zilongwang/ReadingBank huggingface dataset:
Corporal punishment of children in Tuvalu LAST UPDATED September 2018 Also available online at population 4,000 (UNICEF, 2015) Summary of necessary legal reform to achieve full prohibition Prohibition is still to be achieved in the home, alternative care settings, day care, schools, penal institutions and as a sentence for crime. Article 226 of the Penal Code 1965 confirms “the right of any parent, teacher, or other person, having the lawful control of a child or young person to administer reasonable punishment to him”, reflecting the near universal acceptance of corporal punishment in childrearing. This provision should be repealed, together with provisions for “discipline” in the Constitution 1978, so that there is clarity in law that no corporal punishment of children, however light, can be considered “reasonable”. Prohibition should be enacted of all corporal punishment, in all settings and by all adults with authority over children. Alternative care settings – Prohibition should be enacted of all corporal punishment in all alternative care settings (foster care, institutions, places of safety, emergency care, etc). Day care – Corporal punishment should be prohibited in all early childhood care (nurseries, crèches, kindergartens, preschools, family centres, etc) and all day care for older children (day centres, childcare, childminding, etc). Schools – Article 29 of the Education Act 1976 should be repealed and explicit prohibition enacted applies to all education settings, public and private. Penal institutions – Prohibition of corporal punishment as a disciplinary measure in penal institutions should be enacted in relation to all institutions accommodating children in conflict with the law. Sentence for crime – Article 8 of the Island Courts Act 1965 should be repealed. Current legality of corporal punishment Home Corporal punishment is lawful in the home. The maintenance of family discipline is one of the principles of the Constitution 1978 (principle 4): “Amongst the values that the people of Tuvalu seek to maintain are their traditional forms of communities, the strength and support of the family and family discipline.” Article 17(2) of the Constitution provides for a person under 18 to be detained “in the reasonable exercise of the authority of a parent, teacher or guardian, or under the order of a school
To TÜV Rheinland Korea Ltd. Attention : Seoul Head Office, Testing Center Daegu Office Changwon Office, Testing Center Yeungnam University Photovoltaic Testing Center 6 41, Digital-ro 31-gil Guro-gu, Seoul 08375, R.O.K. 12F., KTMF Bldg. 334, Dongdaegu-ro Suseong-gu, Daegu 42028, R.O.K. 49, Jukjeonro 74 beon-gil Uichang-gu, Changwon Gyeongsangnam-do R.O.K. 1F., Korea Textile Machinery Research Institute 27, Sampung-ro, Gyeongsan Gyeongsangbuk-do 38542, R.O.K. Tel.: (02) 860-9860 Fax: (02) 860-9861 e-mail: info@kor.tuv.com Tel.: (02) 860-9870 Fax: (02) 860-9871 e-mail: info@kor.tuv.com Tel.: (02) 860-9850 Fax: (02) 860-9851 e-mail: info@kor.tuv.com Tel.: (02) 860-9860 Fax: (02) 860-9861 e-mail: info@kor.tuv.com Applicant information Agent information Company Company Address Address Name Title Name Title Tel: Fax: Tel: Fax: e-mail: e-mail: Test report, certificate and documents to: Applicant Agent Invoice to : Applicant Agent Product(s) Type Designation(s) Standard(s)/version Please choose a service by placing your mouse-over in the list below. Sample quantity Disposal of sample collect delivery pick up Date Company Name Company Seal Signature : e-mail TUV
there must be transparency and consideration of the views of tenants and local communities in deciding whether or not to proceed. As well as being retained, the existing stock must be better maintained and repaired. To this end we recommend: That the NSW Land and Housing Corporation regard tenants as being of central importance in the repairs and maintenance process. Tenants are well placed to identify and report any maintenance requirements, and to provide feedback on the quality of contractors’ work. That the Corporation be prepared to shift focus away from scheduled maintenance so that repairs can be addressed as and when they are needed. Maintain a schedule of planned works, but not at the expense of responsive repairs. That questions of maintenance and repairs, being landlord obligations, be reintegrated into the day-to-day work of tenancy managers. Client Service Officers should be able to raise work orders and liaise with contractors where required, in consultation with the Corporation. Financing growth In addition to making its own commitment to boosting social housing supply, the NSW State Government should work with other Australian governments to establish an enhanced National Affordable Housing Agreement that more clearly commits governments to growing the social housing sector. In particular, we support the recommendation of National Shelter that Australian governments establish a national social housing growth fund for the delivery of an additional 200 000 dwellings in social housing and affordable housing programs over 10 years. The amount of the growth fund would be $2.5 billion per year above existing funding arrangements, and allocated to States and Territories on a per capita basis. There should also be a reformed operating subsidy for existing social housing, allocated to States and Territories on a ‘per dwelling’ basis. The financing of social housing growth may be done as intricately (‘tax smart’ bonds, housing bonds, social benefit bonds, et al) or straightforwardly (grants of money) as governments choose. The Federal Government could choose to grant funds without issuing debt (as the issuer of the Australian currency, it does not need to get money from elsewhere). The NSW State Government could choose to grant State housing authorities additional funds, and if necessary borrow for that purpose. Its ability to raise funds for debt repayment by taxation makes it inherently more and eligible for cheaper debt than non-state entities.
