zilongwang/ReadingBank huggingface dataset:
Corporate Records Articles of Incorporation, Bylaws, Corporate Seal Permanent Annual corporate filings and reports to secretary of state and attorney general Permanent Board policies, resolutions, meeting minutes and committee meeting minutes Permanent Contracts Permanent if current (7 if expired) Construction documents Permanent E-mails (business related) 3 years Fixed Asset Records Permanent IRS Form 1023 (Application for charitable and/or status) Permanent IRS Determination Letter Permanent and purchase records 3 years sales tax exemption documents Permanent Records and reports on investigational drugs [for sponsors of clinical trials, usually pharmaceutical companies] 2 years from when marketing application is approved for the drug. If marketing application is not approved for the drug, retain until 2 years after shipment and delivery of the drug for investigational use is discontinued and FDA has been so notified Resolutions Permanent Securities Records Audit and review workpapers 5 years from the end of the fiscal period in which the audit or review was concluded Blotters or other records of original entry containing the itemized daily record of all purchases and sales of securities [applicable to broker-dealers] 6 years (for first 2 years, records must be kept in an easily accessible place) Documents supporting management’s assessment of internal controls over financial reporting Permanent List of clients that are covered associates and government entities 5 years (but not prior to September 13, 2010) Order tickets for brokerage orders; customer complaints; compensation records 3 years (the first 2 years in an easily accessible place)
Gender Date of birth Date of application Home 01 Mobile School Name and Address *All fields in this section are mandatory; failure to complete will result in your application being rejected. Applicant declaration I certify that the information I have provided in this form is correct and my own work. I will undertake to inform my NPQH provider of any change in my circumstances that may disqualify me from becoming a head-teacher. I certify that I am currently not subject to any disciplinary action and undertake to inform my provider if this status changes in the future. I consent to my employer disclosing such information to my provider as may be necessary to corroborate the personal details provided in this form. I certify that, if I am not an applicant from a maintained school, I have up-to-date Criminal Records Bureau (CRB) clearance. (UK only) I certify that I know of no legal reason why I should not become a head-teacher. I understand that by submitting this application, I am consenting for you to share my data with third parties in connection with NPQH and for any internal research purposes. By submitting this form through one of the DFE national providers, you are declaring all of the statements to be true. Registration: sponsor details Your name Your role Your place of work (school/organisation name) How long have you known the applicant? Sponsor commitment of support and declaration By submitting this form to you are declaring the following:
That We May Know Him And Make Him Known A Study Guide for Individuals and Small Groups by Gary W. McCall 2013 TABLE OF CONTENTS Week One 3 July 22-27 Monday The God Search Tuesday Sharp Eyes, Keen Minds Wednesday Can You Trust the Bible? Thursday Totally Different Friday Full of Grace and Truth Saturday Holding You Back!
Week Two 11 Jul 29-Aug 3 Monday El Elyon Tuesday El Olam Wednesday El Shaddai Thursday YHWH Friday YHWH + Saturday Week Three 19 Aug 5-10 Monday God IS! Tuesday God is Spirit Wednesday God is ONE Thursday God is Infinite Friday God is Life Saturday God is Light Week Four 27 Aug 12-17 Monday Be holy, as He is. Tuesday Be just, as He is. Wednesday Be jealous, as He is. Thursday Be perfect, as He is. Friday Be true, as He is. Saturday Be love, as He is. WEEK ONE I have to confess that I am making a couple of assumptions about you as we begin … you are not a fool, just ignorant. I hope that hasn’t turned you off, but consider the truth of this verse.
Document B: Supervisor declaration Applicant: COMMONWEALTH OF AUSTRALIA—STATUTORY DECLARATION Statutory Declarations Act 1959 Insert the name, address and occupation of person making the declaration I, make the following declaration under the Statutory Declarations Act 1959. Set out the matter declared to in numbered paragraphs I have read the Form 903AA application for registration as a registered company auditor signed by [insert name of applicant] (the ‘Applicant’) and dated [insert date of application]. I am a supervisor referred to in the Form I am not aware of any matter or circumstance which would indicate that the information contained in the Form 903AA and attached to this application is incorrect or misleading. I have read and signed Document A completed by the Applicant in support of their application for registration as an auditor. For the audit engagements where I supervised the Applicant, I declare that the information in the Form 903AA and Document A about those audit engagements is true and correct. I have never been excluded from practice as an auditor, had my registration as a registered company auditor suspended or been subject to any other disciplinary action by any of the following bodies: ASIC, the Companies Auditors and Liquidators Disciplinary Board, APRA, Chartered Accountants Australia and New Zealand, CPA Australia, the Institute of Public Accountants, the Tax Practitioners Board, and any other body having authority in Australia or elsewhere relating to the registration or disciplining of auditors or liquidators. I understand that a person who intentionally makes a false statement in a statutory declaration is guilty of an offence under section 11 of the Statutory Declarations Act 1959, and I believe that the statements in this declaration are true in every particular. Signature of person making the declaration Insert place, day, month and year Declared at on of Signature of person before whom the declaration is made Print full name, qualification and address of person before whom the declaration is made Before me,
