zilongwang/ReadingBank huggingface dataset:
CIOPORA requests that infringers of IP rights shall be obliged to compensate all reasonable costs incurred by enforcement proceedings. 10.3 Specialized Courts Plant Breeders´ Rights law is – due to the specifics of the material incurred – difficult and to judge about such cases it needs special knowledge. Thus, it is advisable to direct Plant Breeders´ Rights court cases to selected courts, which are specialized in Plant Breeders´ Rights law or at least to courts that already are established for patent infringement cases because of similar experience in industrial property. This guarantees a unitary and qualified case law. 10.4 Use of molecular techniques for the enforcement The effective enforcement of IP rights is of utmost importance for breeders. CIOPORA supports the elaboration of a standard modus operandi of DNA analysis as an additional tool to improve the enforcement of IP rights; molecular markers are then very useful for variety identification. Particularly in regard to the harvested material of fruit varieties, such as apples or grapes, DNA analysis is the only way to prove or at least to provide a prima facie proof that the harvested material belongs to a protected variety, because in most fruit species it is not possible to produce a true-to-type plant from the harvested material. [Appendix II follows]
Vocabulary These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to your students ) words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with) Page 2 – stranded – a person or object is unable to move from the place where they are Page 3 – levee – a special wall built to stop a river flooding Page 3 – tether(ed) – to tie an animal to a post so that it can only move around within a limited area Page 5+ – volunteer – someone who does a job willingly, often without being paid Page 3 – wall of water – a large wave of water washing over the city. Page 3 – silent heat – the weather was uncomfortably hot and humid. Page 8 – buckle(ed) – to become bent or curved because of heat or pressure, or to make something bend or curve in this way Page 9 – devastate(ed) – to damage something very badly or completely Page 14 – temporary – intended to be used for only a limited period of time Community – a group of people who come together with similar interests or concerns. Fun Extension Activities for this book and other useful Resources View Two Bobbies website, created by authors Kirby Lawson and Mary Nethery at View the publisher’s website for additional classroom activities at Read Gail Gibbon’s non-fiction book, Hurricanes for excellent background.
Pennsylvania State Coroners Association TWO DAY CONTINUING EDUCATION ONLY Do not fill this out if you are attending the entire convention. HOSTED BY - Dennis J. Hess, Berks County Coroner DATES – September 23rd & 24th, 2015 LOCATION – Crown Plaza Reading, 1741 Paper Mill Rd., Wyomissing, Pa. 19610 Please fill out a separate form for each attendee. Name – __________________________________ County - __________________________ Phone -___________________________________ Fax – _____________________________ – ____________________________________ Email - ____________________________ Name to be put on Certificate. ____________________________________________________ Registration fee includes continuing education programs, breakfast and lunch Wednesday and Thursday, dinner on Wednesday, and activities. $200 Please make checks payable to the PA State Coroner’s Association and mail to: Dennis J. Hess, Berks County Coroner, 1047 MacArthur Rd. Suite 200, Reading, Pa. 19605. Do not send cash. Deadline date to register – 8-20-15 There is a $100 late fee that will apply after that date. You must attend all seminars on Wednesday and Thursday to receive your continuing Education credits. This course has been approved for eight hours continuing education by the PA Coroner’s Education Board under the provision of Act 22, 1988. Make sure you bring your PSCA identification badge with you. Badges will only be issued to those that have not previously had their photos taken.
Before Skin Incision Entire Surgical Team: Is everyone ready to perform the time out? Please your name and role Patient’s name Surgical procedure to be performed Surgical site Essential imaging available Has antibiotic prophylaxis been given within the last 60 minutes? Plan for redosing discussed Briefing Surgeon Shares: Operative plan Possible difficulties Expected duration Anticipated blood loss Implants or special equipment needed Anesthesia Provider discusses: Anesthetic plan Airway concerns Other concerns Nursing team discusses: Sterility, including indicator results Any equipment issues Other concerns Surgeon states: “Does anybody have any concerns? If you see something that concerns you during this case, please speak up.” Before Patient Leaves Room Nurse reviews with team: Instrument, sponge and needle counts are correct Name of the procedure performed Specimen labeling Read back specimen labeling including patient’s name Debriefing Entire Surgical Team Discusses: Equipment problems that need to be addressed. Key concerns for patient recovery and management What could have been done to make this case safer or more efficient This checklist is not intended to be comprehensive. Additions and modifications to fit local practice are encouraged. on the WHO Surgical Safety Checklist, URL http://www.who.int/patientsafety/safesurgery/en, © World Health Organization 2008 All rights reserved.’