Stereotype – An overly exaggerated representation of a type of person that is normally negative. For example a teenage stereotype be a hoodie wearing, knife carrying, criminal. Unconventional – Something which is seen to not be “normal.” For example am unconventional female character might be powerful, the boss of a company, and very dominant over other characters. Versimilitude – A feeling of reality / real life created by particular elements. For example, “The series Outnumbered creates a feeling of verisimilitude for the audience by a real house, every day storylines that would affect an average family, and improvised dialogue.” Xenophobia - Actions, behaviours, feelings or words which seem to discriminate against people because of their country of origin. This is normally because the person who is being xenophobic believes there is a difference between the countries and that one country is better than the other DISABILITY ON TV Disability tends to still be represented in terms of stereotypical characters. For example: Physically Disabled / Disfigured – often shown as outsiders, unable to do normal things Mentally disabled – Often shown as strange, odd, childlike, outsiders Able Bodies / Minded – often shown as “normal” and “ideal”. Characters with disabilities are often portrayed in TV Dramas as being outsiders, strange, unable to do everyday activities, immature, weaker than “able bodied, able minded” characters, less attractive etc. Traditionally in films, villains were often given a disability or deformity to make them seem scarier or more evil. Although our association of disability with “evil” has since declined, society often still links disability to weakness and makes disabled characters objects to pity. If you get “disability” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify who is able / disabled in the clip? Are people with disabilities as different interests, personalities, attitudes, behaviours from people who don’t have disabilities? If so, how? Is their disability represented as being important in their life? Are people without disabilities represented stereotypically as being normal / better / more powerful? If so, how? Are people with disabilities represented stereotypically as being abnormal /weak/ pathetic? If so, how? How do other characters in the clip treat the characters with disability? What is the message the clip is trying to portray about sexuality?
TV Manufacturers If you are having problems with your TV, please contact your manufacturer for support. Links to the manufacturer support website with instructions to locate user manuals are provided where available. Akai Phone: (800) 726-4405 - Select product type Panasonic Phone: (800) 211-7262 - Enter model number in search field >> Click arrow >> Select TV >> Under Operating Instructions, select Operating Instructions in appropriate language Apex Digital Phone: (800) 880-1227 or (866) 427-3946 Website Phillips (866) 771-4018 (2008 and newer) or (866) 310-0787 (before 2008) - Enter product name or number and click 'Find Now' Audiovox Phone: (800) 645-4994 - Select manual >> Enter product number in search >> Click search >> Select the user's manual that matches your television model number Pioneer Phone: (800) 421-1404 - Find television >> Select Manuals >> Select owner's manual Bang & Olufsen Phone: (888) 866-3558 Polaroid Phone: (877) 456-6055 Coby Phone: (800) 727-3592 - Under the Home Entertainment menu >> Select LCD or LED Televisions >> Select model >> Under downloads >> Select User Manual Proton Phone: (626) 855-2129 - Select model from list Curtis Mathes Proview Phone: (800) 776-8439 - model number in search field >> Click Search >> Select the PDF under File to view manual Daewoo Phone: (800) 305-2204 Radio Shack Phone: (800) 843-7422 Dynex Phone: (800) 305-2204 - In Search data field enter TV model number (must include dash) and click Search >> Click Support/Downloads tab >> Under Documentation select User Manual RCA Phone: (877) 506-3411 - Enter model number in search field >> Click submit Element Phone: (888) 935-8880 - Select model number from dropdown located under User Manual Realistic Phone: (800) 843-7422
Date / Time Wound Assessment (Please Tick) Dressing Regime Action Taken if Wound is Deteriorating / Static or Improving Dressed by? Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Based on original design by Newcastle Upon Tyne Hospitals NHS (2014)
Date / Time Wound Assessment (Please Tick) Dressing Regime Action if Wound is Deteriorating / Static or Improving Dressed by? Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Date: Time:    Dressed by (Signature / Initials) Based on original design by Newcastle Upon Tyne Hospitals NHS (2014)
Built-in Self-Test 73 When MC1=0 and MC2=1, sub-circuit C2 is disabled; sub-circuit C1, shown in Figure 4.2c, can be tested by applying all possible input combinations at a, b, c, and d. Similarly, when MC1=1 and MC2=0, sub-circuit C1 is disabled. In this mode, the circuit structure is as shown in Figure 4.2d and sub-circuit C2 can be tested by applying all input combinations at c, d, e, and f. When MC1=MC2=0, the circuit functions as the unmodified circuit except for the added gate delay. The advantage of the design method is that any fault in the circuit itself and the testing circuit is detectable. A modified version of the autonomous testing, called the verification testing, has been in Ref. [3]. This method is applicable to multi-output combinational circuits, provided each output depends only on a proper subset of the inputs. The verification test set for a circuit is derived from its dependence matrix. The dependence matrix of a circuit has m rows and n columns; each row Figure 4.3: (a) Circuit under test. (b) Dependence matrix. (c) Partition-dependent matrix. (d) test set. (e) Reduced verification test set.