The Mercury case as a first instance decision should be viewed as limited to its particular facts and, to the extent inconsistent with Koenigsblatt (a Court of Appeal decision), the Koenigsblatt decision should prevail. Nevertheless, on a cautious assumption that the Mercury case may have application beyond its specific facts, the JWP considered that contracts can be circulated for signature by email and summarizes the appropriate procedures and options for execution requirements for virtual signing and closing under English law. 2.1 Option 1: Returning by e-mail the entire document and the signed signature page Suitable for deeds, guarantees and other simple contracts When the documents are finalized, the final execution copies should be emailed to all the parties and/or their lawyers. For convenience, a separate document containing the relevant signing pages may be attached. After each signatory prints and signs the signature pages, each party should return a single email to its lawyer or the lawyer co-ordinating the virtual signing or closing attaching: the final version of the document (which can be copied from the execution email which was sent out earlier); and a pdf copy of the signed signature pages. In the case of deeds executed using this method, the email should make clear when delivery of the deed should take place, or alternatively, make clear that the deed should not be taken to be delivered merely because it has been signed and the above steps have been followed. At or shortly after signing (or closing), a final version of the document, together with copies of the executed signature pages, can be circulated as evidence of execution of the final document. An alternative to this method would be for each party to print out all the finalized documents, sign each on its signature page, and then return an email attaching the pdf version of the entire documents (including the signature pages). JWP considered that a single email attaching both the final version of the documents and the signed signature pages satisfies the requirement in the Mercury case that the signature and attestation are part of the “same physical document” when the deed is signed. It should be noted however that another original of the document with “wet ink” signatures of all the parties may be necessary if the document has to be filed or registered. 2.2 Option 2: Print off and sign signature page For all contracts not executed as a deed
Wave form trace speed : 25 and 50mm/sec ECG Leads selection: I, II, III, aVR, aVF, aVL, V, V1-V6, TEST Selectable neonatal & pediatric operation Ability to detect neonatal & pediatric heart rate range, qrs widths and amplitudes. Numeric heart rate Real time wave form Variable gain: 0.5,1,2&4 Heart beat indication NIBP Pressure ,oscillometric principal. Systolic , diastolic and mean pressure Rising cuff/continuous pressure display Temperature: Numeric temperature selectable Temperature with probe (external and rectal) Ability to measure neonate and pediatric temperature range Pulse Oximeter Number oxygen saturation measurement Range: 0-100% Sensor for neonate/infant and pediatrics Respiration impedance method using ECG leads for sensing Breathing rate range, sweep speed Selectable apnea alarm Built-in battery with charger for at least 2 hours or more ETCO2 Mainstream ETCO2 Adult and Neonate Measurement Range: 0 ~ 99mmHg Sampling Rate: 50 ml/min Respiration Rate: 0 ~ 150 breaths/min The system must be complete with all sensors, probes and cables and accessories. Or equivalent FDA/CE/JIS Marked 9 Central Monitor 1
• Set temperature and skin temperature display separately • Anti-explosion micro crystal quartz for radiation source • Self-testing function, various failure alarms by audible and visual • APGAR timer to record therapy time • Convenient X-ray cassette tray under infant mattress • Heater head can be adjusted ± 90° horizontally • Inclination of infant bed is adjustable • LED observe light angle is adjustable • Transparent protector can be folded down, with two infusion seals • Built-in low pressure aspirator • LED phototherapy unit PVC infant resuscitator • RS232 connector • OR equivalent 18 Neonatal Resuscitation Trolley Control panel with large LED display. • Skin probe • pre-warm , Manual and servo • Controlled mattress heating with delayed alarms during PreWarm Mode • Remote Alarm silence • Bed movements: Trendelenburg & Reverse Trendelenburg • Drop-Down Side panels • Ceramic Heating element for rapid warming • Digital Apgar Timer of 1,5,10,20 minutes • Intelligent alarms for patient safety • Examination lamp X-rays cassette tray • Air Probe • Castor with brackets & brakes • Push Handle for y movement control • Integrated Infant Resuscitator • Medical Suction Unit (Pediatric) • Air&02 Flowmeter System 5
11-1 Skills Practice Inverse Variation Determine whether each table or equation represents an inverse or a direct variation. Explain. x y 0.5 8 1 4 2 2 4 1 1 2. xy = 3. –2x + y = 0 Assume that y varies inversely as x. an inverse variation equation that relates x and y. Then graph the equation. 4. y = 2 when x = 5 5. y = –6 when x = –6 6. y = –4 when x = –12 7. y = 15 when x = 3 Solve. Assume that y varies inversely as x. 8. If y = 4 when x = 8, 9. If y = –7 when x = 3, find y when x = 2. find y when x = –3. 10. If y = –6 when x = –2, 11. If y = –24 when x = –3, find y when x = 4. find x when y = –6. 12. If y = 15 when x = 1, 13. If y = 48 when x = –4, find x when y = –3. find y when x = 6. 14. If y = –4 when x = , find x when y = 2.