Australian Bureau of Statistics (2011) Balance of Payments and International Investment Position, Australia: Concepts, Sources and Methods, ABS. Cat. No. 5331.0 Australian Bureau of Statistics (2012) Feature article: mining investment in ABS publications, Private New Capital Expenditure and Expected Expenditure, ABS Cat. No. 5625.0, March 2012. Becker, C. and M. Davies (2002) Developments in the index, Reserve Bank of Australia Bulletin, October. Caton, C.N. and H.N. Johnston (1975) An econometric model of the Australian economy, Australian Bureau of Statistics. Chung, E., M. Kohler, and C. Lewis (2011) The exchange rate and consumer prices, Reserve Bank of Australia Bulletin, September Quarter, pages 9-16. Dixit, A.K. and J.E. Stiglitz (1977) Monopolistic competition and optimum product diversity, American Economic Review, Vol. 67, No. 3, pages 297-308. Dwyer, J. and C. Kent (1993) A re-examination of the determinants of Australia’s imports, Reserve Bank of Australia Discussion Paper, No. 9312. Dwyer, J. and R. Lam (1994) Explaining import price inflation: a recent history of second stage Reserve Bank of Australia Discussion Paper, No. 9407. Jilek, P., A. Johnson, and B. Taplin (1993) Exports, imports and the trade balance, Treasury Macroeconomic (TRYM) Model Papers, Australian Treasury. Kouparitsas, M.A. and L. Luo (2014) Modelling Australia’s exports of goods and services, Treasury Working Paper, forthcoming. Wilkinson, J. (1992) Explaining Australia’s imports: 1974-1989, Economic Record, No. 68(201), pages 151-164.
Table 6: Stamp duty — Marginal excess burden comparison Stamp duties on conveyances MEB ($) Baseline 0.72 Sensitivities: Parameters governing firm behaviour Economic rents Low rent 0.98 High rent share 0.64 Foreign ownership of firms Low foreign ownership 0.72 High foreign ownership 0.72 Capital mobility Imperfect capital mobility 0.66 Profit shifting Low profit shifting 0.75 High profit shifting 0.69 Structuresland substitution elasticity Low elasticity 0.10 High elasticity 1.15 Capitallabour substitution elasticity Low elasticity 0.69 High elasticity 0.75 Sensitivities: Parameters governing household behaviour Labourleisure ratio (N:L = 2:1) Medium (N:L = 1:1) 0.85 Low (N:L = 1:2) 0.99 Consumptionleisure substitution elasticity Low elasticity 0.38 High elasticity 1.17 Consumption good substitution elasticity Low elasticity 0.58 High elasticity 0.84 Savings decision (fixed domestically owned capital stock) Fixed saving rate 0.72 Literature estimates KPMG (2010) 0.34 KPMG (2011) 0.80 Independent Economics (2014) 0.71 Source: KPMG (2010), KPMG (2011), Independent Economics (2014) and Treasury estimates. Our central estimate of the marginal excess burden for conveyancing duties is broadly similar to estimates reported by KPMG (2011) and Independent Economics (2014). This reflects the fact that these earlier studies also treat conveyancing stamp duties as a tax on OTCs. In contrast, KPMG (2010) reported a lower marginal excess burden of 34 cents, but with a caveat that this was an underestimate because the model only captured the impact of conveyancing duties on prices (and not the frequency of transactions).
PART E – MANDATORY REQUIREMENTS CHECKLIST Final Checklist I have read and understand the Training and Work Pathway Program 2017 Guidelines. The application form has been checked and I have responded to all sections. The budget template and value proposition statement have been completed. This application has been saved as a Word Document using the naming convention specified on the cover page. The proposed project will take in Tasmania. If nationally recognised training is to be delivered, the RTO used is a Skills Tasmania Endorsed Provider and has the qualifications on scope for delivery and assessment in Tasmania. Any documentation illustrating capacity/ partnership/ letters of support are attached to my e-mail. I understand that the Department of State Growth may use historical reports, ASQA reports and AVETMISS data to confirm completion performance and service delivery standards as part of its assessment. A copy of this application has been retained for record purposes. I am aware that if this application is successful I will be required to provide Skills Tasmania with all reporting requirements outlined in the Guidelines. I can confirm that each item in this checklist has been met. Declaration I that I have read the program guidelines and that the information in this application is to the best of my knowledge true and correct. I will notify the Department of State Growth of any changes to this information and any circumstances that may affect this application. I understand that this is an application only and may not necessarily result in funding approval. Name: Position: Date:
Posttraumatic stress symptoms Compared to 2015 Regular ADF, nearly three times as many Transitioned ADF had high to very high posttraumatic stress symptoms (24.3% vs 8.7%). Alcohol use Compared to 2015 Regular ADF, nearly four as many Transitioned ADF reported alcohol use at levels which suggest the need for further assessment. Compared to the 2015 Regular ADF, the Transitioned ADF were significantly more likely to report higher alcohol consumption and problems with drinking. Depressive symptoms Compared to 2015 Regular ADF, nearly three times as many Transitioned ADF had moderately severe to severe depressive symptoms (19.5% vs 7.4%). Anxiety symptoms Compared to 2015 Regular ADF, more than as many Transitioned ADF had moderate to severe general anxiety disorder symptoms (22.3% vs 9.6%). Suicidality The Transitioned ADF had significantly higher rates of suicidal ideation, plans and attempts compared to 2015 Regular ADF. Anger Transitioned ADF members experienced significantly greater levels of anger than the 2015 Regular ADF. Self-reported trauma exposure An estimated 85% or more of the entire Transitioned ADF and 2015 Regular ADF have experienced a potentially adverse deployment exposure. Exposure to toxins were the most common deployment exposure type with over 50% of Transitioned ADF and 2015 Regular ADF reporting potentially toxic/environmental exposures (smoke, fumes, chemicals, and local food and water). Self-reported mental health in the Transitioned ADF compared to the Australian Community Psychological distress Levels of psychological distress in the Transitioned ADF were significantly higher than the Australian Community, with almost three times more Transitioned ADF reporting high to very high psychological distress (33.1%) compared to the Australian Community (12.8%). Patterns of psychological distress were similar in the Australian Community and the Transitioned ADF for males and females and consistent across all age bands. Alcohol use Overall, the Australian Community drank more standard drinks on a single occasion in the last 12 months than the Transitioned ADF. Frequency of alcohol consumption in the last 12 months was similar for the Transitioned ADF compared to the Australian Community, but results varied by age and sex.
