zilongwang/ReadingBank huggingface dataset:
10.4.4. FMLA Damages – Liquidated Damages No Instruction Comment Punitive damages cannot be recovered under the FMLA. Zawadowicz v. CVS Corp., 99 F. Supp.2d 518, 534 (D.N.J. 2000) (noting that nothing in the FMLA damages provision, 29 U.S.C. § 2617, authorizes an award of punitive damages); Oby v. Baton Rouge Marriott, 329 F. Supp.2d 772, 788 (M.D.La. 2004) (same). 29 U.S.C. § 2617 provides for a mandatory award of liquidated (double) damages for any award under the FMLA. No instruction is necessary on liquidated damages, however, because there is no issue for the jury to decide concerning the availability or amount of these damages. The court simply doubles the award of damages found by the jury. It should be noted that 29 U.S.C. § 2617 provides that if the defendant proves that its conduct was in good faith and that it had reasonable grounds for believing that the act or omission was not a violation of the FMLA, the “court may, in the discretion of the court, reduce the amount of the liability to” the amount of damages found by the jury. No instruction is necessary on good faith, either, because the question of good faith in this circumstance is a question for “the court.” The jury has no authority to reduce an award of liquidated damages under the FMLA. Zawadowicz v. CVS Corp., 99 F. Supp.2d 518, 534 (D.N.J. 2000) (noting that any question of reducing liquidated damages is for the court). Compare Eighth Circuit Civil Instruction 5.86 (providing an instruction on the good faith defense to liquidated damages).
Serious Health Condition For a discussion of the term “serious health condition” see Instruction and Comment 10.2.1. Animus of Employee Who Was Not the Ultimate Decisionmaker For a discussion of the treatment in Staub v. Proctor Hosp., 131 S. Ct. 1186 (2011), of the animus of an employee who was not the ultimate decisionmaker, see Comment 5.1.7. Staub concerned a statute that used the term “motivating factor,” and it is unclear whether the ruling in Staub would extend to mixed-motive claims under statutes (such as the FMLA) that do not contain the same explicit statutory reference to discrimination as a “motivating factor.”
plaintiff for the expense of litigation.” Id. Second, it is implausible “that the jury, in order to eliminate the chance that Collins might be awarded attorney fees, took the disproportionate step of returning a verdict against him even though it believed he was the victim of age discrimination, notwithstanding the District Court's clear instructions to the contrary.” Id.; see also id. at 658 (distinguishing Fisher v. City of Memphis, 234 F.3d 312, 319 (6th Cir. 2000), and Brooks v. Cook, 938 F.2d 1048, 1051 (9th Cir. 1991)).
Instructions For Claims Under the Family and Medical Leave Act Numbering of FMLA Instructions 10.0 FMLA Introductory Instruction 10.1 Elements of an FMLA Claim 10.1.1 Interference With Right to Take Leave 10.1.2 Discrimination — Mixed-Motive 10.1.3 Discrimination — Pretext 10.1.4 Retaliation For Opposing Actions in Violation of FMLA 10.2 FMLA Definitions 10.2.1 Serious Health Condition 10.2.2 Equivalent Position 10.3 FMLA Defenses 10.3.1 Key Employee 10.4 FMLA Damages 10.4.1 Back Pay — No Claim of Willful Violation 10.4.2 Back Pay — Willful Violation 10.4.3 Other Monetary Damages 10.4.4 Liquidated Damages 10.4.5 Nominal Damages
Student:_____________________ Date Completed:________________ Private & Commercial Pilot Flight Training Emergency Approach and Landing Objective: To develop the student's accuracy, judgment, planning, technique, and confidence when little or no power is available in an emergency approach and landing. Elements: Prompt establishment of the best glide airspeed and the recommended configuration. How to select a suitable emergency landing area. Planning and execution of approach to the selected landing area. Use of emergency checklist. Importance of attempting to determine reason for the malfunction. Importance of dividing attention between flying the approach and accomplishing emergency checklist. Techniques that can be used to compensate for undershooting or overshooting selected emergency landing area. Schedule: Preflight Discussion 0:15 Inflight Demonstration and Student Practice 0:30 Postflight Discussion 0:15 All Times Dependent on Pilot's Ability Equipment: Aircraft Drawing Surface and Marking Utensil Instructor's Actions: Student's Actions: PREFLIGHT: Discuss lesson objective Discuss common student errors in performing the maneuver. Discuss the FAA's emphasis on safety including collision avoidance and division of attention. INFLIGHT: Demonstrate the maneuver. Coach student practice. Evaluate student understanding of maneuver. POSTFLIGHT: Critique student performance. Answer student questions. Assign homework for next lesson. PREFLIGHT: Discuss lesson objective. Listens and notes. Resolves Questions. INFLIGHT: Reviews maneuvers. Pays attention and asks questions. Practices maneuver as directed. Answers questions posed by instructor. POSTFLIGHT: Ask pertinent questions. Answers questions by instructor. Critiques own performance. Completes assigned homework.