SL.11-12.1.e Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. CCS Standards: Language I know what this is asking and I can do this. This standard has familiar language, but I haven’t mastered it. I am not familiar with this standard. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.4 Determine or clarify the meaning of unknown and words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. L.11-12.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Short Response Rubric Assessed Standard: Name: Class: Date: 2-Point Response 1-Point response 0-Point Response Inferences/Claims Includes valid inferences or claims from the text Fully and directly responds to the prompt Includes inferences or claims that are loosely based on the text Responds partially to the prompt or does not address all elements of the prompt Does not address any of the requirements of the prompt or is totally inaccurate Analysis Includes evidence of reflection and analysis of the text A mostly literal recounting of events or details from the text(s) The response is blank Evidence Includes the most relevant and sufficient textual evidence, facts, or details to develop response according to the requirements of the Quick Write Includes some relevant definitions, concrete details and/or other information from the text(s) to develop an analysis of the text according to the requirements of the Quick Write The response includes no evidence from the text Conventions Uses complete sentences where errors do not impact readability Includes incomplete sentences or bullets The response is unintelligible or indecipherable
Masterful Reading Lines 84–98 Reading and Discussion Write Closing 5% 55% 15% 5% Materials Student copies of the 11.1 Common Core Learning Standards Tool (refer to 11.1.1 Lesson 1) Student copies of the Response Checklist and Rubric (refer to 11.1.1 Lesson 1) Student copies of the Hamlet Central Ideas Tracking Tool (refer to 11.1.2 Lesson 7) Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. no symbol Plain text indicates teacher action. Bold text indicates questions for the teacher to ask students. Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 5% Begin by reviewing the agenda and the assessed standard for this lesson: RL.11-12.2. Inform students that today they finish reading Hamlet’s “To be or not to be” soliloquy and consider some of the central ideas in the text. After a brief whole-class discussion, students have an opportunity to work in small groups before completing a Quick Write. Students look at the agenda. Distribute or ask students to take out their copies of the 11.1 Common Core Learning Standards Tool. Inform students that in this lesson they are working with a new standard: W.11-12.2.c. Ask students to read the standard individually and assess their familiarity with and mastery of it. Students read and assess their understanding of standard W.11-12.2.c.
Speaking and Listening Rubric Assessed Standard: SL.11-12.1.b, d, e Comprehension and Collaboration Name: Class: Date: Participation 1-Point Participation 0-Point Participation Collaboration SL.11-12.1.b Student collaborates well with peers to promote civil, democratic discussions and decision-making, often engaging in the following: setting clear goals and deadlines; establishing individual roles as needed. Student collaborates with peers, occasionally engaging in the following: setting clear goals and deadlines; establishing individual roles as needed. Student does not collaborate with peers, rarely engaging in the following: setting clear goals and deadlines; establishing individual roles as needed. Evidence of Understanding SL.11-12.1.d Student responds thoughtfully to diverse perspectives by often engaging in the following: synthesizing comments made on all sides of an issue; resolving contradictions when possible; and determining what additional information is required to deepen the investigation or complete the task. Student responds to diverse perspectives, occasionally engaging in the following: synthesizing comments made on all sides of an issue; resolving contradictions when possible; and determining what additional information is required to deepen the investigation or complete the task. Student does not respond to diverse perspectives, rarely engaging in the following: synthesizing comments made on all sides of an issue; resolving contradictions when possible; and determining what additional information is required to deepen the investigation or complete the task. Evidence of Understanding SL.11-12.1.e Student often seeks to understand other perspectives and cultures. Student communicates effectively with audiences or individuals from varied backgrounds. Student occasionally seeks to understand other perspectives and cultures. Student occasionally communicates effectively with audiences or individuals from varied backgrounds. Student does not seek to understand other perspectives and cultures. Student does not communicate effectively with audiences or individuals from varied backgrounds.
NAME ________________________________________________ PERIOD ________ DEFINE Muscular fitness Muscular endurance More repetitions or fewer repetitions? __________________ Lighter weights or heavier weights? ___________________ Muscular strength More repetitions or repetitions? __________________ Lighter weights or heavier weights? ___________________ DEFINE AND GIVE EXAMPLES of the following methods for achieving muscle fitness: Weight Training Definition Examples Calisthenics Definition Examples
