zilongwang/ReadingBank huggingface dataset:
Prime Minister 1st speaker for 1st Government: 7 minutes Leader of Opposition 1st speaker for 1st Opposition: 7 minutes Deputy Prime Minister 2nd speaker for 1st Government: 7 minutes Deputy Leader of Opposition 2nd speaker for 1st Opposition: 7 minutes Member of Government 1st speaker for 2nd Government: 7 minutes Member of Opposition 1st speaker for 2nd Opposition: 7 minutes Government Whip 2nd speaker for 2nd Government: 7 minutes Opposition Whip 2nd speaker for 2nd Opposition: 7 minutes The first round began at 11 am. The motion for the first round was “THIS HOUSE BELIEVES THAT HUMANITY WILL NOT REACH THE 22nd CENTURY”. The first round lasted around for 1 hour and the feedback and results were declared by the judges after 15 minutes. The second began at 1:00 pm. The motion for the second round was “THIS HOUSE BELIEVES THAT THE INTERNATIONAL COMMUNITY SHOULD CUT OFF THE INTERNET ACCESS IN SYRIA”. This round concluded within an hour and the feedback and results were declared by the judges after 15 minutes. The final round began at 3 pm. The motion for the final round was “THIS HOUSE BELIEVES THAT THE STATES SHOULD SIGNIFICANTLY FUND FEMALE-ONLY TECH COMPANIES”. The final round concluded at 4:00 pm and the results were declared by the judges. List of Participants: Team No. Name College
1 Dhairya Raja Agasti Rao Universal College of Engineering 2 Desmond Lobo Kamath Don Bosco Institute of Technology 3 Nidhi Borhade Shivaam Singh Don Bosco Institute of Technology 4 Sneha Yadav Abhishek Atharva College of Engineering 5 Janvi Modi Mayuri Deherkar Atharva College of Engineering. 6 Aaditya Aniket Atharva College of Engineering 7 Aayushi Pranav Fr. Conceicao Rodrigues College of Engineering 8 Purav bhardwaj Manav Doshi Atharva College of Engineering Fr. Conceicao Rodrigues College of Engineering Details of top two Team No. Name of the participant Position College Mobile No.
1 Purav Bhardwaj Winners Atharva College of Engineering 9819240145 Manav Doshi Winners Fr. Conceicao Rodrigues College of Engineering - 2 Desmond Lobo Runner Up Don Bosco Institute of Technology 9920589379 Kamath Runner Up Don Bosco Institute of Technology - Following are the few pictures clicked during the abovementioned event. Runner – ups: Winners:
The Debate Process – Example Formats: Lincoln-Douglas Debate Format First affirmative constructive 6 minutes Negative cross-examines affirmative 3 minutes First negative constructive 7 minutes Affirmative negative 3 minutes First affirmative rebuttal 4 minutes Negative rebuttal 6 minutes Second affirmative rebuttal 3 minutes Public Forum Debate Format First Speaker – Team A 4 minutes First Speaker – Team B 4 minutes Crossfire 3 minutes Second Speaker – Team A 4 minutes Second Speaker – Team B 4 minutes Crossfire 3 minutes Summary – Speaker – Team A 2 minutes Summary – First Speaker – Team B 2 minutes Grand Crossfire 3 minutes Final Focus – Second Speaker – Team A 1 minute Final Focus – Second Speaker – Team B 1 minute Prep Time (per team, to use before any section) 2 minutes
Theory and Methods: Sociological debates Sociology and science Positivism Interpretivism Karl Popper – falsification Paradigm Narratives/metanarratives (post modernism) Deduction Induction Dukheim Open and closed systems (Sayer) Wallace Malestream Objectivity v subjectivity Values in sociology Value freedom Value laden Committed Sociology Social Facts Venkatesh ‘gang leader for a day’ Weber (influences on choice of topic) Narratives Reflexivity Durkheim’s study of suicide Becker Personal sissues – career, beliefs and interests The link between theory and methods Practical Ethical Methodology
Interpretivist methods: Goffman – mental hosptials ’68 and Becker- Maijuana smokers ‘63 Informed consent Conflict of interests Access to subject matter Funding Legality Ethnographic research (interpretive + phenomenology) Reconceptualisation (critical sociology) Praxis (criticial sociology) Ann Oakley – feminist interviewing Epistomology Postmodern ethnography Studies of suicide Study Detail Theoretical perspective What it shows about the link between theory and methods Durkheim Functionalism Douglas ‘67 Interactionism Dorais 2004 Critical sociology Sociology and social policy Social problem Sociological problems Social policy New Right Neo liberalism Social Democratic
Debate Format: Opening Statement – Con/Negative Opening Statement – Pro/Affirmative 3 minute Argument – Con/Negative 3 minute Argument – Pro/Affirmative 2 minute Work Period 4 minute Open Floor Rebuttal 2 minute Work Period Closing Statement – Con/Negative Closing Statement – Pro/Affirmative
CS.4.DII.3 This SLE is taught in Debate I and should be reinforced as needed. Adapt to opponents, audience, and judge content warnings microaggressions paradigms (e.g., tabula rasa, policy maker, hypotesting, comparative advantage) sensitivity spreading SL.CCR.6 Strand: Argumentation Content Standard 5: Students will identify and present the three parts of an argument (claim, warrant, impact) AR ELA Alignment ARG.5.DII.1 Develop advanced claims W.CCR.1, W.CCR.4, W.CCR.5, W.CCR.6, W.CCR.7, W.CCR.8, W.CCR.9, W.CCR.10, SL.CCR.1, SL.CCR.2, SL.CCR.4, SL.CCR.5, SL.CCR.6, L.CCR.1, L.CCR.3, LCCR.6 ARG.5.DII.2 Investigate warrants and evidence W.CCR.7, W.CCR.8, W.CCR.9, W.CCR.10, SL.CCR.3, L.CCR.1, L.CCR.3, L.CCR.4, L.CCR.5, L.CCR.6 ARG.5.DII.3 Conduct impact framing: Impact comparison time frame, magnitude, probability risk assessment SL.CCR.1, SL.CCR.2, SL.CCR.3, SL.CCR.4, SL.CCR.5, SL.CCR.6, L.CCR.1, L.CCR.3, L.CCR.6 Strand: Argumentation Content Standard 6: Students will utilize research skills and collect well-sourced evidence. AR ELA Alignment