A. Travel Sr. No. Particulars Bill /Invoice/Voucher No. Amount Remarks B. Documentation Sr. No. Particulars Bill /Invoice/Voucher No. Amount Remarks C. Prototype & Modeling Sr. No. Particulars Bill /Invoice/Voucher No. Amount Remarks Total (A+B+C) (Note: All Reimbursement documents should be original)
Person Specification Criteria: Qualifications and Training Essential Desirable A first degree  A postgraduate qualification  Criteria: Knowledge and Experience Essential Desirable Demonstrable business development, evidenced by submitting grants that would not have been realised without your input  Significant experience of co-writing business-led research applications, which have then been funded  An understanding of how to facilitate academic/industry collaborations  Experience of delivery and credibility within an industry-university interface role  Experience of managing people and coordinating work across internal and external teams  Proven networking capabilities and communication skills used to manage academic and employer relationships to positive outcome  Experience in winning and managing KTP partnerships  Experience in one of the following sectors: Engineering and/or Automotive Propulsion, Digital Innovation, Sustainable Technologies, or Materials.  Criteria: Skills and Aptitudes Essential Desirable Excellent management capabilities alongside proven and well-developed interpersonal skills in order to interact with a diverse set of internal and external stakeholders  A highly developed understanding of current and emerging agendas in Higher Education and evidence of personal ability to drive forward innovation and change  A highly developed understanding of the concerns and motivations of senior in both academic and industrial organisations  An entrepreneurial outlook  An ability to enthuse and inspire and to engage with staff at all levels  Effective Behaviours Framework
b. Tasks. Sector 1. Conduct peacekeeping operations in the city of Galasi and in Hanno and Fellari provinces. Designate company-sized Military Component reserve with the ability to deploy to any location in Carana within three hours of notification. Sector 2. Conduct peacekeeping operations in Koloni, Tereni, and Mahbek provinces Designate company-sized Military Component reserve with the ability to deploy to any location in Carana within three hours of notification. Establish and maintain liaison with MPC. Sector 3. Conduct peacekeeping operations in Barin, Guthar and Leppko provinces. Designate company-sized Military Component reserve with the ability to deploy to any location in Carana within three hours of notification. Establish and maintain liaison with ICSC. c. Co-ordinating Instructions. (1) Commander’s Critical Information Requirements. What area the locations, compositions, activities, capabilities, weaknesses and intentions of spoilers or other adversaries? What support is being provided to spoilers or other adversaries and by whom? Have there been or are there imminent significant threats against civilians? Have any of the parties to the Kalari Peace Agreement changed their activities or policies? Are new groups of spoilers forming and, if so, why? Have there been any relevant policy changes in the capability of UNAC or its partners? What significant problems and successes are UNAC and its partners experiencing? What are the future plans of UNAC, the Sector HQs, and partners? What additional resources are required? (2) Rules of Engagement and the Use of Force. Provided separately. Succession of command. Force Commander, Deputy Commander, 2nd
Attendance (statutory), Child employment and children in entertainment, Elective home education and children missing education Tri Borough Children's Services (London Borough of Hammersmith and Fulham, Royal Borough of Kensington and Chelsea, City of Westminster) Postal address: Second Floor (Green Zone), Kensington Town Hall, Hornton Street, London W8 7NX telephone: 020 7745 6610 email: elizabeth.spearman@lbhf.gov.uk Director of Education – Ian Heggs
Was the conference call a good use of your time? Yes, I learned more about applications of principles Yes, I got my questions answered Somewhat, but I still have questions No, I didn’t learn anything beyond what was in the webinar. Friday Monday Friday: Suggestions for Improvement: Monday:
Rental Assistance Demonstration Program (RAD) Integrated Management Inspection Report (Date) Project Name: FHA Number: Section 8 Expiration Date: Dear (Property Owner): At the meeting held on ______ of 20__, we provided the (# of Units) units with Integrated Pest Management (IPM) materials and information to assist in gathering data for the property’s IPM review. Below is a report of our glue trap findings, comments, and infestation status (high, moderate, low, none). (Lengthen the table as needed to reflect all units, whether glue traps were returned to IPM inspector or not. Include results from common areas monitored such as laundry, interior trash handling, and storage areas.) Unit Visually Inspected # Traps Collected Kitchen Trap Count Bathroom Trap Maintenance Issues Housekeeping Issues Other Comments Status (H, M, L, N)
12 (a) 2 correct points plotted 2 e.g (0, 4) and (3, 0) 4x + 3y = 12 (b) 3 Correct region B2 for x = 4 and y = −3 drawn and consistent shading correct for at least two inequalities B1 for x = 4 and y = −3 drawn 13 OR OR (isolating c2) (oe) 3 M1 M1 dep A1
What is the point estimate for the population mean? Create a 95% confidence interval for the population mean. Show all your work below. Say that the sample size changes to n=100. Compute a 95% confidence interval with the same point estimate. How does the Margin of Error for the 95% confidence interval of sample size 50 compare to the margin of error for the 95% confidence interval of sample size 100? Create a 90% confidence interval for the original 50 students. How does the margin of error for the 95% confidence interval that you computed in question 8 compare to the margin of error for the 90% confidence interval that you computed in question 11? The BYU-I professor would like to repeat the experiment, but he wants to make sure he has enough students in his sample to ensure that his Margin of Error is 5. How many students will need to be in his sample to ensure he has this level of accuracy for a 95% confidence interval?