Dells Waterpark Classic– November 10- 12, 2017 Bantam Red & White Divisions Tournament Format There are 2 Divisions (Red & White). Each team plays 3 preliminary round games. At the conclusion of the preliminary round, the First place teams in the Red & White Divisions play for the Championship and the Second place teams in the Red & White Divisions will play for Third Place. The two 3rd place teams play in a consolation game. Standings Team Points Gm1 Points Gm2 Points Gm3 Total Points Tiebreakers Red Div.- Vipers Hockey, IL. 0 1 9 1 Red Div.- Affton Americans, MO. 2 0 0 2 Red Div.- Wilmette Braves, IL. 2 1 2 5 White Div- Quad City Ice Eagles, IA. 0 0 0 0 White Div- Admirals Hockey, IL. 0 2 2 4 White Div- Midwest Blackbirds, IN. 2 2 2 6 Game Results Fri 9:15 Pm Reedsburg Arena Vipers 1 vs. Affton 4 Fri 9:15 Pm Sauk Prairie Rink Admirals 2 vs. Blackbirds 7 Fri 9:45 Pm Dells Poppy Rink Braves 7 vs. Quad City 1 Sat 11:45 Am Sauk Prairie Rink Braves 1 vs. Vipers 1 Sat 1:00 Pm Sauk Prairie Rink Quad City 4 vs. Admirals 5 Sat 1:15 Pm Dells Poppy Rink Affton 2 vs. Blackbirds 4 Sat 7:15 Pm Dells Poppy Rink Affton 0 vs. Braves 3 Sat 8:30 Pm Dells Poppy Rink Blackbirds 6 vs. Quad City 0 Sat 9:40 Pm Dells Poppy Rink Admirals vs. Vipers *** HOME *** *** AWAY *** Sun 11:00 Am Sauk Prairie Rink 3rd Place- Red Div Vipers 3rd Place – White Div. Quad City Sun 10:45 Am Reedsburg Arena 2nd Place- Red Div Affton 2nd place- White Div. Admirals Sun 3:45 Pm Dells Poppy Rink 1st Red Div. Wilmette OT 1st place- White Div Blackbirds Championship
Mastel: Keep it business casual, but yes. Secretary of Senate Announcements – Marisa Pacella Report – Jared Melville Executive Reports Finance – Landon Holmquist and Zachary Sanger Fund Numbers: CR: $ 3,528.29 MEP: $20,816.06 TORF: $1,700.00 Reserve: $172,409.34 ExA – Chase Grindberg CSO – Lauren McNaughton and Lauren Algyer Finseth: What is BLA? McNaughton: Leadership Awards Finseth: We have 30 organizations that are dead and/or dying. This means no registration, no reaching out, and no large group. Last ditch efforts to save an organization must be made by January. Archiving them in myNDSU. They will have to restart process to become an organization again. ASA – Michael Russell PR – Monica Murray Technology – Marisa Mathews President– Mason Wenzel Holmquist: you say funding by others is better? Wenzel: Yes, one say it is better. Vice Report – Calla Harper Funding Requests for Student Organizations Unfinished Business New Business SR-04-18, A Resolution in Support of Standardized Graduation Credit Requirements Read SR-05-18, A Resolution Urging the North Dakota University System to Spend Dollars Appropriated to Open Educational Resources During the 65th Legislative Assembly in Accordance with Legislative Intent Schefter: This content is important, we had a presentation on OERs recently by Michael Russell and a new initiative policy through ExA called policy roundtables. This certainly is actionable. With NDSA this weekend, we would like to have this to present to the rest of the Universities. With that, I move to suspend the rules and consider this second read. Vote Passes Unanomiously Second Read Schefter: I move to approve SR-04-18
The Chief gave an overview on the upcoming 2018 Budget. They will have to set aside expenses for the Ballot election costs as it will be considerably higher than normal with the upcoming Consolidation questions. He will be emailing the proposed Budget for the Board to review so they can vote to approve it at the next meeting. The Christmas Party for our District staffing will be held at the Stonehouse Winery on December 10th at 6:00. A sign-up sheet is at station headquarters. Hope to see everyone there! *****There were no public comments at this meeting***** ****There was not an executive session at this meeting**** Adjournment: Our meeting was adjourned at 3:14 PM Accepted and approved this ____, day of __________, 2017 ___________________________, Chairman of the Prairie Township Fire Protection District
various financing sources under consideration are the 9% tax credits Affordable Housing Program application, City of Fresno HOME funds, the Veterans Housing and Homeless Prevention Program and other grants, operating subsidies and/or private loans and other such sources as determined by the CEO/Executive Director. Commissioner motioned for the City Board’s approval to consider the funding application submissions for Parc Grove Commons Northeast. This action was seconded by Commissioner Bedrosian, and by unanimous vote of the Board of Commissioners for the City, the consideration of the funding application submissions for Parc Grove Commons Northeast was approved. Commissioner motioned for the County Board’s approval to consider the funding application submissions for Parc Grove Commons Northeast. This action was seconded by Commissioner Anthony, and by unanimous vote of the Board of Commissioners for the County, the consideration of the funding application submissions for Parc Grove Commons Northeast was approved. No public comment. Consideration of the Parlier Migrant Construction and Rehabilitation Contract # This item was added to the original posted agenda; approved in item 2. Tracewell Hanrahan presented the recommendation for the Boards to adopt the attached resolution approving the Parlier Migrant Center 2015/2016 OMS Rehabilitation Contract No. 15-OMS-10671. Commissioner Anthony motioned for the County approval to adopt the Parlier Migrant Center 2015/2016 OMS Rehabilitation Contract. This action was seconded by Commissioner Fuentes, and by unanimous vote of the Board of Commissioners for the County, the recommendation to adopt the Parlier Migrant Center 2015/2016 OMS Rehabilitation Contract was approved. EXECUTIVE DIRECTOR’S REPORT In addition to the written Director’s report, the following items were announced: Preston Prince announced his 8 year anniversary with the Agency. Mr. Prince reflected on his 5 year NAHRO Leadership experience to the Boards and thanked them for their support. Commissioner Bedrosian was present for the Viking Village Grand Opening on Wednesday, October 28, 2015 at 1:00 p.m.