Contributors The following people contributed to the development of this document: Jennifer Akers - Cabot Amy Matthews - Fayetteville Tammy Alexander - Nashville Gerri McCann - Manila Rebecca - Valley View Amanda McMahan - Magnolia Jane Balgavy - Jacksonville-North Pulaski Lynn Meade - University of Arkansas Brandon Box-Higdem - Bentonville Alisa Melton - Blytheville Samantha Carpenter - Virtual Arkansas Jennifer Murphy - El Dorado Lisa Carver - Texarkana Traci Myers - Foreman Kimberly Chavez - Camden Fairview Tim Peerbolte - Greenwood Susan Colyer - Fort Smith Erin Radke - Jessieville Joan Crowder - Arkadelphia Jacki Reiff - Gravette Erickson - South Conway County Tracie Richard - Hermitage Jessica Foster - Siloam Springs Chad Simpson - Clarendon Sommer Frazer - McGehee Dallas Sims - Lakeside (Lake Village) Natalie Free - Pangburn Vivian Sisk – KIPP: Delta Collegiate Eric Gamble - Dardanelle Andrea Speer - Bentonville Jennifer Garner - Lakeside (Hot Springs) Steven Trulock - Huntsville Roger Guevara - Southern Arkansas University Valdez - Little Rock Shelly Hardin - West Memphis
Debate IV Strand Content Standard Communication Skills (Taught in Level 1 and reinforced in Levels II, III, & IV) Students will demonstrate fundamental oral communication competencies. Students will demonstrate understanding of the variety of debate styles. Students will identify and the necessary tools for debate. Students will develop persuasive speaking skills. Argumentation Students will identify and present the three parts of an argument (claim, warrant, impact). Students will utilize research skills and collect well-sourced evidence. Students will apply appropriate speech organization. Refutation Students will analyze and rebut opposing arguments. Students will utilize effective questioning strategies. Delivery Students will participate in debates within or outside of the classroom. Students will evaluate debates and provide feedback. Advocacy Students will synthesize socioeconomic, ethical, and/or philosophical reasoning that influences current issues. Students will develop individual and group perspectives on the importance of debate to both local and global communities. Students will participate in community outreach, culminating in competitive debate in or outside of the classroom. Notes: Throughout this document, the terms competition and competitive event occur frequently. These terms refer to events that may occur within or outside of the school. The purpose of these courses is to provide students with debate fundamentals and tools of mastery and provide guidance for how to practice these in a competitive atmosphere. The Communication Skills strand appears only in Debate I. This provision allows Debate I to meet the state Oral Communication requirement. Each level continues to address earlier student learning Expectations (SLEs) as needed. Student Learning Expectations (SLEs) may be taught in any sequence. Italicized words in this document appear in the glossary. All items in a bulleted list are required to be taught. The examples (e.g.,) are suggestions to guide the instructor.
Debate Scoring Sheet Debate Topic:____________________________________ Date: _______________ Pro or Con (circle one) Team Member Names: (1) _______________________________ (2) _______________________________ (3) _______________________________ CLASSROOM DEBATE RUBRIC Levels of Performance Criteria 1 2 3 4 1. Organization and Clarity: viewpoints and responses are outlined both clearly and orderly. Unclear in most parts Clear in some parts but not over all Mostly clear and orderly in all parts Completely and orderly presentation 2. Use of Arguments: reasons are given to support viewpoint. Few or no relevant reasons given Some relevant reasons given Many reasons given: fairly relevant Most relevant reasons given in support 3. Use of Examples and Facts: examples and facts are given to support reasons, with references Few or no relevant supporting examples/facts Some relevant examples/facts given Many examples/facts given: fairly relevant Most relevant supporting examples and facts given 4. Use of Rebuttal: arguments made by the other teams are responded to and dealt with effectively. No effective made Few effective made Some effective made Many effective made
5. Presentation Style: tone of voice, use of gestures, and level of enthusiasm are convincing to audience. Few style features were used; not convincingly Few style features were used but they were used convincingly All style features were used, most convincingly All style features were used convincingly ______ Score = Total x 5 = ________
Debating Problems in History Should the have entered War II before the bombing of ? This lesson developed for the Association by Phyllis Goldsmith UCBHSSP Co-Director & Literacy Specialist Stephen Johnson Retired OUSD Teacher Steven Moreno Sarah Suponski UCBHSSP Learn more: Table of Contents Lesson Directions for Teachers……………….................. 3 Historical Context ………………………………………. 4 Historical Context KEY ………………………………… 5
Evidence: Dr. cartoon (July 16, 1941): Burton Wheeler, Senator (Oct. 1939) Current History: “We shudder at the ‘blood purge’ in and , and yet those who would involve us in these European wards would purge each generation of our youth on the altar of European stupidity.” Evidence: Dr. Seuss cartoon, (Sept. 11, 1941) Address from the U.S.S. Potomac, May 29, 1941: “We Americans realize how tenuous would be the existence of our party system, our freedom of elections, our freedom of living, if the doctrines of dictatorship were to prevail. For it they were to prevail, it would not be in alone…How long would it be possible to maintain a semblance of our two-party system, with free elections, in a Nazi-dominated world?”
