zilongwang/ReadingBank huggingface dataset:
Modern European History Chapter 14: Religion, Warfare, And Sovereignty: 1540-1660 Chapter 14 Section 1 IDs and Questions On another sheet of paper, use the information in Chapter 14 and the glossary of your text to identify the historical importance of each term and then to answer the questions that follow. (The terms are in the order that they appear in the text.) Section 1: Page 504-517 The Price Revolution Huguenots Duke of Guise Henry of Navarre Catherine de Medici Saint Bartholomew's Day Massacre (August 24, 1572) Henry IV (r. 1589-1610) 1598: the Edict of Nantes Philip II (r. 1556-1598) The Council of Blood (reign of terror) the Spanish Armada (1618-1648) "Good Queen Bess" The Thirty Years' War (1618-1648) Gustavus Adolphus (1594-1632) The Peace of Westphalia (1648) The decline of Spain Catalunya revolt (1640) Cardinal Richelieu (1585-1642) the "intendants" The Fronde (1648-1653) Louis XIV Anne of Austria Cardinal Mazarin 1. How did the Price Revolution add to the turbulence of the period 1540–1660? 2. Why did most European states try rigorously to repress all minority religious opinion? What did these states fear? 3. How did the Thirty Years’ War begin as a religious war in Germany and end as an international struggle? In the aftermath of the Peace of Westphalia, who were the greatest winners and losers? Modern European History Chapter 14: Religion, Warfare, And Sovereignty: 1540-1660 Chapter 14 Section 2 IDs and Questions
Crimes against property are the most common Types: felony (murder/robbery) and misdemeanor (graffiti) Civil law – disputes between people or gov’t All Americans are affected most by these types of laws can be over a broken contract Lawsuit – civil case legally brought before court by civilians (not gov’t) Military law – statues for those serving in armed forces or those who are working for the military (contract workers) Military is affected most by these types of laws people must follow civil and military law Court-Martials tries those accused of breaking military law Sources of law: US Constitution - supreme law of the land state constitution statutes - law written by a legislative branch of gov’t case law - law established by judicial decision administrative agencies Case law – laws established by judicial decisions Administrative law – rules/regulations for the executive branch and its agencies 15.2 The American Legal System Basic Legal Rights Protection Against Unlawful Imprisonment (Article I) Writ of habeas corpus – bring prisoner to a judge to justify his/her imprisonment (this is a court order) Safeguards unlawful imprisonment Forbids gov’t from issuing bill of attainder (law that punishes a person accused of a crime without trial/fair hearing in court) Forbids ex post facto law (allows person to be punished for action that wasn’t against the law when committed) – ex post facto means after the fact Administration of Justice 14th amendment - civil rights to enslaved people/treat all people equal 14th Amendment strengthens 5th Amendment (due process – gov’t can’t take life/liberty/property without legal procedure) Right of the Accused **person is innocent until proven guilty Fourth Amendment Rights – protects against unreasonable sear/seizures
If the two parties made it clear during negotiations that they intend to put an acceptance in writing, then a contract is not formed until both parties have signed the written acceptance. Without an expression of intent, the courts would look at what a reasonable person would decide about whether a signed, written contract is required. E. Acceptance of Ambiguous Offers Sometime an offer is not clear about whether it is bilateral or unilateral. In these cases, the offer can be accepted by any reasonable means according to the circucmstances. 1. Acceptance by Shipment The UCC says that an requesting immediate shipment of goods may be accepted either by promise to ship or by just shipping. The Code also states that prompt shipment of either conforming goods (what the order requested) or nonconforming goods (something other than what was requested) counts as an acceptance of the order, and no contract is created if the seller notifies the buyer within a reasonable period of time that the shipment of nonconforming goods is intended as an accommodation for the unavailable conforming goods. IV. Who Can Accept an Offer? Only the original offeree can accept (or someone acting for the offeree). The offer is personal to the offeree. If a third party tries to accept, it is not an acceptance but a completely new offer. Example: Q: If Jones sends an email to Walter offering to sell his car and Anderson sees the email and calls Jones to accept the offer, can Anderson accept? A: Anderson cannot accept - only Walter can legally accept. V. Review Questions: Questions:
Copperhead® SuperFlex Tracer Wire Spec Use Copperhead SuperFlex Tracer Wire Part # 1630*-SF-** * = Color: B=Blue Water, G=Green Sewer, P=Purple Reclaim Water R=Red Electric, N=Orange Communications, K=Black, Y=Yellow Gas ** = Spool Size: 500’, 1000’, 2500’ Tracer wire shall be a #16 AWG (0.0508” diameter) fully annealed, low carbon 1010 grade steel, solid copper-clad steel (CCS) conductor, insulated with a 30 mil, high-density, high molecular weight polyethylene (HDPE) insulation, and rated for direct burial use at 30 volts. CCS conductor must be at 21% conductivity for locating purposes. Break load of 115 lbs. HDPE insulation shall be RoHS compliant and utilize virgin grade material. Insulation color shall meet the APWA color code standard for identification of buried utilities. Tracer wire shall be Copperhead® SuperFlex CCS, HDPE 30 mil insulation or district pre-approved equal and made in the USA. Copperhead Industries LLC, PO Box 1081 Monticello, MN 55362∙Ph 877-726-5644∙Fax 763-271-3694 www.copperheadwire.com
Chapter 18: Contractual Capacity and Genuine Assent Alan Moran, David Niese, Mark Schafer, Juan Camacho, Megan McLaughlin, Andrew Hansen Contractual Capacity Definition of Capacity When forming a contract, the ability to enforce that contract is contingent with multiple aspects of the contract. include the contract’s offer and acceptance, whether proper consideration has been given, the intention to create a contract, and legal capacity of the person signing the contract. Capacity is the ability to incur legal obligations and acquire legal rights (Mallor et al). These rights pertain to people who enter into legally binding contracts and may allow them to sue or be sued in their own name (BusinessDictionary.com). Sometimes, capacity can be obvious as in minority. At other times, it is subjective as in cases of mental capacity in which the court must determine whether capacity existed. It is important to note that even if both members entering into the contract would typically have capacity, no legal contract can be made for any tortuous, criminal, or anti-statutory agreement between them (Wiziq.com). Contractual capacity is intended to allow certain persons the ability to avoid or escape the conditions of a contract if they meet certain criteria. These requirements were created by law as a means of protecting certain individuals deemed unfit to have entered into that contract. In some instances, should the capacity of one or more of the contractually bound parties be impaired, they would have the option to void or enforce the contract, but would not be obligated to do so. This would be considered a voidable contract. There are other situations in which a person entering a contract has no option to execute or void the contract. In these cases, the contract is automatically void and cannot be executed. An example of a void contract would be a party adjudicated to be mentally incompetent, or if they were impaired to the extent that they could not possibly have given consent to the contract, such as being unconscious or under duress.
Misunderstanding Void Fraud Void Concealment Voidable Innocent Misrepresentation Voidable Duress Voidable Economic Duress Valid Undue Influence Voidable Reformation Corrected, Valid Bibliography 1. BusinessDictionary.com. (n.d.). legal capacity. Retrieved March 2009, from BusinessDictionary.com: 2. Cornell University Law School. (n.d.). Emancipation of Minors. Retrieved March 2009, from Legal information Institute: 3. Cornell University Law School. (n.d.). Misunderstanding. Retrieved November 2009, from Legal Information Institute: http://topics.law.cornell.edu/wex/misunderstanding 4. Gilmore, E. A., & Wermuth, W. W. (1914). Modern American Law. Washington DC: Blackstone Institute.
compensate the buyer after he has already paid. The right is common in real estate deals (e.g. a buyer has a contract to purchase a house at a certain price, but the seller refuses). However, if the seller has sold the same house multiple times, only one of the buyers can get the house. Study Table 1: Legal Remedies Remedy Availability Result Nominal Damages The injured party has not suffered a financial loss. Usually the plaintiff is awarded $1 and wrongdoing is proven but without damages. Compensatory Damages Injured party proves that the injury arose as a direct result of the breach of contract Compensated to make victim whole. Includes gains prevented and losses sustained. Punitive Damages Only available when the breach of contract involves a tort or bad faith insurance Wrongdoing is punished to set an example for other who would commit the same crime. Liquidated Damages Sets a reasonable predetermined amount to be paid in the event that the contract is breached. Breaching party pays the contracted amount, if qualifications are met. Cannot be punitive. Consequential Damages When circumstances that the breaching party is aware of or should be aware of cause the other party injury. The injured is given all the damages they knew of. Study Table 2: Equitable Remedies Remedy Availability Result Specific Performance The case situation is special, monetary damages is unnecessary, and/or there is no readily available substitute The breaching has to fulfill the terms stated in the contract. Unless extreme court supervision required Injunction Put in place when there is an apparent threat of breach of contract. ( before breach has taken place) orders for one party either do or not do a particular action.