Fault Detection in Digital Circuits 21 Figure 2.6: Singular cubes for the two-input NOR function. The propagation D-cubes of a gate are those that cause the output of the gate to depend only on one or more of its specified inputs. Thus, a fault on a specified input is propagated to the output. The propagation D-cubes for a two-input NAND gate are: a b f 1 D D D 1 D D D D The propagation D-cubes 1DD and D1D indicate that if one of the inputs of the NAND gate is 1, the output is the complement of the other. DDD propagates multiple input changes through the NAND gate. Propagation D-cubes of a gate can be constructed by intersecting its singular cubes with output values. The intersection rules are as follows: 0 ∩ 0 = 0 ∩ x = x ∩ 0 = 0 1 ∩ 1 = 1 ∩ x = x ∩ 1 = 1 x ∩ x = x 1 ∩ 0 = D 0 ∩ 1 = D For example, the propagation D-cube of a three-input NOR gate can be formed as shown in Figure 2.7.
c1 c2 c3 Fault Detection in Digital Circuits 23 Assuming the input line b is s-a-1, the singular cubes for the faulty NAND gate are: a b c f 0 x x 1 x x 0 1 1 x 1 0 Hence, c1 ∩ c3� = Dx1D c4 ∩ c1� = D11D c2 ∩ c3� = 101D c4 ∩ c2� = 11DD c3 ∩ c3� = 1 xDD Therefore, the primitive D-cube of the b s-a-1 fault is 101D. The pdcf ’s for all single stuck-at faults for the three-input NAND gate are: a b c f Fault 0 x x D f s-a-0 x 0 x D f s-a-0 x x 0 D f s-a-0 1 1 1 f s-a-1 D 0 1 1 D a s-a-1 1 0 1 D b s-a-1 1 1 0 D c s-a-1 Let us next consider how the various described are used in the D-algorithm method to a test for a given fault. The test generation process consists of three steps: Step 1. Select a pdcf for the given fault. Step 2. Drive the D (or D ) from the output of the gate under test to an output of the circuit by successively intersecting the current test cube with the propagation D-cubes of successive gates. A test cube represents the signal values at various lines in the circuit during each step of the test generation process. The intersection of a test cube with the propagation D-cube of a successor gate results in a test cube. Step 3. Justify the internal line values by driving back toward the inputs of the circuit, assigning input values to the gates so that a consistent set of circuit input values may be
2.1 Significant Achievements during the 2015 Academic Year Narrative section on significant performance in terms of the strategic objectives and annual performance targets. 2.2 Annual Performance Achievements Use the table below to report on achievement of annual performance targets. Strategic Objectives Performance Indicators TVET College 2016 Planned Target TVET College 2016 Achievement Explanatory Remarks SO 1 To provide quality technical and vocational education and training services and increase academic achievement and success of students Appropriate teaching and learning support plan developed and implemented (n) Appropriate student support plan developed and implemented (n) Improved certification in: NC(V) L4 N3 & N6 (%) Throughput rate (%) Funded NC(V) L4 students obtaining qualification within stipulated time (%) TVET students enrolled in foundation or bridging programmes (n) Students completing programmes (n) Established centre/s of specialisation (COS) (n)
SO4 To ensure continuous business excellence in terms of good corporate governance and effectual management of all college resources as well as information and data reporting Compliance to governance standards (%) Compliance to policies and regulations applicable to the TVET College sector (%) Obtaining unqualified audits or assessments (n) Compliance with national policy of college examination centres conducting examinations and assessments (%) SO5 To monitor and evaluate all college processes in terms of the framework for TVET college performance and report quarterly in this regard Accurate M&E quarterly reports submitted (n) 2.3 College Achievement in terms of Expected Outcomes Use the below to report on achievement of sub-outcomes 2 and 4 targets. No Outcome Indicator 2016/17 Planned National Target TVET College 2016 Planned Target TVET College 2016 Achievement Explanatory Remarks
examinations and assessments (%) Throughput rate (%) Set target for college Annually Students accommodated in public TVET college accommodation (n) Set target for college Annually Qualifying TVET students obtaining financial assistance (n) 1 000 000 Annually Funded NC(V) L4 students obtaining qualification within stipulated time (%) 60% Annually Compliance to governance standards (%) 100% Annually TVET lecturers placed in workplaces for specified periods (n) Set target for college Annually TVET students placed in workplaces/industry for specified periods for work exposure, experiential learning and/or certification purposes (n) Set target for college Annually TVET students enrolled in foundation programmes (n) Set target for college Annually Success rate in foundation programme (%) 50% Annually Optional target Established centre/s of specialisation (n) Set target for college 5.2.2 Sub-Outcome 4 Targets The following systemic target relating to sub-outcome 4 of Outcome 5 of the 2014-2019 MTSF will be monitored and reported by the college.