TWS SCORING RUBRIC Rubric Descriptors: Teacher Candidate Name: ________________________________________________ Using the rubric, highlight any areas that still need work, provide a score for each portion, and then put specific comments about highlighted areas in the “Comments” box. 1 Significant requirement(s) is/are missing or deficient; artifact is… of poor quality confusing contains errors 2 No significant requirement is missing; artifact is…. rudimentary limited uneven/inconsistent 3 All requirements are included and appropriate; artifact is… clear solid suitable 4 All requirements are complete and thoughtful; artifact is... rigorous reflective evidence-based TWS Criteria 1 2 3 4 Throughout the TWS TC… …uses in-text citations for interviews & other resources with last name of author/interviewee and date …uses appropriate font size, spacing, and keeps all column materials concise (suggested 8-10 lines/entry) …includes appropriate title page, table of contents, and page numbering …does not copy/paste from practicum TWS; first draft must show 35% or less Turn-it-in rating. …uses authentic data; if either falsified or plagiarized data is verified, TC will be subject to MSU sanctions. …provides reference page, Appendix A (assessments/tools), & Appendix B (TWS Danielson Observations) …provides copies of assessments in Appendix A and gives page numbers in Sections Two and Four so that CE can quickly locate these assessments. … provides copies of rubrics, checklists, and questionnaires, in Appendix A and gives page numbers in Sections One, Two, and Four so that CE can quickly locate these documents. Comments:
Content Structure and Pedagogy In Section 3 Lesson Planning, the TC… …develops instructional strategies and materials that effectively align with standards and instructional outcomes …incorporates best-practice, effective, and varied content-related pedagogies. …develops a logical sequence to scaffold student learning Instructional Adaptation for Diverse Learners …precisely assesses and reviews key elements of student prior knowledge. …selects instructional procedures, materials, and resources based on research of classroom learners. …includes specific adjustments based on formative assessment of multiple types of learners (reflections and revisions red /green annotations). Comments: TWS Section 4: Using Assessment 1 2 3 4
Student Teacher: Robert Grade Level: 6th Date: 9/19 State Standard: NAfME 1, 2, 3, 4, 6, Subject: General Music Name of Lesson: Blues Period / Time: 2:35-3:05 I. Goal: NAfME 1, 2, 3, 4, 6, 9 Required Adaptations/Modifications: II. Objectives: -Students will perform an improvisation over a 12 bar blues. -Students will respectfully listen to other students’ performances. Required Adaptations/Modifications: -Students will have the option of performing solo or with a partner. We understand that performance anxiety may be a real concern, so we want to make students feel as comfortable as possible. III: Faith / Values Integration: - We will discuss the importance of creativity and how it inspired many of the inventions during the time of blues and how they can still inspire today. - Relate improvisation directly to creativity. Required Adaptations/Modifications: IV. Integrated Technology: Google presentations provide a way for students to quickly get their compositions on one document to share. Required Adaptations/Modifications: *Students may require dictation. V. Materials: Projector Screen down Barred instruments (prepared with Bb) Mallets* Lyrics PPT (queued) Mr. Cody’s guitar and amplifier Required Adaptations/Modifications: *Student with limited mobility in left hand requires adaptive mallet device. VI: Procedure: FORMTEXT A. Set / Hook: Required Adaptations/Modifications: -Some students require closer seating to the board. Those students who require
Consistent – 11-12 Frequent – 7-10 Occasional – 1-6 Rare - 0 Evidence of performance task with rubric, informal assessment of knowledge and skills, and provision for student self-assessment. Evidence of a performance task assessed by a rubric, criteria sheet, etc. Assessment is present, but not authentic or age/subject/developmentally appropriate. Assessment is not evident throughout the unit. Comments: Lesson Plans Consistent – 18-20 Frequent – 12-17 Occasional – 1-11 Rare – 0 Lesson plans include all listed components with a clear thread from standard to objective to assessment. Students are actively engaged and a variety of methodologies are used. Student teacher and cooperating teacher feedback is evident on plans. Modifications are provided as needed to meet individual student needs. Lesson plans include all listed components with a clear connection from standard to objective to assessment. There is evidence of student engagement. Student teacher and cooperating teacher feedback is evident on plans. Modifications are provided as needed to meet individual student needs. Lesson plans include most of the listed components. There is not a continuous flow from standard to objective to assessment. Little evidence of student engagement in the content. Incomplete lesson plans that do not contain adequate requirements. Comments: Reflection Consistent – 11-12 Frequent – 7-10 Occasional – 1-6 Rare - 0 Reflection thoroughly and completely answers questions provided. Reflection on BOTH student learning progress and personal professional growth are evident. Multiple specific modifications to content and methodology are addressed in light of the teaching/learning process. Reflection substantially answers questions provided. Reflection on BOTH student learning progress and personal professional growth are evident. Some modifications to content and/or methodology are addressed in light of the teaching/learning process. Reflection partially answers questions provided. Reflection is limited in scope and lacks an analysis of both student and personal learning. Reflection is not included. Comments:
Students will count up to 10 objects/animals. Students will up to 10 animals with correspondence. Students will rote count to 10. Students will independently count to 10. Students will match a quantity of animals with a numeral. Students will place baby animal pictures underneath pictures of mother animal on a graph. Mathematics 1.1 a, b: and represent objects including coins to 10. Match a quantity to a numeral. Mathematics 4.1 a, d: Match, sort, group and name basic shapes found in the natural environment. Follow directions to arrange, order, or position objects. Science 1.1 c: Collect, describe, and record information through discussions, drawings, and charts. Students will create simple body movements on animals. Students will walk and move like different farm animals. Students will practice balance and strength gross motor skills. Students will learn how to distinguish left from right, up and down, and side to side movements. Students will use safe movements to keep their bodies and friends safe. Comprehensive Health and Physical Education 3.1 b: Explain the importance of respecting the personal space and boundaries of others. Dance 1.1 a, b, c: Practice how to move with action words using simple body actions such as bend, stretch, twist, turn, shake, and simple locomotor body actions, such as travel, jump, run, hop, roll. Explore movement in general and personal space using shape, size, level, direction, stillness, and transference of weight (stepping). Explore trial trial
Students will explore characteristics of different animals technology. Students will make observations about the physical appearance of animals. Students will differentiate farm animals from pets the Smart Table. Students will match baby animals to mother animals using the Smart Table, given many options. Students will use problem solving when using the Smart Table. Mathematics 4.1 a, b, c, d: Match, sort, group and name basic shapes found in the natural environment. Sort similar groups of objects into simple categories based on attributes. Use words to describe attributes of objects. Follow directions to arrange, order, or position objects. Science 1.1 b: Make simple observations, predictions, explanations and generalizations based on real life experiences. Reading, Writing, Communicating 4.2 b, c: Gather relevant information and it to their problem solving process or current event. Seek and generate alternative approaches to solving problems. Students will create a work of art representing an animal. Students will create an animal of their choice based on one of the characters read about in the book Brown Bear, Brown Bear, What do you See? Students will use a variety of materials to create what they feel is visually aesthetic. Students will create a piece of art that is unique and detailed. Visual Art 2.1 a: Explain that works of art communicate ideas. Visual Art 31. a, b: Use and error to create works of art that arrive at a desired outcome. Use art materials safely and with respect in the classroom environment.
Local: Hourly service is inadequate, running every two hours. A service connecting Gloucester, Cheltenham and (combined populations of around half a million), with at least hourly calls at Ashchurch, is required. There is potential to dovetail additional services with those of the West Midland franchise. 9 MetroWest Half-hourly (with quarter-hourly to Clifton Down and hourly from Avonmouth to Severn Beach) West of England combined authority foresees services whose basic pattern links Bristol hub with Bath (see also item 3 re extension to Westbury), Avonmouth, Yate (see also item 7 re extension to Gloucester), Portishead, Henbury, Patchway (see also item 5 re extension to Cardiff), and 10 Bristol-Exeter corridor Hourly fast and hourly semi-fast (see item 6); Currently there is inadequate
a significant part in the local economy. 20 South Cotswold route Twice-hourly This route, redoubled throughout since in 2014, faces significant car and coach competition whilst offering a two-hourly through service to London taking around two hours for the 114 miles from Gloucester with a local service to Swindon in alternate hours. Cheltenham and Gloucester have a combined population of more than a quarter of a million with a similar number served by stations on the route. (See, also, suggestion for hourly service, item 18 above.) 21 Old Oak Common Hourly should be provision for an Old Oak Common call at least once an hour on each of the routes serving Paddington. 22 Western Rail Link to LHR Four-times hourly A high frequency service should be provided from Reading to
demonstrate their understanding of different aspects of the text by paraphrasing certain scenes. Although there is very little I would do differently, if I had the opportunity to teach these lessons again to the same group of students, there are certain additions I would make to the lessons. For example, I would try to incorporate more artistic lessons in which students had to use their hands to construct something. I would also attempt to provide more kinesthetic and musical lessons to reach students who may be more sensitive to bodily awareness and sounds in the environment. All in all, I greatly enjoyed teaching the Beowulf Unit to this group of students. The students were nothing short of exemplary and I could not have wished for better circumstances. Not only was I able to assist these students in a journey for knowledge, I was able to partake in the acquisition thereof.
