zilongwang/ReadingBank huggingface dataset:
Reasons for Decision Complainant/Applicant: Mr W Licensee: CrownBet Pty Ltd Proceedings: Pursuant to Section 85(4) of the Racing and Betting Act – Referral of dispute to Racing Commission for determination Heard Before: Mr David Loy (presiding member) (on papers) Mr Andrew Maloney Mr Jim McNally Date of Decision: 10 May 2018 Background The dispute is between Mr W (the Client) and CrownBet (the Bookmaker). CrownBet is a holder of a license issued by the Northern Territory Racing Commission to conduct the business of a sports bookmaker in the Northern Territory. On the 10th October the client lodged a gambling dispute against the bookmaker and the client’s initial dispute stated: I rang up tried to withdraw 10005.00 (sic) Ask account had been block asked to speak to manger said same thing.. After phone call lost 60000.00 Put 50000.00 on eels and storm Rang up at Least 2/3 times telling them had passive gambling problems Even had to ring up asking what bet I put on with that 50000.00.. Told them I was in hospital and had gambling problem and was all my money I had twice and that I was going into a clinic for gambling and drinking problems. I'm still here now Lauren was who I spoke with To be honest I was on valium was chasing a high I have severe ptsd and depression Thanks Mr W On 12 October 2017, an email was sent to the client acknowledging receipt of the dispute and requesting the client provide all relevant materials in support of his claim. Additional to the dispute the client provided the following documents in support of his claim: Letter dated 25 October 2017, from Shaun Dempsey PhD, Clinical Psychologist, Townsville Clinical Psychology Services Letter submitted 2 November 2017, dated 24 October 2017, from Dr Graham Altman, Consultant Psychiatrist Letter submitted 10 November 2017, dated 9 November 2017 Dr Michael Likely, Consultant Psychiatrist
Product Targets With guidance and support from peers and adults: I can compose a piece of writing by going through the writing process of prewriting (planning), writing, revising, and editing. Vocabulary conventions editing grammar mechanical errors planning recursive revision revising sentence complexity sentence structure writing process Teacher Tips —This CCSD document shows an example of how the writing and language standards might be integrated during instruction. —Donald Graves writes that when students are truly writing, 85% of their time is actually spent planning. This Writing Fix website provides a variety of instructional ideas to increase the amount of quality time students spend pre-writing. —This website offers suggestions for conferencing with students as well as a variety of links to other writing conferencing websites. —This International Reading Association K-5 strategy guide explains the writing process and offers ways to apply it in your classroom to help students become proficient writers. In addition, a link is provided to a peer editing PowerPoint tutorial to assist students in understanding what it means to provide meaningful feedback to their classmates.
pardeep s/o sukhdev sk regular 51700207 clz, dems ranjeet s/o ganga shai sk regular 51801291 clz, dems bimla w/o attar singh sk regular 51700219 clz, dems kunti w/o lalu singh sk regular 51700218 clz, dems neelam w/o diwan sk regular 51700224 clz, dems bedo w/o ram singh sk regular 51700226 clz, dems mukesh s/o Kale sk regular 51700230 clz, dems dharam pal s/o rai singh sk regular 51700225 clz, dems raju s/o jhuman sk regular 51700229 clz, dems santra w/o jai kishan sk regular 51700217 clz, dems kaushal w/o raju sk regular 51700235 clz, dems vishnu mehto s/o ravinder mehto sk regular 51700221 clz, dems ashok s/o ramji lal sk regular 51700232 clz, dems bishni w/o sohan lal sk regular clz, dems
iii) Inadequate sensitization and capacity building of allied systems including police, judiciary, health care professions, etc; iv) Lack of proactive involvement of the voluntary sectors in child protection service delivery by the State UT Administrations; v) Large number of vacancies in existing child protection institutions. Serious service gaps i. Improper use of institution in contravention to government guidelines; ii. Lack of support services to families at risk making children vulnerable; iii. Overbearing focus on institutional (residential care) with (i.e. non-residential) services neglected; iv. Inter-state and Intra-state transfer of children especially for their restoration to families not provided for in the existing schemes. v. Lack of standards of care (accommodation, sanitation, leisure, food etc.) in all institutions due to lower funding; vi. Lack of supervision and commitment to implement and monitor standards of care in institutions; vii. Most 24-hourshelters do not provide all the basic facilities required, especially availability of shelter, food and mainstream education; viii. Not all programmes address issues of drug abuse, HIV/AIDS and sexual abuse related vulnerabilities of children; ix. None of the existing schemes address the needs of child beggars or children used for begging; x. Minimal use of non-institutional care options like adoption, foster care and sponsorship to children without home and family ties. xi. No mechanism for child protection at community level or involvement of communities and local bodies in programmes and services; xii. Serious services and infrastructure gaps leading to few adoptions;
(c) The establishment or maintenance of private educational institutions, if the object of the institutions is not to secure the exclusion of any group but to provide educational facilities in addition to those provided by the public authorities, if the institutions are conducted in accordance with that object, Convention against Discrimination in Education and if the education provided conforms with such standards as may be laid down or approved by the competent authorities, in particular for education of the same level. Article 4 The States Parties to this Convention undertake furthermore to formulate, develop and apply a national policy which, by methods appropriate to the circumstances and to national usage, will tend to promote equality of opportunity and of treatment in the matter ofeducation and in particular: (a) To make primary education free and compulsory; make secondaryeducation in its different forms generally available and accessible to all; make higher education equally accessible to all on the basis of individual capacity; assure compliance by all with the obligation to attend school prescribed by law.... (d) To provide training for the teaching profession without discrimination. Article 5 1. The States Parties to mis Convention agree that: .... (b) It is essential to respect the liberty of parents and, where applicable, of legal guardians, firstly to choose for their children institutions other than those maintained by the public authorities but conforming to such minimum educational standards as may be laid down or approved by the competent authorities and, secondly, to ensure in a manner consistent with the procedures followed in the State for the application of its legislation, the religious and moraleducation of the children in conformity with their own convictions; and no person or group of persons should be compelled to receive religious instruction inconsistent with his or their convictions; (c) It is essential to recognize the right of members of national minorities to carry on their own educational activities, including the maintenance of schools and, depending on the educational policy of each State, the use or the teaching of their own language, provided however: (ii) That the standard of education is not lower than the general standard laid down or approved by the competent authorities. 11. We shall now see the relevant provisions of the Constitution of India in the field ofeducation. Article 45 of the Constitution reads thus: 45. Provision for free and compulsory education for children.- The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years.
