zilongwang/ReadingBank huggingface dataset:
GEL 3300 - Structural Geology – Winter 2012 Lecture – T-Th 1:00 – 2:30pm 1151 Old Main Lab – T or Th 3:00 – 5:30pm 0319 Old Main Instructor: Sarah Brownlee 0224.4 Old Main, , 313-577-6223 Office hours: T-Th 9:00 – 11:00am Text: Structural Geology of and Regions by Davis, Reynolds, and Kluth 3rd Edition (ISBN: 978-0-471-15231-6) Lab Text: Methods of Structural Geology by Marshak and Mitra (ISBN: 0-13-065178-8) Course Syllabus (subject to change) Week of Lecture Topics Readings Lab Topics Jan 9 Overview/Introduction Part I - Fundamentals Nature of Structural Geology Ch. 1 No lab Jan 16 Displacement and Strain Ch. 2 Lab 1 – Measuring Attitude and Location Jan 23 Force, Stress, and Strength Ch. 2,3 Lab 2 – Measuring Strain Jan 30 Deformation Mechanisms and Microstructures Ch. 3,4 Lab 3 – Analyzing data from deformation experiments Feb 6 Exam 1 – Thursday Feb. 9th Ch. 4 Lab 4 – Stereonets Feb 13 Part II – Structures Joints Ch. 5 Lab 5 – Geologic Map Interpretation 1 Feb 20 Faults Ch. 6 Lab 6 – Constructing contour maps Feb 27 Folds Ch. 7 Lab 7 – Slip and Separation; Seismic profile data; Interpretive Mar 5 Fault-Fold interactions Exam 2 – Thursday, 8th Ch. 8 Lab 7 continued. Mar 12 Spring Break Mar 19 Foliation and Lineation Ch. 9 Lab 8 – Constructing and balancing Mar 26 Field Trip: March 28 – 31 Lab 9 – Field notebooks April 2 Shear Zones and Progressive Deformation Ch. 10 Lab 10 – Geologic Map Interpretation 2 April 9 Part III - Tectonics Active Tectonics Ch. 11 Lab 11 – Estimating strain using Fry and Rf/ methods 16 Tectonic History of North America Ch. 11 No Lab April 23 Exam 3 – Thursday, April 26th 1:00 – 4:00 pm
IB SEHS Topic Coverage Note: This is a tentative outline. This outline will be modified and adjusted, as needed. IB Suggested teaching hours are listed for each Year 1 (Junior Year) Class Orientation Student / Teacher Expectations Lab Safety MLC/IB policies Anatomy 1.1 Skeletal System 1.2 Muscular System Measurement and Evaluation of Human Performance 6.1 Statistical Analysis 6.2 Study Design 6.3 Components of Fitness 6.4 - Principles of Training Program Design Movement Analysis (Part 1) 4.1 Neuromuscular Function 4.2 Joint and Movement Type Internal Assessment Introduction in Sport 5.1 Characteristic & Classification of 5.2 Information Processing 5.3 Principles of Skill Learning Summer Work ***The topic will be covered in class upon return to school*** Option B - Psychology of Sport B.1 Individual Differences B.2 Motivation B.3 Mental Preparation B.4 Psychological Skills Training Year 2 (Senior Year) Group 4 Project 10 hours Option B - Psychology of Sport Classroom support of summer study Energy Systems 3.1 Nutrition 3.2 Carbohydrates & Fat Metabolism 3.3 Energy Systems Exercise Physiology 2.1 Structure and Function of the Ventilatory System 2.2 Structure and Function of the cardiovascular system Practical Work Option A – Optimizing Physiological Performance A.1 – Training A.2 – Environmental Factors and Physical Performance A.3 – Non-nutritional Ergogenic Aids Movement Analysis (Part 2) 4.3 Fundamentals of Biomechanics Revision Students will utilize remaining course time prior to external examinations for preparation. ** Practical Work will meet the IB standard of a minimum of 30
08.30 Registration and refreshments 09.00 Introduction 09.10 Management of disorders of consciousness 10.10 Facial Oral Tract Therapy (F.O.T.T) and communication 11.10 Break 11.30 Working with locked in syndrome 12.15 Using augmentative and alternative communication (AAC) 13.15 Lunch 14.15 Working with cognitive communication disorders 15.15 Case study practical 16.00 Questions and discussion
When cross list groups are created, an automatic note is generated listing all courses in the group. Departments should not add a ‘Cross listed with’ note manually. Comments and Notes Banner has only two automatically added notes; all other notes must be manually entered. Automatic notes (do not need to be added): Cross listed with… Satisfactory/Unsatisfactory only Related + Course Section Comments (Alt + Shift + R + Course Section Comments) Next Section (Alt + Page Down) Section Text (Please note that you will not be able to view notes already loaded until you perform a Next Section).