Chapters 4-5 Annotations: relationship between Bryon and Mark Vocabulary: reminiscing; aforementioned; obligingly How did people at school feel about the fight? Why? Describe Bryon’s mood on Monday. Use text evidence. Discuss the irony with the incident with the principal’s car. In Chapter 5, says it is a law that parents never know what all their kids are doing. How does the author show this? In Chapter 5, said he was changing, but Mark was not. Do the events in the story support this statement? Explain. Chapter 6 Annotations: conflict Vocabulary: vengeful How did feel about Charlie’s death. Use text evidence in your answer. How are both Mark and Bryon changing? Cathy said there were problems at home with M&M. What are they? How did Bryon say he felt about Cathy? Describe The Ribbon, and explain what Bryon and Mark do there. Chapter 7 Annotations: dynamic characterization of Bryon (how he’s changing) What was Mr. Carlson’s reaction to the news about his son? What did Cathy think? Explain how Bryon is becoming a dynamic character. Describe Mark and Bryon’s meeting with Angela. Tell why the incident happened. What is significant about Mark saying that nothing bad has ever happened to him? Why does Mark believe that he and are growing apart? Retell the story Mark told about his parents.
I assert that the preceding Coordinating criteria have been met for all courses that will be delivered electronically and off-campus face-to-face in this proposed program. _________________________________ __________________________ Academic Chair/Director/Associate Dean Date
e. View DUS testing methods [not important, slightly important, moderately important, very important, essential] f. Visit breeders’ facilities [not important, slightly important, moderately important, very important, essential] g. View seed production [not important, slightly important, moderately important, very important, essential] h. View of local agriculture/ horticulture [not important, slightly important, moderately important, very important, essential] i. Other Note: comments box will be provided What would be your preference for the format of the Technical Visit? (multiple factors can be selected) a. Full day Technical Visit [not suitable, acceptable, moderate preference, strong preference] b. Half-day Technical Visit [not suitable, acceptable, moderate preference, strong preference] c. Organize the TWP session in a convenient location for the meeting, even if that means it is a long distance for the Technical Visit [not suitable, acceptable, moderate preference, strong preference] d. Organize the TWP session close to a DUS testing station to allow easy access to (e.g. daily), even if this means around 1 hour of commuting time each day to the TWP meeting venue [not suitable, acceptable, moderate preference, strong preference] e. other Note: comments box will be provided Would it be a good idea to organize a whole day visit to the local testing station as an optional visit before or after the TWP session [yes before, yes after, no] Please provide any other ideas or suggestions with regard to the Technical Visit? (Note: comments box will be provided) [End of Annex II and of document]
“Alternative 2 “(a) angle of apex (excluding tip, if present) (QN): e.g. strongly (1); moderately acute (2); right-angle (3); moderately obtuse (4); strongly obtuse (5) “(b) tip (PQ): absent or very weak (1); mucronate (2); narrow short acuminate (3); broad short acuminate (4); narrow long acuminate (5); broad long acuminate (6) “with the following illustration: length of tip absent or very weak short medium long of tip narrow [see 2 mucronate 3 narrow short acuminate 5 narrow long acuminate broad 4 broad short acuminate 6 broad long acuminate “examples of tip: absent or very weak (1) with different angles of apex (characteristic (a)):” strongly acute apex right-angle apex obtuse apex [Annex II follows]
JAPAN 1. Number of application and granted in 2013 (1) Number of applications Year Number (2013/2012) Vegetables and Mushrooms (2013/2012) 1978 to 2013 29,029 - V:1845, M:539 - 2012 2013 1,110 1,054 (95%) V:65, M:18 V:49, M:17 (V: 75%) (M: 94%) Top 5 Vegetable and Mushroom in 2013 Tomato:13 Basil:6 Lettuce:5 Onion:5 Pumpkin:5 Shiitake:5 Strawberry:5 TOTAL:66 (2) Number of granted Year Number (2013/2012) Vegetables and Mushrooms (2013/2012) 1978 to 2013 22,919 - V:1548, M:456 - 2012 2013 881 752 (85%) V:76, M:5 V:56, M:11 (V: 74%) (M: 220%) Top 5 Vegetable and Mushroom crops in 2013 Tomato:15 Melon:9 Strawberry:7 Shiitake:6 Soya bean:5 TOTAL:67 2. Average examination duration (from application to registration) 2012 2013 2014 (target) 2.34 year 2.48 year 2.3 year 3. Japanese national test guidelines had harmonized with UPOV TGs in 2013. Genera and Species Vegetable none Others Gladiolus L. Heuchera L., × Heucherella H. R. Wehrh. Oncidium Group, Phalaenopsis Blume Web-site: [Annex VI follows]