IN THE HIGH COURT OF ORISSA W.P.(C) No. 12764 of 2010. Decided On: 18.05.2011 Appellants: Association of Orissa Indian Certificate of Secondary Education Schools Vs. Respondent: State of Orissa & Ors. Hon'ble Judges/Coram: M.M. Das, J. ORDER M.M. Das, J. 1. Heard Mr. Panda and Mr. Mohapatra, learned Counsel for the petitioners, learned counsel for the School and Mass Education Department and Mr. B. K. Dash, learned counsel for the Board of Secondary Education as well as the learned counsel for the Council for I.C.S.E. As common questions of fact are arise in both the writ petitions for which they are disposed of by common order. 2. W.P.(C) No. 12764 of 2010 has been filed by the Association of Orissa Indian Certificate of Secondary Education Schools represented by his Secretary and W.P.(C) No. 12563 of 2010 has beep filed by the Council for the Indian School Certificate Examination. The cause of action in this writ petitions arose when the Board of Secondary Education, Orissa issued a corrigendum on 14-10-2009, which is quoted below : BOARD OF SECONDARY EDUCATION ORISSA, CUTTACK. CORRIGENDUM No. 514 (Syllabus) Date : 14-10-2009 IV-B-45/2008 It is for information of all concerned that in partial modification of the "List of Board's conducting 10+ (Secondary) Examinations which are declared equivalent to the H.S.C. Examination conducted by B.S.E., Orissa" notified vide Notification No. 143 dated 17-3-2009 the following terms and conditions are included against Sl. Nos. 13 and 20 which were escaped. Name of the Institution Name of the Examination Sl. No. 13: Central Board of Secondary Education Secondary School Examination Sikhya Kendra
Regents Practical Review for Location an Epicenter Name: ________________________ Regents Review Date: _____________ Period: _____ W.S. – Regents Practical Review for Locating an Epicenter Directions: Read the following procedure carefully to locate the epicenter of the earthquake. Procedure: Step 1: The Seismic Station at Balboa Heights, Panama distance to the epicenter has already been drawn on the map on the back of this sheet. 3,200 km Step 2: Use the compass to draw a circle around Boulder, Colorado (BC) with a distance of 1,600 km Step 3: Use the seismogram data below to determine the difference in arrival time for the P-wave and the S-wave arrival times at Mexico City, Mexico (MC) and record that information below. Step 4: Using the P- and S-wave Chart, determine the distance to the epicenter from Mexico City, Mexico (MC) and record that information below. Step 5: Use the compass to draw the epicenter distance on the map on the back of this sheet for Mexico City, Mexico (MC). Step 6: Place and X on the map on the back of this sheet where the location of the epicenter is. Mexico City, Mexico (MC) Seismic Stations Data Seismic Station C Time and Distance a) The difference in arrival time for the P-wave and S-wave arrival time for Mexico City, Mexico (MC) ___________________________ b) Distance to the epicenter from Mexico City, Mexico (MC) __________________________
Step 3. Run an f/k filter on a single file to determine which slopes mitigate the effects of noise and ground roll on the reflection data. Use the perl script Sudipfilt_class.pl. By examining the data it was observed that significant noise slopes in the negative direction whereas the data has a positive slope. By applying an f/k filter to all the negative slopes, noise was reduced significantly. To cancel out the effects of ground roll on the data I calculated the slope of the ground roll and set parameters that would encompass the calculated slopes. F/k is frequency divided by wavenumber which is equal to frequeny times wavelength which is equal to velocity. Because of this relationship, the slopes can be measure directly from an image. The parameters used to cancel out the ground roll are: slopes=10,15,60,70. To cancel the negative sloping noise I eliminated all negative sloping data: slopes=-100,-90,-1,0. A. B. C. D. E. F. Figure 4. A, B, and C are images of file 1001.g.su before the f/k filter was performed. D,E, and F are images of file 1001.g.su after the f/k filter was performed. Band pass filter vs. F/K filter By experimenting with different band pass and f/k filters I determined that the f/k filtering did a decent job at canceling the ground roll in the data, but the band pass filter seemed to do a better job. Therefore I used a hybrid filtering technique and used a band pass filter to cancel the ground roll and ran an f/k filter to cancel negative sloping noise. Figure 5 – Resulting image after band pass and f/k filtering.