Dells Waterpark Classic– November 18- 20, 2016 Peewee B Division Tournament Format Four team with each team playing 3 preliminary round games. At that conclusion, 1st plays 2nd place for the Championship. The 3rd and 4th place teams play in a consolation game. Standings Team Points Gm1 Points Gm2 Points Gm3 Total Points Tiebreakers Sabres 4 Hockey (zofkie), IL. 0 0 0 0 Twin Bridges Lightning, MO. 2 0 0 2 Dodge County Hockey, MN. 1 2 2 5 St Peters Spirit (cavender), MO. 1 2 2 5 Game Results Fri 7:30 Pm Reedsburg Lightning 4 vs. Sabres 4 1 Fri 8:40 Pm Reedsburg Arena Spirit (cavender) 2 vs. 2 Sat 10:30 Am Dells Poppy Rink 3 vs. Lightning 1 Sat 10:45 Am Sauk Prairie Rink Sabres 4 1 vs. Spirit (cavender) 6 Sat 2:40 Pm Poppy Rink Dodge 6 vs. Sabres 4 0 Sat 4:50 Pm Dells Poppy Rink Lightning 2 vs. Spirit (cavender) 6 HOME AWAY Sunday 10:30 Am Reedsburg Arena 3rd Lightning 4th Place Sabres Consolation Sunday 11:30 Am Dells Poppy Rink 1st Place Spirit 2nd Dodge 6-5 SO Championship
St. Petersburg – Urals – Volga - Kuznetsk - Donetsk – Silesia - North America New England – Middle Atlantic - Mohawk Valley – Pittsburgh-Lake Erie - Western Great Lakes – Southern California - Southeastern Ontario – East Asia Japan – - Korea –
Common Practical Assessment Criteria, CPAC (2) Applies investigative approaches and methods when using instruments and equipment (3) Safely uses a range of practical equipment and materials (4) Makes and records observations (5) Researches, references and reports Measuring the Heat Capacity of a Metal E = mcp Investigating the efficacy of school physics laboratory methodology. are some things you may want to do / think about. Use laptops to research the accepted value for the metal you plan to use. Research several sources and quote the values with appropriate units and uncertainties if available. Fully reference each source. Measure the power output of your heater at a range of supply voltages up to a maximum of 12V. Estimate the rate of change of temperature at each input power. Decide upon and justify the input power you plan to use. Heat up a block by placing it in hot water in sink for 10min. Dry block thoroughly. Record data to establish a cooling curve for the block. Carry out some online research to establish the standard school physics laboratory methodology. Report on your findings. Fully reference each source. Determine the resolution of each of your measuring instruments. Decide how you will minimise the uncertainty in your final value. Use calculations to justify the size of your final uncertainty. Determine the likely systematic in your measurements by comparing instruments making the same measurement. Report your findings. Using the preparatory work completed so far develop and justify your final strategy. carefully about the method and how you can minimise error and uncertainty. a clear method including the settings and variables you plan to use. Explain fully how your method will minimise or account for unwanted energy transfers. Carry out your planned method. Record your experimental data fully and in a clear format. Process your data graphically or numerically to establish your final value. Make a comparison of your final value with the accepted value. Comment on the efficacy of your methodology.
11-2 Skills Practice Rational Functions State the excluded value for each function. 1. y = 2. y = 3. y = 4. y = 5. y = 6. y = 7. y = 8. y = 9. y = Identify the asymptotes of each function. Then graph the function. 10. y = 11. y = 12. y = 13. y = 14. y = 15. y = + 3
by Upton Sinclair (1906) A. Goals: What is the author’s purpose of the text? B. Evidence: What of details does the author include to make his point? Choose 2 Quotes/Excerpts B. Student Response Level 1: I think this quote means….I remember…. I know…. Level 2: I predict….I can relate to this because….When I read this I think… Level 3: I agree/disagree with this because….One question this makes me think about is…I can compare this to… C. Impact: Predict the effects & outcome that will result from this text. What do you think this text will inspire people to do? C. Audience Response: Citizens’ Response: Journalists Response: Government Response: Fast Food Nation by Eric Schlosser (2002)
7. Results & Outcomes The results/outcomes /effects from the publication of _________________________________ include/were 8. Concluding Statement Furthermore, / In conclusion, /It is clear that… ____________________________________________________________
Organist – Cheryl Irland Choir Director – Roger Henderson Cantor – Lisa Henderson Acolyte – Eli Rose Greeters – Gaylen & Kathy Johnson Readers – Wade, Gaylen Johnson Communion Assistants – Fellowship – (Hannah Behrens, Sydney Anderson) Usher Team – Ken & Mary Waechter, Doug & Patti Selk, Max Higgason, Dale Sound Tech – Jarrett Rose
10 Oct Holiday – no class 10 12 Oct Consumer Choice and the demand 11 17 Oct Consumer choice and behavioral economics 12 19 Oct Labor Markets HW5 13 24 Oct Imperfect Competition: Monopoly 14 26 Oct Imperfect Competition: Oligopoly/Anti-Trust HW6 15 31 Oct Game Theory and Strategic Planning 16 2 Nov Asymmetric Information and Incentives HW7 17 7 Nov Auctions 18 9 Nov Second Midterm In class 19 14 Nov Externalities 20 16 Nov Tradable Permits and suburban sprawl 21 21 Nov Public Goods and Common Resources HW8 23 Nov Thanksgiving – no class 22 28 Nov Real Estate Valuation 23 30 Nov Land Rent and Location Theory HW9 24 5 Dec Agglomeration and Urban Growth 25 7 Dec Urban Growth and State/Local Policy HW10 26 12 Dec Future of Cities in the Economy Exam Due