52. (+) VG Resistance to Tomato spotted wilt virus Pathotype 0 (TSWV: 0) QL absent Lamuyo, Yolo Wonder 1 present Galileo, Jackal, Jackpot, 9 Current wording: 53. (+) Resistance to Xanthomonas campestris pv. vesicatoria Résistance au Xanthomonas campestris pv. vesicatoria Resistenz gegen Xanthomonas campestris pv. vesicatoria Resistencia al Xanthomonas campestris pv. vesicatoria QL absent absente fehlend ausente Fehérözön, Yolo Wonder 1 present présente vorhanden presente Aladin, Camelot, ECR-20R, Kaldóm, Kalorez, Lancelot, Pasa 9 Proposed new wording: 53. (+) VG Resistance to Xanthomonas campestris pv. vesicatoria (Xcv) 53.1 Pathotype 1 QL absent Fehérözön, Yolo Wonder 1 present Emiro, Filidor, Gotico, San Marco, Solanor 9 53.2 Pathotype 2 QL absent Fehérözön, Yolo Wonder 1 present Filidor, Gotico, San Marco, Solanor 9 53.3 Pathotype 3 QL absent Fehérözön, Yolo Wonder 1 present Emiro, Filidor, Gotico, San Marco, Solanor 9 Chapter 8: Explanations on the Table of Characteristics Chapter 8.2: Proposal to Include a Revised Format for Disease Resistance Characteristics Current wording: Ad. 48: Resistance to Tobamovirus Maintenance of pathotypes Type of medium: On plants or dehydrated leaves (in deep-freezer or method BOS) Special conditions: Regeneration of the virus on plant material before inoculum preparation
NEW (ISF-1) 8. Male flower: diameter of corolla To DELETE? small Example variety ? 3 QN medium Example variety ? 5 large Example variety ? 7 NEW (ISF-2) 9. Male flower: overlapping of petals To DELETE? free Example variety ? 3 QN some overlapping Example variety ? 5 all overlapping Example variety ? 7 NEW (ISF-3) 10. Female flower: diameter of corolla To DELETE? small Example variety ? 3 QN medium Example variety ? 5 Example variety ? 7 11. Peduncle: length Pédoncule: longueur QN (c) short court 3 medium moyen Kazako 5 long long Strong Tosa 7 12. Peduncle: diameter QN (c) small Kazako 3 medium Azman, Maciste, Shintiak 5 large Strong Tosa, Shintosa 7 13. (+) VG Fruit: shape in longitudinal section Fruit: forme en section longitudinale PQ (c) oblate ronde aplatie Carnivor, Kublai, Kazako 1 circular ronde Shintosa 2 oblong allongée To DELETE? Shintosa 3 ovate ovale Flexifort 4 elliptic elliptique To DELETE? Example variety ? 5 14. length Fruit: longueur QN (c) short (12-16cm) Shintosa 3 medium (17-25cm) moyen TZ148 5 long (>25cm) long Flexifort 7 15. (+) Fruit: diameter Fruit: diamètre QN (c) small (15-20cm) petit Kazako, Shintosa 3
English Français Deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota Seedling: size of cotyledons QN Renshi 1 medium Shimotsukeshiro 2 large Omarukanpyo 3 (+) Plant: length of main stem QN (a) short Koganeizairai 3 medium Shimotsukeshiro 5 long Aodainaga 7 3. Leaf blade: size QN (a) small Koganeizairai 3 medium Shimotsukeshiro 5 large Sakigake 7 4. VG Leaf blade: intensity of green color QN (a) light Indo 3 medium Shimotsukeshiro 5 dark Don-K 7 5. (+) VG Leaf blade: degree of lobing QN (a) absent or weak Gigantesque 1 weak medium Pélerine 2 medium strong Tarahumara Canteen 3 3 6. Male flower: diameter of corolla QN (b) Mini Bottle 3 medium Shimotsukeshiro 5 large Massue Comestible 7 7. (+) VG Male flower: overlapping of petals QN (b) free Canon Ball, Missionaris 1 touching to slightly overlapping Bouteille 2 strongly overlapping FR Strong, Massue Comestible 3 8. Female flower: diameter of corolla QN (b) Bouteille, Missionaris 3 medium Basket Ball Brasil, Shimotsukeshiro 5 large Massue Comestible 7
medium Poire striée 4inch, 5 strong to provide 7 very strong to provide 9 14. (*) (+) VG Fruit: presence of neck absent Figue, Mayo Giant Bule, Strawberry, Plate de Corse, Massue Comestible, 1 present Medium Thai Bottle fr, Kroochneck fr, Dipper Short Handled Mottled 9 15. . (+) VG Fruit: shape of neck PQ (c) globose Medium Thai Bottle fr 1 fusiform Mayo gooseneck 2 cylindrical Dipper Short Handled Mottled, Lagenaria 12 A 3 16. (*) (+) Fruit: length of neck in relation to the total length of the fruit QN (c) very short Missionaris 1 Medium Thai Bottle 3 medium Long Handled Dipper 5 long Duck Australie fr 7 very long Extra Long Dipper 9 17. (+) Fruit: diameter of neck in relation to the diameter of the base QN (c) narrow Dipper Short Handled Mottled 3 medium Froggy 5 broad Gigantesque 7 NEW (FR-1) (+) Fruit: ribbing of the neck absent Figue, Pélerine 1 present Massue Comestible 9 18. (+) VG Fruit: intensity of main color QN (c) very light Bianca, Shimotsukeshiro 1 light Pélerine, Plate de Corse 3 medium Basket Ball Brasil, Canon Ball 5 dark Kroochneck fr 7 very dark Marenka 9