(a) Common salt contains impurities like magnesium chloride, are deliquescent substances. So on exposure to air especially during the rainy season, table salt turns moist though sodium chloride is not deliquescent. (b) This impurity can be removed by passing a current of dry hydrogen chloride gas through a saturated solution of the affected salt. Pure sodium chloride is produced as a precipitate, which can be recovered by filtering and washing first with water and then with alcohol. (c) Conc. H2SO4 can change the blue colour of copper sulphate to white. (d) Two crystalline substance which do not contain water of crystallization are: Common salt, Nitre, Sugar. Misc. Exercise. (a) A is sodium salt: It is prepared by neutralization of a base with acids. (b) B is an insoluble salt: An insoluble salt is obtained from another insoluble salt by double decomposition. The insoluble salt is first converted into a soluble salt which is then used to prepare the desired salt. (c) C is soluble salt of copper: The soluble salt of copper can be prepared by the decomposition of carbonates by acids. (d) D is soluble salt of Zinc: The soluble salt of Zinc can be prepared by decomposition of chlorides by conc. H2SO4. (2004) i) Copper (II) chloride - (B) Action of an acid on an oxide or carbonate (ii) Iron (II) chloride - (A) Action of acid on metal (iii) Iron (III) chloride - (C) Direct combination (iv) Lead (II) chloride - (E) Precipitation (double decomposition) (v) Sodium chloride - (D) Neutralization of an alkali by an acid
Statement of Compliance – Chapter 3 : Aircraft Loading The line items referenced in this compliance matrix have been derived from the Department of Civil Aviation Requirements as the minimum maintenance compliance requirements for an application for the issue or renewal of an Airline Air Operator Certificate. A completed compliance matrix must be submitted by the applicant both for initial certification and for renewal. Additionally, the certificate holder should maintain an up-to-date compliance matrix to assist with on-going compliance and to support certificate amendment requests. The purpose of the matrix is to speed up the certification process, ensure every applicable requirement has been addressed in the exposition and reduce the cost of certification by the quick location of required policies or procedures in the applicant’s exposition manual suite. All requirements have to be complied with, but not every requirement has to be addressed in the exposition. At least the following Requirements must be included unless they are not applicable to the operation, in which case they should be annotated N/A. The intention of this matrix is to assist rather than instruct the applicant in an initial application or request for renewal. If for your operation, compliance is required with a Regulation not listed in the matrix, please add it to the list and identify the exposition reference. This matrix needs to be completed by every applicant for an Airline Air Operator Certificate and show the exposition pages and paragraph numbers that satisfy CAAT Requirements in the Manual References / Applicant’s Comments column. Where the applicant does not meet the CAAT Requirement or deems it not applicable, an explanation should be given in this column. Please note that ticks ( ) are not acceptable. The completed matrix should accompany the exposition documents and preferably be included as a component of the exposition. The applicant may submit a completed matrix in a different format as long as it includes all the Requirements references identified however, there may be additional processing time required by the CAAT in cross-referencing requirements. General Manual Layout Manual binder: Can the manual be amended easily? (three or four ring binders are preferred: two-ring binders are not recommended as the pages are too easily torn). If permanently bound, do you intend to re-issue at every amendment? This may inhibit frequency of needed amendments. Electronic exposition: Is the matrix included as part of the file(s)/disc? If so, is it up to date? Have you considered the methods for distributing to the CAAT and how you will manage amendments? Applicant – Name of Operator: AC Aviation Company Limited
7/18 Chapter 6: Understanding and Assessing Hardware: Evaluating Your System Chapter 6 online Quiz - from Technology in Action, 8e 7/25 Excel 2010 Chapter 2: Using Functions, Creating Tables… - Excel Chapter 2 Skill-Based Training - Excel Chapter 2 Skill-Based Exam (Scenario #1) - Chapter 2 Grader Project [Homework] 7/25 Chapter 7: Networking: Connecting Computer Devices Chapter 7 online Quiz - from Technology in Action, 8e Excel 2010 Chapter 3: Analyzing Data With… - Excel Chapter 3 Skill-Based Training - Excel Chapter 3 Skill-Based Exam (Scenario #1) - Chapter 3 Grader Project [Homework] 8/1 Chapter 8: Digital Lifestyle: Managing Digital Data and Devices Chapter 8 online Quiz - from Technology in Action, 8e 8/1 Access 2010 Chapter 1: Getting Started with Access Databases - Access Chapter 1 Skill-Based Training - Access Chapter 1 Skill-Based Exam (Scenario #1) - Chapter 1 Grader Project [Homework] 8/1 Chapter 9: Securing Your System: Protecting Digital Data and Devices Chapter 9 online Quiz - from Technology in Action, 8e 8/8 PowerPoint 2010 Chapter 1: Getting Started with Microsoft Office PowerPoint - PowerPoint Chapter 1 Skill-Based Training - PowerPoint Chapter 1 Skill-Based Exam (Scenario #1) - Chapter 1 Grader Project [Homework] Remember, late work will NOT be accepted. 8/8 Final Exam
Which do you use? Ser o estar ?? and what do they mean? En____________________ Deprimido _______________ De_____________________ Triste___________________ Fuerte__________________ Las tres y media__________ Enfermo________________ Debil __________________ Alegre _________________ Grande_________________ Contento________________ Pequeño ________________ Cansado________________ Inteligente ______________ Label the following and tell how often and when you do them? Label and say how often you go to the place in a full sentence.