ANDREA D. LYON Valparaiso University Law School 636 S. Church Street Valparaiso, Indiana PROFESSIONAL EXPERIENCE July 1, 2014 to present Dean, Valparaiso University Law School July 1, 2006 to June 30, 2014 Associate Dean For Clinical Programs DePaul University College of Law Administration of all live-client clinics at the DePaul University College of Law. Responsibilities include budgetary, development, faculty recruitment and training, standardization of evaluative measures, in addition to teaching and practice described below. Fall 2013 Visiting Professor of Law Iowa Law School Taught: Criminal Procedure: Adjudication and Capital Punishment. July 1, 2007 to present Clinical Professor of Law Director, Center for Justice In Capital Cases DePaul University College of Law Chicago, Illinois Teaching students in a death penalty clinic including doctrinal law in capital cases, trial practice, preparation and strategy, and directly representing clients in state and federal court on the trial, appellate and collateral level in capital cases. The center also trains capital defense lawyers and other members of the team such as investigators and mitigation specialists at various seminars throughout the state of Illinois. Additional course: federal habeas corpus practice and procedure. 2007 to 2014 Visiting Professor University of Michigan Law School Ann Michigan August 1, 2000 to 2007 Associate Clinical Professor Director, Center for Justice In Capital Cases DePaul University College of Law Chicago, Illinois
PLEASE COMPLETE, PRINT OFF AND HAND TO NIKKI HALL OR YOUR COACH WITH CHEQUE OR CASH, ALTERNATIVELY COMPLETE AND EMAIL TO , PAYMENT TO FOLLOW STRAIGHT AFTERWARDS TO NIKKI OR COACH. WE HAVE SOME SAMPLE SIZES, PLEASE ASK IF YOU WANT TO TRY BEFORE YOU BUY. Hoodies - black – Front has embroidered club logo and 2 initials. Back has first name/nickname or surname only printed on the reverse (not both). No draw string at neck on child size hoodies. Hoodie sizes adult S 34/36" M 38/40" L 42/44" XL 46/48" 2XL 50/52" Hoodie sizes child XS 3/4(16") S 5/6(17") M 7/8(18") L 9/11(19") XL 12/13(20") Shorts - black - printed Club logo and 2 initials on opposite leg. 100% Polyester. Elasticated Mini mesh lined inner with draw cord. 2 side pockets. Shorts sizes adult S 30" M 32" L 34" XL 36" 2XL 38" Shorts sizes child XS 3/4 S 5/6 M 7/8 L 9/11 XL 12/13 Shirts black - front printed 2 initials and club logo. Back printed large logo and surname. Shirt sizes adults – S 38" M 40" L 43" XL 45" 2XL 48" 3XL 51" Shirt sizes child – XS 3/4 S 5/6 M 7/8 L 9/11 XL 12/13 Please check the sizes you order carefully as once printed or embroidered they cannot be returned, unless an error by the suppliers. Prices as below. Adult prices Child prices Adult hoodie £29.00 Adult shorts £15.00 Child hoodie £26.00 Child shorts £12.00 Club £15.00 £15.00 Please complete the order form below and return with your total payment by cheque/cash, payable to Deben SC. The cheque will only be presented once the items have been received. Hoody shorts/shirt Size req’d or child Name for reverse of hoody, Surname for reverse of shirt to match others Initials for hoody shorts or shirts Hand your order and chq payment to your coach/teacher/Nikki – Kit Coordinator or email new kit account & follow with cheque/cash payment straight after. Total order - £ Signature -
Lorain County Community College- Professional Statement Dean of the Science and Mathematics Division Please describe your vision of how the Dean of the Science and Mathematics Division ensures that all division programs and courses advance LCCC’s Vision 2020 Priority 1 – Drive Student Completion for Academic and Career Success, and do so in ways that eliminate disparities in educational outcomes and create equity for all students.
