zilongwang/ReadingBank huggingface dataset:
PART D — THE MANAGING AUTHORITY’S REASONS Explain here: (a) the nature of the restrictions on the person’s liberty that lead to the conclusion that they are deprived of their liberty (b) why the care and/or treatment described cannot be provided in a way that is less restrictive of the person’s rights and freedom of action (c) to the extent that the managing authority is aware, what alternatives to deprivation of liberty have been considered (d) what harm the person is likely to come to if they are not immediately deprived of their liberty in this hospital or care home (e) why the need to deprive the person of their liberty is so urgent that it is appropriate for the deprivation to begin immediately. The managing authority’s reasons for giving an urgent authorisation are as follows: PART E — NEED FOR AN INDEPENDENT MENTAL CAPACITY ADVOCATE (IMCA) Place a cross in one of the boxes below E1 As far as the managing authority are aware, apart from professionals and other people who are paid to provide care or treatment, this person has no one whom it is appropriate to consult about what is in their best interests E2 The managing authority believes that there is someone it is appropriate to consult about what is in this person’s best interests who is neither a professional nor is being paid to provide care or treatment. RELEVANT MEDICAL INFORMATION Medical information relating to the person’s health that the managing authority considers to be relevant to the proposed restrictions to the person’s liberty: DIAGNOSIS OF THE MENTAL DISORDER
PART F - INFORMATION ABOUT INTERESTED PERSONS Anyone named by the person as someone to be consulted about their welfare Name Address Telephone Anyone engaged in caring for the person or interested in their welfare Name Address Telephone Any donee of a lasting power of attorney granted by the person Name Address Telephone Any deputy appointed for the person by the Court of Protection Name Address Telephone Any IMCA instructed in accordance with sections 37 to 39D of the Mental Capacity Act 2005 Name Address Telephone The name of the individual who is considered to be the person most closely involved in looking after the person’s welfare. Name Relationship Address Telephone PART G - ANY OTHER RELEVANT INFORMATION
18. United States Navy and Marine Corps Enlisted Ranks. Pay Navy Rank Navy Insignia Marine Rank Marine Insignia E-1 Seaman Recruit none Private none E-2 Seaman Apprentice Private Class E-3 Seaman Lance Corporal E-4 Petty Officer Third Class Corporal E-5 Officer Second Class Sergeant E-6 Petty Officer First Class Staff Sergeant E-7 Chief Petty Officer Gunnery Sergeant E-8 Senior Chief Petty Officer (Silver stars) Master Sergeant First Sergeant E-9 Master Chief Petty Officer (Silver stars) Master Gunnery Sergeant Sergeant E-9 Command Master (Silver stars) E-9 Master Petty Officer of the Navy (Gold Sergeant Major of the Marine Corps
21. United States Navy Warrant Officer Ranks. Pay Grade Rank Abbreviation Collar Shoulder Sleeve W-1 Warrant Officer WO1 W-2 Chief Warrant Officer CWO2 W-3 Chief Warrant Officer CWO3 W-4 Chief Warrant Officer CWO4 W-5* Chief Warrant Officer CWO5 22. United States Marine Corps Warrant Officer Ranks. Pay Grade Rank Abbreviation Collar W-1 Warrant Officer WO1 W-2 Chief Warrant Officer CWO2 W-3 Chief Warrant Officer CWO3 W-4 Chief Warrant Officer CWO4 W-5 Chief Warrant Officer CWO5
23. United States Army Warrant Officer Ranks. Pay Grade Rank Abbreviation Collar W-1 Warrant Officer WO1 W-2 Chief Warrant Officer CWO2 W-3 Chief Warrant Officer CWO3 W-4 Chief Warrant Officer CWO4 W-5 Chief Warrant Officer CWO5
References (listed in no particular order): ● NROTC Unit Operations CNSTCINST 1533.2 Regulations for Officer Development ● Uniform Regulations (Navy) NAVPERS 15665I ● Uniform Regulations (Marine MCO P1020.34 ● Drug and Alcohol Prevention Programs OPNAV 5350.4 Series ● General Military Requirements/Enlisted Guidance (Navy) Blue Jackets Manual ● Physical Readiness Program (Navy) OPNAVINST 6110.10 Series ● Physical Readiness Program (Marine Corps) MCO P6100.12 ● Fitness Reports and Evaluations (Navy) BUPERSINST 1610.10 Series ● Collision Avoidance Regulations (Marine Navigation) COMDTINST Series
18. United States Navy and Marine Corps Enlisted Ranks. Pay Grade Navy Rank Navy Insignia Marine Rank Marine Insignia E-1 Seaman Recruit none Private none E-2 Seaman Apprentice Private First Class E-3 Seaman Lance Corporal E-4 Petty Officer Third Class Corporal E-5 Petty Officer Second Class Sergeant E-6 Petty Officer First Class Staff Sergeant E-7 Chief Petty Officer Gunnery Sergeant E-8 Senior Chief Petty Officer (Silver stars) Master Sergeant First Sergeant E-9 Master Chief Petty Officer (Silver stars) Master Gunnery Sergeant Sergeant Major E-9 Command Master (Silver stars) E-9 Master Chief Petty Officer of the Navy (Gold stars) Sergeant Major of the Marine Corps