This term describes the hardware architecture that software runs on – platform Definitions Open source OS – free to use and modify Plug and Play – a feature that recognizes and makes available for use devices you plug into your computer, for example into USB ports. Virtual memory – where data is swapped into when RAM is used up Firmware – code built into electronic devices that controls those devices FAT – a table maintained by the OS to keep track of the physical location of the hard disk’s contents Platform – the hardware architecture of a computer and the OS intended to run on it GUI – the visual appearance of an operating system Path – the hierarchy of folders that to a stored file Performance – the speed at which the computer functions Cold boot- starting a computer from a no-power state Warm boot – a restart of the computer without turning off the power Booting – the process of starting your computer Linux – this operating system was first developed in 1991 Driver – software that allows an operating system to interface with external hardware like a printer or keyboard System software – includes the operating system and utilities iOS – mobile operating system from Apple UNIX – operating system originally designed for servers System restore – utility that lets you undo changes made to the operating system and programs Utility software – part of the system software that can be used to perform system maintenance, scan files, and help protect your computer System files – files that provide instructions needed to run programs
Biomes Tundra Permafrost Boreal Forest Temperate Rainforest Temperate Seasonal Forest Shrubland (Chaparral) Temperate Grassland/Cold Desert Tropical Rainforests Tropical Seasonal Forests & Savannahs Subtropical Deserts Littoral Zone Limnetic Zone Phytoplankton Profundal Zone Benthic Zone Freshwater Wetlands Salt Marsh Mangrove Swamps Intertidal Zone Coral Reefs Coral Bleaching Photic Zone Aphotic Zone Chemosynthesis
Import – to bring content into a document RTM – a final version of the software with all identified bugs reconciled so that the software can be duplicated and sold to the public or deployed to internal users Database – a type of software used to organize, sort, and create reports on sets of data such as customer lists SAAS – a software delivery model where a provider licenses an application to customers to use as a service on demand Shareware – software for which you pay a small fee Software suite – a collection of productivity software applications sold as one package that use tools common to all the products in the suite Keynote – develops presentations QuattroPro – creates sales forecasts Sony Creative – records and audio for podcasts
Guide. CAAT Assessment Notes: Date received: ………………………………………. Assessed by: ………………………………………. Assessment Date: ……………………………………. Assessor’s Comments, Notes and Recommendations:
Class – IX CBSE (NCERT) Chapter-8 Motion. Page-100. Yes. An object that has moved through a distance can have zero displacement. Displacement is the shortest distance between the initial and the final position of an object. An object which has covered a distance can have zero displacement if it comes back to its starting point i.e., the initial position. Consider the following situation. A man is walking along the boundary of a square park of side 20 m (as shown in the following figure). He starts walking from point A and after moving along all the sides of the park (AB, BC, CD, DA), he again comes back to the same point i.e., A. In this case, the total distance covered by the man is 20 m + 20 m + 20 m + 20 m = 80 m. However, his displacement is zero because the shortest distance between his initial and final position is zero. Concept Insight - Distance and displacement may or may not be the same. Displacement is always less than or to the distance covered. The farmer takes 40 s to cover 4 × 10 = 40 m. In 2 min and 20 s (140 s), he will cover a distance = = 140 m Therefore, the farmer completes =3.5 rounds (3 complete rounds and a half round) of the field in 2 min and 20 s. That means, after 2 min 20 s, the farmer will be at the opposite end of the starting point. Now, there can be two extreme cases. Case I: Starting point is a corner point of the field. In this case, the farmer will be at the diagonally opposite corner of the field after 2 min 20 s. Therefore, the displacement will be equal to the diagonal of the field.
Hence, the displacement will be = 14.14 m Case II: Starting point is the middle point of any side of the field. In this case the farmer will be at the middle point of the opposite side of the field after 2 min 20 s. Therefore, the displacement will be equal to the side of the field, i.e., 10 m. For any other starting point, the displacement will be between 14.1 m and 10 m. Concept Insight: - Be careful about considering the cases, as the displacement in both the cases is different. (a) Not true Displacement can become zero when the initial and final positions of the object are the same. (b) Not true Displacement is the shortest distance between the initial and final positions of an object. It cannot be greater than the magnitude of the distance travelled by an object. However, sometimes, it may be equal to the distance travelled by the object. Concept Insight - Displacement is always less than or equal to the distance covered. Page-102. Velocity Speed is the distance travelled by an object per unit time. It does not have any direction. Velocity is the displacement of an object per unit time. It has a unique direction. Speed is a scalar quantity. Velocity is a vector quantity. The speed of an object can never be negative. At the most, it can become zero. This is because The velocity of an object can be negative, positive, or to zero. This is because displacement can take any of these three values.
OTHERS including children who will live with you NAME DATE OF BIRTH PHONE NUMBER EMAIL MALE Y / N FEMALE Y / N CURRENT ADDRESS Are you? ABORIGINAL TORRES STRAIT ISLANDER Yes/No Yes/No LANGUAGE GROUP ARE YOU HOMELESS Y / N OTHERS including children who will live with you NAME DATE OF BIRTH PHONE NUMBER EMAIL MALE Y / N FEMALE Y / N CURRENT ADDRESS Are you? ABORIGINAL TORRES STRAIT ISLANDER Yes/No Yes/No LANGUAGE GROUP ARE YOU HOMELESS Y / N
NAME Do you receive any Centrelink? Yes / No What is your main Centrelink payment? How much does Centrelink pay you each week? $ Do you work? Yes / No How much do you earn before tax each week? $ Who do you work for? What is their address? What is phone number? Do you receive any other income? e.g. investments, child support, bank interest etc Yes / No What sort of other income do you receive? How much other income do you receive each week $ What is the value of the things you own? e.g. car, furniture, personal possessions $ NAME Do you receive any Centrelink? Yes / No What is your main Centrelink payment?