Sub-outcome 4: Increase access to occupationally-directed programmes in needed areas and thereby expand the availability of intermediate level skills with a special focus on artisan skills. No Outcome Indicator 2019/20 National Target TVET College Target Timeframe for Reporting Progress Students completing programmes (n) 24 000 qualified artisans Set target for college Annually 5.3 Resource Considerations 5.4 Risk Management No Strategic Objective Risk Statement Impact Probability Severity Mitigating Measures Low/ Moderate/ High/ Extreme Unlikely/ Moderate/ Likely/ Almost Certain Low/ Extreme)
Tygarts Valley Middle/High School Student Handbook 2017 - 2018 Steve Wamsley, Principal Joseph Arbogast, Assistant Principal Rt. 1, Box 290 Mill Creek, WV 26280 Phone 304-335-4575 Fax 304-335-6963 Tygarts Valley Middle/High School Staff 2017 – 2018 Administration Steve Wamsley, Principal Joseph Arbogast, Assistant Principal Teachers Allen, Shana, Math Arbogast, Beth, Math Channell, Mitch, Social Studies Coberly, Delia, Guidance Currence, Phys. Ed./Health Currence, Sheri, Multi-Subject TBD, Spanish Depp, Michelle, SPED TBD, Skills Devores, Randy, SPED DiPasquale, Mike, Math Duckworth, Bruce, SPED Gallogly, Sharon, Guidance Garver-Daniels, Tessa, Art Green, Barbara, Band/Music Harris, Billy, Social Studies Laderach, Anna, English Lanham, Ramista, SPED Looney, Karin, Science Markley, James, Phys. Ed/Health Newsom, Betty, Health/Drivers Ed. TBD, Consumer Science Oldaker, Tom, English Postlethwait, Matthew, English Ramsey, Hilary, Tech. Integration Spec. Ramsey, Scott, Science
Skipping Class* In accordance with , a student will not fail to report to the school’s assigned class or activity without prior permission, knowledge or excuse by the school or by the parent/guardian. Tardiness* A student will not fail to be in his/her place of instruction at the assigned time without a valid excuse.
Amortization P1 = 60 and P2 = 60, Balance = $4,252,462.31 Difference between selling and principal remaining on the loan is: 15 Year Loan: $5,500,000 – $3,491,314.54 = $2,008.685.46 20 Year Loan: $5,500,000 – $3,896,195.15 = $1,603,804.85 30 Year Loan: $5,500,000 – $4,252,462.31 = $1,247,537.69
and reprimand and censure 2nd Offense P20,000.00 and 30-day on-air suspension P40,000.00 3rd Offense P25,000.00 and 60-day on-air suspension P50,000.00 4th Offense P30,000.00 and revocation of accreditation P60,000.00 and 120-day suspension of membership privileges Article 4. Grave (G) offenses shall be subject to the following penalties: 1. When the violation is on radio: On the Individual On the Station 1st Offense P15,000.00 and reprimand P30,000.00 and censure 2nd Offense P20,000.00 and 60-day on-air suspension P40,000.00 3rd Offense P25,000.00 and 90-day on-air suspension P50,000.00 4th Offense P30,000.00 and revocation of accreditation P60,000.00 and 120-day suspension of membership privileges 2. When the violation is on television: On the Individual On the Station 1st Offense and reprimand and censure 2nd Offense and on-air 3rd Offense and on-air 4th Offense and revocation of and of privileges
Art. 1712. If the death or injury is due to the negligence of a fellow worker, the latter and the employer shall be solidarily liable for compensation. If a fellow worker's intentional malicious act is the only cause of the death or injury, the employer shall not be answerable, unless it should be shown that the latter did not exercise due diligence in the selection or supervision of the plaintiff's fellow worker. Circumstances affecting Civil Liability Justifying circumstances defendant is free from civil liability if justifying circumstances are properly establishes Exempting Circumstances They do not erase the civil liability Mitigating and Aggravating circums-tances Damages to be adjudicated may either be decreased or increased depending on the presence of mitigating or aggravating circumstances persons relying on advice given by an expert (civil code); Art. 1341. A mere expression of an opinion does not signify unless made by an expert and the other party has relied on the former's special knowledge. (n)
Condition 3.2 and 3.2 Wording changed from “For Emissions Unit(s) Number(s) : This {unit/set of units} is subject to the following emissions limits during normal operation:” to “Table 3.2 lists the emission units, and their allowable emission limits during normal operations.” Name of table changed from “Compressor Engine Emissions:” to “Table 3.2: Allowable Emissions”. Table 3.4.2, Conditions 3.4.2.4, 4.2.4, 5.2.4 Replace all occurrences of ‘Initial Emission’ with ‘EPA Method’ Test Condition 4.1.1.1 Replace “equipment controls” with “emission controls” per Richard Goodyear. Condition 1.8 Inserted additional reference “and 300.D.11.c”. Per Ned 8/7/2003 Condition 6.1.1 Urgent change reference from 20.2.72.302.A.4 to 20.2.72.203.A. per RG. 8/4/2003 Condition 6.1, last sentence Changed from “This report is due no than 30 days after each anniversary of the date of permit issuance.” Per Ned. 8/4/2003 Table 5.1.1, Submittal Date Changed wording per agreement between Richard and Enforcement. Per Ned. 5/1/2003 Table 2.1.2 instruction Expanded guidance for table of “Other Equipment” in condition 2.1 Table 2.2 Ned revised column header from “Control Equipment Mfg & model” to “Control Equipment Mfg & model (or equivalent)”.
Channels Don’t Like Menu Structure 6% 8% 17% 8% 6% 5% 4% 5% 2% 10% 9% Too Slow When Changing Channels 5% 8% 14% 5% 4% 2% 7% 10% 2% 8% 5% DVR Issues 4% 6% 3% 1% 4% 8% 9% 3% 5% 4% 5% Not Enough HD Content 2% 0% 0% 4% 2% 0% 2% 1% 1% 2% 0% Not Enough On Demand/ Pay Per View Content 2% 0% 0% 0% 1% 3% 0% 2% 1% 5% 1% Channel Blackouts (due to licensing disputes) 1% 0% 2% 0% 0% 0% 3% 2% 2% 1% 3% Do Not Experience Problems 15% 14% 23% 9% 12% 9% 15% 12% 13% 17% 22% Customer Loyalty Towards Traditional Providers We also asked respondents about their plans to switch TV providers in the next six months, and found 9% saying they’ll make a change – the same as the previous three surveys. Do you plan on switching satellite or fiber-optic TV service providers in the next six months? Current Survey Jun ‘13 Previous Survey Mar ‘13 Previous Survey Dec ‘12 Previous Survey Sep ’12 Previous Survey Jun ‘12 Yes 9% 9% 9% 9% 10% No 73% 73% 72% 73% 73% Don’t Know 18% 17% 19% 18% 17% Bright now leads in customer loyalty – with only 6% of their subscribers saying they’ll switch providers in the next six months. This is the best loyalty rating for Bright House over the past three years. Verizon FiOS (7%) is a close second, followed by Comcast (8%) – which has also hit its best level of the past three years.