CHIMSS (Colorado HIMSS Chapter) INTEROPERABILITY & FHIR Thursday, October 15, 2015 Golden, CO Below are the sessions that qualify for CPHIMS or CAHIMS continuing education (CE) hours. Check the “” column for all sessions attended and total the number of hours earned each day. At the end of the form, total the number of hours earned for the entire event. Do not send this form to HIMSS. Retain this form for your records. You will need to provide a copy of this form if selected for an audit when renewing your certification. Session Eligible Hours () INTEROPERABILITY & FHIR Dave Bove, Children’s Hospital Colorado 2 Total Continuing Education hours earned for this event (max = 2) __________ I am claiming credits to renew my: □ CPHIMS □ CAHIMS I attest that I have attended all the sessions indicated above in their entirety. Printed Name Certificate Number Signature Date
Process Overview The POEL work is being administered in stages. Stage One was conducted in 2013 with a small number of POEL owners in selected priority locations, namely the Otway Ranges, Dandenong Ranges and the Warburton District. Subsequent stages of the Program targeted broader areas defined by local government council regions. These local government areas were selected based on an assessment of relative bushfire loss consequence (that is, the potential for loss of life and property) across Victoria. These areas have been further defined to exclude Low Bushfire Risk Areas, as defined by the Country Fire Authority. The process for the undergrounding of POELs under the fund is as follows; POEL owner to submit ‘POEL application form’ Submission of quotes from 2 Registered Electrical Contractors (RECs) directly to the department. RECs will need to do a ‘one time’ registration into the program by submitting a ‘Supplier Application Form’ Assessment by the department Letter of offer issued to the POEL owner and voucher issued to the successful REC advising who has been awarded the works and the amount that is being funded by the PRF project Unsuccessful REC notified by mail REC to complete the works and issue the POEL owner a Certificate of Electrical Safety (CoES) REC and POEL owner to sign voucher REC to submit voucher signed by both parties, a copy of the CoES and invoice to the department An audit of the completed works by the department (at its discretion) Payment by the department directly to the REC Eligibility To be awarded funds under the project the POELs must currently be; in active use (connected and energised); overhead; bare wire (a span, or part is bare). If the line is completely insulated the owner is not eligible for funding; located in one of the target areas. These are the local government areas of Alpine Ararat Ballarat Baw Baw Benalla Campaspe Cardinia Colac-Otway Corangamite East Gippsland Golden Plains Greater Bendigo Greater Geelong Hepburn Indigo Loddon Macedon Ranges Mount Alexander Mitchell Moira Moorabool Moyne Murrindindi Nillumbik Pyrenees Southern Grampians Gippsland Surf Coast Wangaratta Wellington Whittlesea Wodonga Yarra Ranges and in a High Bushfire Risk Area, as defined by the Country Fire Authority.
NEW Self-check Sheet Lesson 9 “Four Seasons” Big Question season do you like in Japan? Goal Tell the key points of the with pictures and answer the “Big Question” “Big @school (L: Listening S: Speaking R: Reading, W: Writing) @home Knowing Guess Work (W : Oral Presentation Sheet) Listening (L) Read and Tell (R/L, S, W : OP Sheet, Group) Understanding / Training Reading aloud (R : ST Sheet, Pair) E-J Translation (R: ST Sheet, Pair) J-E Translation (R: ST Sheet, Pair) Shadowing (R: ST Sheet, Pair) Read and Look up (R: ST Sheet, Pair) Drawing the picture of the story (PMP) Listen & Draw (PMP Notebook) Q & A Sheet (L,S, Pair) Paper-go-around (Grammar, Class work) 4 Corners (Grammar, Group) Explaining OP Review (S: Pair) OP Practice (S : OP Sheet, Pair) Thinking My Opinion (S, W : OP Sheet) Understanding / Training Check the meaning (Sight Translation Sheet) Check the meaning of words and phrases Check the meaning of sentences Drawing the picture of the story Shadowing (R: ST Sheet or Textbook) Listen & Draw Dictation Practice the spelling My Phrase Explaining OP Practice (S, OP Sheet) Summarizing (W, OP Sheet) *OP Thinking My Opinion (S, W : OP Sheet) Watching Videos / Reading books YouTube: Website: OP Test : Tell the key points of the story with pictures and answer the “Big Question” Mid-term, End-term Examination Self-Evaluation Individual Work [1 2 3 4 5] Pair/Group work [1 2 3 4 5] /10 Poor 1 – 2 – 3 – 4 – 5 Excellent /5 Impression and Questions 1-class___no.___name_______________________