Who do you work for? What is address? What is their phone number? Do you receive any other income? e.g. investments, child support, bank interest etc Yes / No What sort of other income do you receive? How much other income do you receive each week $ What is the value of the things you own? e.g. car, furniture, personal possessions $ NAME Do you receive any Centrelink? Yes / No What is your main Centrelink payment? How much does Centrelink pay you each week? $ Do you work? Yes / No How much do you earn before tax each week? $ Who do you work for? What is their address? What is their phone number?
innovation (the object of our own research), we describe it in some detail to explore its possibilities and limitations. 4.2.1 A constructionist critique to leadership studies of social innovation Recent innovation studies in the leadership literature take a relational stance to explore how leader’s and followers’ cognition (e.g. information processing and strategic thinking), influence social innovation (Mumford et al. 2003; Marcy 2015; Marcy & Mumford 2007; Hansen-Turton & Torres 2014). The research asks what cognitive frameworks guide the thinking and actions of leaders, identifying problem-solving mental schema. In the case of social innovation, this implies creating new configurations of interpersonal and social interactions to advance common goals (Marcy & Mumford 2007). Scholars have identified cognitive tools that leaders use to effectively foster and develop social innovations: diagnostics for scanning, mental shortcuts to address complexity, and causal analysis. Leaders who use these, effectively leverage information already present in their minds as they confront complex challenges (Marcy & Mumford 2007). (2015) moves the agenda closer to our own by connecting the individual, organizational and societal levels of analysis in his study of radical innovation. He argues that doing so may advance knowledge of the role of leadership because it broadens the scope to situations aiming at disruptive changes in ‘social relations [involving] a challenge to established status, power and values’ (Marcy 2015: 371). Building on prior research, Marcy studies five cases of radical social innovation (led by the founding member of the Situationist International, Guy Debord), asking how the leader used cognitions to implement socially innovative ideas at the societal level. Nine propositions articulated from received theory are tested qualitatively to identify cognitive approaches of effective leaders in radical social innovations. In contrast to incremental social innovators, Marcy argues, radical leaders hold more disparate knowledge structures, engage more in sense breaking tactics, are more critical of elite status, values and goals, and are able to make more creative contributions to social problem solving. In addition, radical innovators incorporate elite and public understanding of the issues in their mental models, use themselves and their teams as ‘demonstration projects’, have experienced a catalyst event that allows them to develop alternative mental models, hold multiple interpretations of causal variables within the system and are more critical of it, and leverage informational and expertise power to influence followers and the public.
B. Qualification for an accommodation will be based on the impact of the disability on the candidate’s/Student Trustee’s ability to take 6 units. C. Procedures for requesting an accommodation: 1. Candidates/officers must complete a written request form for accommodation available in the college’s Student Services Office, and return it to the Chief Student Services Officer. 2. Each candidate or officer must present written documentation verifying the disability. Acceptable documentation includes, but is not limited to, written notice from the college DSP&S office or a certified or licensed professional, such as a doctor, psychologist, rehabilitation counselor, occupational or physical therapist. EC 76023.5 Adopted 06-19-02 Amended 03-24-04 21010. STUDENT TRUSTEE ELECTION TIMELINES. Applications available at colleges Second working Monday in February Applications submission date March 15th or the first working Monday thereafter Write-in applications Submission date March 31st or the first working Monday thereafter District Office submission date for completed and verified applications March 22nd or the first working Monday thereafter Candidate information forwarded to colleges April 1st, or the first working Monday thereafter Student Trustee Elections 18th – April 30th District-wide Elections Committee, Student Affairs Committee and candidates notified of date ballots will be counted Once all election dates have been scheduled at the colleges Ballots counted One week after completion of last college election Student Trustee sworn in Board meeting preceding May 31st
2) Any request for reconsideration of an expulsion shall be made in writing to the Chancellor. The request for reconsideration shall be labeled as such, and must state each ground on which the student seeks reconsideration of the Board of Trustees’ decision. 3) The Chancellor, or designee, shall review the request for reconsideration together with the disciplinary record relating to the expulsion to assure that the request satisfies the requirements set forth on the expulsion decision and that all pertinent information has been received. 4) The Chancellor make a recommendation to the Board of Trustees, as appropriate, based on the following standards: (a) If the student has met all of the conditions for reconsideration, the Chancellor shall recommend readmission of the student to the college and the District. (b) If the student has not met the conditions for reconsideration, the Chancellor or designee recommend denial of the reconsideration request. 5) The Chancellor, in consultation with his/her other members of his/her staff, shall formulate a recommendation and forward it to the Board of Trustees. 6) The Board shall consider student disciplinary actions at any regularly scheduled meeting held within 30 days of receipt of the recommendation by the Chancellor's Office. 7) The Chancellor or designee notify the Presidents of the colleges in the Los Angeles Community College District of the Board of Trustees' decision, with copies to the Chief Student Services Officer or designee, Chief Instructional Officers and campus law enforcement.