18. United States Army and Air Force Enlisted Ranks. Pay Grade Army Rank Navy Insignia Air Force Rank Marine Insignia E-1 Private none Airman Basic none E-2 Private Airman E-3 Private Class Airman Class E-4 Corporal Specialist Senior Airman E-5 Sergeant Staff Sergeant E-6 Staff Sergeant Technical Sergeant E-7 Sergeant First Class Master Sergeant First Sergeant E-8 Master Sergeant First Sergeant Senior Master Sergeant First Sergeant E-9 Sergeant Major Chief Master Sergeant First Sergeant E-9 Sergeant Major of the Army Chief Master Sergeant of the Air Force
19. United States Navy/Marine Corps/Army/Air Force Officer Ranks. Pay Grade Rank Abbreviation Collar Shoulder Sleeve O-1 Ensign/2nd Lieutenant ENS/2ndLt O-2 Lieutenant Junior Lieutenant LTJG/1stLt O-3 Lieutenant/Captain LT/Capt O-4 Lieutenant Commander/Major LCDR/Maj O-5 Commander/Lieutenant Colonel CDR/LtCol O-6 Captain/Colonel CAPT/Col O-7 Rear Admiral (lower half)/Brigadier General RDML/BGen O-8 Rear Admiral (upper half)/Major General RADM/MajGen O-9 Vice Admiral/Lieutenant General VADM/LtGen O-10 Admiral/General ADM/Gen
22. United States Army Warrant Officer Ranks. Pay Grade Rank Abbreviation Collar W-1 Warrant Officer WO1 W-2 Chief Warrant Officer CWO2 W-3 Chief Warrant Officer CWO3 W-4 Chief Warrant Officer CWO4 W-5 Chief Warrant Officer CWO5
References (listed in no particular order): ● NROTC Unit Operations CNSTCINST 1533.2 Regulations for Officer Development ● Uniform Regulations (Navy) NAVPERS 15665I ● Uniform Regulations (Marine MCO ● Drug and Alcohol Prevention Programs 5350.4 Series ● General Military Requirements/Enlisted Guidance (Navy) Blue Jackets Manual ● Physical Readiness Program (Navy) OPNAVINST 6110.10 Series ● Physical Readiness Program (Marine Corps) MCO P6100.12 ● Fitness Reports and Evaluations (Navy) BUPERSINST 1610.10 Series ● Collision Avoidance Regulations (Marine Navigation) COMDTINST 16672.2 Series
Is this child Hispanic/Latino? Yes No If yes, check all that apply: Argentinian Bolivian Chilean Colombian Rican Cuban Dominican Ecuatorian (Ecuadorian) Guatemalan Honduran Mexican or Mexican-American (Chicano) Nicaraguan Panamanian Peruvian Puerto Rican Salvadoran Spanish Uruguayan Venezuelan Latin American Other Hispanic or Latino (describe)____________________ What race(s) do you consider this child? (Check all that apply) White Black or African American Alaska Native Aleut (Unangan) Alutiiq Athabaskan Eskimo (Inupiaq or Yupik) Eyak Haida Tlingit Tsimshian Other Alaska Native (describe)_______________ American Indian Chehalis Chinook Colville Cowlitz Duwamish Hoh Jamestown Kalispel Kikiallus Lower Elwha Lummi Muckleshoot Nisqually Nooksack Port Gamble Klallam Puyallup Quileute Quinault Samish Sauk-Suiattle Shoalwater Skokomish Snohomish Snoqualmie Snoqualmoo Spokane Squaxin Island Steilacoom Stillaguamish Suquamish Swinomish Tulalip Skagit Yakama Other American Indian (describe)_______________ Asian Asian Indian Bangladeshi Bhutanese Burmese Cambodian/Kampuchean Chinese Filipino Hmong Indonesian Japanese Korean Laotian Madagascar Malayan Maldivian Mongolian Nepali Pakistani Singaporean Sri Lankan Taiwanese Thai Vietnamese Other Asian (describe)_______________ Native Hawaiian or Other Pacific Islander Fijian Guamanian Kosraean Mariana Islander Marshall Islander Melanesian Micronesian Native Hawaiian Palauan New Guinean Ponapean (Pohnpeian) Samoan Solomon Islander Tahitian Tarawa Islander Tokelauan Tongan Trukese (Chuukese) Vanuatuan/New Hebrides Yapese Other Pacific Islander (describe)_______________
30. Are all deposit slips accounted for, and are voided slips maintained intact and in sequence? Expenditures 31. Are the following key duties segregated among fiscal individuals? Processing checks, Approving check payments, and Reconciling bank statements. Note: If your agency has limited staff, describe compensating controls that are in place to safeguard payments made. 32. Is access to check stock limited to individuals involved in the payment processing functions? 33. Is check stock, issued and unissued, safeguarded and are adequate controls employed in their distribution and use? 34. Are all check numbers and check stock serial numbers accounted for, and are voided check maintained less the signature and in sequence? 35. When a check or check stock is voided, does the individual: a) Clearly mark “void” across the face of the original and all copies? b) Provide an adequate explanation for the void? c) Receive verification by a person independent of the transaction? Bank Reconciliation 36. Does a person independent of the depositing and check writing functions reconcile the account records and bank statement monthly? 37. Does a supervisor review and sign the bank reconciliation noting approval? 38. Is the reconciliation of the account forwarded to the State Controller’s office annually?