PROGRAMME NAME Business Services Transformation Programme (BSTP) – Shared Services Project REPORT DATE: 18 Feb 2015 Reporting Period 21 January 2016 – 18 February 2016 PROGRAMME DIRECTOR Greg McCloskey Overall Project Status Update A Shared Services : Summary Previous Key Timelines/Milestones: Recruitment and Selection: SEHSCT: Transition to RSSSC commenced on 15th February with a phased plan to complete in 3 months. Due for completion in August 2016. Reason for delay is: 1) WHSCT yet to complete rollout of e-rec 2) Recruitment SSC stabilisation required following transition of SEHSCT. NIAS: Due for completion in April 2016. Transition has been impacted due to delay of SEHSCT A A Activity Progress Next step Due Date Previous Current Recruitment and Selection – NIAS Phased transition planned to complete in April 2016 Continue working towards transition to SS 30/04/2016 A A Recruitment and Selection –SEHSCT Transition commenced in February 2016, and due to complete within 3 months Continue working towards transition with Trust 30/04/2016 A R Recruitment and Selection – WHSCT Transition to be completed by August 2016 Continue working towards transition with Trust 31/08/2016 A A
Physical Development: Progress made on agreed targets from last review and / or Statement: Targets Outcome 1. 2. 3. 4. 5. Proposed targets for the coming year: Targets Action 1. 2. 3. 4. 5. Name: DoB: School: Chronological year group NCY educated in: Academic attainment / development milestones – Years Foundation Stage (Please complete all relevant sections) Prime areas of learning - Personal, Social and Emotional Development Aspect of learning Current level of development Beginning, embedding, secure Next steps of learning
Tracker P Levels Recognised qualifications & grades achieved Curriculum area Assessed level at last Annual Review Current assessed Narrative Spoken English English Reading Writing Spelling, vocabulary, grammar and punctuation Maths Number – place value Number – addition / subtraction Number – multiplication / division Number – fractions Measurement Geometry – properties of shapes Science This form has been completed in preparation for the following:- (please tick) Annual Review of Statement Transfer Review of Statement Annual Review of Education, Health & Care Plan
If Yes please indicate, in general, what changes are: (Where amendments to the Statement are being recommended these should be indicated on a copy of the current Statement and attached to this report) Does the Statement remain appropriate: Yes No Should the LA continue to maintain the statement Yes No From Year 5 onwards, please discuss and complete this section with a view to independent travel in the future, if appropriate. Independent Transport Desired outcomes (What I hope to achieve in the future) What I will do to try to achieve this These people will help me When this will happen NOTE - If a change of school/college is being considered, there is no automatic entitlement to Local Authority SEN transport. Please refer to the Home to School Transport Policy for more information. I/We have read this Statutory Review Report and agree with the recommendations: Signed: Parent/Carer: Pupil: Date: Signed: Headteacher: Date: Signed: SENCO: Date: Within 10 days of the meeting To be returned to: Sharon Williams, Learning & Skills Team, Rutland County Council, Catmose, Oakham, Rutland, LE15 6HP VIEWS OF THE PUPIL Either at the meeting or beforehand you may wish to consider the following questions:-
...................................... miles per litre (3 marks) Total / 10 Surds 1 Content: Rationalise the denominator of fractions containing eg 1/√3 = √3/3, and eg write (√18 + 10) ÷ √2 in the form p + q√2 Question 1 Expand Give your answer in the form a + b a and b are integers. .................................... (2 marks) Question 2
Question 1 Question 2 (Total 3 marks) Question 3 Diagram NOT accurately S and T are points on a circle, centre O. PSQ and PTR are tangents to the circle. SOR and TOQ are straight lines. Prove that triangle PQT and triangle PRS are congruent.
………………..cm2 (3marks) Question 3 Calculate the area of the parallelogram. Give your answer correct to 3 significant figures. ………………..cm2 (4 marks) Total / 10 Session 3 Surface Area, Volume & Density / Area of Sector Problems involving surface area and volume 2
Question 1 Diagram NOT accurately The diagram represents a large cone of height 6 cm and base diameter 18 cm. The large cone is made by placing a small cone A of height 2 cm and base diameter 6 cm on top of a frustum B. Calculate the volume of the frustum B. Give your answer in terms of π. ................................. (Total 4 marks) Question 2 Total / 10 Session 4 Error Bounds / Recurring Decimals / Surds Error Bounds 2 Question 1 The length of a line is 63 centimetres, correct to the nearest centimetre. (a) Write down the least possible length of the line.
Question 1 Question 2 Question 3 The diagram shows a circle, centre O. AC is a diameter. Angle BAC = 35. D is the point on AC such that angle BDA is a right angle. Calculate the size of angle BOA. ................................... (2) (Total 2 marks) Total Mark / 10 Complex Indices 2 Question 1 1 mark) Question 2
(Total 4 marks) Question 2 Question 3 Diagrams NOT accurately drawn The two triangles ABC and PQR are mathematically similar. Angle A = angle P. Angle B = angle Q. AB = 8 cm. AC = 26 cm. PQ = 12 cm. QR = 45 cm. Work out the length of PR. ………………………cm (2) (b) Work out the length of BC. ………………………cm (2) (Total 4 marks) Total / 10 Session 9 Plotting & Interpreting Graphs / Transformation of Functions Transformation of functions 2