E2: Physical Education Activity (1 semester/1 quarter unit minimum) A college may adopt and publish policies and procedures, through collegial consultation with the college Academic Senate, which would allow a student to reduce their General Education requirement for the AA/AS degree to the 18-unit minimum as required by Title 5, provided the following conditions are met: The total units required for the major are 42 or greater, with none of the major coursework eligible for in a General Education area; The student, during their last semester as part of the petition to graduate process, requests to have 3 units of General Education waived; and The student completes a minimum of 3 semester/4 quarter units from each of Areas A through C and a minimum of 3 semester/4 quarter units from each of Areas D1 and D2 as listed above. California State University General Education Breadth Plan (CSU GE-Breadth Plan) The CSU General Education-Breadth (GE-Breadth) program allows California community college transfer students to fulfill lower-division general education requirements for any CSU campus prior to transfer. This plan is governed by the California State University system. The 39 semester/58 quarter units required for CSU are distributed as follows: Area A: English Language Communication and Critical Thinking Minimum 9 semester units or 12 quarter units – one course in each subarea A1 Oral Communication A2 Written Communication A3 Critical Thinking Area B: Scientific Inquiry and Quantitative Reasoning Minimum of 9 semester units or 12-15 quarter units – one course each in subareas B1, B2, and B4, plus laboratory activity related to one of the completed science courses.
MINUTES - OPEN Part 3rd November 2016 13.00 – 17.00 Tomlinson Centre - Queensbridge Rd, London E8 3ND Attendance: Member Name Initials Attendance P= Present, A= Absent, Aa= Apologies sent. Attendance this financial year Raj Radia (chair) RR P 4 of 4 Stewart SE P 4 of 4 Shah KS P 3 of 4 Muska PM Aa 3 of 4 Anish Patel AP P 1 of 4 Parag Oza PO P 3 of 4 Dee Fasan DF Aa 2 of 4 Sunil Patel SP P 3 of 4 Kirit Sonigra KSo P 3 of 4 Nickil Patel NP P 4 of 4 Kerry Webb KW Aa 1 of 3 In Attendance Hitesh Patel (CEO) HP P Stuart Brown (Minute taker) SB P 1. Welcome by the and to note any apologies Apologies were noted from PM, DF and KW. 2. LPC membership Declarations and Conflict of Interest None were noted. 3. Approve minutes and follow up Actions from Open section of meeting – 15th september 2016.
11th September 2017 Re: Coasthopper bus towards Hunstanton Dear At Alderman Peel High School, attendance to school and learning time within lessons are very important principles to us. It is our aim to try and make good use of minute of every lesson. In the previous academic year these principles became challenged when we received some requests from students and parents to allow students to leave 10-15 minutes early from the final lesson of the day to catch the 15:02 bus home. Over the course of a year, or even in a single term, this adds up to a significant amount of time lost from lessons which could have a measurable impact on student progress. It is, however, also important to us that students have a safe journey home at the end of the day. Upon reviewing the bus times for this academic term, the Coasthopper bus towards Hunstanton is scheduled to depart at 15:28 from the Buttlands, Wells-Next-the-Sea. As the school day ends at 15:00 and this bus stop is only a short walk from the school gates, no students will be allowed to leave their final lesson early at the end of the day. Please discuss this with your child to ensure the situation is clear and to avoid any difficulties in arising from this arrangement. As is normal procedure, please inform school reception of any exceptional circumstances that would require students to leave early at the end of the day, and we will of course assist with this. We are in regular contact with bus operators to try and influence bus timetables to be more convenient for our students and families. While the situation has improved, we would like to see it improved further. I would encourage you to also express your requirements directly to the relevant company if you felt it may be beneficial to do so. Thank you for your ongoing support on this matter. Yours sincerely Mr M Hardman Associate Headteacher
7. A cost estimate for carrying out the plan and identification of the source of the necessary funds; 8. Where necessary, a plan by which any last resort housing is to be built and financed (if applicable); 9. A standard information statement to be sent to Displaced Persons; 10. Temporary relocation plans, if any; 11. A description of relocation office operation procedures, if any; 12. for citizen participation, if needed; 13. An enumeration of the coordination activities with agencies; 14. The comments of the relocation committee, if any; and 15. A determination by the District that the necessary resources will be available as required. 17203. RELOCATION PAYMENTS TO DISPLACED BUSINESSES. A. Payments Required The District shall compensate the owner of a displaced business for the expenses described in §702 through §708 or §709 through §715. Whenever the acquisition of real property used for a business necessarily causes the business to move from other real property upon which the same business is conducted, or to move its personal property therefrom, such business shall receive payments for moving and related expenses under §702 and §703 in connection with its move from such other real property.