Explanation of TERM: Explanation of Term Codes Terms are six-digit numbers and are based upon the calendar year in which an academic year ends (Academic years begin with fall and end with summer) Fall = 10; Spring = 20; Summer =30 Examples: Fall 2017 = 201810 Spring 2018 = 201820 Summer 2018 = 201830 Fall 2018 = 201910 Spring 2019 = 201920 Summer 2019 = 201930 INSTRUCTIONAL METHOD: Explanation of Instructional Methods DBD – Contact Department I – Online/Canvas only S – On-site meetings (when class meets in single location) SI – On-site meetings with online/Canvas component W – Web conferencing WI – Web conferencing with online/Canvas component WS – Web conferencing and on-site meetings WSI – Web conferencing, on-site meetings, and online/Canvas component Note: Travel may be required for onsite sessions. MEETING TYPES: Explanation of Meeting These are the meeting types used for distance education courses: F2F – Face to Face (must be used when faculty and students are in the same physical location) NONE – No Meeting RMTW – Remote Web/Video TBD – To Be Determined
Court Audit Committee Court Governance & Nominations Committee People Committee Finance & General Purposes Committee Remuneration Committee Rob Woodward (Chair) Dr Douglas Chalmers Dr Ferguson Daniel Gallacher Prof Pamela Gillies Laura Gordon Dr Bill Gunnyeon Asif Haseeb Gordon Jack Ian Kerr Mahal Prof Ann Priest Dr Davena Rankin Paul Reynolds Rachel Simpson Dr Lesley Thomson Alistair Webster Prof Stephanie Young In Attendance Yetunde Ogedengbe Prof Cam Donaldson Jan Hulme Alex Killick Prof James Miller Susan Mitchell Cara Smyth Prof Valerie Webster Seonag Mackinnon Secretariat Riley Power Asif Haseeb Neena Mahal Lesley Thomson Davena Rankin Alistair Webster (Chair) In Attendance Paul Queen Pamela Gillies Jan Hulme James Miller Susan Mitchell Secretariat Riley Power Internal Auditors Woods (E&Y) Kristine Dickson (E&Y) Stephen Reid (E&Y) External Auditors Michael Wilkie (KPMG) Andrew Shaw (KPMG) Rob Woodward (Chair) Morag Ferguson Pamela Gillies Laura Gordon Ian Kerr Rachel Simpson Stephanie Young In Attendance Jan Hulme Secretariat Riley Power Neena Mahal (Chair) Bill Gunnyeon Paul Reynolds Stephanie Young Pamela Gillies Douglas Chalmers Davena Rankin Rachel Simpson In Attendance Jan Hulme Alex Killick Susan Mitchell Fiona Campbell Adrian Lui Secretariat Debbie Donnet By Invitation for specific as required James Miller Valerie Webster Colette Hamilton Douglas Little Richard McAvoy Morag Ferguson Daniel Gallacher Pamela Gillies Gordon Jack Ian Kerr (Chair) James Miller/ Susan Mitchell Paul Reynolds Rachel Simpson Lesley Thomson In Attendance Jan Hulme Paul Queen Secretariat Riley Power Douglas Chalmers Laura Gordon Gordon Jack Rachel Simpson Rob Woodward Stephanie Young (Chair) In Attendance Pamela Gillies Jan Hulme Alex Killick James Miller Susan Mitchell Secretariat Debbie Donnet
Jennifer Abernethy 31 January 2012 Dr. Hollstein: MED 6490 Title: Goss v Lopez Date: 1975 Citation: 419 U.S. 565 Level: U.S. Supreme Court Facts: Several students—in more than one situation—were suspended for violent or disruptive conduct. Some students claimed to have been innocent bystanders, and the administrators/schools did not testify to the accuracy of those statements. All students were suspended for 10 days, which the school argues is a short suspension. Although the students were not expelled, their claim is they were not heard and therefore their Due Process was violated. The students asked that the suspensions be removed from their educational records. Issue: Did suspending the students without hearing their sides of the story and notifying their parents violate Due Process? Holding: Yes. Although students who immediately threaten the safety of others may be removed without the preceding conversation/call to the parents, this needs to be the Due Process for students suspended for shorter periods of time (less than 10 days). This will prevent a well-intended administrator from suspending a student who did not deserve the suspension. It will also protect students from the unnecessary psychological effects of suspensions. Doctrine: Due Process Clause of Fourteenth Amendment Significance: Emphasized the procedures for Due Process in short suspensions.
Jennifer Abernethy 31 January 2012 Dr. Hollstein: MED 6490 Title: Allen v Casper Date: 1993 Citation: 87 Ohio App. 3d 338, 622 N.E. 2d 367 Level: Court of Appeals of Ohio Facts: The Allens signed applications and agreements that indicated their understanding of how to access faculty, administrators, and the board for concerns. They signed and returned the agreements, which are considered contractual in the private school. After multiple miscommunications during which the administrator handled all conflicts according to the agreements, the parents were asked to withdraw their children. The parents continued to discuss concerns with others rather than to go from level to level as set out in the contract. The parents were reimbursed tuition for their children and given one week to find a new school, although they sued for unlawful dismissal of their children. Issue: Was the dismissal in violation of the children’s due process rights? Holding: No. Contracts for private education do not fall under the “state” like public schools do. The parents failed to produce evidence of a violated contractual right. They also failed to produce evidence of abuse of discretion. The parents knew their children could be removed from the school if they failed to comply with the contractual agreements. Doctrine: Fourteenth Amendment Significance: Private schools can expel based on their own contractual agreements rather than due process.