YEAR 10 HOMEWORK TERM 1 SHEET 2 NAME: __________________ DUE:____________________ Measurement Draw the conversion caterpillar for AREA then fill in the blanks 25 mm2 = __________cm2 504 cm2 = ___________ m2 3.17 cm2 = __________ mm2 0.00045km2 = ___________ m2 Measurement Find the AREA of the following shapes. Area = Area = Statistics 7,5,6,4,6,3,7,8,4,3,2,6,7 For the data above find the Mean: Median: Mode: Geometry If three angles in a quadrilateral are 45o, 123o and 67o what is the fourth angle? Name the triangle with 3 equal sides – Name the triangle with 2 sides - Trigonometry Find the length of the side marked x correct to 2 decimal places Number Write in index form 2 X 2 X 2 X 2 X 2 = b x b x b x b = Use index laws to simplify 24 X 23 = 52 X 53 X 56 = 87 ÷ 84 = 43 x 45 ÷ 46 = Algebra Simplify by grouping like terms -7a + 6b +7a – 8b = -6m – 9k + 2k – m = 11d +15 -8d -3d = Simplify 4a X 10n X 6n = 60ab ÷ 5a = 36m2n7 ÷ 4mn2 = Algebra Solve the equations to find the value of the pronumeral. 5c - 6 = 9 -4d – 2 = 10 Number Simplify the 12 : 24 = 32 : 18 = 6 : 8 :12 = Find the of x 3 : 4 = x : 20 4 : 10 = 12 : x
1. Find the value of the pronumeral. 2. Angles b) 3. Total Surface Area a) b) 4. Mixed questions – Expanding and Factorising The complement of 24 is ________________. The supplement of 102 is ________________. An equilateral triangle has three angles of how many degrees? The complement of 40 is ________________. A quadrilateral can be divided into two ________________ with a diagonal line. Another name for a square pushed over on its side is a ________________. 5. Sketch the graph of The y-intercept The x-intercepts The line of symmetry and the lowest point
1. Find the value of the pronumeral. a) b) 2. Probability A letter is selected from the work Mathematical. How many letters are there in total? Find the chance (probability) of selecting The letter a The letter m A vowel Not a vowel E or an i 3. Volume a) b) 4. Circle Geometry – Find the unknown letter b) 5. Sketch the of The y-intercept The x-intercepts The line of symmetry and the lowest
1. Probability A spinning wheel has 10 equal sectors numbered 1 – 10. Find the following probabilities Pr(6) Pr(even) Pr(odd) Pr(multiple of 2) Pr(factor of 12) 2. 50 people are surveyed 30 like white coffee & 22 like black 7 like both Find how many: only like = only like black = like white or black = don’t like either = 4. Circle Geometry – Find the unknown letter b) c) 5. Sketch the of The y-intercept The x-intercepts The line of symmetry and the lowest point
1. Find the Perimeter of the shape. a. b. 2. Find the area of the shape. 3. Find the Total surface area of the following shapes. 4. Expand a. 2(x – 5) b. –(3x+4) c. (2x+1)(x+5) 5. Factorise a. 3x-12 b. 5x2 + 10x c. 12y2 – 15y 6. Simplify a. b. c. 72 d. e. 5 7. Write as complete surds a. b.10 c. 2 3 8. Find the volume a. b. 9. Fill in the blanks a. 5cm=____________mm b. 2574m = __________m c. 3459 mm2 = __________cm2 d. 98.45 cm2 = __________m2 e. 0.00053 km3 = __________m3 f. 81098 mm3 = ___________m3
Part 3: Immediately after the Revolution After the Czar abdicated workers organized themselves into soviets. These soviets set about organizing themselves to protect workers interests. According to historian, S.A. Smith, these soviets, “took on a wide range of functions, including guarding factory property, overseeing hiring and firing, labour discipline, and organizing food supplies.” The peasants also participated in the soviets and were interested in land redistribution. These groups attempted to develop rules and laws that would end the control of the Czar and other elites over the property and land so workers and peasants would have the opportunity to be equal socially, politically and economically. This poster, created in 1918 is an idealized image of the new Russia, or Soviet Union. The main figures are the worker and peasant who are looking at the dawn of their new society. Under their feet are the symbols of the Czar’s power. Found at: Source 9: Animal Farm The animals, like the Russian peasants, are empowered to finally benefit from their own labor. In the book, the animals work to create a new system that represents each member of Animal Farm. To do so, they create a list of “Seven Commandments.” Read the commandments below and fill in the chart describing the importance of each of the commandments. The first one has been done for you. Commandment Why do the animals make this a law? What does this commandment suggest society should look like? Or, what is the significance of this commandment. Whatever goes upon two legs is an enemy. The animals want to be in charge of animal farm and not be controlled by humans. The animals believe that all humans are enemies who want to steal what they produce with their labor. Whatever goes upon four legs, or has is a friend. No animal shall wear clothes. No animal shall sleep in a bed. No animal shall drink alcohol.