One (1) John Zink Utility Ground Flare 12” dia. / 75 MMBtu/hr 2,500 scfm Lined Landfill; 35’ minimum. One (1) Parnel Biogas Utility Ground Flare 12” dia. / 77.8 MMBtu/hr 2,500 scfm Lined Landfill; 35’ minimum. Two (2) LTI CF-5 Passive Flares (to be removed with relocation of refuse in Areas A & B) 2” dia. 60 scfm each Unlined Landfill: (1) at Area A, (1) at Area B. Minimum 8’ stack height each. Landfill Operation - Miscellaneous Equipment Equipment Rating Location Two (2) Used oil Furnaces 300,000 Btu/each Maintenance garage Four (4) No. 2 Fuel-oil fired Portable Space Heaters 2 x 110,000 Btu/each 1 x 175,000 Btu/each 1 x 215,000 Btu/each Maintenance garage One (1) Fuel-oil fired Portable Space Heater 85,000 Btu/each Scale house One (1) Safety-Kleen parts cleaner. --- Maintenance garage One (1) Used Oil Tank 2,000 gallons Maintenance garage Two (2) Used Oil Tanks 500 gallons each Maintenance garage / House Two (2) Diesel Fuel Tanks 10,000 gallons each Landfill depot / Contractor staging area Various lubricating oil, hydraulic oil, heating oil and Used oil tanks <500 gallons each Various Four (4) Leachate storage 1 x 20,000 gallon each 1 x 30,000 gallon each 1 x 438,000 gallon each 1 x 438,000 gallon each Landfill Operation Landfill Operation Landfill Operation Proposed for Phase VI Operation - Equipment Equipment Rating Location
Table 3-2 - Estimated Emissions from Landfill Operation Flares Combustion of 5,000 scfm of LFG Pollutant Emission Factor Estimated Emissions tons per year Factor Units Source SO2 0.136 lb/MMBtu 1 Site Specific Data - Application for #AOP-14-034 89.35 NOx 0.068 Vendor Supplied – Application for #AOP-14-034 44.68 PM 26 lb/MMcf methane 2 AP-42, Municipal Waste Landfills, Table 2.4-5 (11/98) plus PM emissions from siloxane combustion 17.31 CO 0.37 lb/MMBtu 1 Vendor Supplied – Application for #AOP-14-034 243.09 VOC 2.00E-03 Site Specific Data - Application for #AOP-14-034 1.31 HAPs 6.90E-04 0.45 1 lb/MMBtu equals pounds of pollutant emitted per million British thermal units of heat input. 2 lb/MMcf methane equals pounds of pollutant emitted per million cubic feet of methane input. Table 3-3 - Estimated Emissions from Landfill Operation Flare Combustion of 2,462.5 scfm of LFG Pollutant Emission Factor Allowable Emissions tons per year Factor Units Source SO2 0.136 lb/MMBtu 1 Site Specific Data - Application for #AOP-14-034 44.01 NOx 0.068 Vendor Supplied – Application for #AOP-14-034 22.00 PM 26 lb/MMcf methane 2 AP-42, Municipal Solid Waste Landfills, Table 2.4-5 (11/98) plus PM emissions from siloxane combustion 8.53 CO 0.37 lb/MMBtu 1 Vendor Supplied – Application for #AOP-14-034 119.72 VOC 2.00E-03 Site Specific Data - Application for #AOP-14-034 0.65 HAPs 6.90E-04 0.22 1 lb/MMBtu equals pounds of pollutant emitted per million British thermal units of heat input. 2 lb/MMcf methane equals pounds of pollutant emitted per million cubic feet of methane input. 3.2.2 Reciprocating Internal Combustion Engine Combustion Emissions
3 Season Jacket Given the nature of Alberta weather, the thin combat jacket is typically not warm enough to brave the elements. This Jacket is made with a thicker rougher material and is great for milder winter weather, spring and fall. Due to the lack of neck and head protection, this Jacket is not suited for harsher winter weather unless it is combined with a Shemagh/Scarf and toque. This Jacket highly varies in price. Winter Parka This Winter Jacket is the ultimate in cold weather protection and is an alternative to the 3 season jacket. It has a wire detachable hood that can bend around the face, fire and water resistant pockets, and can brave even the harshest of winter weathers. This Jacket, much like the 3 season jacket, varies highly in price, but one can expect to pay extra for this. Shemagh The Shemagh (much like a scarf) is a great addition for windier or colder weather, and in milder weather can sometimes be just enough to offset the elements without having to upgrade to the larger beefier jacket. It can be purchased in either Olive Drab or Green Camo Colours. (NO desert colors!). This item is often around $15. As well, if the Cadet wishes to embody his/her inner survivor man/woman there are some additional items that are common in the field. These items are by no means mandatory, and serve no safety, health or wellbeing purpose, they are simply nifty and useful. The ones listed here are only a few of the most common and useful items, there are dozens if not hundreds of other items that can be purchased. Optional Sweater Although this does provide warmth, it is unnecessary while the cadets are in possession of a jacket. Additionally this sweater is intended to be warn as an insulating layer in between the combat jacket and t-shit. This item varies upward of $15
COMBINE HARVESTER TEST FORM DECLARATION REGARDING SELECTED PERFORMANCE AND CHARACTERISTICS AS PER IS: 15806-2008 Sr. No. Characteristics Requirement Declared 1 2 3 4 5 Prime Mover Performance: i) Max. power (absolute) Average max. power observed during 2 hrs. max. power test in natural ambient condition kW It should not be less than 5% of the declared valve. ii) Max. power observed during test after adjusting the no load engine speed as per recommendation of the manufacturer for field work, kw Max. observed must not be less than 5% of declared value. iii) Power at rated engine speed, kw The observed must not be less than 5% of the declared value by the applicant. iv) Specific fuel consumption g/ kwh. The average value during 2 hr. max. Power test must be within ±5% of the declared value by applicant/manufacture. v) Max. smoke density (bosch no.) at 80% load between the speed at max. Power & 55% of speed at max. Or 1000rpm whichever is higher should be observed as per CMVR rule. For tractor:- 5.2 bosh no. or 75 hartridge For engine:- Free deceleration or natural aspirated or turbo charges 65 hartridge vi ) Max. crank shaft torque, (N-m) observed during the test after no load engine speed is adjusted as per manufacture’s recommendation for field work It must not be less than 8% of declare value of manufacturer. vii) Back up torque, % 7% min.