Special Agent James Oswalt, Texas Commission on Law Enforcement, “Bailiffs 101/Courtroom Security” PoliceOne.com, “Courthouse Security,” Code of Criminal Procedure, Chapter 102 – Cost Paid by Defendants Katie Tefft, Program Attorney, TMCED, “Municipal Court Building Security and Technology Funds” U.S. Department of Justice, United States Marshal Service, “Strategic Plan: 2012-2016, Online Edition” Vermont Judicial Branch (1993), “Court Security Specialist”
PoliceOne.com, “Courthouse Security,” Texas Code of Criminal Procedure, Chapter 102 – Cost Paid by Defendants Katie Tefft, Program Attorney, TMCED, “Municipal Court Building Security and Technology Funds” U.S. Department of Justice, United States Marshal Service, “Strategic Plan: 2012-2016, Online Edition” Vermont Judicial Branch (1993), “Court Security Specialist”
3.0 List allowable collection and uses of the Security Fund CCP 102.017 Bailiff Function in Court Security Goal: Basic information of the bailiff’s role in court security and their respective duties to the court. 1.0. Explain Basic Bailiff Duties and Security practices Bailiff Duties Search the courtroom prior to use and after use or after breaks Look for anything that should not be there or does not look right (looks suspicious) Positioning components of tactical positioning in the courtroom Be visible to everyone in the courtroom Be able to see all entrances to the courtroom Be able to intervene if anyone rushes the bench or jury box Securing of unruly prisoners during Deck vs. Missouri 544 U.S. 622 (2005) Illinois vs. 397 U.S. 337 (1970) Prevent jurors from seeing defendant in restraints The rule Monitoring of witnesses in the courtroom Threat Assessment Pre-planning and research of upcoming dockets Communication with staff on known issues with subjects Victim impact statements 2.0. Explain Jury Protection Jury Protection During jury selection During During deliberation After trial Prevention of mistrial from improper conduct 3.0. Outline Emergency plans and considerations Emergency Plan Considerations Disruption In the courtroom Outside the courtroom Active shooter In the courtroom
PoliceOne.com, “Courthouse Security,” Texas Code of Criminal Procedure, Chapter 102 – Cost Paid by Defendants Katie Tefft, Program Attorney, TMCED, “Municipal Court Building Security and Technology Funds” U.S. Department of Justice, United States Marshal Service, “Strategic Plan: 2012-2016, Online Edition” Vermont Judicial Branch (1993), “Court Security Specialist”
The Safety Officer is to observe that the participants safely handle their weapons at all times. Evaluation Procedure: Each participant must actively interact with instructor and peers though class discussion, oral and written participation through case study, and/or and written tests as instructor and department deems appropriate. Participants must complete a written exam with a minimum passing score of 70% or higher. The practical portions are graded as pass/fail. Method/Techniques: Lecture Demonstration Practical Application Training Material: LCD projector Movie screen or clear wall space Computer with presentation software (PowerPoint or Keynote or other presentation software) Note taking material Handouts Written test and answer key Practical and application exercises Targets that are capable of being scored “Combat targets,” preferably targets Equipment and Supplies: (see Training Material above) Student Material: Note taking material such as a laptop, iPad, electronic tablet, paper and writing instruments, etc. Firearm with appropriate duty gear and ammunition Minimum 50 rounds for qualification course Minimum 100 rounds for combat courses Note to Instructor: If any participants use electronic media to take notes and/or record portions of the program, advise the participants not to record any material deemed “security” sensitive. Note to Instructor: Participants should be encouraged to wear their duty uniforms with all of the gear they wear on duty for the live-fire portion since “practice makes permanent” and participants should be taught
Madisonville CC (Hopkins, Muhlenberg) Professional Learning Community 10/25/2018 Tina Whaley Hopkinsville CC (Caldwell, Christian, Todd, Trigg) Professional Learning Community 10/25/2018 Amanda Ireland West Kentucky CTC (Carlisle, Graves, McCracken) Professional Learning Community 10/25/2018 Amanda Ireland West Kentucky Ed Coop (Ballard, Calloway, Crittenden, Fulton, Hickman, Livingston, Lyon, Marshall, Union, Webster) Professional Learning Community 10/25/2018 Susie Roberts Henderson CC (Henderson) Professional Learning Community 10/26/2018 Karen Butcher Owensboro CTC (Daviess, Hancock, McLean, Ohio) Professional Learning Community 10/26/2018 Karen Butcher Jefferson CTC (Bullitt, Carroll, Gallatin, Oldham, Shelby, Spencer, Trimble) Professional Learning Community 11/1/2018 Kathryn Hardman Jefferson County BOE (Jefferson) Professional Learning Community 11/2/2018 Kay Combs Jessamine County BOE (Jessamine, Woodford) Professional Learning Community 11/2/2018 Tina Whaley Gateway CTC (Boone, Grant, Kenton, Owen, Pendleton) Professional Learning Community 11/9/2018 Susie Roberts Newport Independent Schools (Campbell) Professional Learning Community 11/9/2018 Susie Roberts Southcentral KY CTC (Barren, Metcalfe, Simpson, Warren) Professional Learning Community 11/22/2018 Gina Embry Edmonson County BOE (Allen, Butler, Edmonson, Logan, Monroe) Professional Learning Community 11/22/2018 Gina Embry Hardin County BOE (Breckinridge, Hardin, Hart, LaRue, Marion) Professional Learning Community 11/23/2018 April Pieper Elizabethtown CTC (Grayson, Meade, Nelson, Washington) Professional Learning Community 11/23/2018 April Pieper