HIV reporting for patients33 There are a summary of the combinations of results that do occur and require individual comments based upon profile and clinical setting, along with a further sample. Tests performed Test Results Suggested wording of report comment (see footnotes for further information and actions) Notes Screening 1 Testing sample using the fourth generation assays (HIV-1and HIV-2 antibodies and p24 antigen assay). Test sample from the clot (original sample). Not reactive HIV antibody/antigen not detected. No evidence of current or past HIV infection. Regular testing is recommended for those who remain at risk of infection or patients exhibiting HIV-related signs or symptoms. Please send a further sample taken at least 14 days after the current sample if HIV infection is still suspected. Recommend retesting according to window period of infection. Reactive Preliminary result. Further supplementary tests to follow for confirmation. Confirmation (screening test reactive samples) 2 Testing HIV screening test reactive samples by using HIV-1/HIV-2 antibody differentiation immunoassay or a further immunoassay followed by a typing assay Reactive. There could be 3 possible scenarios. They are: HIV- 1 reactive and not reactive. Positive for HIV- 1 antibodies. Consistent HIV-1 infection is present. Please send a repeat sample to confirm.
And he hopes his home country will share his enthusiasm. In addition to ’s Fields Medal win this year, is set to host the 2017 International Mathematical Olympiad and the 2018 International Congress of Mathematicians, where the next Fields medalists will be announced. “These four years are naturally going to be a good period to develop math in ,” said. He hopes it is only the beginning of a transformative movement that will elevate assumptions about his country’s intellectual promise. Last year, at a small bar in that happened to be playing Brazilian music, overhead a French mathematician tell his friends that “did not really have a math school.” When objected, the other mathematician made it clear that he was aware of IMPA. “I was a bit annoyed and insisted there was high-level math coming from there,” Avila said, to which the French mathematician replied, yes, there is that Brazilian superstar — Avila or something. “He was expecting someone older.”
（2）点击“个人资料”完善个人信息 （3）退出 点击’Login’, 选择’IHEP SSO Acct.’ 输入您的高能所邮件系统的用户名和口令登录。此处用户名支持长短二种格式。 新用户注册高能所统一认证账号 对于客座、外单位人员，可在下列地址注册高能所统一认证账号 BESIII 目录授权
Report comments Immunocompetent patient HEV IgM HEV IgG HEV RNA in blood Interpretative Comment Notes 1 Negative Not tested Not tested No serological evidence of HEV infection 2 Reactive Not Reactive Not detected Results probably reflect non-specific IgM reactivity. In the absence of HEV RNA and anti-HEV IgG, recent HEV infection is unlikely Request a second sample if clinically indicated 3 Reactive Not Reactive Detected Diagnostic of acute HEV infection 4 Reactive Reactive Not detected Indicative of acute HEV infection 5 Reactive Reactive Detected Compatible with current acute HEV infection 6 Reactive Reactive Not tested Compatible with acute HEV infection Immunocompromised patient HEV RNA in blood HEV RNA in stool (if patient is on treatment) HEV IgM* HEV IgG* Interpretative Comment Notes 1 Not detected Not detected Not reactive Not reactive No evidence of past or current HEV infection This profile will also be seen in a previously known HEV-infected patient who has cleared their infection whilst on
Issue number discarded 1.2 Insert issue number 2 Section(s) involved Amendment Whole document. Hyperlinks updated to gov.uk. Page 2. Updated logos added. Scope of document. The type of specimens in this section of the text has been updated. Introduction. Taxonomy updated. More information has been added to the section. Some sentences were moved to other sections where it fits while some were reworded. Avian chlamydiosis. Updated to include information regarding molecular methods that could be used in diagnosis of chlamydial infections. Diagnosis of psittacosis/ornithosis. This section has been updated to include the molecular, culture and serology methods that could be used in diagnosis of psittacosis/ornithosis. Zoonotic infection with chlamydiae of ruminant origin. Updates have been done in section 3 and two more web links have also been updated. There is a mention of families Parachlamydiceae and Waddliaceae being recognised as agents of adverse pregnancy outcomes. Diagnosis of chlamydial abortion. This section has been updated to include the molecular and serology methods that could be used in diagnosis of chlamydial abortion. Reporting. This section is a new addition to the document. Appendix 1: Taxonomy of Chlamydiales. This section has been developed for guidance. Appendix 2: Diseases caused by chlamydiae in man and in animals. This section has been developed for guidance. References. Some references updated.