1 2 3 4 5 viii) Max. operating temp. to be declared by manufacturer engine oil coolant ix) Lubrication oil consumption, g/kwh 1% of SFC at max. Power during high ambient condition. Brake Performance: i) Max. stopping distance at a force equal to or less than 600 N on break pedal, m 10 m or s≤0.15v +v²/130 v=speed corresponding to 80% of design max. Speed, kmph. ii) Max. force exerted on brake pedal to achieve a deceleration of 2.5 m/sec² ≤ 600N. iii) Whether parking is effective at a force of 600 N at foot pedal or 400 N at hand and lever Yes or No. Mechanical Vibration: i) Operator’s platform 120µm max. ii) Steering wheel max. iii) Seat with driver seated 120µm max. Air cleaner oil pull over(%) 0.25 Noise Measurement : i) Max. ambient noise emitted by combine db(A) 88 dB (A) as per CMVR ii) Max. noise at operator’s ear level db(B) 98 dB (A) as per CMVR. Discard Limit: i) Cylinder bore diameter Should not exceed the values declared by the manufacture ii) Piton diameter -do-
iii) Clearance between piston and cylinder liner at skirt -do- 1 2 3 4 iv) Ring End gap Top comp. ring. 2nd comp. ring. Oil ring -do- v) Ring groove clearance Top comp. ring. 2nd comp. ring. Oil ring -do- vi) Diametrical clearance of main bearing -do- vii) Crank shaft end float -do- viii) Diametrical clearance of big end bearings -do- ix) Axial clearance of big end bearings -do- x) Thickness of brake lining -do- xi) Thickness of clutch plate -do- Performance: i) Suitability for crops Paddy ii) Grain breakage in grain tank ≤ 2.5% iii) Non collectable ≤ 2.5% for wheat, paddy & gram ≤ 4.0% for soybean iv) Threshing efficiency ≥ 98% wheat & paddy v) Cleaning efficiency ≥ 96% wheat & paddy Safety requirement: i) Guards against all moving parts Essential
This paper must be considered within the larger parenting context. Nurturance, age-appropriate autonomy, skill development, family routines, and family rituals are some of the characteristics of optimal parent-child relationships. These characteristics are important in their own right and also important for setting the stage for optimal disciplinary responses. Those responses should reflect the best balance of love and firmness. Hopefully, this paper will help parents and parent educators clarify that appropriate balance. Table 2. Significant Differences Between Authoritative Parents vs. Authoritarian and Permissive Parents Parenting Measure vs. Authoritarian vs. Permissive Parental Control Positive outcome by persistence * Doesn't give in to whining * * Avoids evasion as response to child * Less disciplinary friction * Coordination & clarity of household rules * Effectiveness of rules * Source of power not disguised * Strictness Care of family property (F) * Neatness (F) * Orderliness responsibilities (M/F) * * Negative sanctions
Corporal punishment Less love withdrawal (M) * Less ridicule (M) * Less frightening the (M) * Maturity Demands In teaching * * In play * * Independence training, control * Independence training, * Less babying * Reward (M) * Introduces new experiences (F) * Perceives child's individuality (M) * Communication Respects child's decision * * Uses reason to get compliance * * Encourages verbal give and take * * Nurturance Satisfies child * * Supports child * Uses positive reinforcement * Acceptance of * Expression of affection *
Was a mask created on each layer above the bottom layer? Mask was created on all layers above the bottom layer Mask was created on only one layer Mask was not created Creativity/Quality Picture was creative and Masking was not noticeable. Picture was somewhat creative. Masking was noticeable. Picture lacked creativity. Masking was not completed. Was a copy of the picture saved in JPEG and posted to your website. A copy was saved in JPEG and posted to your website. No copy was made. Marks 12
A flagging operation within a non-signalized intersection has the authority to override STOP and YIELD signs in the intersection. When traffic signals are set to flash red for all approaches, or turned off and temporary STOP signs are installed, the intersection may be treated as a non-signalized intersection. Only a licensed uniformed law enforcement officer has the authority to override a fully operating traffic control signal system. GUIDANCE When flagging in an intersection, the following should be considered: ! The flagger should use hand signals with a flag or light wand to control traffic movements rather than the typical STOP/SLOW paddle. ! The flagger has the authority to direct vehicles to proceed through a STOP sign controlled condition while holding traffic on other approaches. Although the flagger has the authority to urge motorists to continue through the STOP, the flagger has no authority to prevent traffic from stopping and should allow for this stopping within the operation. ! The flagger should be aware of traffic conditions at adjacent intersections and should coordinate their operations to minimize traffic backups. ! The flaggers should coordinate their flagging operations to eliminate conflicts. OPTION High-volume intersections, large intersections, or complicated situations may require additional flaggers. uniformed law enforcement officer has the authority to override a fully operating traffic control signal system. GUIDANCE When flagging in an intersection, the following should be considered: ! The flagger should use hand signals with a flag or light wand to control traffic movements rather than the typical STOP/SLOW paddle. ! The flagger has the authority to direct vehicles to proceed through a STOP sign controlled condition while holding traffic on other approaches. Although the flagger has the authority to urge motorists to continue through the STOP, the flagger has no authority to prevent traffic from stopping and should allow for this stopping within the operation. ! The flagger should be aware of traffic conditions at adjacent intersections and should coordinate their operations to minimize traffic backups. ! The flaggers should coordinate their flagging operations to eliminate conflicts. OPTION High-volume intersections, large intersections, or complicated situations may require additional flaggers.