An Introduction to Thermoplastic Splinting of the Upper Limb in Complex Neurological Conditions May 15th – 17th 2017 Day 1 – Monday 15th May 09:00 Coffee and Registration 09:15 Housekeeping and Welcome 09:30 Upper Limb Anatomy & Function 10:45 Coffee 11.00 Medical Management of Hypertonicity 12:15 13:00 Considering Abnormal Tone & Splinting 14:15 Assessment and Principles of Handling 15:00 Thermoplastic Practical – cone 15.30 Close Day 2 – Tuesday 16th May 09:00 Coffee 09:15 Clinical Reasoning and Evidence Base - journal discussion 10:45 Coffee 11:00 Thermoplastic Practical – gutter 12.00 The good the bad and the ugly case study 12:45 Lunch 13:30 Thermoplastic Practical – mid position resting splint 15:15 Resting mitt / Free practice and discussion 15.30 Close Day 3 – Wednesday 17h May 09:15 Thermoplastic Practical – volar dorsal 10:30 Coffee 10:45 Resting mitt / functional splints and adaptations - Free practice and discussion 12:30 LUNCH 13:15 Case Study – trouble shooting 14:15 Delegates Problem Patient Examples / Clinical Reasoning & Fabrication / Practical Time 15:15 Questions 15.30 Close An Introduction to Thermoplastic Splinting of the Upper Limb in Neurological Conditions Monday 15th – Wednesday 17th May 2017 Delegate Fee £389 Title: First Name: Surname:
2/26 Metaphysics and Epistemology Read: Plato’s Allegory of the Cave Movie: The Matrix 2/28 “ The Matrix cont’d. 3/05 “ Wrap up discussion 3/07 “ Read: Descartes’ Meditations on First Philosophy 3/12 “ Cont’d. 3/14 “ Read: Hume’s An Enquiry Concerning Human Understanding 3/19 “ Read: Bhatt and Mehrortra’s The Buddhist Theory of Knowledge 3/21 “ Read: Lehrer’s The Quarterback in the Pocket 3/26 Spring Break 3/28 Spring Break 4/02 “ Read: Cole’s Body, Mind and Gender 4/04 Wrap Up Discussion Reading Quiz 3 4/09 Faith and Reason Read: Anselm’s Proslogium 4/11 “ Read: Pascal’s Pensees 4/16 “ Read: Lama’s Role of Religion in Modern Society 4/18 “ Read: Paley’s Natural Theology 4/23 Read: Hume’s Against Paley’s Design Arguments 4/25 “ Video: What Darwin Never Knew found at 4/30 Video cont’d. Wrap Up Discussion Reading Quiz 4 5/02 Ethics Read: J.S. Mill Utilitarianism 5/07 “ Mill cont’d. 5/09 “ Read: Kant’s Transition from Common Rational to Philosophic Moral Cognition 5/14 Kant Cont’d. 5/16 Read: Gilligan’s Images of Relationship 5/21 Movie: Crimes and Misdemeanors 5/23 Crimes and Misdemeanors cont’d. Reading Quiz 5 The instructor reserves the right to make changes to this syllabus if necessary. This course adheres to the academic policies outlined in the 2011-2012 Cuyamaca College catalog.
Peremptory challenge P-K Plea agreement PLAEMT Plea agreement PLAOEMT Plea arrangement PLAING Plea bargain PLAOEB Plea and sentence PLAOENS Plea arrangement PRANG Plea hearing PLAERG Plaintiff's Exhibit PLOIB Plaintiff's Exhibit Number PLOIN Police officer PLAOFR Police Officer PLIFR Polygraph P-G Prison PRIZ, PRINZ Probation PROIB Probation officer PRAUFR, PRAOFR Probation violation PROIF Probation violation PROIGS Prospective jurors POURZ Public defender POURZ Recidivism RIFM Representative REPT Right-of-way ROIRP, ROF Roadway ROIRP Sheriff's officer SHAOFR State's Exhibit STOIB State's Exhibit Number STOIN
• Futures. Using the materials The materials are best used in conjunction with a visit to the Law Courts. Many of the activities provide scope for group discussion and collaboration. They also provide scope for learners to explore values from a range of social and cultural perspectives. To maximise learning outcomes, students will benefit from: • contributing to discussions • actively listening to others • reflecting and sharing their responses with others. Suggestions for presenting learning The materials are designed so that all or some of the activities can be completed. As an assessment item, teachers may like learners to demonstrate learning by presenting their understanding of an aspect of courts in a: • written • collage • web page • play • poster or graphic or • interpretive art work. Organisation of the Challenge The Challenge is divided into a number of core activities. Fact sheets, Templates and additional PDFs support these activities. Each student activity sheet begins with an aim and a brief context statement to frame the learning. Teachers may choose to distribute the activity sheets to students in their current form or use them as a basis for shaping their own activities round the central aims and suggestions for student explorations and discussion. A glossary of terms shown in bold in the PDFs is provided at the end of the activities. The flowchart below suggests a sequence for the range of activities in the package. Alternatively teachers can choose a sequence that suits them in their own classrooms. The Challenge is framed around four key questions: 1. What makes an effective decision? 2. What makes an effective judge? 3. What makes an effective court? 4. What makes an effective sentence? and leads on to a further exercise: 5. How would you decide? The activity sheets, the supporting PDFs and the Fact sheets are all addressed to the learner, so teachers may print them out for learner use, or simply use them to provide background information themselves. The Templates may be printed onto coloured cart for groups to use. The activities ‘What makes and effective court?’ and trial
factors under R.C.M 1003(d) and R.C.M. 1004, facts that increase the maximum authorized punishment must be alleged in order to permit the possible increased punishment. No particular format is required.” (c) R.C.M. 307(c)(4) is amended to read as follows: “(4) Multiple offenses. Charges and specifications alleging all known offenses by an accused may be preferred at the same time. Each specification shall state only one offense. What is substantially one transaction should not be made the basis for an unreasonable multiplication of charges against one person. Unreasonable multiplication of charges is addressed in R.C.M. 906(b)(12); multiplicity is addressed in R.C.M. 907(b)(3)(B); and punishment limitations are addressed in R.C.M. 1003(c)(1)(C).” (d) R.C.M. 701(e) is amended to read as follows: “(e) Access to witnesses and evidence. Each party shall have adequate opportunity to prepare its case and equal opportunity to interview witnesses and inspect evidence, subject to the limitations in subsection (e)(1) of this rule. No party may unreasonably impede the access of another party to a witness or evidence. (1) Counsel for the Accused Interview of Victim of Alleged Sex-Related Offense. (A) Upon notice by counsel for the Government to counsel for the accused of the name of an alleged victim of a
(oo) Paragraph 97, Article 134 – Pandering and prostitution, subparagraph f.(3) is amended by replacing “(an act) (acts) of sexual intercourse” with “(a sexual act) (sexual acts)”.