AAC – Academic Affairs Committee (Haley French): Not able to attend Academic Affairs meeting Cancelled for lack of interest Meeting with Kate Mellinger Attending next UFC meeting Having trouble contacting owner of UMW blog domain Lots of new interest, but hard to access and lots of classes not listed ICA – Inter-club Association (Lauren Rainford): Started the contacting process of the audit Went through the majority of the constitutions and are contacting presidents about access to Finance Committee Party Dec. 5 SAE Open House was informational CSA – Commuting Student Association (Laura Gilchrist): Finalized new constitution Ironing out last details Will send to some faculty for review Still looking into where budget should come from DUCC – Diversity and Unity Coordinating Committee (Danielle Howard): What’s so Gouda about Supremacy was postponed until Nov. 28 12-2pm in Talon Lounge (maybe Chandler Ballroom) Open to ideas about content Open House
Church Office phone number: 270-692-2761 Church Web-site address: STAFF Pastor, Ken Jessee (Home) 270-692-2260 (Cell number) 270-734-3751 Email address: ken.lumcky@gmail.com Pastor, Bekah Franklin 859-576-0057 Email address: Blog address: Music Ministry, Dr. Don Hutchison 859-583-3879 Email address: Pianist, Pam Johnson 270-465-7829 pam.lumcky@gmail.com Nursery & Early School Ministry, Adrienne Hill Church Secretary, Jennie Mason 270-402-4210 (Home) Email address: Custodian, Barbara Porter 270-699-9891 Last Week’s Offering BUDGET REPORT GL Funds (w/o designation) $3,329.22 Wkly GL Funds Needed $4,647.94 Sunday School $20.00 Current Budget Deficit $13,641.43 G L Designated Funds $850.00 Total GL funds $4,199.22 Fund Accounts $277.00 UMCOR 982450 $590.00 Total Offering $4,476.22 ATTENDANCE (LAST WEEK) Sunday Wednesday Early Service 84 Bible Study 12 Late Service 79 Family Night Supper 90 Total 163 Choir 20 Total 122 Sunday School 63 Beth Moore Class 19 Welcome to God’s House! November 24, 2013 Prelude Pam Johnson Welcome Visitors & Announcements Rev. Ken Jessee *Opening Praise and Worship Dr. Don Hutchison “come, ye thankful people, come” 694 “he has made me glad” “surely the presence of the lord” 328 **Anthem Adult Choir “giving thanks” Praise and Prayer Concerns Silent Prayer Pastoral Prayer The Lord’s Prayer Worship with Tithes and Offerings *Doxology *Offertory Prayer *Apostles’ (Page 881 Methodist Hymnal) *The Peace *Praise and Worship Music Dr. Don Hutchison “we bring the sacrifice of praise” “great is thy faithfulness” 140 “god is so good” Special Music Praise Quartet Don Hutchison, Pam Johnson, Beverly Mattingly, Sallye Thompson Scripture: Luke 23:33-43 (Pew Bible pages 964-965) Message: Rev. Ken Jessee “In Paradise” *Invitation Hymn Dr. Don Hutchison “give thanks” *Closing Prayer Rev. Ken Jessee Postlude Pam Johnson *Please Stand ** Second Service Only
Meeting Date 11/27/17 Meeting Time 11:00 AM – 11:45 AM Location/ Conference # Smith 561 Meeting Host Steph Gumble SLT Admin Subgroup Nicole Breen Erik Olsson Catherine Conway Christine Oteri Sarah Craig Karen Pemstein Deb Donovan St. Amand Stephanie Gumble Penny Kaligian Melissa Lucius Acacia Matheson Dave Murphy Agenda and Topic Presenter Updates All Document Management Overview Suzanne, Sara Action Items / Decisions
Melissa Ford Shaw Common Intake Dave Pavelchek ETPL Team Sarah McGraw Federal Reporting and Joint PIRL Team Melissa Ford Shaw & Tarimah Thomas Integrated Service Delivery Dave Pavelchek Professional Development To Do: Dave and Andrew: Draft a communication to TAP committees and workgroups sharing the names and contact information of designated liaisons. Including brief description of workgroup scope, goals, and liaison roles. Timeframe: Mid-November Liaisons: Serve as designated liaison, sharing updates and actionable items with the workgroup. Timeframe: Ongoing Agenda Items 3b, 3c, & Next Steps Members discussed the initial assessment of data sharing relationships as an evaluation of the current state of system-wide data sharing. This current state assessment will lay the foundation for the development of future state needs and recommendations. The team discussed how these activities support the long-term objective: the development of a Combined State Data Sharing Framework – an operational companion to Washington’s Combined State Plan, by which TAP partners join our shared business intelligence network. Maddie Veria-Bogacz helped contextualize this objective by describing it as analogous to a continuity contract. All agreed that future state development is not dependent on completion of the current state assessment; both will happen concurrently to meet the January deadline. A questionnaire will be developed which will ask TAP partners to provide the following information: What data does your organization maintain? What are your current data sharing agreements? Respondents provide brief (one or two sentence) descriptions of each relevant DSA, its shared data, its purpose, data exchange timing, and time frames or expiration dates What federal and State laws govern your organization’s sharing of data? Is your organization authorized to maintain wage, HIPAA, and/or FERPA data? Do you foresee any potential barriers to system-wide WIOA/TAP data sharing, such as restrictions, disclosure, or redisclosure issues? What data policy solutions may address issues? What data do your organization need in order to participate in WIOA/TAP implementation and at what level of access are these data needed? Respondents provide high-level descriptions of purpose (why) are access level The following team members volunteered to serve as respondents for their organizations: DSA Workgroup Member TAP Partner Organization