Use this page to talk about film in general and those frames in particular. A Shot x (suitable heading) – Use 1-3 words to identify this frame. B Frame: – Add information here that you see in comics, such as “Meanwhile, back at the ranch...”, “Later the same day...”. You can also use arrows indicating movement. C Action – Briefly describe what is going on in the present progressive. D Dialogue / thought – Fill in speeches or thoughts. E Camera Effect on Viewer zooming out from a detail shown close-up zooming out to a long shot zooming in from a long shot, zooming in to show a detail shown from close-up Field Size long shot an overview of the setting e.g. Big Ben chiming five o’clock medium shot mainly characters from head to toe, focusing on (inter-) action close-up someone’s facial expression or a detail, e.g. a coin in a hand Camera Angles a low angle – shot from below It makes things/people look big and it makes viewers feel small… high angle – shot from above It makes things/people look small, and it makes viewers feel powerful eye-level angle – shot from the same level It makes something look the same height, suggesting equal status Camera Movements panning left and right shows where things are, e.g. furniture in a room tilting up or down vertical movement, e.g. tracking things falling down a static shot shows what characters are doing, what they look like. Cut This is where one shot ends and another begins. Examples: 1st shot: medium shot of someone crossing the road. Cross-cut to 2nd shot: a car coming near at high speed. Cross cut to 3rd shot: close-up of someone looking shocked. This means: The viewers put these shots together and understand them as a story. When Mr X was crossing the street, a speeding car was zooming towards him. He saw it would hit him and…
++ + ± – – – personality disposition lively, bubbly self-confident steady, calm withdrawn shy, anxious passionate affectionate ordinary reserved indifferent charismatic engaging pleasant bland awkward bossy, domineering authoritative self-confident quiet shy, submissive nature height huge, gigantic tall middle-sized short tiny build overweight, obese [-‘-] well-fed average thin, skinny underfed, starved age (very) old elderly middle-aged young hair rich, lush curly ≠ straight thin bald(ing) facial features coarse heavy fleshy fine delicate [‘---] mood feelings relaxed carefree natural worried scared furious, angry tense well-balanced calm bored, dull ecstatic [-‘--] excitable, busy steady slow downcast body language facial expression fierce grim severe resolute [‘---] pleasant expressive lively friendly reserved, dull wooden, icy raised eyebrows a little puzzled frown heavy frown grim frown mouth a big smile a little smile a polite smile a watery smile unsmiling gaping pouting pursing lips thin-lipped clenched teeth gestures hectic animated steady hard to see to gesticulate to wave one’s arms point at sth., stress a point hand in pocket arms folded posture rock-solid firm flexible unsure unstable bolt-upright upright straight relaxed slouching feet to stand to move about a bit to shuffle (nervously) to pace up and down to wobble, to eyes glare, stare gaze look glance cast secret / furtive glances speech distinct [-‘-] clear easy to understand indistinct mumbling delivery rapid fluent calm slow halting voice raucous powerful clear soft, faint to roar to shout to call to speak to whisper
Source: William Bell Scott, “In the nineteenth century the Northumbrians show the world what can be done with iron and coal.” 1861. Courtesy Wallington, the National Trust. Questions: 4. This image is set in a 19th century engineering workshop. What types of work was going on in the image? 5. Where was the workshop located? What activity was going on outside of the workshop? 6. Describe the types of technology that are represented in the image. Source: J. M. W. Turner, Rain, Steam, and Speed, 1844. View the and listen to the discussion at the link below to answer the questions. Smarthistory watch until 2:11 7. Why was the train a symbol of the Industrial Revolution? 8. How did people ride on and use trains during in the Industrial Revolution? 9. How was transportation transformed in this period with the train?
Guidelines for Water Trading Rules of groundwater water access rights Rules covered by this guideline The water trading rules covered by this guideline are contained in sections 12.24 – 12.26 of Chapter 12 of the Basin Plan. Application of the rules may occur through sections 10.37 – 10.39 of Chapter 10 of the Basin Plan. This guideline should be read together with these sections and the . Purpose of the rules The purpose of sections 12.24–12.26 is to ensure groundwater trade occurs in a manner that adequately manages the risks associated with trade and considers the potential for third party and environmental impacts. Defined terms This guideline contains a number of defined terms. These terms are defined in the Basin Plan 2012, the Water Act 2007 or the Water Markets Rules 2009. An explanation of these terms can be found at the end of this document. Explanation of the rules Sections 12.24–12.26 set out the conditions that must be met in order for groundwater trade to be permitted. These requirements vary depending on the whether the trade is within a groundwater sustainable diversion limit (SDL) resource unit, between two groundwater SDL resource units or between groundwater and surface water SDL resource units. Section 12.24 applies to trades of water access rights between locations within a groundwater SDL resource unit (this corresponds with the accreditation requirement in section 10.37). Section 12.25 applies to trades of water access rights between two groundwater SDL resource units (this corresponds with the accreditation requirement in section 10.38). Section 12.26 applies to trades of water access rights between groundwater and surface water SDL resource units (this corresponds with the accreditation requirement in section 10.39). Who do rules apply to? These rules apply to:
2016 IvP Project Judging Criteria Quality of solution: Criteria Excellent (4) Good (3) Needs to Improve (2) Not Observed (1) Extent of research on user needs Existing identified is compelling and insightful, backed up with extensive research (e.g. readings, statistics, users’ feedback, etc.). Existing needs identified is backed up with extensive research (e.g. readings, statistics, users’ feedback, etc.). Existing needs identified is backed up with limited research (e.g. readings, statistics, users’ feedback, etc.). No evidence of research. Innovativeness of solution Solution is original and novel, surpassing existing products. Solution is a good modification of existing products. Solution is a modification of existing products. Solution is an existing product. Practicality of solution Solution satisfies existing needs and can be easily implemented. Solution satisfies existing needs but require extensive resources for implementation. Solution satisfies existing needs but most probably cannot be implemented. Solution does not satisfy needs. Alignment between research and solution Solution is inspired by research on user needs, and further feedback was gathered from users in multiple iterations of solution. Feedback was gathered from users in multiple iterations of solution. Solution is inspired by research on user Solution does not align with research done. Method of Operation Method of operation is very clearly described with a prototype, and allows for authentic user experience. Method of operation is clearly described with a prototype. Method of operation is not clearly described with a prototype. Method of operation is not described with a prototype.