EXAMINATION Inspect the installation site to bidding the job. Report any discrepancies between the project specification and bid documents and the site examination to the bid opening date. PREPARATION Order all required parts and equipment upon notification of award. Bench test all equipment prior to delivery to the job site. Verify the availability of power where required. If a new source of power is required, a licensed electrician shall be used to install it. Verify the availability of communication infrastructure where required. Arrange for obtaining all programming information from the Representative. INSTALLATION Requirements Install all system components and appurtenances in accordance with the manufacturer’s specifications, referenced practices, guidelines, and applicable codes. Furnish all necessary interconnections, services, and adjustments required for a complete and operable system as specified. Install control signal, communication, and data transmission line grounding to preclude ground noise, and surges from adversely affecting system operation. Carefully follow the instructions in the manufacturers’ installation manual to ensure all steps have been taken to provide a reliable, easy to operate system. Perform all work as indicated in the project specifications and bid documents. Installation Environment Ventilation Do not block any ventilation openings. Ensure that the location planned for the installation of the unit is well ventilated Do not remove rubber feet from unit. Ensure sufficient fan ventilation for installations in closed racks. Temperature Install equipment in temperate environment, within unit’s operating temperature and humidity limits. Do not install the TVR 31 on top of other hot equipment. Leave 1.75 inches (44 mm) of space between rack mounted units. Install in a horizontal position only Support all cabling to unit to remove stress from connectors Protect unit from dust Do not store/place items on rack mounted units Do not install near water Do not install outdoors Systems Integration Coordinate with the Owner’s IT Department prior to connecting to the Owner’s network. Work in harmony with all other trades. Integrate related systems, components, and sub-systems.
Wednesday, Nov. 7 Thursday, Nov. 8 Friday, Nov. 9 Gym 1/2 Main gym Gym 3 Small gym Gym 1/2 Main gym Gym 3 Small gym Gym 1/2 Main gym Gym 3 Small gym vs. Montcalm JR BBALL 10:30 am North Midd vs. Westminster JR VBALL 10:30 am LDA ‘A’ JR BBALL 11 am LDA ‘AA’ JR BBALL 11:30 am TVDSB ‘AAA’ JR VBALL 11 am LDA ‘A’ JR VBALL 11:30 am North Midd vs. Westminster JR BBALL 12:30 pm South vs. Montcalm JR VBALL 12:30 pm LDA ‘A’ SR BBALL 1 pm LDA ‘A’ SR 1 pm LDA ‘AA’ JR VBALL 1:30 pm South vs Montcalm SR BBALL 2:30 pm North Midd vs. Westminster SR VBALL 2:30 pm ‘AAA’ JR BBALL 3 pm South vs. Montcalm SR VBALL 3 pm Fanshawe Varsity Game LDA ‘AA’ SR BBALL 5 pm LDA ‘AA’ SR VBALL 5 pm TVDSB ‘AAA’ SR BBALL 7 pm TVDSB ‘AAA’ SR VBALL 7 pm
Emergency Contact / General Information / : Main Address / : Use your address for this person? ( Yes ( ) No, please continue to complete below section. ( ) ( ) Please select the following address type for this change / : Job Information (Please contact HR Connect at 02-2722-5102 if you are unsure how to classify your employee) Connect Payroll Name (Please select Only One
Wednesday, Nov. 7 Thursday, Nov. 8 Friday, Nov. 9 Gym 1/2 Main gym Gym 3 Small gym Gym 1/2 Main gym Gym 3 Small gym Gym 1/2 Main gym Gym 3 Small gym South vs. Montcalm JR BBALL 10:30 am North Midd vs. Westminster JR VBALL 10:30 am LDA ‘A’ JR BBALL 11 am LDA ‘AA’ JR BBALL 11:30 am TVDSB ‘AAA’ JR VBALL 11 am LDA ‘A’ JR VBALL 11:30 am North Midd vs. Westminster JR BBALL 12:30 pm South vs. Montcalm JR VBALL 12:30 pm LDA ‘A’ SR BBALL 1 pm LDA ‘A’ SR VBALL 1 pm LDA ‘AA’ JR VBALL 1:30 pm South vs Montcalm SR BBALL 2:30 pm Midd vs. Westminster SR VBALL 2:30 pm TVDSB ‘AAA’ JR BBALL 3 pm South vs. Montcalm SR VBALL 3 pm Fanshawe Varsity Game LDA ‘AA’ SR BBALL 5 pm LDA ‘AA’ SR VBALL 5 pm TVDSB ‘AAA’ SR BBALL 7 pm TVDSB ‘AAA’ SR VBALL 7 pm
In such infinity Fly faster than sound On a merry-go-round Let us take a fling Try to grab the ring We might find each other Or locate another Experience When we meet in a kiss Or find we’re the bearer Of panic and terror The sooner to part When we can’t find a heart We both might ask why Does a tear fill the eye When it suddenly That we can’t fulfill dreams… ________________________________ Heavens and Depths The orbs Spin in perfect spheres Burn with Elysian silence Unheard by human ears Revolving With celestial magic Advance in slow procession Some explode with violence so tragic The Crab For over nine centuries Expands outward 1500 kilometers per second Yet inexorable snail-like Encroaches on its surroundings Does it move like its earthbound brethren? Appearing to move backwards But really forwards It emulates humans throughout Our brief existence Two steps forward One step backward Eternally the same errors
^#%@*$&#?!?(*&&**$ * (Marks) Let’s argue over a ! A misplaced ? A few “ that have no meaning And an ‘ in the wrong location How a lowly ampersand That doesn’t represent a conjunction? There’s a reason in printing parlance That they call a ! a “bang” It’s a gunshot commanding attention What of the ellipsis…dribbling along To interrupt…the flow? The guillemets that sometimes indicate speech The caret ^ which cannot be eaten The pilcrow shows you where a paragraph goes Brackets [ or { or (parenthetical marks) It makes the head spin when all we seek is a little. _______________________________________ A poem which equivocated once again the effects that love can have upon a woman (written by Berenice) The remnants of lovers Scar my skin Hide beneath long sleeves Cover parts of legs Draped in paisley Sometimes the subject of an evening exam Privately Accompanied by rich cabernet A fruity blood Many are Minute marks The makers probably not cognizant Of trails and they left A quarter moon memory of Martin Brief affair Back seat of his ’68 Mustang Once when Mom wasn’t home In her bed Where sometimes I overhear