VIII. Accessories (1) Footswitch J452d18 (2) AC Power Cord J452pc (3) Waterline J452d23 (4) Wrench J842xd5 (5) Piezo Handpiece J842xd4 (6) E-type Micromotor J453d1 (7) Tips J842xd1, J842xd2, J842xd3 (8) In-line Water Filter J452d13m (9) Straight Handpiece J452d10 (10) Snap-on Prophy J452d3 IX. Product codes for accessories and replacement parts.
volume and the exhaust stack inlet shall allow adjustment of negative furnace pressure. The induced draft fan shall be belt driven to permit field adjustment of the air capacity. The drive belts and shall be enclosed in a removable housing. An exhaust gas temperature shall be provided on the exhaust stack.. CONTROL PANEL The electrical control panel shall contain a burner controller, circuit breaker and magnetic starter for the induced draft fan motor, controls for hot water bath recirculation pumps, and digester temperature controls. Controls shall be mounted and wired with rigid conduit and flexible watertight connectors in accordance with NEC. The electrical control panel shall be mounted on the side of the unit so as not to interfere with access to the burner, return breech, sludge tubes, or gas piping. The control panel shall have a enclosure with dual swing-out doors. The doors shall be lockable with disconnect switch and handle to ensure the doors are closed during operation. Starters and circuit breakers for digester recirculation pumps shall be provided in the heater and heat exchanger control panel. The following labeled switches and indicating lamps shall be provided on control panel doors: Sludge heater hand/off/auto switch. Constant water bath on/off switch. Exhaust fan continuous/intermittent switch. Sludge recirculation pump continuous/intermittent switch. Low boiler water indicator lamp. failure alarm horn, alarm horn silencer, and flame failure indicator lamp. Building heat recirculation pump auto/off switch. Tagged outlets shall be provided for: The main supply: volt, 3-phase, 60 hertz. The normally open contact to the magnetic starter for the raw sludge pump to ensure operation of a selected digester recirculation pump when the raw sludge pump is operating. The HP motors of the sludge recirculation pumps. The control circuit supply, single-phase, 60 hertz, 115 volt AC. The hot water circulating pump for building heat (pump provided by heating contractor). The building heat thermostat (thermostat provided by heating contractor). An isolated common circuit shall be provided for remote annunciation of the following:
Keep in mind that it must be a community service project, either by directly providing a service to the community or by providing a service to a community-based organization that provides community services. The project site must be located within the Comcast service area. Project date range: Wednesday, April 20 – Monday, May 2. We will be evaluating all proposals in a variety of areas, such as: The extent to which a sizable group of people can make a concrete impact in a single day Opportunities for collaborative work and team-building The effect that the completed project will have on the organization, those served by it, and the community at large Organizational Information Org. Legal Name : Executive Director Name: Executive Director Address: Project Contact Person: Address: Fax: E-mail : Website: Facebook Page: Tax ID# (EIN) Please provide a brief description of your organization, its mission, programs and services. (200 words or less)
Submitter Code of Conduct as well as on relevant regulation (including in relation to benchmarks and market abuse). Conflicts of interest 8.1 Participants should maintain and operate effective organisational and administrative controls to enable them to identify and manage conflicts of interest that may arise from the Benchmark process including: policies to manage conflicts arising between the Participant’s role as a submitter to the Benchmark and its other business areas including transacting with or for clients and counterparties in products which reference the Benchmark; submission of data from front office functions must be subject to adequate internal oversight and verification procedures; policies relating to the handing of client and proprietary orders; the physical separation of employees and reporting lines where appropriate; the consideration of how to identify, disclose, manage, mitigate and existing or potential incentives to manipulate or otherwise influence data inputs (whether or not in order to influence the Benchmark) including through appropriate remuneration policies and effectively addressing conflicts between the Participant’s submission activities and any other business of the Participant or of any of its affiliates or any of their respective clients or customers; and policies to prevent behaviour that threatens the integrity of the Benchmark. Whistleblowing 9.1 Participants should maintain a whistleblowing policy so that employees have a means to anonymously raise concerns regarding unlawful or inappropriate practices related to the Benchmark determination process.
Department of Communication Sciences and Disorders Instructor Office Number Office Hours Seung, HyeKyeung (Chair) hseung@fullerton.edu Chakraborty, Rahul rchakraborty@fullerton.edu CP-425 CP-420 – 13 657-278-7175 657-278-3108 Th 2:30 – 3:30 pm MTu 2:30-4:00 pm Davis, Michael midavis@fullerton.edu CP-420 – 24 657-278-3576 M 2:00-4:00 pm Kim, Minjung minjungk@fullerton.edu CP-420 – 20 657-278-3927 TuTh 11:30 am – 1:00 pm Kitselman, Kurt kkitselman@fullerton.edu CP-420 – 02 657-278-3530 W 1:00-2:00 pm, F 11:00-12:00pm Saenz, Terry tsaenz@fullerton.edu CP-420 – 10 657-278-3823 M 1:00-4.00 pm, Tu 3:00-4:00 pm Tsao, Ying-Chiao ytsao@fullerton.edu CP-420 – 29 657-278-5307 RF 11:00 am-12:00 pm Weir-Mayta, Phillip pweir-mayta@fullerton.edu CP-420 – 14 657-278-7176 MTu 2:30 - 3:30 pm Toya twyatt@fullerton.edu CP-420 – 16 657-278-3825 By appointment only
Hazard Assessment Risk Factor Question: What response is needed to get Mitigation Tech Mitigation technique: Any suspended dust in air? Where? Yes Control accumulation and apply housekeeping. SEE NFPA 664 or 654 OSHA 1910.22 WAC 296-800-22005 (Sawmill 296-78-71019) (296-62-100 Equipment electrically grounded? No Test & Ground all electrical equipment as needed. SEE NFPA 664 or 654 (WAC 296-78-71019) Any energized damaged electrical conduits? Yes Repair or Replace. Any exposed wiring that short, or cause a spark? Yes Repair and Upgrade to electrical code. Is HOT WORK controlled by a permit system? No Implement written program-Formulate procedures-Acquire equipment & Train employees. WAC 296-24-695 Are there any ENCLOSURES where combustible dust is present? Yes Review NFPA 68, 69, 664, 654 depending on dust type. Housekeeping WAC Are there ANY IGNITION SOURCES that can possibly reach the inside of a process enclosure? Yes SEE NFPA 664 for methods of preventing ignition source transmission to today, was there a deflagration or explosion event involving combustible dust? Yes Implement controls specified under NFPA 664 and housekeeping. WAC Do you have engineering controls in place for combustible dust? No Engineering should be used to control an explosion and to collect dust. They must be on a periodic maintenance and testing schedule. Do you have administrative controls in place for combustible dust? No Perform a dust accumulation rate assessment and set up a house keeping plan to control the dust according to NFPA code 664 or 654. Housekeeping WAC
C’mon everybody... INTRO DDDDD/GGGGG/AA/GG/D X2 #1. D Well, c'mon everybody and let's get together tonight. I got some money in my jeans and I'm really gonna spend it right. G A Well, I been doin' my homework all week long, G A now the house is empty the folks are gone. D(stop) D G A G D(x2) C'mon everybody. #2. D Well, my baby's number one but I'm dance with three or four. And the house'll be shakin' from the bare feet slapping on the floor. G A When you hear the music you can't sit still, G A If your brother won't rock then your sister will. D(stop) D G A G D(x2 C'mon everybody. #3. D Hell, we'll really have a party but we gotta put a guard outside. If the come home I'm afraid they gonna have my hide. G A There'll be no more movies for a week or two, G A No more runnin' 'round with the usual crew, D Who cares.. C'mon everybody... D G A G D(x2) REPEAT#3.