For a collection of data from the burgeoning field of anti-corruption, see TI’s GATEway project, online at: <>. In his article “Eight Questions about Corruption,” Jakob Svensson reviews literature and data on eight topics involved in understanding corruption. For non-economists and the data and analysis in Svensson’s article are sometimes dense. What follows is a brief summary of Svensson’s review. Although based on available data as of 2005, more recent data does not significantly alter the main observations in the article. What is Corruption? Svensson that the most common definition of public corruption is the misuse of public office for private gain. He also notes that no “definition of corruption is completely The data in his article focuses on public corruption. Countries Are Most Corrupt? Svensson notes that measuring corruption across countries is challenging because of the secretive nature of corruption and the variety of forms it takes. Svensson then discusses different corruption measurement scales, including: the corruption indicator in the International Country Risk Guide, which measures the likelihood of bribe requests, TI’s Corruption Perception Index, Kaufmann, and Mastruzzi’s Control of Corruption index (2003), the EBRD-World Bank Business Environment and Enterprise Performance Survey, and the International Crime Victim Surveys, run by UNODC. Svensson then the countries in the bottom ten percent according to each measurement tool. What are the Common Characteristics of Countries with High Corruption? on the corruption ranking results, Svensson states:
Part A: Criminal Sentences and Collateral Consequences In Chapter 2, the main corruption offences—both domestic and foreign—are described and the maximum punishment for offences is set out. In this section, the sentencing principles which guide the selection of an appropriate sentence in individual cases are briefly described, and the actual sentences imposed in some corruption cases are provided as illustrations of how those sentencing principles are applied in practice. UNCAC UNCAC has very little in the way of requirements or specific guidance for sanctions and sentencing in corruption cases and does not set out any minimum or maximum sentences for corruption offences. Some guidance is provided in the following Articles: Article 12(1) provides that “each State Party shall take measures, in accordance with … its domestic law … to provide effective, proportionate and dissuasive civil, administrative or criminal penalties” for violation of corruption prevention standards and offences involving the private sector. Article 30(1) provides that “each State Party shall make the commission of [corruption] offences … liable to sanctions that take into account the gravity of that offence.” Article 30(7) indicates that State Parties should consider disqualification of persons convicted of corruption from holding public office for a period of time. Article 37(2) provides that State Parties shall consider mitigation of punishment (or immunity from prosecution under Article 37(3)) for accused persons who provide “substantial cooperation” in the investigation or prosecution of corruption offences. Article 30(10) indicates that State Parties shall endeavor to promote the reintegration into society of persons convicted of corruption. OECD The OECD Convention also has very few provisions on sanctions and sentencing for corruption of foreign public officials. Article 3 of the OECD Convention, which is entitled “Sanctions,” provides in paragraph 1 that bribery of foreign officials “shall be punishable trial
SEC is a major enforcer of the FCPA. Violations of anti-corruption and anti-bribery laws may result in additional violations of securities regulations, as the corporation may fail to accurately disclose their financial position and potential liabilities to the financial market. An investor who purchases a share shortly before a company is investigated for or charged with corruption offences could see the value of their investment fall drastically in a short period, either due to negative public perception of the company or because of the massive fines imposed on the company upon conviction or settlement. As disclosure and investigation of corruption and bribery may have a significant impact on the value of a company’s shares, securities law is applicable in the anti-corruption context.
Underestimated costs and overestimated benefits to get projects approved without adequate economic justification Project selection, design, and budgeting Costly designs that increase consultants’ fees and contractors’ profits Designs that favour a specific contractor Incomplete designs that leave room for later adjustments (which can be manipulated) High cost estimates to provide a cushion for the later diversion of funds Political influence to get projects into the budget without appraisal Government ministers Senior civil servants Procurement officers Private consultants (e.g., planners, designers, engineers, and surveyors) Tender for and supervision contracts Bribery to obtain contracts (leaving costs to be recovered at later stages) Collusion among bidders to allocate contracts and/or raise prices (potentially with assistance from procurement officers) Interference by procurement officers to favour specific firms or individuals Going to tender and signing contracts for projects that are not in the budget Procurement officers Private consultants (e.g., supervising engineer) Contractors Implementation Collusion between contractor and the supervising engineer (with or without the client’s knowledge) that results in the use of lower quality materials and substandard work Collusion between contractors and the supervising engineer to increase the contract price or adjust the work required in order to make extra profits, cover potential losses, or recover money spent on bribes Procurement officers Private consultants (e.g., supervising engineer) Contractors and subcontractors Operation and maintenance, including evaluation and audit Agreement by the supervising engineer to accept poor quality work or work below the specification, leading to rapid deterioration of assets A lack of allocated for maintenance, as new construction takes precedence in the project identification stage for future projects Procurement officers Private consultants (e.g., supervising engineer) Contractors and subcontractors