Health Support Area Doctor/Professional Responsible Date of last visit Date of next visit Support needed by paid (For all areas that are checked the provider attachments should include instructions and description of support) No support needed Support needed, but Family provides all support General Health Supports Making Appointments Communicating with Professional During Visits Monitoring Symptoms Help when symptoms occur Allergies (Medication, food, environmental) Making Appointments Communicating with Professional During Visits Monitoring Symptoms Help when symptoms occur Behavioral and Mental Health Supports Making Appointments Communicating with Professional During Visits Monitoring Symptoms Help when symptoms occur Medical and Mental Health Risks Making Appointments Communicating with Professional During Visits Monitoring Symptoms Help when symptoms occur Section IV: A. Health Profile
Section VI: Identified Services, Needs, and Supports Confidential Non-Waiver Support Medicaid Funded Services Supports Waiver ROW Waiver NOW Waiver Natural Supports Dental Support Coordination Support Coordination Prevocational Services Community Supports Eye Glasses Supported Employment Residential (Mandatory) Community Living Supports Companion Care Host Home Shared Living (New) Shared Living (Conversion) Day Habilitation OCDD Home Health Extended Prevocational Respite-Center Based Day Habilitation Services Transportation Transportation-Reg Transportation-W/C LRS Hospice Day Habilitation One-Time Transitional Expense Supported Employment Transportation-Reg Transportation-W/C Department of Children and Family Service Medical Transportation Habilitation Assistive Technology/Specialized Medical Equipment and Supplies Community Integration Development (CID) Mental Health Respite Environmental Accessibility Adaptations Supported Independent Living (SIL) Podiatry Services Personal Emergency Response System Personal Emergency Response System Personal Emergency Response System Substance Transportation-Community Access Environmental Accessibility Adaptations Prescriptions/ Medications Nursing Services Specialized Medical Equipment and Supplies EPSDT Dental Services One-time Transitional Expenses Other Professional Services Dietary Speech Therapy Occupational Therapy Physical Therapy Social Work Psychology Shared Supports Day (D) Night (N) Shared Supports Skilled Nursing CID Supported Employment Individual Family Support Day (D) (N)
Section A: List of Medications Medication What is it for? Frequency How is it taken? Prescribing Physician To be given by: self, family, staff, CMA, CNA, etc. Medication Delegation needed check appropriate box Yes No Section B. List of Treatments Treatment What is it for? Frequency How is it Prescribing Physician To be given by: self, family, staff, CMA, CNA, etc. Medication Delegation needed check appropriate box Yes No TW Attachment E OCDD-SC-18-06
E International Union for the Protection of New Varieties of Plants Technical Working Party for Agricultural Crops Forty-Sixth Session Hanover, Germany, June 19 to 23, 2017 TWA/46/8 Original: English Date: June 7, 2017 DUS Document prepared by the Office of the Union Disclaimer: this document does not represent UPOV policies or guidance The purpose of this document is to provide examples on the impact of using different numbers of growing cycles on DUS decisions using actual data. The TWA is invited to consider the information to be presented at its forty-sixth session on the impact of using different numbers of growing cycles on DUS decisions using actual data, as presented in Annexes I to III to this document. The background to this document is provided in document TWP/1/21 “Number of growing cycles in DUS examination”. TWA The Annexes to this document contain the following information to be presented at the forty-sixth session of the TWA: ANNEX I: “Impact of number of growing cycles on variety descriptions and discrimination power in wheat and barley”, document prepared by an expert from Germany ANNEX II: “Number of growing cycles in potato varieties - DUS examination of lightsprouts”, presentation prepared by an expert from Poland III: “Number of growing cycles: the impact on cereal variety descriptions”, presentation prepared by an expert from the United Kingdom The TWA is invited to consider the information to be presented at its forty-sixth session on the impact of using different numbers of growing cycles on DUS decisions using actual data, as presented in Annexes I to III to this document. [Annexes follow] IMPACT GROWING CYCLES ON OF OF