COURTYARD ROOM BOOKING FORM 2019 DATE/S REQUIRED ________________________________________ ROOM REQUIRED FROM _______________AM/PM To ___________________AM/PM Please a minimum of 30 minutes for set up and pack down on either side of your actual function times FUNCTION TIME______________________ FUNCTION END TIME _____________________ TITLE OF FUNCTION ________________________________________________________________ # OF PEOPLE EST. # OF WOMEN ORGANISATION DETAILS + CONTACT ORGANISATION NAME ADDRESS CONTACT PERSON (full name) POSITION PHONE Business Mobile REQUIRED ROOM SET UP - Please tick box Theatre – Max 49 Cabaret – Max 24 Boardroom – Max 32 U-Shape Max 32 Hollow Table – Max 50 Cocktail (Standing) – Max 50 Do you require a foyer table? Please circle Yes / No Will Alcohol be served? Please circle Yes / No (If yes please see terms & conditions) Other Set Up – or additional requirements please provide a visual representation of your desired layout in the field below with notes or attach a detailed visual file when returning your booking form. . ROOM HIRE EXTRAS + PRICING
Weeks 26 - 30 Unit 6/ Unit 7 Comparing things, purchasing things, describing how things are done. Subjunctive mood. Unit test. Weeks 31 – 35 Unit 7/ Unit 8 Describing and making travel plans, conditional tenses (present and past.) Unit test. Weeks 36 – 40 Unit 8/ Unit 9 Describing how things are done, giving orders and commands (imperative), expressing cause and purpose, review. Final Exam.
Yogi Vemana University: Kadapa YVUCET-2014 Counseling Schedule – Phase - I Venue: Directorate of Admissions Office (Central Library Building) DATE TIME SUBJECTS RANKS CALLED FOR 29-06-2014 Sunday 9.00 AM Biochemistry All candidates registered for the respective subjects of YVUCET-2014 Geology Genetics & Genomics Psychology Microbiology Fine Arts Diploma in Theatre Arts 9.00 AM Commerce 1 to 200 Ranks All SCs and All STs 1.00 PM Commerce 201 to 347 Ranks 30-06-2014 Monday 8.30 AM Chemistry & Environmental Science All Ranks M.Ed. All Ranks 1.00 PM Physics All Ranks Material Science & Nano Technology All Ranks English All Ranks 01-07-2014 Tuesday 8.30 AM Mathematics All Ranks History & Archaeology All Ranks Journalism All Ranks 1.00 PM Botany All Ranks Telugu All Ranks Political Science and Public Administration All Ranks Economics All Ranks 02-07-2014 Wednesday 8.30 AM Zoology All Ranks Biotechnology All Ranks Computer Science All 5-Year Integrated Biotechnology and Bioinformatics All Ranks 5-Year Integrated Earth Sciences All Ranks 1.00 PM Physical Education All Ranks NCC, NSS, PH, CAP, Sports All Ranks Note: Each admitted candidate has to pay an additional amount of Rs.300/- (Rs.150/- for SC/ST) towards counseling fee. Other University students have to pay an additional fee of Rs. 250/-. Computer lab fee of Rs.1,000/-extra for Physics, Zoology, Microbiology, Economics, and M. Com. courses.