22 Apr – 16 May Early Years - GOOD NEWS - Passing on the Good News of Jesus Year 1 - Holidays and Holydays - Pentecost: feast of the Holy Spirit Year 2 - spread the word - Pentecost: a time to spread the Good News Year 3 - ENERGY - Gifts of the Holy Spirit Year 4 - NEW LIFE - To hear and live the Easter message Year 5 - TRANSFORMATION - Celebration of the Spirit’s transforming Year 6 - WITNESSES - The Holy Spirit enables people to become witnesses 19 May – 20 June Early Years - FRIENDS - Friends of Jesus Year 1 - SORRY - God helps us choose well Year 2 - RULES - Reasons for rules in the Christian family Year 3 - CHOICES - Importance of examination of conscience Year 4 - BUILDING BRIDGES - Admitting wrong, being reconciled with God and each other Year 5 - FREEDOM & RESPONSIBILITY Commandments enable Christians to be free & responsible Year 6 - HEALING - Sacrament of the Sick 23 June – end of term Early Years - OUR WORLD - God’s wonderful world Year 1 - NEIGHBOURS - Neighbours God’s world Year 2 - TREASURES - God’s treasure; the world Year 3 - SPECIAL PLACES - Holy places for and the Christian community Year 4 - GOD’S PEOPLE - Different saints show people what God is like Year 5 - STEWARDSHIP - The Church is called to the stewardship of Creation Year 6 - COMMON GOOD - Work of the worldwide Christian family
What great stuff could they say was in Carolina to make them want to come? Then through student generated responses, further explains the information to the students. Guided Practice This is the inquiry portion of the lesson, student-centered & often cooperative learning strategies used, teacher acting as facilitator, also known as Explore. “We do” Activity Description Include student “explore” components and opportunities for them to explain their learning. Activity 1: Read the primary source letter written by Captain Hilton (slide 3) On own sheet of paper, have students answer the following questions. Specifically, what in this letter, do you would make settlers want to come to Carolina? What similarities are there still today in South Carolina’s environments that were described in the letter? Do you feel it was wise of the Proprietors to publish this letter? Why/Why not? Give specific wording from the letter. If you read this letter would YOU want to come to Carolina? Why/ Why Not? As a class go over questions and discuss Answers. Activity 2: Using slide 4 from smartboard lesson, tell students that they have been hired by the 8 lord proprietors to create a brochure to attract settlers to the Carolina colony. Pass out directions and rubric on Brochure. Teacher provides example of wording and pictures that could be used on brochures Checking for Assessment After Brochures are completed, hang them in the hallway and number. Allow students to look over the brochures then have the write down the number of the one they felt was the best and why they felt it was the best. Closure Teacher will re-visit content and answer students’ questions developed during the Guided Practice component. Summarize the lesson, clarify content, and revisit content and literacy objectives. Content Solidified Activity 1 : Teacher will highlight key points of the letter. Activity 2: Teacher will award “best brochures” and go over what elements they had that made them the “best”
HAROLD I like singing while I am working. ADRIAN Well, not me. Just lower your voice. HAROLD approaches ADRIAN and stands adjacent to him, then places his right arm along his shoulder. HAROLD I have a plan after tonight, after ten. ADRIAN A plan? What plan? HAROLD My girlfriend has a very beautiful black friend. She can introduce her to you if you want. So when we’ll leave here, we can join them in the club. ADRIAN Girlfriend... club? What are you even talking about? HAROLD What is wrong with you, man? ADRIAN Who told you I am into black? HAROLD Because you are black. ADRIAN I am not interested, man. HAROLD Just a suggestion. ADRIAN I am a man of principle. I decide not to have sex before I meet the person I really want to get married. HAROLD Did I mention shagging?
White, Randall (1997), Structure, Signification, and Culture. Different Logics of representation and their Archaeological Implications, in «Diogenes», 180.45.4, pp. 97-113 White, Randall (2003), Prehistoric Art: The Symbolic Journey of Humankind, Harry N Abrams, New York. Warburg, Aby (1939), A Lecture on Serpent Ritual, in «Journal of the Warburg Institute» 2.4, pp. 277-292. Wulf, Christoph (2004), Anthropologie. Geschichte, Kultur, Philosophie, Rowohlt, Reinbeck. Wulf, Christoph (2013), Anthropology. A Continental Perspective, Chicago, University of Chicago Press. Wulf, Christoph (2014), Bilder des Menschen. Imaginäre und performative Grundlagen der Kultur, Bielefeld, Transcript Verlag. Zijlmans, van Damme, Winfried (2008) (eds.), World Art Studies: Exploring Concepts and Approaches, Valiz Amsterdam.