Appendix 2: Diseases caused by Chlamydiae in man and in animals Genus Host Pathology in animals Route for human Pathology in humans Principal Occasional Common signs Severe disease Common signs Uncommon / severe disease Chlamydophila species Cp. psittaci Birds (parrots, domestic poultry) Dogs, horses, pigs anorexia, lethargy, diarrhoea Conjunctivitis pneumonia, pericarditis, death Inhalation Influenza-like illness Endocarditis, encephalitis, pneumonia, death Cp. abortus Ruminants (sheep, goats cattle) Pigs, deer, horses, rabbits, koalas, guinea pigs, mice Abortion, stillbirth, epididymitis Endometritis Inhalation Influenza-like illness Pneumonia, abortion, renal failure, respiratory distress, death Cp. felis Cats – Conjunctivitis Pneumonia, chronic salpingitis Direct contact Conjunctivitis Endocarditis, liver failure Cp. caviae Guinea-pigs – genital tract infection – Direct contact Conjunctivitis – Cp. pneumoniae Humans, koalas, horses Reptiles and amphibians Respiratory diseases – Fomites Inhalation Pneumonia, Bronchitis, Asthma Reactive arthritis Cp. pecorum Ruminants (cattle, sheep and goats), pigs, koalas Intestinal infection, abortion, conjunctivitis, urinary tract disease pneumonia, arthritis Direct contact in man Chlamydia species C. muridarum Mice - - - - in man C. suis Pigs - Pneumonia, enteritis, conjunctivitis (pig) - - in man
Report comments 45 The final result should be able to distinguish active infection from resolved infection and acute infection using a combination of antibody, antigen and NAAT tests. Following an initial (first sample) positive result it is best practice to request a repeat sample. Investigation of hepatitis C infection by HCV antibody testing confirmed by NAAT 1st Assay 2nd Assay 3rd Assay Optional if needed Interpretative comments Notes HCV Ab HCV NAAT HCV Ab 1 Unreactive Not tested Not tested HCV antibody not detected. 2 Reactive or Equivocal RNA Detected Not tested HCV antibody reactive HCV RNA detected Evidence of active HCV infection. Consider requesting HCV genotyping and other BBV testing unless already performed. Refer to hepatitis service. Hepatitis A and B vaccine recommended if appropriate”. HCV antibody detected on the basis that the presence of HCV RNA allows one to infer with confidence that the HCV IgG reaction is a true positive. Advise referral to an appropriate specialist for further treatment. Please ensure hepatitis A and B immunity status is known and vaccination given if needed.
Investigation of hepatitis C infection by antibody testing confirmed by antigen 1st Assay HCV Ab 2nd Assay HCV Ag 3rd assay HCV Ab 4th assay HCV NAAT Interpretative comments Notes 7 Unreactive Not tested Not tested Not tested HCV antibody not detected. 8 Reactive or Equivocal Reactive Not tested Not tested Consistent with active HCV infection. Advise referral to an appropriate specialist for further assessment/treatment. Consider requesting HCV genotyping and recommend other BBV testing unless already preformed. Refer to hepatitis service. Hepatitis A and B vaccine recommended if appropriate. 9 Reactive or Equivocal Unreactive Unreactive Not tested No evidence of active HCV infection Consider reporting initial HCV Ab reactivity according to local policy. 10 Reactive or Equivocal Equivocal Unreactive Not detected No evidence of active HCV infection Consider reporting initial HCV Ab reactivity according to local policy. 11 Reactive or Equivocal Equivocal Unreactive Detected Consistent with active HCV infection. Advise referral to an appropriate specialist for further assessment/treatment.
Consider requesting HCV genotyping and recommend other BBV testing unless already preformed. Refer to hepatitis service. Hepatitis A and B vaccine recommended if appropriate. 12 Reactive Unreactive or Equivocal Reactive or Equivocal Not tested HCV antibody detected. If negative, request a further sample. 13 Equivocal Unreactive or Equivocal Reactive or Equivocal or Unreactive Not tested Indeterminate HCV status Please send a repeat sample to confirm including by NAAT.
4 Reactive or Equivocal RNA not detected Reactive or Equivocal No evidence of active HCV infection. HCV antibody positive result may indicate past HCV infection. EASL 2016 recommend that “Anti-HCV positive, HCV RNA negative individuals should be retested for HCV RNA 3 months later to confirm definitive clearance”26. Suggest a repeat sample to confirm HCV antibody status. Please note that undetectable HCV RNA does not exclude current infection because viraemia may be intermittent. Suggest testing a follow-up blood for HCV NAAT to investigate possible fluctuating viraemia49, 26. 5 Reactive or Equivocal RNA not detected Not reactive No evidence of active HCV infection. Consider reporting initial HCV Ab reactivity according to local policy. 6 Not reactive RNA detected Not tested HCV RNA detected. Evidence of active HCV infection. Advise referral to an appropriate specialist for further assessment/treatment. Hepatitis A and B vaccine recommended if appropriate. Indicates either acute HCV infection or possibly a chronic infection in an immunocompromised patient. Please ensure hepatitis A and B vaccination status is known and vaccination given if needed. Consider requesting HCV genotyping and other BBV testing unless already performed.
Investigation of hepatitis C infection by HCV antibody testing confirmed by antigen 1st Assay HCV Ab 2nd Assay HCV Ag 3rd assay HCV NAAT Interpretative comments Notes 7 Not reactive Not tested Not tested HCV antibody not detected. In the case of suspected acute hepatitis C or in immunocompromised patients, HCV RNA testing should be part of the initial evaluation. HCV core antigen assays are less sensitive than HCV RNA assays as a result core antigen becomes detectable in peripheral blood a few days after HCV RNA in patients with acute HCV 26. 8 Reactive or Equivocal Reactive Not tested Consistent with active HCV infection. Advise referral to an appropriate specialist for further assessment/treatment. Hepatitis A and B vaccine recommended if appropriate. Consider HCV RNA testing in addition to requesting HCV genotyping testing. Recommend other BBV testing unless already performed. 9 Reactive or Equivocal Equivocal or Not reactive Not detected No evidence of active HCV infection. Please send a repeat sample to confirm by NAAT. EASL 2016 recommend that “Anti-HCV positive, HCV RNA negative individuals should be retested for HCV RNA 3 months later to confirm definitive clearance”26. Recommend other BBV testing unless already performed. 10 Reactive or Equivocal Equivocal Detected HCV RNA detected. Evidence of active HCV infection. Advise referral to an appropriate specialist for further Consider HCV RNA testing in addition to requesting HCV genotyping testing. Recommend other BBV testing unless already performed.