Deductive, inductive, and dialectic reasoning Research argument/ debate Multiple-choice test strategies Vocabulary 3 The Gettysburg Address by Abraham Lincoln, and four other related primary and secondary sources Blink by Malcolm Gladwell Current events from topical magazines and newspapers “A Modest Proposal” by Jonathan Swift articles from the Onion Reading 18th and 19th century texts Schemes and tropes More multiple-choice test strategies Analyze more student responses to past AP synthesis essay prompts Vocabulary: prefixes and word roots Irony and satiric method Satiric method (litotes, satire, euphemism, hyperbole, understatement, metonymy, antiphrasis, sarcasm, Horatian satire, Juvenalisn satire, irony) Patterns of old and new information Transitional devices Coordinate structures Subordinate structures Emphasis and stress Rhythm Varying sentence lengths Other sentence styles Synthesis project – expansion of ideas in Blink Synthesis essays Socratic seminar Times essay (using satire or other forms of irony) Student-designed multiple-choice questions Blink questions Blink synthesis project Schemes and tropes booklist Satire video project 4 “In Time of ‘The Breaking of Nations,’” a poem by Thomas Hardy “A Matter of Chance,” a short story by Vladimir Nabokov “Mr. Bennett and Mrs. Brown” by Virginia Woolf “Once More to the Lake” by E. B. White John Ruskin essay Current events from topical magazines and newspapers Rhetorical argument in fiction and poetry Timed rhetorical analysis essay Timed argument essay Timed synthesis essay Multiple choice questions Timed rhetorical analysis essay Timed argument essay Timed synthesis essay Multiple choice questions Timed multiple choice questions Short story project (after exam)
Graduation Review 21 students applying for graduation - 6 Please review advisee who have applied for graduation. ALA JCW JH 3/23 Updates Supervisor training MH and SC Discussion: Additional Section for internship for school counseling needed for fall, discussed approved by department head 2/24 Assessment Signature project updates Signature project Rubrics (due by 3/18/2016) In progress Blue 714,753 Green 733 Orange not yet assigned ALA working with LF on 714/ single rubric for 751/ TA to RPM will create a place 785/ XUZ save portfolio notification in task stream/ Look at orange classes and report to ALA 3/18 Portfolio Portfolios from fall 2015 all submitted Curriculum COU 754 to be added to spring course rotation. Tabled discussion Discussion: Retreat topic? All faculty 3/23 Course Schedules No information brought forward Handbook revision Update from committee RPM- Is working on handbook will put on BB. He needs to rewrite some sections to maintain main CACREP Standards RPM Website revision update from committee (Taryne, Joe) JH - Received feedback from students: too busy. tabled Group advising Group Advising survey information ALA/MG 3/23 West Plains Update TA- COU West Plains program approved for CACREP. RS- Marketing blitz be worked on, dean asked to keep under wraps until complete. Student support issues/ concerns No information brought forward CACREP See attachment #2 Follow up on need for updates or data from all faculty All faculty COU Ed.S Program Updates (Joe) JH- no updates, He is answering emails & calls for interest 3/23 Other business Set retreat date May? Discussion: May 3 to June 3 tentative dates, all day no location decided doodle poll to be put forward by ALA ALA 3/23 Search committee update Discussion: Number of candidates/ flyers at printers ready for Georgia and NC conferences
Molecule Total Valence Electrons Structure Do all have an octet or duet? # of Single Bonds, # of Double Bonds# of Triple Bonds # of unshared pairs of electrons on the Central atom H2O N2 NH3 CH4 CF4 CH3Cl SO3
Please refer to the INT-EZ manual for information regarding installation and operation of your Intrigue Table Top Burner Place CV-INT ring around the intrigue burner Install Tumbled Lava Rock into CV-INT ring. It is ok for rock to contact glass during operation, be careful not to damage glass during installation of lava rock.
Section F -Employed (to be completed by you) Name of last employer Address of last employer Telephone Number Occupation to unemployment Postcode Fax Number Employment Terms (please tick appropriate box) Permanent Full Time Permanent Part Time Fixed Term Contract Temporary Seasonal Date employment commenced Date employment ended What was the reason for your unemployment Have you obtained a new job? If Yes, when did your new job start? Contracted hours worked per week Yes No Employment Terms (please tick appropriate box) Permanent Full Time Permanent Part Time G – To be completed by you Fixed Term Contract Temporary Seasonal Section G -Additional Information
Section I - Confirmation of Unemployment Certificate Please complete ALL of this form PART I - CLAIMANTS DETAILS First name(s) Last name Date of Birth Daytime telephone number Your address PART 2 - JOB SEEKERS AGREEMENT Do you have a Job Seekers Agreement with the Department for Work and Pensions? Please enclose a copy of the Job Seekers Allowance Decision Letter. Please note that we will not be be able to consider your without this document unless you are exempt. No Please give details why PART 3 -JOB SEARCH INFORMATION Since becoming unemployed, have you been continuously available for work AND actively seeking employment of at least 16 hours per week. If no please specify why on opposite page Yes No Are you registered with any job clubs / employment agencies? If yes please provide details overleaf Yes No Are you attending any training or educational courses? Yes No If yes please provide details on a separate sheet IMPORTANT: For each month that you have been unemployed you must provide evidence of 3 positions you have applied for AND please attach copies of application and response letters to support the details. PART 4 - CURRENT STATUS Have you completed any work either paid or unpaid since you became unemployed? If yes please provide details overleaf Yes No Do you currently have any job offers? Yes No If yes please provide details overleaf Have you started, or are to start, a new job? Yes No If yes please enter start date Please enclose a copy of the job offer letter and your P45 from the Department for Work and Pensions PART 4 - CURRENT STATUS I declare that the answers I have provided on this certificate are true and complete to the best of my knowledge and honest belief. I confirm that I have disclosed to you any work I have undertaken, either paid or unpaid, since the commencement of this or any other current claim. I am aware that if I knowingly give incorrect information I will lose all rights under the policy, I will have to repay any benefit I have received and legal action could be held against me. I authorise the Department of Work and Pensions (DWP), Her Majesty's Revenue and Customs (HMRC), Recruitment Agencies and any other relevant parties to release, on request by Paymentshield Limited and , information that is relevant to my claim.