AWARDS AND HONORS UNIVERSITY Adviser of the Year, College of Agriculture, Human, and Natural Resource Sciences, 2017. Coach, WSU Football, nominated by student football player Robert Taylor, Fall 2017. Provost’s Featured Faculty Member, Washington University, Spring 2017. Featured Adviser, College of Agriculture and Home Economics Adviser of the Year, 2001 PROFESSIONAL Family & Consumer Sciences Teacher Educator of the Year, Family and Consumer Sciences Educators Section of the Washington Association for Career and Technical Education, 2017 President’s Award, Washington Association for Career and Technical Education, 2015 Outstanding Service Award, Washington Association for Career and Technical Education, 2005 Outstanding Service Award, Washington Family and Consumer Sciences Educators, Division of Washington Association for Career and Technical Education, Governor Locke Appointee to the Early Learning and Development Benchmarks Advisory Board, 2004. Honorary Member, Washington Family, Career and Community Leaders of America, 2003 COMMUNITY Chief Kamiakin District, Boy Scouts of America, Award of Merit, 2014. PROFESSIONAL SERVICE NATIONAL SERVICE American Association of Family and Consumer Sciences 2015-2018 - Certification Council, Chair 2017-2018 2013-2014 - Affiliate Structure Committee Kappa Omicron Nu 2009–2012 - Editorial Committee Member National Association for Teacher Educators of Family and Consumer Sciences, 2015-2020 - Secretary National Association for Supervisors of Family and Consumer Sciences Reviewer for National Standards for Family and Consumer Sciences Education SERVICE Washington Association of Family and Consumer Sciences 2016 - Past President 2014-2015 - President
Client Referral Form Name: Surname: Best contact number: Date of Birth: Address: Parent name : (If prospective client is a minor) GP: Paediatrician: Referred by: Referrer’s contact details: Does the client consent for Debra Goodchild to contact them to arrange appointment? Please detail any current legal or child protection issues with this client. Reason for referral: Signature: Date:
Tuesday 28th – Wednesday 1st March Advanced Programme Directors Course (Chris Morris and Maggie Woods) Cumberland Lodge Wednesday 1st – Tuesday 7th April 2017 AKT Booking Period Friday 3rd 9:30-1pm Dragon’s Den Kassam Tuesday 7th CSA Results published Tuesday 7th 8:30-1pm ARCP Panel Kassam Thursday 9th GP ST1 HOLD DEADLINE Tuesday 14th ARCP Face to Face Kassam Tuesday 14th Nuts & Bolts (ESR/Log) Kassam Tuesday 14th Clinical Supervisors Course – combination of OOH, Training for Non Trainers, Foundation TBC Tuesday 14th 1pm Associate GP Deans Meeting Kassam Thursday 16th GP ST1 UPGRADE DEADLINE Friday 17th 9:30-1pm Dragon’s Den Kassam Tuesday 21st Trainer Faculty Day (Spring) The Belfry Tuesday 28th Programme Directors Meeting Kassam Tuesday 4th March 2017 CSA Results Published Tuesday 4th 8:30-1pm ARCP Panel Kassam Tuesday 4th – Friday 7th May 2017 CSA Application Window Thursday 6th & Friday 7th Practice Managers Appraisal Training Milton Hill House Friday 7th 9:30-1pm Dragon’s Den Kassam Tuesday 11th ARCP Face to Face Kassam Tuesday 11th 1pm Associate GP Deans Meeting Kassam Wednesday 19th – Tuesday 25th April 2017 CSA Exams Dates Friday 21st 9:30-1pm Dragon’s Den Kassam Tuesday 25th Nuts & Bolts (COTs/CbDs) Kassam Wednesday 26th April 2017 AKT Test Date MAY Tuesday 2nd 8:30-1pm ARCP Panel Kassam Wednesday 3rd 10am-12.30pm Workforce Development Tutors Meeting TBC Thursday 4th April 2017 CSA Results Published Tuesday 9th ARCP Face to Face Kassam Tuesday 9th Associate GP Deans Meeting Kassam Friday 12th Dragon’s Den Kassam
9:30-1pm Tuesday 16th April 2017 AKT Results Published Wednesday 17th – Friday 19th Experienced Trainers Course Cumberland Lodge Thursday 18th – Saturday 27th May 2017 CSA Exams Dates Friday 26th 9:30-1pm Dragon’s Den Kassam Tuesday 30th 9am Team Leader / Practice Manager Meeting Kassam JUNE Friday 2nd May 2017 CSA Results Published Tuesday 6th 8:30-4:30 Early ARCP – full day Kassam Tuesday 6th Clinical Supervisors Course – combination of OOH, Training for Non Trainers, Foundation TBC Tuesday 13th 8:30-4:30 Late ARCP – full day Kassam Tuesday 13th Associate GP Deans Meeting Kassam Monday 19th – Wednesday 21st PGCCE Module 2 Cumberland Lodge Tuesday 20th AM Programme Directors Meeting Kassam Tuesday 20th PM ARCP Face to Face Kassam, Tuesday 20th Quality Improvement Project Presentation TBC Wednesday 21st All day Practice Managers Educational Day TBC Tuesday 27th 8:30-4:40 Early ARCP – full day Magdalen Centre, Oxford Science Park Friday 30th 9:30-1pm Dragon’s Den Kassam JULY Tuesday 4th 8:30-4:30 Late ARCP Panel Kassam Tuesday 11th Am ARCP Face to Face Kassam Tuesday 11th Pm Associate GP Deans Meeting Kassam Friday 28th 9:30 Dragon’s Den Kassam AUGUST Tuesday 1st 8:30-1pm ARCP Panel Kassam Tuesday 8th Am ARCP Face to Face Kassam Tuesday 8th 1pm Associate GP Meeting Kassam Friday 25th Dragon’s Den Kassam