26. Only a professional astronomer with a powerful telescope can discover a new comet. A B 27. About 100 years ago, some people bought umbrellas and anti-comet pills to protect themselves. A B 28. The closer a comet is to the Sun, the brighter it will appear. A B 29. The ancients thought comets were the power rays of supernatural beings. A B 30. A meteor shower occurs when many comets at once pass over the A B Scoring Guide 95-100% - 4 90-94% - 3.5 85-89% - 3 75-84% - 2.5 65-74% - 2 55-64% - 1.5 45-54% - 1 1-44% - .5 Comet Facts, Myths, and Legends – Key I 1. The work comet comes from a Greek word meaning… b. hair 2. Who was the scientist who proved that comets traveled far beyond the Moon? a. Tycho Brahe 3. From ancient times, people knew what comets were. b. 4. To save himself from the comet’s curse, Emperor Nero did what?
20-22 – 2 17-19 – 1.5 14-16 – 1 1-13 – .5 0 – 0 65-74% - 2 55-64% - 1.5 45-54% - 1 1-44% - .5
This week was fun. Where’s the [+place]? Thank you, that’s cool. Chunks Good morning. What’s the weather like today? – It’s [+weather word]. How are you today? – I’m OK. What’s your telephone number? – My telephone number is … I can see … [+number] plus [+number] is … Can you [+activity]? – Yes, I can./No, I can’t. Do you like [+fruits/vegetables] in your smoothie? – Yes, I do./No, I don’t. What’s in your smoothie? – In my smoothie there are [+fruits/vegetables] When is your birthday? – My birthday is in [+month]. Is it [+weather word]? – Yes, it is./No, it isn’t. What’s the time? – It’s [+number] o’clock. How do you go to school? – I go to school by [+vehicle]./ I walk. I see [+number & colour & vehicle]. – Is it number [+number]? Where’s the [+place]? What’s in your room? – In my room there is a [+furniture]. Where’s the [+house word]? – The [+house word] is [+preposition] the [+house word/room]. Happy Thanksgiving Day! Happy Easter! That’s my perfect day at the beach. On my perfect day at the beach I like [+activity]. Song/Chant/ Action Story Welcome back, Come in Our English song A week of action and fun Frida’s song Months, months, months! Seasons of the year What’s the time? The wheels on the bus Funny’s trip to Mars Where’s the pool? my umbrella? The groove We celebrate Thanksgiving I’m a little Easter bunny My perfect day at the beach A-B-C-Rap
The Conversational Encouragement: (Psalm 134:1KJV) Behold, bless ye the LORD, all ye servants of the LORD, which by night stand in the house of the LORD. The Priests :( The servants in the text) were responsible for this encouragement: Now in verse 1 it features the word blessing in a form that might be called an invitation and a command. The persons who first sang this song had been traveling, literally, the roads to Jerusalem. Now they had arrived and were at the temple to worship God in festival celebration. Some would have been on the road for many days, some for weeks, in some instances maybe some for months. Now they were at the end of the road. What happened next? They are ready to praise God!
All Infant Items Non-Gender specific please Infant Size_______ Please the following into labeled bags: Bottle Travel size wipes Pajama sleeper Small soft toy Onesie (single or 3 pack) 2 diapers 2 single serving formula packets A note of encouragement to the foster parent. *Note: Ziploc bag must be able to close and remain closed. All Infant Non-Gender specific please Infant Size_______ Please place the following into labeled bags: Bottle Travel size wipes Pajama sleeper Small soft toy Onesie (single or 3 pack) 2 diapers 2 single serving formula packets A note of encouragement to the foster parent. *Note: Ziploc bag must be able to close and remain closed. All Infant Items Non-Gender specific please Infant Size_______ Please place the following into labeled bags: Bottle Travel size wipes Pajama sleeper Small soft toy Onesie (single or 3 pack) 2 diapers 2 single serving formula packets A note of encouragement to the foster parent. *Note: Ziploc bag must be able to and remain closed. All Infant Items Non-Gender specific please Infant Size_______ Please place the following into labeled bags: Bottle Travel size wipes Pajama sleeper Small soft toy Onesie (single or 3 pack) 2 diapers 2 single serving formula packets A note of encouragement to the foster parent. *Note: Ziploc bag must be able to and remain closed.