Time Title Speaker Morning – Moderator：Zhen Sun 08:30-09:00 Welcome and science introduction Jian Lin 09:00-09:30 The general importance and fundamental questions related to rifted margins Hans Christian Larsen 09:30-10:00 Photo session + Tea break 10:00-12:00 Structures and evolution of magma-poor continental margins Tim Reston 12:00-12:30 Seismic studies of accretion of oceanic lithosphere in magma-rich EPR and magma-poor MAR Min Xu 12:30-14:00 Lunch Afternoon – Moderator：Xuelin Qiu 14:00-16:00 Up- and down-scaling field and seismic observations to test models of hyperextended rifted margins Gianreto Manatschal 16:00-16:30 Tea break 16:30-17:00 Post-spreading volcanism in the South China Sea Minghui Zhao 17:00-18:00 Discussionon magma-poor margin + Free presentations (5min each) October 25, 2016 Tuesday Time Title Speaker Morning – Moderator：Jian Lin
08:30-09:30 Large Igneous Provinces (LIPs): Origin, expressions and impact Hans Christian Larsen & Mike Coffin 09:30-10:30 Controls on structural and magmatic variability along rifted margins: from observations to interpretations – 1 Gianreto Manatschal 10:30-10:45 Tea break 10:45-11:45 Controls on structural and magmatic variability along rifted margins: from observations to interpretations – 2 Gianreto Manatschal 11:45-12:30 The Norwegian volcanic rifted margin Hans Christian Larsen & SverrePlanke 12:30-14:00 Lunch Afternoon – Moderator：Minghui Zhao 14:00-15:00 The southeast Greenland volcanic rifted margin Hans Christian Larsen 15:00-16:00 When, where and how is magma emplaced in magma-rich margins Gianreto Manatschal 16:00-16:30 Tea break 16:30-17:00 The magmatism and its passage in the Northern South China Sea continental margin Shaohong Xia 17:00-18:00 Discussionon magma-rich margin + Free presentations (5min each) October 26, 2016 Wednesday Time Title Speaker Morning – Moderator：Min Xu
SECTION 2: For Third Party to Complete Third Party details Registered name Trading name Third Parties’ main activity Third Party address Address Line 1 Address Line 2 City/Suburb State, Postcode Country Postal address As above? Contact Person FAMILY NAME, Given name Position Office telephone number Email address Third Party applicant leadership endorsement Project Title: With reference to the application to the CSIRO-CAS Fund, for the project (above) I… (Authorised representative for the third party, SURNAME, first name, and title) Authorised representative for the Third Party (Third Party Organisation Name) 1. I declare that to the best of my knowledge and belief the information contained in this application is true and correct, and acknowledge that if any information provided by the Third Party in this application is false or misleading in any respect, then in addition to other remedies available at law, CAS or CSIRO may withdraw, suspend, terminate or seek repayment of funding for the project. 2. The Third Party agrees that CAS or CSIRO may ask you to provide clarification, further information or documentation in order to verify or supplement the information supplied in this application.
Administrative Assistant/Coordinator of Communications and Public Relations Hillary Wright 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax hillary.wright@washington.kyschools.us Receptionist/Secretary/AESOP Paula Baker 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax paula.baker@washington.kyschools.us Director of State and Federal Programs Lee Anne Ater 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax leeanne.ater@washington.kyschools.us Chief Academic Officer Cherry Boyles 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax cherry.boyles@washington.kyschools.us Assistant Superintendent of Operations/Director of Special Education Jason Simpson 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax jason.simpson@washington.kyschools.us Asst. Director of Special Education/District-wide Special Education Consultant Paula Turner 120 Mackville Hill Springfield, KY 40069 859-336-5470 859-336-5480 fax paula.turner@washington.kyschools.us Administrative Assistant Special Ed. and Preschool/Grant Writer Jill Settles 859-336-5470 phone 859-336-5480 fax jill.settles@washington.kyschools.us School Psychologist Amanda Thorn 120 Mackville Hill 859-336-5470 phone 859-336-5480 fax amanda.thorn@washington.kyschools.us Person/Address Contact Information Chief Financial Officer Judy Spalding 120 Mackville Hill 859-336-5470 phone 859-336-2072 fax judy.spalding@washington.kyschools.us Assistant Finance Officer Matthew Thomas 120 Mackville Hill 859-336-5470 phone 859-336-2072 fax mathew.thomas@washington.kyschools.us
Maintenance Department Ray Kelty, Darnell White, Jeff Grigsby 120 Mackville Hill , 40069 859-336-5475 phone 859-336-5480 fax ray.kelty@washington.kyschools.us darnell.white@washington.kyschools.us jeff.grigsby@washington.kyschools.us North Amanda Mattingly, Principal Brett Hudson, Assistant Principal Lolita Blanton, Guidance Counselor 5658 Hwy. 433 859-375-4038 phone 859-375-0214 fax amanda.mattingly@washington.kyschools.us brett.hudson@washington.kyschools.us lolita.blanton@washington.kyschools.us Holly W. Elmore, Principal Leonard Abell, Guidance Counselor 859-336-5490 phone 859-336-0446 fax holly.elmore@washington.kyschools.us leonard.abell@washington.kyschools.us Malissa Hutchins, Principal Tim Messer, Assistant Principal Paige Mattingly, Assistant Principal Tracy Abell, Guidance Counselor Michele Welch, Guidance Counselor 300 West US 150 Bypass 859-336-5475 phone 859-336-5983 fax malissa.hutchins@washington.kyschools.us tim.messer@washington.kyschools.us paige.mattingly@washington.kyschools.us tracy.abell@washington.kyschools.us michele.welch@washington.kyschools.us Person/Address Contact Information Commander Academy Willis, Central Office Administrator Reece Grubbs, Head Teacher 520 Lincoln Park Road Springfield, Ky. 40069 859-336-5470 phone 859-336-5480 fax reece.grubbs@washington.kyschools.us Ty Howard, Principal David Asher, Interventionist 603 Lincoln Park Road Springfield, Ky. 40069 859-336-5483 phone 859-336-5477 fax ty.howard@washington.kyschools.us david.asher@washington.kyschools.us Teachers’ Retirement System (Certified Employees) 502-848-8510 Division of Social Security 502-564-3952