of evidence of the success of these approaches; and the lack of a common conceptual framework for understanding policy and legal approaches to whistleblowing across different legal systems, including those where whistleblower protection may be strong but not reflected in legislation. …[N]otwithstanding international interest, there is no single ‘ideal’ or ‘model’ law that can be readily developed or applied for most, let alone all countries. This is due to the diverse and intricate ways in which such mechanisms must rely on, and integrate with, a range of other regimes in any given jurisdiction. Sources for Best Practices What should a good whistleblower law look like? There are various sources that one can turn to in order to try to extract the best aspects or elements of a “good” whistleblower law. Some of the leading sources for determining best practices in regard to designing a sound and effective legal regime for whistleblowers include the following: David Banisar, “Whistleblowing: International Standards and Developments” in Irma E Sandoval, ed, Contemporary Debates on Corruption and Transparency: Rethinking State, Market, and Society (World Bank, Institute for Social Research, UNAM, 2011), online: <>. CleanGovBiz, “Whistleblower Protection: Encouraging Reporting” (July 2012), online: OECD <>. Tom Devine & Shelley Walden, “International Best Practices for Whistleblower Policies” (13 March 2013), online: Government Accountability Project <>. Paul Latimer & AJ Brown, “Whistleblower Laws: International Best Practice” (2008) 31:3 UNSW LJ 766, online: <>. Transparency International, “Recommended Draft Principles for Whistleblowing Legislation” (2009), online: <>. Simon Wolfe et al., “Whistleblower Protection Laws in G20 Countries: Priorities for Action” (September 2014), online: <>. United Nations Office on Drugs and Crime, “The United Nations Convention against Corruption: Resource Guide on Good Practices in the Protection of Reporting Persons” (August 2015), online: <>. General Characteristics of Best Practices While the scope and significance of the appropriate elements of best practices are open to reasonable dispute, academics and organizations tend to focus on five broad areas: (1) scope and clarity of legislation, (2) mechanisms for disclosure, (3) protection of identity, (4) purpose
1. What is deism? Who were some famous supporters? 2. How did religion by 1850 compare to religion of the original settlers? 3. What caused the Second Great Awakening? 4. What were the results of the Second Great Awakening? 5. Why were tax supported schools established? 6. Why were women denied formal education? 7. Why did women most often become involved in reform campaigns? 8. Why did many Americans consume alcohol in the 1800s? What problems did it cause? 9. What was the Oneida community? 10. What is a utopian community? Examples? 11. Why did America lack in scientific achievement? 12. What was the Hudson River school? 13. What is transcendentalism? KEY TERMS PEOPLE “The Age of Reason” Charles Finney Unitarians Joseph Smith Burned-Over-District Brigham Young Mormons Horace Mann American Temperance Society Dorothea Dix Maine Law of 1851 Lucretia Mott Seneca Convention Elizabeth Cady Stanton Shakers B. Anthony Romanticism Robert Owen For the following create a chart and give the following of study Titles of Work Significance of work Washington Irving James Fenimore Cooper Waldo Emerson Henry David Thoreau Walt Whitman Henry Wadsworth Longfellow Emily Dickinson Edgar Allen Poe Nathaniel Hawthorne Herman Melville
Name Date Class II. Understanding Concepts Skills: Graphs Directions: Use the graphs below to answer the questions that follow. 1. Graph 1 is a graph of a biker riding to a store. What can you tell about the motion of the bike rider in this figure? 2. What can you tell about the motion of the object in Graph 2? 3. What are the different labels on the graphs? What does each graph represent? 4. Do Graphs 1 and 2 represent the same object in motion? Explain. Directions: Complete the following sentences using the correct terms. 5. An object slowing down has a ____________________ acceleration. 6. The velocity of an object must have both a ____________________ and a ____________________. 7. The equation s = d/t is used to calculate the ____________________ of an object. 8. In the equation s = d/t, d stands for ____________________. 9. In the equation used to calculate acceleration, vi stands for ____________________ and vf stands for ____________________. 10. A car approaching a red traffic light has a ____________________ acceleration; when the light turns green, the car’s acceleration is ____________________. 38 Motion
A. y = f (x) y = f (3x) y = f (3(x + 2)) y = f (3x + 6)) horiz. comp. horiz. translation B. y = y = y = horiz. Comp horiz. translation C. y = −f (2x) + 3 a reflection in the x-axis (4, −5) (4, 5) a horiz. comp. by a factor of (4, 5) (2, 5) and a vert. trans. 3 units UP (2, 5) (2, 8) B. Two things have happened with this It has been reflected in the y-axis (replace x with –x) It has then been translated 8 units RIGHT (replace x with x−8) C. 4y = f(–x) represents a vertical compression of a factor of which means (6, −12) becomes (6, −3) and since x has been replaced with (−x) (6, −3) becomes (−6, −3) B. Two things have happened with this graph It has been horizontally expanded by a factor of 2 (replace x with x) It has then been translated 1 unit RIGHT (replace x with x−1) D. Following the given: (9, −12) becomes (27, −12) (27, −12) becomes (27, 12) (27, 12) becomes (27, 7) (27, 7) becomes (7, 27) C or D. The inverse of y = x2 is x = y2 Isolate this for y and get y = but, = x1/2
AP Biology Interactive Student Study Guide : Engage students to continuously learn, question, define and solve problems through critical and creative thinking. Spring 2016 This chapter introduces the breadth of ecology and surveys some of the factors, both living (biotic) and nonliving (abiotic), that affect the distribution of organisms. If you have any problems – please sign up for extra help after school. Chapters : 50 Ecology and the Biosphere