HANDLE WITH CARE – “INSTRUCTOR & Re/CERTIFICATION PROGRAM” PROVIDENCE, RI SEMINAR - REGISTRATION FORM Please Fax completed Form to: Seminar Administrator @ 845-256-0094 When: NOV. 30 – DEC. 02, 2016 9:00 AM – 5:00 PM Training: Lodging: Washington Park Community Center 42 Jillson Street Providence, RI 02905 TEL: (401) 461-6650 Courtyard Providence Warwick 55 Jefferson Park Road Warwick, RI 02888 TEL: (401) 272-1191 – No Rooms Reserved Cost: $1250 Per Participant SPECIAL PROMOTION *** TWO FOR THE PRICE OF ONE WHEN REGISTERING FOR THE FULL PROGRAM *** Company Name: Address: City State Zip Telephone: Fax: E-Mail: Participant/ Name(s): Cell or Dir.# ______________ Cell or Dir.# ______________ Wish to reserve the following Name of Agency Days # of Cost Day 1 – Verbal Training $400/person Day 2 – Basic Physical Training $400/person Day 3 – Instructor & Re/Certification $450/person Payment should be made payable to Handle With Care Behavior Management System EIN at 184 McKinstry Road, Gardiner, NY 12525, Tel: 845-255-4031. Payment can also be made at the time of training. I hereby represent that I am authorized to submit this Registration form on behalf of my agency. By registering, my agency is obligating payment for the above-registered people. Contractual terms associated with this training are incorporated herein and can be viewed on our web site: . To receive a refund you must cancel 30 days before the scheduled training. If registered people are unable to attend due to sickness, weather or any other emergency or act of god a credit will be given for that person to attend another Handle With Care Seminar. Signature of authorized agency agent Date Print Name, Title
Logic, notation, mathematical working NA Answers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical working shown. Further research NA Evidence is apparent of research and reading beyond the textbook and presentations to find correct answers to challenging questions. If any questions are unanswered, this criterion scores zero. Total (max 10):
How the church will care for the congregation during and a disaster. How existing resources in the church can be used during and after a disaster. How the church will serve the community before, during, and after a disaster. Organization Your Church Disaster Planning Team The pastor can identify a team leader who then recruits a team. The local Church Disaster Planning Team leader should NOT be the pastor. The pastor should be free to minister to those suffering from the disaster, not coordinating a recovery effort. The church governing body may also appoint a team leader. Suggested team positions: Disaster Team Leader Volunteer Coordinator Trustee Representative Finance Representative Pastor Secretary/Records Keeper Representatives from other vital areas of the local church (e.g. UMW, UMM, Community Outreach, Prayer, Missions) Donations Manager Disaster Team Leader The Local Church Disaster Team Leader should have access to keys for the facility and an intimate knowledge of the facility layout, as well as a general knowledge of the community. The Local Church Team Leader should be Flexible Detail-oriented and self-motivated Able to work well with various people in difficult situations Able to work nearly full-time during a disaster The Local Church Team Leader is responsible for: Ensuring that the church has a plan for disaster Coordinating activities during a disaster Participating in local disaster organizations such as: VOAD (Voluntary Organizations Active in Disaster) and COAD (Community Organizations Active in Disaster), CERT (Community Emergency Response Teams), or Ham Radio Groups Helping your church to decide role in the local community during a disaster Coordinating disaster trainings for the church Coordinating with the District Disaster Response Coordinator (DDRC), or the Cal-Pac Disaster Response Coordinator, if the DDRC (District Disaster Response Coordinator) is unavailable. The Team Leader will meet with the DDRC and other local church Disaster Team Leaders to establish roles and responsibilities during a Disaster. The Local Church Team Leader is the point person during a disaster and will work very closely with the Volunteer Coordinator. Volunteer Coordinator
The above-listed items are located in the following area: Williams Hall SUGGESTED DISASTER SUPPLIES FOR PERSONS ON-SITE Date Date Date Date 2014 2015 2016 Have a copy of your Disaster Plan X X X On site/Blankets &/or sleeping bags Sunscreen-Insect Repellant Nonperishable food supplies Non-electric can opener X X X Water (minimum of one gallon per day per person) First Aid kits – CPR kits X X X Tools to turn off gas meter & water meter X X X Paper goods: plates, cups, plastic utensils X X X Battery-powered or hand crank radio and a NOAA Weather Radio with tone alert and extra batteries for both First aid kit X X X Whistle to signal for help Dust mask to help filter contaminated air and plastic sheeting and duct tape to X X X Moist towelettes, garbage bags and plastic ties for personal sanitation X X X Wrench or pliers to X X X Portable heater X X X