Section F - Self Employed (to be completed by you) Trading Name & Address Business Telephone Number Postcode Date trading commenced Were you working a minimum of 16 hours per week every week prior to your unemployment? Yes No If No, please provide a reason for this What is the reason for your unemployment? Have you totally and permanently ceased trading? If No, please provide details as to why Yes No Are you in receipt of any remuneration from this business? If ‘Yes’, please confirm details Yes No Do you still participate in anyway in the business? If ‘Yes’, please confirm details Yes No Your business accountant’s name Accountant’s address Section G - Additional Information
Section H - Confirmation of Unemployment Certificate Please complete ALL PARTS of this form PART I - CLAIMANTS DETAILS First name(s) Last name Date of Birth Daytime telephone number Your address PART 2 - JOB SEEKERS AGREEMENT Do you have a Job Seekers Agreement with the Department for Work and Pensions? Please enclose a copy of the Job Seekers Allowance Decision Letter. Please note that we will not be be able to consider your claim without this document unless you are exempt. No Please give details why PART 3 -JOB SEARCH INFORMATION becoming unemployed, have you been continuously available for work AND actively seeking employment of at least 16 hours per week. If no please specify why overleaf Yes No Are you registered with any job clubs / employment agencies? If yes please provide details overleaf Yes No Are you attending any training or educational courses? Yes No If yes please provide details on a separate sheet IMPORTANT: For each month that you have been unemployed you must provide evidence of 3 positions you have applied for AND please attach copies of application and response letters to support the details. PART 4 - CURRENT STATUS Have you completed any work either paid or unpaid since you became unemployed? If yes please provide details overleaf Yes No Do you currently have any job offers? Yes No If yes please provide details overleaf Have you started, or are about to start, a new job? Yes No If yes please enter start date Please enclose a copy of the job offer letter and your P45 from the Department for Work and Pensions PART 4 - CURRENT STATUS I declare that the answers I have provided on this certificate are true and complete to the best of my knowledge and honest belief. I confirm that I have disclosed to you any work I have undertaken, either paid or unpaid, since the commencement of this or any other current claim. I am aware that if I knowingly give incorrect information I will lose all rights under the policy, I will have to repay any benefit I have received and legal action could be held against me. I authorise the Department of Work and Pensions (DWP), Her Majesty's Revenue and Customs (HMRC), Recruitment Agencies and any other relevant parties to release, on request by Paymentshield Limited and Covea, information that is relevant to my claim.
The rationale for our instruments is the following: the lender-level averages aim at determining a standard (boilerplate) contract offered by the lead arranger to various borrowers, that is expected to vary with lender’s preferences with respect to the use of accounting (and may in part be due to lender’s specialization). Some lenders are known to rely on covenants more than others (while others price protect instead). Thus, the use of covenants in a particular loan will be correlated with lead lender preferences, while at the same time the lead lender’s preference for covenant use is not a direct determinant of firms’ leverage (unless via the use of covenants, controlling for other characteristics). In other words, lender-level preferences/specialization conceptually is an appropriate instrument. Partial R-squareds indicating explanatory power of the instruments vary between 3.0 and 5.7%. The results of this analysis are presented in Table 11. The results are similar to those in Table 10 and even indicate a higher effect of CovenantMix on the level of debt financing. Overall, the results of our analysis provide evidence on the importance of accounting for debt contracting. The ability to use accounting-based benchmarks as an input into covenant provisions has a large economic effect on firms’ ability to access credit markets. 7. Conclusion In this paper we examine the effect of reliance on accounting-based benchmarks in private lending agreements on the level of debt. We argue that the use of accounting ratios in the definitions of financial covenants increases firms’ access to credit markets. Accounting-based covenants alleviate agency and information problems that arise in credit markets and thus facilitate borrowing. The ability of accounting information to reflect firms’ credit risk is shown to be an important determinant of covenants and their mix. Specifically, firms substitute to more
Disclosures: Do you, your spouse/domestic partner, or your dependents hold an interested position (e.g. senior administrative official, of Directors membership, Advisory Committee, etc.) within the St. Joseph Health organization that involves any of the following: Licensing, technology transfer, patents Investments of the organization Gifts to the organization when the donor has an interest in the research Financial interests of senior administrators, directors, or similar positions Other financial interests No Yes, Explain: Do you, your spouse/domestic partner, or your dependents hold any collaboration agreements with entities (i.e. professional or academic collaborations) that may have financial implications? No Yes, Explain: Do you, your spouse/domestic partner, or your dependents have any personal interest or involvement with commercial or non-commercial research organizations and or research interest no indicated above that could pose or be perceived as a conflict? No Yes, Explain: I have read and agree to abide by the policies which govern Financial Conflicts of Interest in Research as established by the St. Joseph Health organization and the IRB. I also agree to submit on an Ad Hoc basis disclosures that would constitute a financial interest as indicated above. Signature Date Printed name
Menu of Services Form Information for social workers and other professionals who require a web based resource of commissioned and other services which they can access on behalf of Children/Young People and families. Name of Officer completing form Rich Limb Position Commissioning Officer Team Strategic Commissioning (Adults) Date Tel/mobile no. 024 7683 2852 Please write short sentences or paragraphs to answer the following questions What is the name of the service Coventry Domestic Violence and Abuse Support Services (CDVASS) Brief Description of the Service CDVASS provides a single point of access for all domestic violence services within Coventry. This ensures the person only tells their story once and referrals are made to various sections of the service to ensure their appropriate needs are met. The CDVASS service is made up of 4 providers who offering various support: Refuge – operates the helpline, providers sanctuary support for people within their own homes, outreach support Safe and Supported Partnership – provides accommodation based support Barnardos – support to young people and their families of whom have been subject to or witnessed DV Fry Housing – delivers the brighter futures perpetrators program.