The mere fact that a party’s counsel has been engaged elsewhere does not compel a continuance. Commerce Bank of Mexico, N.A. v. Davidson, 667 S.W.2d 474 (Mo.App.1984). In this case, the scheduling conflict is, at best, tenuous. The conflicting trial defendant’s Motion for Continuance references a case as being set in Greene County. That case is a one day bench trial, listed number five, as back up to four jury trials (the “bench trial”). The opposing lawyer for the bench trial has informed Adam’s counsel, by letter, that it is extremely unlikely the bench trial will proceed as scheduled, even assuming the four jury trials ahead of it, resolve. In any event, even if the bench trial was to materialize into more than a potential conflict, Adam’s case was set seven months before it and should take priority. If BEN’S still felt compelled to stay with the firm of Brown and James, despite attorney James’ bench trial, rather than hiring any one of the other multiple defense firms in Southwest Missouri, BEN’S could use one of the hundred other lawyers listed on Brown and James’ website. The schedule conflict is not sufficient to warrant a continuance of this important case. Conclusion The Motion for Continuance amounts to nothing more than defendants’ request for this Court to bail them out of an awkward situation that they, themselves, have created. Under these circumstances Adam should be permitted to keep his trial setting. THE ODOM LAW FIRM, P.C.
Dear Jody McCrory: This is just a reminder that you are committed to the following volunteer hours for the Ozarks Science & Engineering Fair on Saturday, April 21, 2012: START TIME END TIME 8:00:00 AM 1:00:00 PM Please report to the OSEF office in Hammons Student Center (go in the main doors, past the ticket windows – the OSEF office is in the Press Room just under the east bleachers, on the right) at the Start Time indicated to check in. You should dress comfortably but casually – you may want to wear sneakers for better traction, foot support, and protection. If you have any questions, please feel free to contact me. Sue McCrory, Volunteer Coordinator Ozarks Science & Engineering Fair cell: (417) 555-5555
Dear Thoeun Lewton: This is just a reminder that you are committed to the following volunteer hours for the Ozarks Science & Engineering Fair on Saturday, April 21, 2012: START TIME END TIME 12:00:00 PM 5:00:00 PM Please report to the OSEF office in Hammons Student Center (go in the main doors, past the ticket windows – the OSEF office is in the Press Room just under the east bleachers, on the right) at the Start Time indicated to check in. You should dress comfortably but casually – you may want to wear sneakers for better traction, foot support, and protection. If you have any questions, please feel free to contact me. Sue McCrory, Volunteer Coordinator Ozarks Science & Engineering Fair cell: (417) 555-5555
*(UNDERTAKEN STUDY OR TRAINING IN AUSTRALIA) Ask if D8 = Codes 1, 2 or 3. Others go to Timestamp4. D10 What kind of course or training were you, or are you undertaking, in Australia? (please mark all that apply) Multiple Response Work experience (unpaid experience in a workplace) aed08_1 Paid traineeship aed08_2 Secondary school (Grade 7-12) (Go to Timestamp4) aed08_3 Short course (1-6 weeks) aed08_4 Trade or technical qualification (1-3 years) aed08_5 University degree aed08_6 (Codes -1, -2 or -3 go to Timestamp4) *(UNDERTAKEN STUDY OR TRAINING IN AUSTRALIA EXCEPT ‘SECONDARY SCHOOL’) Don’t ask if (D10 = ONLY Code 3) OR (D10 = -1, -2 or -3). D12 What is your main area of training or study in Australia? aed02_asced 1. [Please specify] (Timestamp4)
Decimal 2 6 , 5 0 0 , 7 2 9 . 4 1 5 Say the number aloud when the teacher calls on you. Place Value Match Timed Test List all the place value names the two numbers have in common. You have 120 seconds before we discuss. 1,325,489 2,296,421 6,554,664,564,665 1,354,654,313,638 Place Value(s): Example hundreds Place Value(s): 3,654,334 4,513,135 76,546,434,354,654 4,513,453,513,413 Place Value(s): Place Value(s): 652,148 5,648,896 458,124 654,897
Number Sense Comparing Numbers ----------------------------------------- Write the numbers in ascending order. 0, , , Write the numbers in ascending order. 3,
- - Pu It In Action Order of Operations GEMDAS Grouping Symbols Exponents Multiplication/Division Addition/Subtraction Simplify 4 – 3[4 –2(6 – 3)] ÷ 2. I will simplify from the inside out: first the parentheses, then the square brackets, being careful to remember that the "minus" sign on the 3 in front of the brackets goes with the 3. Only once the grouping parts are done will I do the division, followed by adding in the 4.