Board Appointments – Expirations occurring in January 2015 – This item will be discussed at our December meeting. A motion was made by Alan Lewis seconded by Gene Vasile to approve Resolution 14-09 accepting the Deed of Dedication connecting Mulberry Park road to US 17 as offered by Robbie White & others, subject to the value of the property dedication being obtained by Mr. White. Motion carried 3 yes 0 no. CLOSED SESSION A motion was made by Gene Vasile seconded by Alan Lewis to go into closed session pursuant to NCGS 143-318.11 (a) (6) To Discuss Personnel Issues. Motion carried 3 yes 0 no. A motion was made by Alan Lewis seconded by Gene Vasile to resume the regular meeting. Motion carried 3 yes 0 no. A motion was made by Gene Vasile seconded by Larry Harrelson to approve the following salary adjustments as recommended by Town Administrator Albert Hughes: In addition to Town Clerk, adding the title of Human Resources Director and related duties to Sandy Strickland. Also changing the salary grade from a Grade 20 to 22 and increasing her salary by $2,500, taking her salary from $51,777.00 to $54,277.00. Promote Don Ervin to Maintenance Department Head from just Supervisor. This would take him from a non-exempt status to an exempt status. Also changing the salary grade from a Grade 23 to 26 and increasing his salary by $3,250.00, taking his salary from $56,750.00 to $60,000. Motion carried 3 yes 0 no. ADJOURN A motion was made by Alan Lewis seconded by Gene Vasile to adjourn the meeting at 7:00 p.m. Motion carried 3 yes 0 no. Respectfully submitted, _________________________________________________ Sandy Strickland, CMC Date
Navigating Foreign Law Issues in U.S. Courts Learning Objectives The globalization of business transactions and relative ease of international travel has led to increased application of foreign law to disputes in U.S. courts. In addition, the debate—among judges, lawyers, legislators, and the public—rages on about the propriety of considering how foreign jurisdictions handle certain issues when a U.S. court is deciding how to proceed in an area of first impression. Our audience will hear discussion and information about the following topics: • How are courts across the country handling the “chicken or the egg” question of which law governs the validity and enforcement of forum-selection clauses that choose an exclusive foreign forum? What concerns motivate courts to apply or deny application of foreign law (e.g., jurisdiction, comity, ability to access foreign law and understand its requirements, due process)? How are these concerns prioritized? • What conflicts-of-laws issues arise in the foreign law context? Do courts tend to apply conflicts-of-laws principles differently when the conflict is between foreign and U.S. law, as opposed to two foreign jurisdictions or two domestic jurisdictions? Do courts tend to apply conflicts-of laws principles differently in different substantive contexts, e.g., commercial disputes, issues regarding family (divorce, custody)? How can judges protect against biases that might impact a neutral approach? How can advocates best represent clients when cases involve these factors? • What factors and policies do U.S. courts consider when deciding whether to enforce foreign judgments? What weight is given to the question of whether the foreign tribunal’s procedures are compatible with U.S. due process? factors seem to be dispositive and which factors seem to be discretionary? For factors which seem discretionary, how might a judge’s background and experience impact the way he/she views their importance? • What sorts of procedural and evidentiary pitfalls exist in proving up the substance of foreign law? How can advocates avoid these pitfalls or surmount them? Are there steps courts can take to streamline the process or account for added time and expense in scheduling case events? • What is the status of legislative attempts in various states to bar courts from some or all resort to foreign law? What separation-of-powers concerns do these efforts raise?
11-8 Skills Practice Rational Equations Solve each equation. State any extraneous solutions. 1. = 2. = 3. = 4. = 5. = 6. = 7. – = 8. + = 9. – = – 10. + = 11. + = 7 12. – = 1 13. – = 14. – = 15. – = 0 16. – = 0 17. + = 1 18. – = 1 19. ACTIVISM Maury and Tyra are making phone calls to state representatives’ offices to lobby for an issue. Maury can call all 120 state representatives in 10 hours. Tyra can call all 120 state representatives in 8 hours. How long would it take them to call all 120 state representatives together?
Are you related to, or a close friend of, a member of staff, governor or pupil of this school or company? Yes No If yes, please state the name(s) of the person(s) and relationship: Do you hold a current driving licence? Yes No Do you have regular use of a vehicle? Yes No Have you lived or worked overseas for a period of three months or more in any one country in the past ten years? If yes, please provide further details, including dates (mm/yy) and which countries you have lived in: Did you complete your teacher training outside of the UK? If yes, please provide further details, including dates (mm/yy) and which countries you trained in: Please state your notice period: For teaching roles only: Do you have Qualified Teacher status (QTS)? Yes No DfES reference number (also known as a Teacher Reference Number TRN): Have you completed NQT Induction? If yes, please provide the name of the Authority. Yes No
Name and address of school/college/university or professional body Dates of attendance Full time or part Examinations or to be taken (with dates) Qualifications obtained and name of awarding body From dd/mm/yy To dd/mm/yy Gaps in your employment AND Education History If necessary, please provide details of any gaps in your employment and/or education history of three months or longer, e.g. travelling or raising children. If you were not based in the UK during this time, please provide details of your location. Continue on a separate sheet if necessary. From (dd/mm/yy) To (dd/mm/yy) Reason Location, including residential addresses Please provide details of any employment and/or unpaid/voluntary work that you would continue if employed in this role: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or salary and reason for leaving Position held and description of typical duties