Explication de ce type de recherche [EXPLAIN THE GENERAL FIELD OF RESEARCH AND WHY IT IS INTERESTING IN LAYMAN’S TERMS] Description plus détaillée de l’étude [EXPLAIN IN LAY TERMS TODAY’S STUDY AND WHY IT IS WORTHWILE TO PARTICIPATE. UNLESS YOU THINK THAT DOING SO WOULD COMPROMISE THE RESPONSES OF OTHER PARTICIPANTS (E.G., IF PARTICIPANTS CAN EASILY COMMUNICATE THIS INFORMATION TO FUTURE PARTICIPANTS) DESCRIBE THE DIFFERENT CONDITIONS, WHETHER THERE WAS DECEPTION AND OR MANIPULATION, AND THE KIND OF RESULTS THAT YOU EXPECT] Vous pouvez trouver plus d ‘information sur ce sujet dans les ouvrages ci-dessous : [MENTION ONE OR TWO PUBLICATIONS ABOUT YOUR THIS KIND OF RESEARCH] Si vous avez des questions concernant étude, vous pouvez nous contacter : [RESEARCHER NAME AND E-MAIL ADDRESS IN CASE OF QUESTIONS] A propos du Centre Sorbonne Université-INSEAD Le Centre Sorbonne Université-INSEAD est dédié à la recherche comportementale. Depuis son ouverture en 2002, plus de 101 000 personnes ont participé à des études au centre. La recherche menée au centre par les chercheurs de l’INSEAD, Sorbonne Université et HEC a conduit à plus de 140 publications dans des revues scientifiques, et a permis à des étudiants en thèse d'obtenir leur PhD. Les méthodes de recherche prennent la forme de questionnaires, de tâches sur ordinateur, ou d'observations de comportements en groupe. A propos de Sorbonne Universités 58 000 étudiants, 7 685 enseignants-chercheurs, 5 200 doctorants : Sorbonne Université rassemble des universités et des établissements d’enseignement supérieur et de recherche. A propos de l’INSEAD Faisant partie des plus grandes et des plus prestigieuses écoles de commerce dans le monde, l'INSEAD rassemble des personnes, des idées et des cultures du monde entier afin de changer les vies et de transformer les organisations. Le chercheur [COPY AND PASTE INFORMATION ABOUT RESEARCHER FROM INTERNET PAGE IF AVAILABLE IN FRENCH]
Debriefing Form [A debriefing form is only required for studies involving deception. This form will be used to fully explain the purpose of the study after completion of research participation.] [Fill in all blanks and remove all italics before submitting the form to the IRB.] Project Title: Dear Participant, During this study, you were asked to ___________. You were told that the purpose of the research study was ________________. The actual purpose of the study was ______________. We did not tell you everything at the beginning of the study because _____________________. If you have any concerns about your participation or the data you provided during the study, please discuss these concerns with us. We will be happy to provide you with any explanations or information to ease your concerns. Select the statement that fits your study: Statement 1: For studies where the researcher can link the data to the participant and the researcher is able to remove the data: Now that you have been told the true purpose of the study, you have the option to have your data removed from the study. Please let the researcher know if you do not want your data to be used in this research and it will be removed. Statement 2: For studies where the researcher cannot link the data to the participant: The responses in this study cannot be linked to you. Contact Information: If you have any questions or concerns about this study, please contact us at ___________________. If you have questions about your rights as a research participant or want to report a complaint, please contact the Campus Institutional Review Board at the University of Missouri at 485 McReynolds Hall, Columbia, MO 65211, or at . Optional: If you have experienced any harm as a result of participating in this study, a referral list of mental health providers is attached to this document for your use. (Please note that any cost of seeking medical assistance is at your own expense.) Thank you again for participating in this study.