Medium Thai Bottle fr Mayo gooseneck // Kroochneck fr Lagenaria 12 A 1 2 3 globose fusiform cylindrical Ad. 16: Fruit: length of neck in relation to the total length of the fruit Missionaris Mini Nigerian Medium Thai Bottle Duck Australie fr Extra Long Dipper 1 3 5 7 9 very short short medium long very long Ad. 17: Only necked varieties: Fruit: diameter of neck in relation to the diamater of the base neck diameter < ½ fruit diameter neck diameter = ½ diameter neck diameter > ½ fruit diameter Dipper Short Handled Mottled Kroochneck fr Gigantesque 3 5 7 small medium large Ad. NEW (FR-1): ribbing of the neck Figue Massue Comestible 1 9 absent present Ad. 18: Fruit: intensity of main color
Application date: (not to be filled in by the applicant) TECHNICAL QUESTIONNAIRE to be completed in connection with an application for plant breeders’ rights 1. Subject of the Technical Questionnaire Tomato Rootstocks belonging to: 1.1 Botanical name Solanum habrochaites S. Knapp & D.M. Spooner […] 1.1 2 Botanical name Solanum lycopersicum L. x Solanum habrochaites S. & D.M. Spooner […] 1.2 3 Botanical name Solanum lycopersicum L. x Solanum peruvianum (L.) Mill. […] 1.3 4 Botanical name Solanum lycopersicum L. x Solanum cheesmaniae (L. Ridley) Fosberg […] 1.5 Botanical name Solanum pimpinellifolium L. x Solanum habrochaites S. Knapp & D.M. Spooner […] . Addition of a new state of expression and explanation to Characteristic 16 Current Wording: English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 16. (*) VG size Fruit : taille Frucht: Größe Fruto: tamaño QN (b) small petit klein pequeño Body, Optifort 3 medium moyen mittel Emperador 5 large grand groß grande Titron 7 Proposed new wording: English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 16. (*) (+) VG Fruit: size Fruit : taille Frucht: Größe Fruto: tamaño QN (b) null or very nulo o muy pequeño RT303 1 small petit klein pequeño Body, Optifort 3 medium moyen mittel medio Emperador 5
The structure of this document is as follows: ANNEX I: Examining characteristics using image analysis ANNEX II: Minimizing the variation due to different observers of the same ANNEX III: Program for the development of TGP documents I. BACKGROUND The approved TGP documents are published on the UPOV website at . PROPOSED 2016 The TC, at its fifty-second session, held in Geneva from March 14 to 16, 2016, agreed to invite the Council to adopt the following revisions of TGP documents at its fiftieth ordinary session, to be held in Geneva on October 27, 2016, subject to approval by the CAJ, at its session seventy-third session, to be held in Geneva on October 25 and 26, 2016, as follows (see document TC/52/29 Rev. “Revised Report”, paragraphs 86 to 95):
Rubric for Final Performance Tasks for Unit 2 Criteria 4 3 2 1 Assignment includes all items requested in the instructions. Assignment includes all items requested, and they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the items requested. Assignment shows understanding of the concept God responded to Adam and Eve’s sin with a promise of redemption. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the concept God offered a series of covenants to our ancestors in faith, which culminated in the promise of a Messiah. Assignment unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the concept this promise is fulfilled in the person of Jesus, the Word of God Made Flesh. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment little understanding of this concept. Assignment shows understanding of the concept the Word of God became flesh to restore us to covenantal love with God and others. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment uses proper grammar and spelling. Assignment has no grammar or spelling errors. Assignment has one grammar or spelling error. Assignment has two grammar or spelling errors. Assignment has more than two grammar or spelling errors. Assignment uses its assigned or chosen media effectively. Assignment uses its assigned or chosen media in a way that greatly enhances it. Assignment uses its assigned or chosen media effectively. Assignment uses its assigned or chosen media somewhat effectively. Assignment uses its assigned or chosen media ineffectively. Assignment is neatly done. Assignment is not only neat but is exceptionally creative. Assignment is neatly done. Assignment is neat for the most part. Assignment is not neat.