developed. Mr Coventry drove the vehicle through residential streets, across footpaths, across the front yard of a house breaking the water meter and front tap, around and through a building site, across another front yard, and then executed a and then drove directly at the police vehicle and then into another building site at a speed of about 80 kilometres per hour mounting the footpath causing the vehicle to become airborne to a height of about four feet, through a public playground and then on to Port Wakefield Road where police lost sight of him. Another high pursuit took place at about 12 noon on the same day, and then at about 1:40pm that day there was a further high speed pursuit involving the same Commodore sedan. The car was eventually followed to Martins Road, Salisbury Downs where Coventry drove the car around in circles in the paddocks between Martins Road and Winzor Street being chased by a police vehicle. Ward, who had been involved in the initial pursuit, described Coventry’s vehicle as ‘out of control’ as though he avoided trying to block his vehicle. Coventry’s car was pursued down Jolsen Street, Salisbury Downs at about 100 kilometres per hour through a residential area. The vehicle was then driven right into a paddock through a four foot wire fence, and continued into the paddock dragging about 200 metres of fencing behind it. Notwithstanding this, the vehicle was driven further into a reserve and creek area where it eventually stopped and Coventry was forcefully removed from the vehicle. When spoken to by the police officers, he said: ‘Yes, I’m mental it’s my car’. (Exhibit C19a, p5) As a result of those offences, Mr Coventry was brought before the Para Districts Court of Summary Jurisdiction where psychiatric reports were ordered. The case was adjourned to 23 November 1999 and then further adjourned to 15 December 1999. In the meantime, psychiatric and bail enquiry reports were ordered. In a report 19 November 1999 (Exhibit C25a), Dr N P Nambiar, Consultant Psychiatrist, advised that Mr Coventry had been held at James Nash House, a secure psychiatric facility, since his arrest, and that he had been angry, depressed, agitated and suicidal upon admission. It was also suspected that he had been abusing a variety of substances and that his behaviour at the time of the offences may have been influenced by his level of intoxication. Dr Nambiar initially advised that Mr Coventry’s diagnosis remained unclear and requested an opportunity to complete a
APPLICATION FORM Please complete in ink or type. Please complete and return via email or post to: Email: jobs@carerstrusthofe.org.uk Post: 6 Queen Victoria Road, Coventry, CV1 3JH Mark your email/envelope with ‘Application Form, Private and Confidential’ POST APPLIED FOR Coventry Carers Wellbeing Support Worker SECTION A – PERSONAL DETAILS Preferred Title Surname Forename Email Address Post Code Telephone (Home) () (Work) CURRENT/ PREVIOUS POSITION’S MAIN DUTIES AND RESPONSIBILITIES REFEREES Please provide the names, full addresses and email address of your previous two employers who will be contacted for a reference. We will not approach referees until after the interview stage. Name Position Name Position
The pharmacy team routinely explain who they are, wear a name badge and inform people about the information and/or services on offer. YES/NO All pharmacy staff receive training on how to approach people to discuss difficult or sensitive public health issues. YES/NO All pharmacy staff can provide brief health and wellbeing advice (2-3 minutes) and have an awareness that the person may need additional support for behavioural change. YES/NO Royal Pharmaceutical Society Professional Standards for Public Health Practice for Pharmacy: Pharmacists and their teams communicate and signpost public health advice and information in a clear, and consistent way. YES/NO Pharmacists and their teams provide non-judgmental support to improve health literacy and access to heath related information to enable people to set their own health goas to achieve better population health outcomes. YES/NO Engagement – Community Engagement The pharmacy team proactively engages with patients and the public in the pharmacy, to offer them advice, support and signposting to other providers of services in the community where applicable. YES/NO The pharmacy team actively works in collaboration with other community organisations (e.g. schools, care homes, local events, charities) to deliver pharmacy outreach and/or services. YES/NO The pharmacy team is aware of health and wellbeing resources available in the community to the direct public / patients to (e.g. support groups, community exercise groups). YES/NO The pharmacy encourages local charities and other providers to work with the pharmacy for delivery of key health messages / displays where appropriate. YES/NO The pharmacy team is aware of appropriate health and social care providers in their community (e.g. specialist clinics, Healthwatch, Smoking Cessation, Drug and Alcohol services, Health Trainer Service) which local authorities could provide information about. YES/NO
PhIF Adv services Current services New services New ways of working – skills? - w to recruit and influence – Liam S Urgent Care Minor Illness Meeting Closed 16:30 Next Meeting 1st December (Holiday Inn Ryton) – photographer tbc. Subsequent meetings (2nd Feb – visiting Contractors FL unavailable) (2nd March)
Potential Effect of ‘reading down’ the existing legislation In the that the Court was to conclude that the pre Jackson regime was not prima facie compatible with Article 6, the first issue is whether the flaw rests with the primary legislation in that it is fundamentally incompatible, or whether the flaw rests either with the secondary legislation and/or the court’s approach to implementation of the primary and/or secondary legislation in such a way that that secondary legislation may be read down, or this court may give revised guidance as to the application of the legislation such as to achieve a compatible approach. In the that the Court was to conclude that the latter course was appropriate, the presumed intention would be to arrive at a regime which either removed the ability to recover additional liabilities between the parties completely, in a fashion akin to the Jackson reforms, but without those reforms’ transitional provisions or balancing measures, or which placed greater restrictions than had hitherto been the case on the ability on assessment to recover some or all of such liabilities. Whilst the ACL would, of course, seek to assist the Court with how best such objectives could be achieved, the ACL’s primary concern is as to the damaging effect that such an outcome could have. In particular, in relation to the possibility of a reading down of the secondary legislation and/or the provision of revised guidance such that the recovery of additional liabilities was restricted, the ACL highlights the following practical concerns; The Jackson reforms are a carefully constructed, interlinking package of measures. The removal of the recoverability of additional liabilities was rightly seen as something that could not be achieved in isolation without the risk of serious unfairness and injustice. Compensating mechanisms included the enhancement of the level of general damages (Simmons v Castle [2012] EWCA Civ 1039, [2013] 1 WLR 1239), the introduction of QOCS and the introduction of a capping system for the ability of solicitors to charge success fees to their clients,