The Twenties were in another sense a reactionary decade—a reaction against Victorian ideas of morality that saw young men and women openly defy what their parents still viewed as proper behavior for relationships between the sexes. Young people went wild, in the eyes of some, though studies have suggested that there was more talk than action. It was also a rebellious age, in which women continued the process of breaking out of older social patterns as they had begun to do during World War I. They changed their dress styles, cut their hair short, smoked in public, and were not above taking a nip from a flask of Prohibition whiskey. •PREDICT: Based on your reading and knowledge, what are some things you think we’ll be learning about in this unit? LIST AT LEAST THREE PREDICTIONS BELOW: on the Reading: Fill in how the following changed during the 1920’s. LIST as many examples as you can find from the reading… Automobile Appliances What’s installment buying? The Roaring Twenties: AKA The Jazz Age
Federal government built a series of _dams__ to prevent flooding, brought _water_ supply and ___electricity____ to rural areas- provided jobs for people who helped with construction CCC – Civilian Conservation Corporation Sent 250,000 men to work camps to perform reforestation and ___conservation___ tasks. Removed surplus of workers from __cities__, provided healthy conditions for boys, and provided ___money_____ for families AAA – Agricultural Adjustment Agency Protected farmers from price _drops__ by reducing production, and starting ____educational__ programs to teach methods of preventing ___soil___ erosion FDIC – Federal Deposit Insurance Corporation *Still exists today* Created federally insured bank ___deposits__ ($__2500__ per investor at first) to prevent bank ____failures___. Now protects up to $___100,000___ per investor. PWA – Public Works Administration Define Public Works: Projects built by the government for public use like parks, schools, highways, roads, government buildings, States received $3.3 billion appropriation from __Congress__ for public works projects. Provided ___jobs__ to needy areas through public projects SEC – Securities and Exchange Commission *Still exists today* Regulated the __stock__ market and restricted ____margin_ buying
Sunday, September 30 1:00pm – 6pm Optional Golf Event TBD Monday, October 1 5 CPEs 10:30 am – 11:30 pm Conference Registration, Networking & Coffee 11:30 am - 12:50 pm Networking Lunch, Welcome & General Business Session, Session #1 – Keynote video from National conference 12:50 – 1:00 pm Stretch Break 1:00 – 1:50 pm Session #2 – Accounting and Tax Update 1:50 – 2:40 pm Session #3 – Blockchain panel 2:40 – 3:10 pm Refreshment Break & Networking 3:10 – 4:00 pm Session #4 – AM Best 4:10 – 5:00 pm Session #5 – CFO Improving Margins via Digital Tools 5:00 – 5:15 pm Day 1 Closing Remarks 6:00 – 7:30 pm Cocktail Reception Tuesday, October 2 4 CPEs 7:15 – 8:00 am Conference Registration, Networking & Breakfast 8:00 – 8:50 am Session #6 – Economic Update 8:50 – 9:40 am Session #7 – Vendor Risk Management 9:40 – 10:10 am Refreshment Break & Networking 10:10 – 11:00 am Session #8 – Catastrophe Risk Update 11:00 – 11:50 am Session #9 – Workforce of the Future 11:50 am – 12:00 pm Closing Remarks & Raffle
Creating a comic with Comic Life is a simple 5-step process. Select a template for your new page. There are over 200 templates in categories such as comics from the 40’s, 60’s and 80’s, manga, graphic novels, and euro comics. Or, you can create your own layout by dragging panels anywhere you want them. Add digital images from other disks or a connected digital camera. You can drag and drop images from the interface of Comic Life (from your Photo library or any connected disk), or you can drag items directly from the Finder into Comic Life. Dragging an image onto a panel will put the image into the panel and crop it so the shortest dimension of the image matches the shortest dimension of the panel. You can adjust the panel size/shape separately from the image’s size. Select a style/filter for digital images. You can leave your images in their unfiltered state, but Comic Life's built-in filters and styles give you some very cool control over how 'comicy' your comic looks. If you don’t like the pre-defined styles, you can enter your own filter settings to get that perfect look. Don’t overlook the fact that you can draw your own images (on the computer, or on paper and scan them in) and then include them in your comic once they are in a digital format. Add text containers and text. Just like almost everything else in Comic Life, adding text is a simple drag and drop process. The text containers at the bottom of the window provide you with different text presentations. Drag a container into your page and enter your text. If you have a balloon selected, you can drag the tail to associate the speech or thought with a particular character in an image. Additional tails can be added for more than one speaker at a time. Other text containers have options for styles and effects to enhance the text. The controls allow you to stretch, scale, skew, colorize, outline, shade and too many other options to list. The pre-defined options are numerous and individual controls let you take them further. Nothing says WOW like...
If you have a website link for this publication please specify the link here. http:// Please briefly summarise the nature of your main publication, outlining the target audience and focus of content (350 words maximum) Section 2: Beneficiaries 2.1 Beneficiary numbers: How many people have you worked with in the past 12 months and in the lifetime of the Type of beneficiary Narrative description of who this includes (100 words maximum) Target for number of beneficiaries over the lifetime of the grant Target for number of beneficiaries in the first 12 months Number of beneficiaries the grant began Number of beneficiaries in the past 12 months People benefiting directly From start-up form From form From previous report 0 0 Frontline workers benefiting From start-up form From start-up form From previous report 0 0
Section 4: Outputs for the past 12 months 4.1 Summary of delivery this year Description of output (10 words maximum) Target for delivery in the next 12 months (maximum 80 words) Target for number of beneficiaries in the 12 months What have you delivered this year? (maximum 80 words) Number of beneficiaries in the past 12 months 1 0 0 2 0 0 3 0 0 4 0 0 5 0 0 6 0 0 7 0 0 8 0 0 9 0 0 10 0 0 4.2 Have you delivered as planned over the past 12 months? (350 maximum) Please summarise if you feel you have delivered as planned, in light of the targets you set for outputs. Any reflections on learning or insight into the difference made should be included in section 1 rather than here.
quinolizine-2-acetic acid methylester 3) mitragynine methoxyprop-2-enoic acid methylester 0.03 g 3 g 4) salvinorin A 0.002 g 0.2 g 5) psilocin, psilotsin 520-53-6 0.05 g 0.25 g 6) psilocybin 520-52-5 dihydrogen phosphate 0.05 g 0.25 g 8.3. Compounds of Other Substances No. International non-propriety name of the substance (INN)/trivial name of the substance CAS No. Chemical name of the substance Amount up to which the amount is recognised as small Amount from which the quantities are recognised as large 1) tenocyclidine TCP 21500-98-1 1-(1-(2-thienyl) cyclohexyl)piperidine 0.001 g 1 g 2) eticyclidine PCE 2201-15-2 0.001 g 1 g 3) rolicyclidine, PHP, PCPY 2201-39-0 0.001 g 1 g 4) amineptine 57574-09-1 acid 0.4 g 2.8 g 5) cathine 492-39-7 0.03 g 10 g 6) CRA-13 432047-72-8 0.003 g 1 g 8.4. Plant Products with Psychotropic Effect No. Product name Amount up to the amount is recognised as small Amount from which the quantities are recognised as large