4 – 3[4 –2(6 – 3)] ÷ 2 = 4 – 3[4 – 2(3)] ÷ 2 = 4 – 3[4 – 6] ÷ 2 = 4 – 3[–2] ÷ 2 = 4 + 6 ÷ 2 = 4 + 3 = 7 Simplify 16 – 3(8 – 3)2 ÷ 5 More Computation Problem Solving … I got through this early…..Yay! 1 7 4 7 2 9 5 8
Name: ______________________ Date: _______________________ Tindley Preparatory Academy Summer School Math – Grade 7/8 Lesson 1: Number Sense 24 CHALLENGES Make the number 24 using the four numbers given. You can add, subtract, multiply and divide. Use all four numbers, but use each number only once. There is at least one solution to every set of numbers. ALGEBRA 24 CHALLENGES Find a value for x and/or y (any whole number from 1 to 9) which, when used with the other numbers on the card, can make 24. You can add, subtract, multiply and divide. Use all four numbers, but use each number only once. 1 9 y+7 5 2 7 3 8 Example: 2*9 = 18 7-1 = 6 18 + 6 = 24 Example: y=1 1+7=8, 8+3=11 5+8=13, 13+11=24 7 8 2y-y 2 8 5 3 1
Perimeter/Before & After School Step 1: Review Behavior Expectations Safe: Be free from harm of any kind. Responsible: Be dependable and trustworthy at all times. Respectful: Be polite and cooperative with others. Kind: Say only positive things to/about others and do nice things for them. Step 2: Teach Expectations for Specific Setting Be Safe Be Responsible Be Respectful Be Kind · Walk at all times · Keep hands and feet to self · Walk bikes, scooters, skateboards, etc. while on campus · Enter and exit bus with care · Use crosswalks and sidewalks · Go straight home, without loitering in park or other areas of community · Only use cell phones and electronic devices in designated areas · Follow directions at all times · Keep campus clean from litter · Stay off campus until 7:40 (7:30 if you have breakfast in the Multi) · Move into quads after 7:40 · Depart from campus by 2:20 if not involved in after-school activities (1:25 on Mondays) · Use appropriate language · Be polite and courteous to others · Be aware of other’s space and personal belongings · Use kind words, no put-downs and no gossip · Help students find their rides · Be sure no one walks alone · Give encouragement and compliment others Step 3: Tell Why Expectations are Important Safe: To avoid potentially dangerous situations and prevent injuries to people and damage to property Responsible: To maintain a well-kept school environment, Respectful: So that everyone can feel good about being at school Kind: To improve the overall school climate (the quality and character of school life) Step 4: Demonstrate Expectations *Provide more examples than non-examples Cougar Code Tenant Non-Example Example Be Safe *Jaywalking *Walking in bus zone *Riding bike through campus *Hanging out in Tetotum Park *Using crosswalk *Staying on sidewalk *Walking bike off the campus *Walking around or straight through Tetotum Park
away Be Respectful *Yelling *Talking at an inappropriate time *Not showing speaker you’re listening *Remaining quiet at appropriate times *Eyes on speaker/performer *Body turned toward speaker/performer Be Kind *Heckling the speaker/performer *Booing the speaker/performer *Applaud at appropriate times *Encourage the speaker/performer Step 5: Provide Opportunities to Practice Class/Partner Discussion Role Playing Brainstorm/List Examples or Ways to Follow Rules Draw/Write Examples and Non-Examples Read A Book That Demonstrates Rule or Behavior Perform Skits Students Teach Other Students About Rules
Mitigate, Remedies Chapter 14 Assigned Cases for this lecure: Case 1, p. 209, Case 3, p. 225, Case 9, p. 243 and Case 1, p. 259 JAN 27 Torts: Intentional Torts, Business and Related Torts & Crimes, Unintentional Torts, Vicarious Liability, Negligence, the Concept of Foreseeability, Manufacturer’s Liability, Tort Defenses, Remedies, Professional Standards and Professional Obligations, Professional-Client Relationships Chapter 4 Chapter 5 Chapter 6 Assigned Cases for this lecture: Mini-Cases 1, p. 76, 2 and 3, p. 95 and 1, p. 111 & FEB 3 Security for Debt: Forms, Statutory Protection for Creditor Security, Priorities Negotiable Instruments: Bills of Exchange, Cheques, Promissory Notes, Defences, Consumer Protection and Negotiable Instruments International Business Law: Importing and Exporting Goods to and from Canada, International Trade Regulation, International Trading Relationships and Contracts of Sale, International Trade Dispute Arbitration* Chapter 29 Chapter 28 Chapter 33 No cases assigned this week. *See Extra Reading Note: The second half of this lecture will be a review in preparation for the Mid-Term Examination next week. FEB 10 READING WK FOLLOWS MID TERM EXAMINATION (2.5 hours), Closed Book This test will cover the material discussed in Sessions 1 – 5 (above) FEB 24 1 Business Organizations Other Than Corporations: Sole Proprietorship, Partnership, Partnership Liability for Acts of Employees, Rights and Duties of Partners to One Another, Dissolution of Partnership, Limited Partnership, Limited Liability Partnership Chapter 16 Assigned Cases for this lecture: Case 1, p. 300, Case 2, p. 300 and Case 7, p. 302
