Indicator Prefix indicator Description The STIX Indicator data model conveys specific Observable patterns combined with contextual information intended to represent artifacts and/or behaviors of interest within a cyber security context. Example indicator:TestMechanismType Package STIX Incident Prefix incident Description The STIX Incident data model captures discrete instances of a specific set of observed events or properties affecting an organization. Example incident:AffectedAssetType Package STIX TTP Prefix ttp Description The STIX TTP data model captures the behavior or modus operandi of cyber adversaries. Example ttp:AttackPatternType Package STIX Campaign Prefix campaign Description The STIX Campaign data encompasses one or more Threat Actors pursuing an Intended Effect as observed through sets of Incidents and/or TTP, potentially across organizations. Example campaign:AttributionType
A beautiful and tranquil place to be a part of, in a bustling heritage city. There will always be something new to experience, discover and research. You will meet a wide range of people from all over the world with plenty of laughs, smiles and interesting conversations. A friendly team to work with, a chance to make new friends. You will receive supportive training from the Shop and Visitor Manager, part of your induction includes a free Tower Tour. Social events and regular newsletters and updates. The opportunity to gain new skills, if you are looking to start your career or to use the ones you already have. If you speak another language, you will have an opportunity to practice it here! A sense of ‘a task well done’ as you go home for the day, knowing you have helped us to carry out our work/mission, as well as maintaining the Abbey building for future generations. You will be part of a caring and dynamic organisation at a time of exciting change with the HLF funded ‘Footprint’ project. You will be part of a larger community of Abbey Volunteers and will be included in training, participation and social events. All staff and volunteers receive a 10% discount on items for sale in the Abbey Shop. Time commitment The Abbey opens every day of the week. Volunteering sessions are from 10am – 1pm, 1pm – 4pm and 4pm to 6pm. There is an optional tea break. The amount of time you spend with us each can be flexible but we would appreciate a commitment of at least one session every two weeks, especially at the start of your volunteering role. Attending training as required is essential. Application procedure Application form; informal interview; two character references; DBS and safeguarding training. For further information, please contact: Rachael Holtom, Volunteer Officer rholtom@bathabbey.org 01225 422462 Date of profile: May 2017
Attack Patterns: STIX-CAPEC Data Model v1.1 The default extension class for representing attack patterns in STIX v1.1.1 is the CAPEC2.7InstanceType class defined below. The underlying data model being referenced is the Common Attack Pattern Enumeration and Classification (CAPEC) specification as defined in . CAPEC2.7InstanceType Class The CAPEC2.7InstanceType class provides an extension to the STIX TTP AttackPatternType class and belongs to the stix-capec package. It imports and leverages the CAPEC 2.7 schema for a structured characterization of attack patterns. The UML diagram for the CAPEC2.7InstanceType class is shown in Figure 32. Figure . UML diagram of the CAPEC2.7InstanceType class The property table for the CAPEC2.7InstanceType class is given in Table 32. . Properties of the CAPEC2.7InstanceType class Name Type Multiplicity Description CAPEC capec:Attack_PatternType 1 The CAPEC property specifies the structured specification of an attack pattern utilizing the CAPEC schema. Identities: STIX-CIQ Identity Data Model v1.2 The default extension class for expressing identity information in STIX v1.2.1 is the CIQIdentity3.0InstanceType class defined below. The underlying data model being referenced is the structured characterization of identity information of the OASIS Customer Information Quaility (CIQ) Specification as defined in . CIQIdentity3.0InstanceType The CIQIdentity3.0InstanceType class extends the stixCommon:IdentityType class and belongs to the stix-ciqidentity package. It imports and leverages version 3.0 of the OASIS CIQ-PIL schema for structured characterization of identity information (e.g. threat actors, victims, and sources of information). The UML diagram for the CIQIdentity3.0InstanceType class is shown in Figure 33.
Specification stixCommon: NativeFormatString 0..1 The Specification property specifies a test mechanism specification in its native format. The specification should be encoded so that it is compliant with the chosen test mechanism formalism, however this is not a requirement of the STIX specification. OpenIOC Test Mechanism Data Model v1.2 The default extension class for representing OpenIOC test mechanisms in STIX v1.2.1 is the OpenIOC2010TestMechanismType class defined below. The underlying data model being referenced is OpenIOC – An Open Framework for Sharing Threat Intelligence . OpenIOC2010TestMechanismType Class The OpenIOC2010TestMechanismType enables OpenIOC indicators of compromise, as defined in the 2010 Open IOC data model, to be leveraged as test mechanisms of an Indicator. The class is a specialization of the abstract TestMechanismType superclass defined in . It is contained in the stix-openioc package. The UML diagram corresponding to the OpenIOC2010TestMechanismType class is shown in Figure 39. Figure . UML diagram for OpenIOC2010TestMechanismType class The properties of the OpenIOC2010TestMechanismType class specialization is listed in Table 311. Table . Properties of the OpenIOC2010TestMechanismType class Name Type Multiplicity Description ioc ioc:IndicatorOfCompromise 1 The ioc property specifies the structured specification of an OpenIOC test mechanism, which will typically be semantically equivalent to the Observables captured in the Indicator. An Indicator of Compromise (IOC) instance captures information such as a textual description of the indicator, keywords associated with the indicator, and author information, as well as the actual indicator definition pattern. OVAL Test Mechanism Data Model v1.2 The default extension class for representing OVAL test mechanisms in STIX v1.2.1 is the OVAL5.10TestMechanismType class defined below. The underlying data model being referenced is OVAL - Open Vulnerability and Assessment Language .