HORRY COUNTY GOVERNMENT PLAN After a disaster, Horry County Government will manage storm debris in one of the following ways: - Activate an existing contract with a contractor to collect disaster debris from private roadways - Recommend residents drop off debris at a County-operated convenience center Horry County Solid Waste Authority maintains 24 convenience centers throughout the County that may be utilized to collect disaster debris. ________________________________________________________________ For residents who choose to take materials to disposal facilities Not all hazardous household is accepted at every convenience center. The following items may be disposed of at the Hazardous Household Waste Facility, located at 1886 Highway 90 in Conway. Acceptable Materials: Acids/bases Aerosols Antifreeze Batteries Brake fluids Corrosives Drain Openers Flammables Fuel Furniture strippers Gasoline Household cleaners Household polishes Kerosene Lighter fluid Oxidizers Paints Pesticides Photo chemicals Poisons Pool chemicals Solvents/thinners Weed killers Wood preservatives Debris Separation Electronics Television, computer, stereo, phone, DVD player Large Appliances Refrigerator, washer/dryer, air conditioner, stove, water heater, dishwater
Texas Bond Review Board DEBT PRIMER Prepared by staff of the Texas Bond Review Board Robert C. Kline Executive Director Introduction The Texas Bond Review Board (BRB) consists of the Governor, the Lieutenant Governor, the Comptroller of Public Accounts (voting members) and the Speaker of the House of Representatives (non-voting member). The BRB is responsible for the approval of all state bond issues and lease purchases with an initial principal amount greater than $250,000 or of a term longer than five years with the exception of Permanent University Fund Debt, Tax and Revenue Anticipation Notes issued by the Comptroller of Public Accounts and obligation debt issued by university systems that have an unenhanced long-term rating of at least AA- or its equivalent. In addition, the BRB is responsible for collecting, analyzing and reporting debt information for local political subdivisions in Texas. The BRB is also charged with the administration of the state’s Private Activity Bond Allocation Program. The BRB’s statutory authority is provided in Texas Government Code Chapters 1231 and 1372. This Debt Primer is intended to provide basic knowledge of debt for government officials and other interested parties. It covers topics such as types of debt issued by the state of Texas, the state's constitutional debt limit and policy implications of debt issuance. The Debt Primer concludes with a glossary of terms. What is a Bond? A bond is a long-term debt security issued to evidence a loan between a lender and a borrower specifying the: due date for the loan called the term or maturity, e.g. 20 years; interest rate, e.g. 5%; debt service (repayment) schedule, e.g. monthly, semi-annually or annually; and revenue source pledged to repay the debt. Common Terms for Debt Securities Par – 100% of the face value of a security. Premium – the amount by the price paid for a security exceeds par value. Discount – the amount by which the price paid for a security is less than par value. Maturity date – the date the principal is due. Coupon – the interest rate paid on a security. interest rate - an interest rate that does not fluctuate during the life of a security. Variable interest rate - an interest rate that fluctuates based on a predetermined index or formula. general
Relevant Degree e.g. Social Work, Health or Business Significant experience of working with vulnerable people and their families/carers. Knowledge of the legislative framework for social care, specifically around charging and financial assessments. Excellent working knowledge of Safeguarding and Mental Capacity/Deprivation of Liberty procedures. Methodical and organised approach to work and the ability able to work under pressure to meet deadlines. Experience and understanding of performance management and the ability to develop systems to evaluate the impact of the post and progress against targets. Excellent IT skills: relevant software packages Microsoft, Word and Excel Aptitude and willingness to train and communicate knowledge and learning to others. Ability to develop and maintain effective working relationships. Ability to speak Welsh/willingness to learn Welsh. √ √ √ √ √ √ √ √ √ √ Date November 2017
Justice Court Fees for DEBT CLAIMS Effective– September 1, 2017 Submit one original petition plus an additional copy for each defendant Process Requested FEES FILING FEE ONLY, includes citation(s), excludes service on Defendant(s). This will only initiate the lawsuit. Each defendant must be served at your expense, whether or not they live in this county or state, before the case will be set for trial, or before you can procure a default judgment. $66.00 SERVICE FEE for each Defendant only in . You must procure service of citation from acceptable reputable sources at your expense for defendants out of or outside of the State of . $80.00 each SUBPOENA SERVICE FEE for each witness residing in . WITNESS FEE, a “tender” (ten dollars in cash) to attach to each subpoena. If SUBPOENA DUCES TECUM - Witness fee (ten dollars in cash), plus Production of Documents fee (one dollar in cash) to attach to each Subpoena $80.00 each, plus $10.00 cash each or $11.00 cash each “CERTIFIED” COPIES, Page, Each Additional Page $2.00 plus .25 each COPYING ALL OTHER DOCUMENTS, First Page Each Additional Page $1.00 plus .25 each TRANSCRIPT (required for Appeal to County $12.00 ABSTRACT OF JUDGMENT (for recording with any ) $5.00 WRIT OF EXECUTION (if judgment debtor is in ) $160.00 WRIT OF EXECUTION (if judgment debtor is out of ) $10.00
IX. Modification. No modification to any provisions contained in this Agreement shall be binding upon any party unless made in writing and signed by both Creditor and Debtor. X. Severability. If any provision, part, or expression is held to be unenforceable for any reason, the remaining provisions, parts, or expressions of this Agreement shall remain in full force and effect. XI. Third (3rd) Parties. Both Creditor and Debtor agree that they have not assigned any portion of the Debt to another individual or entity. Furthermore, Creditor and Debtor each claim to have the authority to enter into this Agreement. XII. Governing Law. This Agreement shall be governed under the laws in the State of ___________________. Debtor’s Signature _____________________________ Date __________________ Debtor’s Name _____________________________ Creditor’s Signature _____________________________ Date __________________ Debtor’s Name _____________________________
IN THE UNITED STATES BANKRUPTCY COURT FOR THE SOUTHERN DISTRICT OF TEXAS _____________ DIVISION In re: § § Case No. ____________ [Debtor(s)’ Names], § (Chapter 13) § Debtor(s). § DEBTOR’S NOTICE OF PLAN PAYMENT ADJUSTMENT (BASED ON SURRENDER) On this date, the Debtor(s) filed a Notice of Surrender. Effective [month], 201___, the plan payment to the trustee is adjusted: 1 Total future payments to be made on surrendered property under confirmed plan per trustee’s website $0.00 2 Remaining number of months under confirmed plan 0 3 Decrease in monthly payment (line 1 divided by line 2) $0.00 4 Posted Chapter 13 Trustee Fee percentage 0.00% 5 Decrease in Chapter 13 Trustee fee (line 3 multiplied by line 4) $0.00 6 Monthly payment in confirmed plan $0.00 7 New monthly payment (line 6 minus line 3 minus line 5)** $0.00 Date: _________________ __________________________________ [Signature Block] ** If the confirmed plan has variable payments, repeat lines 6 and 7 as appropriate.