Forms and Policies Attending Physician's Statement form, for missed midterm or missed final exam: DSA Form, for missed final exam: DSA Process: In the Course Outline portion of the standard class website, there is an Important Course Information section with links to various policies. Tentative Course Schedule The topic order will be as stated below. However, if we cannot finish the material listed in a week, the remainder will be carried forward to the following week. Depending on time constraints some topics may be subject to minor changes. Week Topic and Textbook Material 1 Introduction and Time Value of Money overview B4M Chapters 1 and 5 Goals of the corporation; different organizational forms; how business organizations evolve over time; ethics and valuation; and overview of time value of money 2 Time Value of Money (TVM) I B4M Chapter 5, part 1 Present value and future value of annuities; perpetuities and multiple cash flow streams that have unequal cash flows; and mortgages calculations 3 Time Value of Money (TVM) II B4M Chapter 5, part 2 Application of time value of money to real world decisions: retirement saving, buying versus leasing, and mortgage refinancing; effective interest rates; nominal versus real cash flows; and determining the discount rate 4 Bonds B4M Chapter 6 and Chapter 14 (14.4 and 14.5) The bond market; interest rates and bond prices; valuing bonds; special types
establish the country suffers from DD. Furthermore, institutions have no clear policies and don’t aid against DD. A unit increase in the share of governmental investment into assets in the GDP decreases the REER. It is an indicator of positive governmental policy to avoid spending The negative sign of the relationship speaks of investment with high import contents, which have a negative effect on the trade of balance, meaning that a policy to avoid spending effects hasn’t been established. M2, on the other hand, is an indicator of negative governmental policy, since increasing cash flow into the market is a method of manipulating the REER the decrease. The empirical model found two co-integrated relations, since there is causality between REER and NFA variables. The causality lies in the foreign investments: a low RER makes domestic assets less attractive for both domestic and foreign investment, because the assets offer lower real rates of return. On the other hand, a reduction in foreign investment into assets decreases the demand for the domestic currency, thus increasing REER. Policies: Achieving a mere decline in REER are not sufficient measures to eliminate DD. DD lies in the manufacturing sector decline. The investment into developing this sector is the structural change needed to achieve a more stable economy. Countries with DD have had different approaches in fighting DD. Netherlands, alongside with investment into manufacturing sector, made investments in international assets, thus diversifying the economy. Australia dealt with the condition by eliminating tariffs and subsidizing a certain sectors of the manufacturing industry. The government of Norway developed several policies to avoid DD, including funding of the manufacturing sector to sustain it, creating of the Government Pension Fund designed to hedge against petroleum revenue and investment in technological advancement and research. For Armenia’s case several steps are necessary. Governmental spending affects the resource revenue greatly (Katz et al, 2004), thus a fiscal policy must be established to control
1 Jan 4th to Jan 10th Chapter 1: Managerial Accounting & the Business Environment; Chapter 2: Cost Terms, Concepts & Classifications Case Analysis: An Introduction Problem Solving Techniques Exercise 2-9 Problem 2-17 Case 2-28 2 Jan 11th to Jan 17th Chapter 3: Cost Behaviour Chapter 4: Cost-Volume-Profit Relationships Jan 17th : last date to enroll in the course without permission Exercises 3-6 & 3-8 Problem 4-19 3 Jan 18th to Jan 24th Chapter 5: Job-Order Costing Problems 5-17 & 5-19 4 Jan 25th to Jan 31st Chapter 6: Process Costing Exercise 6-4 Problem 6-11 5 Feb 1st to Feb 7th Chapter 7: Activity-Based Costing Exercise 7-14 Problems 7-19 & 7-20 Sunday Feb 7th Common first mid-term exam - Chapters 1 to 6 (25%) - All sections 6 Feb 8th to Feb 12th Chapter 8: Variable Costing Exercises 8-5, 8-6 & 8-9 Problem 8-15 (case) Reading Week Feb 13th to Feb 19th No Classes No Tutorials 7 Feb 20th to Feb 28th Chapter 9: Budgeting Exercise 9-1 Problem 9-18 8 Feb 29th to March 6th Chapter 10: Standard Costs & Overhead Analysis Exercises 10-7 & 10-8 Cases: Minim Inc* 9 Mar 7th to Mar 13th Chapter 11 and Appendix 11A: Reporting for Control There is no on-campus class Friday March 4th – last date to drop Fall term courses without receiving a grade. Exercise 11-6 Problem 11-14 Sunday March 13th Common second mid-term exam - Chapters 7 to 10 (30%) - All sections 10 Mar 14th to Mar 20th Chapter 12: Relevant Costing For decision Making Exercises 12-8, 12-11 & 12-12 Case: Bidco Foods Inc.* 11 Mar 21st to Mar 27th Chapter 13: Capital Budgeting Decisions There is no on-campus class Exercises 13-3, 13-4 & 13-7 Problem 13-28
Do you agree that HEFCW has a responsibility to act in the student interest in respect of financial requirements? Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree Don’t know Audit Code of Practice The 2015 Act states that the Code may make provision about the accounting and audit arrangements of regulated institutions. The Audit Code of Practice section of the Code is similar to the Audit Code of Practice within HEFCW’s current Memorandum of Assurance and Accountability. Do you agree that the Audit Code of Practice is fit for purpose? Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree Don’t know Exercise of discretion in invoking the Statement of Intervention The Code splits its provisions into two sets: ‘must’ requirements which are specific legal requirements or requirements under the Code and which must be complied with; and
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