Communication skills Criteria Excellent (4) Good (3) Needs to Improve (2) Not Observed (1) Essential Content Poster contains: (a) Project title (b) Description of the problem/user (c) Analysis of user (d) Description of the how the proposed solution solved the described problem (e) Illustration of how the prototypes have evolved Content of poster at least 4 of the criteria. Content of poster meets at least 3 of the criteria. Content of poster meets less than 3 of the criteria. Organisation of Poster Poster is well-organised by: (a) Using all available space (b) Words and visuals used are effective and easy to see (c) Titles and headings are easy to distinguish (d) Colours are pleasing and visuals are of high quality. Organisation of poster meets at least 3 of the criteria. Organisation of poster meets at least 2 of the criteria. Organisation of poster meets less than 2 of the criteria. Presentation Skills Presenters present confidently and show a clear understanding of their own solution in the Q&A. Presenters are presentation is smooth, but unable to answer questions well. Presenters lack confidence, reading from a script, failing to engage their audience. Presenters are and presentation is disjointed.
CHECKLIST GROUP COMPLETE INITIALS: DATE: K CONTROLS STARTUP 1 Sash position alarms set at 1” and 18” above fully closed positions (combination sashes ONLY). YES NO 2 Sash position local alarms verified and acceptable (combination sashes ONLY). YES NO 3 Face velocity high and low alarms verified and acceptable. YES NO CHECKLIST GROUP COMPLETE INITIALS: DATE: L TAB 1 Final TAB values for unit complies with design values specified given the tolerances specified under 23 05 93. YES NO 2 All final settings and positions of TAB have been permanently labeled on unit. YES NO CHECKLIST GROUP COMPLETE INITIALS: DATE: M CALIBRATION/TESTING 1 Face velocity monitor calibrated and high/low alarms set per specification requirements. YES NO 2 Unit certified per specifications requirements and/or ASHRAE 110-1995. YES NO CHECKLIST COMPLETE INITIALS: DATE: Negative Responses Group/ Item Date Found Found By Reason for Negative Response Resolved Date Resolved Resolution YES / NO YES / NO YES / NO YES / NO YES / NO
$2150 production on/off ice $ 600 music $2750 total Balance in the Ice Show Account -- $7964.80. Imbedded below are past budgets to give us a sense of expenditures and income. I am also including a copy of Rae Anne’s contract. This is considered confidential information and is for the immediate Committee’s reference only. Seamstress Rae Anne has contacted Gail Minnaar and she is willing to be our Seamstress. Pictures We have used Thea Stratton in the past, although there are others available too. Security Action: Krista was going to contact her brother Ernie to see if he would be interested and available. We also need someone who will be the Head Security Person that puts together the schedule and communicates role responsibilities. Music Player All the music will be on the Club iPod; however, we will need a couple of people per show to play the music according to the script provided by the Coach/Director. Announcer Rae Anne has asked her brother Ron to take this on and he is available. The announcer works with the music players in the music box. Dressing Room Supervisor This person arranges the Schedule to ensure two adults are in each dressing room. Although many kids have electronics to keep them busy, the Club also provides items such as coloring or crafts to keep them busy. Lighting Suggestions were Timberline, North Island College, Tidemark, Shaw, River City Players, Sound Advise or the School Board office for pot lights. Action: Andrea will speak to the schools and Shaw. St. John Ambulance Action: Cara will contact St. John Ambulance to their availability for our Ice Show. Andrea is a nurse and Bev Schulte is a Level 2. Update: Cara confirms that St. John is still by donation and they just need to be booked. The date and timeframe (how many hours) of the event is needed.
Colleges against Cancer Mustache Dash 5k Saturday, November 18th, 10:15 am If you are interested in helping out at the Mustache Dash, volunteers are needed to help before, during, or after the 5k. This event will be held at the Hollinger Fieldhouse located on South Church Street, and its goal is to raise awareness about cancer patients losing their hair to treatment and to raise money for the American Cancer Society. Contact Jaclyn Gallagher at if you are interested in volunteering. To register for the race go to Philadelphia Marathon Sunday, November 19th Help is needed for the Annual Philadelphia Marathon this month! There are volunteer opportunities from Clothing Collection, Course Marshaling, Water Stations and more! To find out more about the volunteer positions or to sign up go to Holiday Decorating Monday, November 27th The Hickman is going to be decorating for the holidays and needs your help! Decorating will be from 9am until 5pm if there is an hour or two you can go to help make the Hickman festive for the holidays they would greatly appreciate it. For more information or to volunteer contact Jen Harris at Bazaar Set Up Thursday, November 30th The Hickman’s annual Bazaar will be taking on December 1st. They are looking for volunteers to help with setting up for this wonderful event! If this is something you’re interested in volunteering for contact Jen Harris at Bazaar Support Friday, December 1st, 8am-5pm The Hickman will be hosting their annual Bazaar and are in need of volunteers to help with selling merchandise and clean up after the event. If you want to volunteer for an hour or two contact Jen Harris at Annual Warm Wishes Coat Event Friday, December 1st La Comunidad Hispana’s annual coat distribution will be taking place on Friday, December 1st at their Kennett Square location. La Comunidad Hispana is searching for volunteers to help at this distribution event. If you are interested in volunteering or learning more contact Norma Diego-Flores at X247 West Chester Christmas Parade December 1st, 2pm-11pm The town of West Chester will be hosting their annual Christmas Parade and are in need of volunteers. There are shifts throughout the night and you can sign up to assist with multiple things. Volunteer opportunities included and banner installing, vendor set up, sponsor check in, parade marshals and so much more! To volunteer visit Candlelight Christmas