Tasmanian Women’s Council The Tasmanian Council is made up of 12 voluntary members. Members are appointed by the Minister for Women to champion the rights and interests of women in Government decision making. The Council advises the Tasmanian Government on issues of importance to women and contributes to the development of strategies that address inequality and increase the participation of women in all aspects of society. The Council values social, economic, demographic and regional diversity amongst its members. Background The Council is currently seeking new members. Members are appointed for one, two or three years. The Council meets at least four times per year and members also represent the Council on working groups and at community events and forums. The Department of Premier and Cabinet’s Communities, Sport and Recreation Tasmania provides support to the Council. For more information on what’s involved in being a member, please read the Council’s Terms of Reference at: or request a copy from Communities, Sport and Recreation Tasmania. Timeframe Expressions of Interest close on Monday 19 January 2015. Application process You will need to provide: A letter expressing your interest in joining the Council; Responses to the attached Selection Criteria, including your contact details and the contact details for two referees; and A resume outlining your relevant skills/experience, membership of related organisations (professional, voluntary or community), and current/previous appointments to Boards or Committees. You may also be invited to attend a short meeting to talk about your application. Contact For more information please call Communities, Sport and Recreation Tasmania on (03) 6232 7060. If you are deaf, hearing-impaired or speech-impaired, you can use the National Relay Service: TTY users phone 133 677, then ask for 03 6232 7133. Speak and Listen users phone 1300 555 727 then ask for 03 6232 7133. Internet relay users connect to the NRS then ask for 03 6232 7133. If you need an interpreter: 13 14 50
The Tasmanian Women’s Council is made up of 12 voluntary members. Members are appointed by the Minister for Women to champion the rights and interests of women in Government decision making. The Council advises the Tasmanian Government on issues of importance to women and contributes to the development of strategies that address inequality and increase the participation of women in all aspects of society. The Council values social, economic, demographic and regional diversity amongst its members. Background The Council is currently seeking new members. Members are appointed for one, two or years. The Council meets at least four times per year and members also represent the Council on working groups and at community events and forums. The Department of Communities Tasmania provides support to the Council. For more information on what’s involved in being a member, please take the time to read the or visit . Timeframe Expressions of Interest close on 7 September 2018. Application process You will need to provide: A letter expressing your interest in joining the Council; Responses to the attached Selection Criteria, including your contact details and the contact details for two referees; and A resume outlining your relevant skills / experience, membership of related organisations (professional, voluntary or community), and current/previous appointments to Boards or Committees. You may also be invited to attend a short meeting to discuss about your application. To ensure regional representation, from the North of the State are strongly encouraged to apply. Contact For more information please call Communities, and Recreation on (03) 6232 7133. If you are deaf, hearing-impaired or speech-impaired, you can use the National Relay Service: TTY users phone 133 677, then ask for 03 6232 7133. Speak and Listen users phone 1300 555 727 then ask for 03 6232 7133. Internet relay users connect to the NRS then ask for 03 6232 7133. If you need an interpreter: 13 14 50
Gerrit van de Wardt, DUS expert, Naktuinbouw Variety Testing Department, P.O. Box 20, 2370 AA Roelofarendsveen Visiting address: Sotaweg 22, 2371 GD Roelofarendsveen, Netherlands Tel. +31 (0)6 46713132 Fax +31 (0)71 332 63 63 e-mail: g.vd.wardt@hetnet.nl Pidion BP 80 2L field (Linx mobile solutions) Windows 7 DUS Wim van der Kooij, DUS expert, Naktuinbouw, Variety Testing Department, P.O. Box 20, 2370 AA Roelofarendsveen Visiting address, Johannes Postweg 1, 8309 PE, Tollebeek, Netherlands Tel. +31 (0)6 51048483 e-mail: w.vd.kooij@naktuinbouw.nl LXE-MX7 Ultra sonic distance-meter used in grass measurements 2L field(Linx Mobile Solutions)/ Windows Mobile 6.5 DUS New Zealand Jenny Jebson, PVR examiner – Agricultural, Plant Variety Rights Office of NZ, PO Box 9241, Marion Square, Wellington 6141, New Zealand. tel: +64 4 9786322 fax: +64 4 9783691. e-mail: jennifer.jebson@pvr.govt.nz HP iPAQ pocket PC series Microsoft Windows Mobile software DUS Poland Wieslaw PILARCZYK, Expert Statistician, Research Center for Cultivar Testing (COBORU), PL-63-022 Slupia Wielka, Poland tel.: +48 61 285 2341 Ext. 224 fax: +48 61 285 35 58, e mail: PSION Workabout mx EPOC OPL-programs DUS / VCU Palmtop PC/ Tablet PC Windows CE Republic of Korea Mi-Hee Yang, Examiner, Senior Researcher, Korea Seed & Variety Service, MIFAFF, Republic of Korea e-mail: mh730@seed.go.kr Fujitsu P Series Lifebook with wireless network system of trial
Male Transgender Female Prefer not to say Ethnic origin or background? White British English / Welsh / Scottish / Northern Irish / British Irish Gypsy or Irish Traveller Any other White background, please write in Mixed and Multiple Ethnic Groups White and Black Caribbean White and Black African White and Asian Any other Mixed / Multiple Ethnic background, please write in / Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background, please write in Black / African/ Caribbean / Black British African Caribbean Any other Black / African / Caribbean background, please write in Other Ethnic Group Arab Any other ethnic group Prefer not to say Sexuality? Heterosexual / Straight Homosexual / Gay/Lesbian Bi-sexual Prefer not to say Religious beliefs? No Religion Jewish Christian Muslim Buddhist Sikh
Parent signature________________________ Date__________________________________