Exclusivity and Voting Exclusivity 1121 controls who can file plans and when. The debtor has 120 to propose, and 180 to wait on votes if he proposes before 120. The times can be stretched to 18 and 20 months, respectively. Time is on the debtor’s side, so there is controversy over the time limits. The times for small business is different. See 101.51 for small business definition and 1121.e for the 180/300 exclusivity. To extend, there must be preponderance of evidence that plan will be confirmed. Appointment of trustee also kills exclusivity. Solicitation A plan disclosure must be given to holders before voting. 1125.b. It must contain enough information to make an informed judgment, plus lots of other information. You’d want tax consequences, info on records, successor to debtor, financials, liquidation analysis, risk and assumption, class composition, history of debtor, etc. Objections to the plan disclosure might be hints about voting, and should be fixed quickly. As per Century Glove, solicitation should be defined narrowly. We do want the debtor communicating with creditors. Pre-Packaged: 1126.b and 1125.g make it allowable. Merely pre-negotiated will have to jump through some hoops. Voting 1126 allows splitting of classes. 1129 deals with confirmation. Each class is a voting unit and must vote in favor. 1125.c. 1129.a allows confirmation where the classes have voted and 1129.b deals with where the plan gets confirmed anyway. Impairment Only impaired classes can vote as per 1125 and 1129.a.8. Unimpaired classes have accepted the plan. 1126.f. Impairment is defined in 1124, says that impairment is present unless the plan leaves unaltered the rights of the holder of the claim or interest. It is so broad that there is always impairment absent a cure. 1123.d says that cure puts rights back to as they were before bankruptcy. 1122.b can put claims in their own class. They won’t vote, probably, so you’d have to go the cramdown route. Don’t try artificial impairment.
TASKS I FORGOT TO DO (DEBTS I OWE) TASK TASK VALUE Unloading the dishwasher Walking the dog Cleaning my room Sweeping the kitchen floor Mowing the lawn Vacuuming the living room Setting the table Clearing the table Washing the dishes Babysitting my little brother Taking out the garbage Make my bed Put my laundry away Dusting Clean the toilet Clean the bathtub Feed the pets the plants
School District Name and Number: 1. Date of bond election: 2. Amount approved by voters: $ $ $ $ 3. Principal Amount(s) previously issued: $ $ $ $ 4. Proceeds previously deposited to Capital Projects Fund: $ $ $ $ 5. Voter-approved amount remaining prior to current issue (Line 2 – Line 4): $ $ $ $ 6. Bond Proceeds deposited to Capital Projects Fund from current issue: $ $ $ $ 7. Voter-approved amount remaining after current issue (Line 5 – Line 6): $ $ $ $ 8. Comment, if any: Submitted by: Date:
School Districts with Certificate of Eligibility Language – Preliminary Official Statement A school district that has received a Certificate of Eligibility may include the following language on the cover of the Preliminary Official Statement: If Ratings are on front cover: Rating with State Guarantee: ________ (See Appendix ___ “Washington State School District Credit Enhancement Program.”) If Ratings are not on front cover: Ratings: See Appendix ____ attached hereto and titled “Washington State School District Credit Enhancement Program.” In the cover text: Payment of principal of and interest on the Bonds when due is guaranteed by the full faith, credit, and taxing power of the State of Washington under the provisions of the Washington State School District Credit Enhancement Program. See Appendix _____ attached hereto and titled “Washington State School District Credit Enhancement Program.” Cover Language – Official Statement A school district that has received a Certificate of Eligibility and issued bonds under the Certificate may include the following language on the cover of its Official Statement: Ratings: See Appendix attached hereto and titled “Washington State School District Credit Enhancement Program.” In the cover text: Payment of principal of and interest on the Bonds when due is guaranteed by the full faith, credit, and taxing power of the of Washington the provisions of the Washington State School District Credit Enhancement Program. See Appendix _____ attached hereto and titled “Washington State School District Credit Enhancement Program.” Body of Official Statement the heading “Security for the Bonds” or comparable section of the Preliminary Official Statement and the Official Statement, the following language shall be used: Payment of principal of and interest on the Bonds when due is guaranteed by the full faith, credit and taxing power of the State of Washington under the provisions of the Washington State School District Credit Enhancement Program, as described in Appendix ____ attached hereto. The following may be added to the Ongoing Disclosure section:
Box 3: comparison of the cautious macroeconomic framework with the previous MINECOFIN DSA November 2013 July 2014 Cautious July 2014 Optimistic More cautious growth outlook Real GDP growth of 7.5 per cent in medium and long term (reflecting PSI agenda). Real GDP growth of 6.0 per cent in medium and long term. Real GDP growth of 7.5 per cent in medium and long term. Similar growth in exports but greater leakage through imports 8.5 per cent growth in exports in medium and long term. 9.0 per cent growth in exports in medium and long term. Import growth is higher. 10.7 per cent growth in exports in medium and long term. Import growth is higher. Composition of public financing is different Grants remain a key part of financing until the end of the period. Revenues are 16.8 per cent of GDP by 2034. Tapering down of grants and revenue gradually increases to 21.4 per cent of GDP in 2034. Capital expenditure growth is lower than in the past. Slower tapering down of grants and revenue increases to 23.0 per cent of GDP in 2034.