MEETING NIGHTS (August-June) 1st Monday of each month. Meetings start at 7:00 p.m. Officers and Charity meetings are 30 minutes before regular meeting. All meetings are held at Our Lady of Lourdes Parish Center (at the end of Lourdes Ave.) COMMITTEE DIRECTORS Program Dave Pearson 632-4035 Membership John Mueller 336-8691 Church Bob Coenen 336-1634 Youth Eric Le Brun 621-1708 Council Steve Cribben 606-4700 Bowling Rick Breu 339-9482 Pro-Life Richard Porior 339-9376 Promotion Matthew Mueller 339-1190 Historian John Mueller 336-8691 Wake Services Scott Baeten 660-2300 ID Program Dave Pearson 632-4035 Matthew Mueller 339-1190 Lambeau Scanning Pete Nordeen 915-7410 Resch Center Matt Diederich 360-5926 EHP-OLOL Dale 327-2860 ROUND TABLES Our Lady of Lourdes John Mueller 336-8691 St. Francis Larry Vande Hei 336-7281 St. Mary’s Phil Wittman 336-6450 CHARITIES COMMITTEE Father Binu Varghese 337-2330 Corey Coonen-Chairman 819-9409 Dave Pearson 632-4035 Pete Nordeen 915-7410 Matt Diederich 360-5926 Matt Mueller 339-1190 Wayne Van Asten 983-2961 INSURANCE Joseph Molosky (715) 938-5632
coming to perform official duties for their governments, as well as their immediate family members.5 A-2 classification is given to full-time employees of foreign diplomatic missions or consular posts who are not within the A-1 classification, noncitizens coming to perform duties and services for their governments, and their immediate family members.6 A-3 classification is to the attendants, servants, or personal employees of A-1 and nonimmigrants.7 Terms of Admission Individuals coming to the United States in diplomatic or status have been accorded wide exemption from immigration restrictions.8 Foreign ambassadors, public ministers, career diplomatic and consular officers, and the members of their immediate families are not subject to any immigration restrictions unless the President deems additional security controls are necessary.9 People in A-1 and A-2 categories may remain in the United States without the need to apply for extension of stay, provided the Secretary of State continues to recognize them as members of the diplomatic category.10 An A-3 visa holder is admitted for up to three years, which can be extended for two-year periods upon an appropriate showing of need.11 Nonimmigrants admitted as family members of A nonimmigrants may also attend school without changing their status.12 A-1s and A-2s are normally given a reasonable time to depart the United States at the conclusion of their assignments.13 The State Department generally interprets a reasonable time to be thirty days following the end of the assignment.14 Employment Authorization for Spouses and Dependents Based on agreements between the Department of State and various foreign governments, certain dependents of government employees assigned to official duties in the United States may be employed in the United States.15 The procedure for obtaining employment authorization is complex and requires the submission of Form I-566 to the Department of State.16 Children born to diplomats in the United States are considered to be LPRs.17 Change of Status A-1 and A-2 dependent visa holders may change status. To do so, they must submit a copy of their Form I-94 and Form I-566, Interagency Record of Request A, G, or NATO Dependent Employment Authorization or Change/Adjustment to/from A, G, or NATO Status, certified by the U.S. Department of State.18 The process for change of status for A-3 visa holders can also be found in the Instructions for Form I-539.19
L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Unit One Unit Three L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Unit One Unit Two Unit Three Unit Four Unit Five Unit Six L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Unit One Unit Two Unit Four Unit Five Unit Six L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit One Unit Two Unit Three Unit Four Unit Five Unit Six Course Resources Course Website(s)
5. Documents to be submitted for consideration 1. The research project to request an exemption □ Form A: A Form to Request an Exemption from the Institutional Biosafety Committee of Chulalongkorn University □ Form F: Amendment Request Form □ Full Research Proposal 2. The research project to request an approval □ Form B: A Form to Request an Approval for Experiments at Laboratory Scale from the Institutional Biosafety Committee of Chulalongkorn University □ Form C: A Form to Request an Approval of Experiments at Scale of 10 L Fermenter or more and the Field Work from the Institutional Biosafety Committee of Chulalongkorn University □ Form D: Material Transfer Agreement (MTA) □ Form E: A Form for Domestic Transfer of Microorganisms and Genetically Modified Organisms □ Form F: Amendment Request Form □ Standard Operating Procedures (SOPs) □ The Full Research Proposal, with the CV of Principal Investigator Additional Documents (if available) □ Import or Export Permit of Microorganisms/Plants/GMOs □ Certificates of Notification and/or Licenses (Pathogens and Animal Toxins Act, B.E.2558 2258))
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Typology 11 – Industrial Estates Zoned Tasks Zone Definition General Standard Example Grass cutting 3 - General Grassed verges and open spaces in industrial estates kept neat and aesthetically pleasing Up to 11 cuts per year; (approx. once every 3 weeks) Hedge maintenance 2 - Amenity Hedge features forming boundaries and screens adjacent to industrial buildings and car parks 1 cut per year Shrub Maintenance 2 - Amenity General shrub borders that add character to industrial estates and provide additional screening Winter cultivation, pruning once per year, spot treat weeds up to three times per year