Do you consider yourself: Male Transgender Female Prefer not to say How would you describe your ethnic origin or background? White British English / Welsh / Scottish / Northern Irish / British Irish or Irish Traveller Any other White background, please write in Mixed and Multiple Ethnic Groups White and Black Caribbean White and Black African White and Asian Any other Mixed / Multiple Ethnic background, please write in Asian / Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background, please write in Black / African/ Carribean / Black British African Caribbean Any other Black / African / Caribbean background, please write in Other Ethnic Group Arab Any other ethnic group, write in Prefer not to say How would you describe your sexuality? Heterosexual / Straight Homosexual / Gay/Lesbian Bi-sexual Prefer not to say How would you describe your religious beliefs? No Religion Jewish
31. Provide a summary of the wholesale contracts with customers Contract Type Minimum annual amount Usage fee per 1,000 gallons Annual Operations and Maintenance Annual Capital Costs Annual Debt Service Other 32. List top TEN customers of the and/or wastewater system by annual revenue with corresponding usage and percentage of total use, including whether any are in bankruptcy. WATER Customer Name Annual Usage (gal) Percent of Total Water Revenue Bankruptcy (Y/N)
Circumstantial Requirements Use the following questions to determine if coordination is required regarding potential impacts to the resource identified. If Yes, provide the page number for coordination materials. Will the project adversely affect federally listed threatened or endangered species or their critical habitat? No effect (no coordination required) Not likely to adversely affect Likely to adversely affect U.S. Fish and Wildlife Service Division of Ecological Services If not likely, concurrence that adverse effects have been adequately mitigated recommended If likely, formal Section 7 consultation required Page: C- Will the project impact prime and important farmlands? Yes No Exempt (pipeline project, existing site) U.S. Department of Agriculture Natural Resources Conservation Service If Yes, Page: C- Is the project located within or directly adjacent to a national forest or grasslands? Does the project share a surface water connection that may impact these resources? Yes No U.S. Forest Service National Forest or Grasslands If Yes, Page: C- Is the project located within or directly adjacent to National Park Service Lands? Does the project share a surface water connection that may impact these resources? Does the proposed project have the potential to impact view sheds, natural sounds, night skies, or air quality of any NPS units or National Historic Landmarks? Yes No National Park Service Environmental Quality Division If Yes, Page: C- Wild and Scenic Rivers: coordination is required for all projects located in one of the following counties: El Paso, Brewster, Crane, Crocket, Culberson, Edwards, Hudspeth, Jeff Davis, Loving, Pecos, Presidio, Reeves, Schleicher, Sutton, Terrell, Upton, Val Verde, Ward and Winkler. Yes No National Park Service Big Bend National Park, Rio Grande Wild & Scenic River If Yes, Page: C- Is the project site within the floodplain or adjacent to the channel of the Rio Grande River OR located in, or directly adjacent to, the IBWC’s flood control projects in Texas? Yes No International Boundary and Water Commission (U.S. Section) Environmental Management Division If Yes, Page: C- Is the project located within the contributing zone (stream flow source) or recharge zone of the Edwards Aquifer? Yes No Environmental Protection Agency Groundwater/UIC Section (6WQ-SG) If Yes, Page: C-
Exit Options Exit options must be reviewed with the parent and the student, as appropriate, before completing this section The exit option determined appropriate for the student is: Traditional Diploma Career and Technical Endorsement Academic Endorsement Distinguished Academic Endorsement High School Equivalency Mississippi Alternate Diploma This option is only available to students that meet the criteria for Significant Cognitive Disability Mississippi Occupational Diploma This option is only available to students that entered 9th grade prior to the SY Certificate of Completion I understand that my child will only be considered for a Traditional High School diploma if he/she meets the graduation requirements under State Board Policy, Chapter 36, Rule 36.4 and 36.5. I also understand that if my child participates in the Mississippi Academic Assessment Program – Alternate (MAAP-A), he/she is being instructed on the Alternate Academic Achievement Standards and will not be considered for a Traditional High School Diploma. _________________________________________________________________________ Parent/Guardian Signature Course Of Study Select the course of study that supports the Student’s postsecondary goal(s): Agriculture, Food and Natural Resources Architecture and Construction Arts, Media, and Communications Business Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety, and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution, and Logistics Additional options (SCD only): Supported Employment Daily Living Activities Customized Employment List the general and special education class(es) in the student’s course of study for the previous, current, and projected year selected on the basis of the student’s strengths, interests, preferences and desired postsecondary goals. Previous Year’s Class(es) Current Year’s Class(es) Projected Year’s Class(es) Student’s Invitation to the IEP Committee Meeting