Things belt on chest—royalty, priesthood full-length robe—priesthood crown—royalty, power, victory palm—victory star—angel, power, community leader judgment trumpet—alarm, message, call to attention, liturgy gaze—judgment eyes—wisdom, knowledge power wings—mobility, protection seals—secret, importance, belonging lampstand—the community, Israel gold—quality, preciousness, value precious stones—luxury, wealth, beauty white or gray hair—wisdom, eternity fornication—idolatry Places Babylon—city oppressing the People of God New Jerusalem—new Zion, new People of God sea—evil Living Creatures angels—messengers of God, personification of God and natural forces horses—military might, invasion, speed woman—a nation (Jewish, pagan, Church) lamb—salvation, simplicity, humility, sacrifice of Jesus, Day of the Lord beast—the Roman Empire, the emperor harlot—Babylon, Rome dragon—serpent, Satan lion—bravery, cruelty, king of wild animals bear—cruelty, strength eagle—liberty, far-reaching, queen of birds bull—fortitude, king of domestic animals
Social Justice Papal Documents Fill in the first empty column during the class PowerPoint presentation. When instructed, you will do further Internet research to complete the last two columns. Documents Issues Addressed in This Document Organizations That Promote the Issues Addressed in This Document People Who Promote the Issues Addressed in This Document On the Condition of Labor (1891) The Reconstruction of the Social Order (1931) Christianity and Social Progress (1961) Peace on Earth (1963) The Church in the Modern World (1965) The Development of Peoples (1967) Evangelization in the Modern World (1975) On Human Work (1981) The Hundredth Year (1991) Charity in Truth (2009)
5. Lead the students through the simulation. 6. Process the simulation with the students, inviting them to share any realizations, understandings, and knowledge they gained from the experience. 7. Assign a written follow-up reflection exercise. Justice Simulations Available on the Internet BafaBafa: cultural sensitivity simulation (available on several sites) Baldicer: world food production simulation Global Summit Simulation: economic justice simulation (www.concernusa.org) Migration Simulation: (www.worldhistorynetwork.org/migrationsim) Oil Drilling Simulation Game: environmental justice simulation (available on several sites) Star Power: examines the concepts of power-over versus power-with (available on several sites)
The Sacraments: Seven Ways of Experiencing Christ The chart below contains a concise overview of each of the Seven Sacraments. Some information is missing. Succinctly complete the chart. Print neatly. The Sacraments Name of Sacrament; Repeatable or non-repeatable Sacramental Signs Brief Explanation of the Sacrament Sacraments of Initiation Baptism Non-repeatable Pouring water or immersion three times in the name of the Trinity Primary Sacrament of Christian Initiation beginning new life in the Church; repeats what Jesus did as he began his public ministry Anointing with Sacred Chrism (oil), laying on of hands Completing of Baptism; strengthens new life; signifies the gift of the Holy Spirit The Eucharist Repeatable Blessing, distributing, and eating consecrated and wine, the Body and Blood of Christ Final Sacrament of Christian Initiation that nourishes and sustains us in resurrected life in Christ; spiritual food for the journey Sacraments of Healing
Rubric for Final Performance Tasks for Unit 6 Criteria 4 3 2 1 Assignment includes all items requested in the instructions. Assignment not only includes all items requested but they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the requested. Assignment shows understanding of the following concept: Our participation in the Eucharist flows from our Baptism into the Body of Christ. Assignment shows unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Jesus Christ is truly and fully present in the Eucharist. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Every member of the assembly is essential to the celebration of the Eucharist. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment understanding of the following concept: Our participation in the Eucharist calls us to be the Body of Christ in the world. Assignment shows unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment uses proper grammar and spelling. Assignment has no grammar or spelling errors. Assignment has one grammar or spelling error. Assignment has two grammar or spelling errors. Assignment has more than two grammar or spelling errors. Assignment is neatly done. Assignment not only is neat but is exceptionally creative. Assignment is neatly done. Assignment is neat for the most part. Assignment is not neat.
Equal Partners in Marriage: Are Women and Men Really Equal in Our Society? • Do girls experience the same type of discipline and have the same opportunities as boys as they grow up today? Name any differences you can, noting whether these are signs of inequality. • Do women and men share the same vocational opportunities? Name any differences you can (as above). • Are and men who are equally competent treated equally as authority figures (in academics, politics, science, religion, and so on)? Describe similarities and differences. • Are women and men treated as equals by financial institutions, businesses, and the media? (Are women and men paid equally for their work?) • Do married women and men have equal or fully complementary roles in most households with regard to decisions about finance, the care of children, care of the household, responsibility for financial and so on? • If significant differences exist today in the way women and men are treated in society, what impact could this have on a marriage that is a union of equals? How should this issue be addressed?
Visual Meditation on the Ascension • How does the image symbolize Jesus’ “location” after the Ascension? • Who are witnesses to the Ascension? • What do you notice about those present? What are they doing? What do their poses and body language communicate? • How is this image similar to or different from the scriptural account of the Ascension? • What else does this communicate to you about the Ascension, its significance for the artist, and for us today? • What do you think was the most important element or aspect of the Ascension the artist was trying to communicate? How did he or she do that?
Good Friday Intercessions Fill in this handout to write three intercessions in which you pray for the needs of your parish, school, or community or for the concerns of the nation or the world. 1. Let us pray for . . . “You”—address God by name “Who”—describe actions or attributes of God relevant to your intention “Do”—describe the action you want God to take on behalf of your intention “Through”—“Through Christ our Lord” or similar 2. Let us pray for . . . “You”—address God by name “Who”—describe actions or attributes of God relevant to your intention “Do”—describe the action you want God to take on behalf of your intention “Through”—“Through Christ our Lord” or similar