Paper session D: Syrinx and the ‘arabesque’, Carole Nash Recital Room Chair: Anders Ljungar-Chapelon 2.00-2.30 – Gabriel Navia (Universidade Federal da Integração Latino-Americana, Brazil) ‘Tonal Infiltration and Directional Tonality in Debussy’s Syrinx’ 2.30-3.00 – Kristin Taavola (University of Denver), ‘Debussy’s Syrinx (1913): Reaching Beyond Myth towards Modernism’ 3.00-3.20 – Tea/coffee 3.20-3.50 – Jonathan Dunsby and Stephanie Venturino (Eastman School of ‘Unanswered Questions: The Evolution of Debussy’s Arabesque Concept’ 3.50-4.20 – François de Médicis (Université de Montréal), La Mélopée du Faune, les sinuosités de la ligne debussyste et l’arabesque orientale 4.20pm – Roundtable: ‘… de temps et de couleurs rythmés…’ – Time and Colour in Debussy Scholarship, Carole Nash Recital Room Chair: David Code Participants: Jonathan Dunsby, Richard Langham Smith, Marie Rolf, Adam Gorb and Mylène Dubiau 5.40 – Drinks reception sponsored by Boydell and Brewer 6.00 – Buffet dinner 7.00 – 9.00 – RNCM Concert Hall: Philippe Cassard (piano) Claude Debussy, Jean-Philippe Rameau, Edvard Grieg, Emmanuel Chabrier, Gabriel Fauré, Franz Liszt, Frédéric Chopin
Under the Federal Disability Act and the Equal Opportunity Act, there will be no discrimination based on a child’s/family/educators HIV status. A child with AIDS shall be treated as any other child and will have the same level of physical contact with educators as other children in the centre. Where educators are informed of a child, family member or another educator who has HIV/AIDS or Hep B or C, this information will remain confidential at all times. The service has no obligation to advise other families attending the service of a child’s or educators HIV status. Proper safe and hygienic practices will be followed at all times and implementation of procedures to prevent cross infection as identified in this policy will be consistently implemented. Educators and families will be encouraged to participate in AIDS and Hepatitis education. CONSIDERATIONS: Education and Care Services National Regulations National Quality Standard Other Service policies/documentation Other r85, 86, 87, 88 Standard 2.1 Parent Handbook Staff Handbook Enrolment and Orientation Policy Providing a Child Safe Environment Policy Incident, Injury, Illness and Trauma Policy Disability Discrimination Act 1975 NSW Act 1977 Work Health and Safety Act 2011 Staying Healthy in Child Care (5thEdition) NSW Dept. of Health guidelines ENDORSEMENT BY THE SERVICE: Approval date: _______________________________________ Date for Review: ______________________________________
NEW DELHI: Secretary General has been given one-year extension. Former Uttar Pradesh Chief Secretary Mishra was appointed as the Secretary General of the Lok Sabha by Speaker Sumitra Mahajan on December 1, 2014 for a period of two years and his term ended yesterday. The UP-cadre IAS officer of 1978 batch was appointed the Secretary General of the Lok Sabha Secretariat in the rank and status of Cabinet Secretary. "Lok Secretary Anoop Mishra has been given one-year extension," a source said. An accomplished civil servant, Mishra has held several important positions at the Centre and in Uttar Pradesh. He was the Chief Secretary for a year with the overall responsibility of the state administration, superintendence of law and order and developmental and infrastructure schemes in Uttar Pradesh. He had also held the position of the Chairman of UP State Road for two years, overseeing its operations and management. At the Centre, Mishra held, among others, the position of Joint Secretary, Cabinet Secretariat, with the responsibility of strategic ministries such as Home, Defence, External Affairs, Atomic Energy and Space and the economic ministries such as Finance, Commerce besides the Planning Commission. TRIBUNE, DEC 1, 2016 Guv’s office returns ordinance on regularising jobs in Punjab Ruchika M Khanna Punjab Governor Vijayendrapal Singh Badnore is learnt to have sent back to the government the ordinance on regularising the services of over 27,000 contractual/ad hoc employees. Sources said the Governor had returned the ordinance to technical reasons. “An ordinance cannot be issued until the House has been prorogued,” they said. Interestingly, the 14th session of the Vidhan Sabha was prorogued by the Governor yesterday (November 29). However, to save face, senior officials said the ordinance had been sent again with a request to the Governor to “prorogue the House.”
verses” every 150 days” this discussion has been ongoing also with current rule making changes. current rule making changes are final. Discussion on Dental Codes, D0190, D0191, D0150, D0145 Who should bill, since physicians are now billing for checking children at exam times? Further internal discussion, Beth, Amy, Peter will update next meeting.
Gabriell off hye degre, He cam down from Trinite To Nazareth in Galile. He met a maydn in a place, He knelyd down afore hir face, He seyd, Heile Mary, ful of grace! When the maiden herd tell off this, Sche was full sore abaschyd iwys, And wened that sche had don amysse. Then seid th’angell, Dred not thue, Ye shall conceyve in all vertu. A Chyld whose name shall be Jhesu. It is not yit syx moneth agoon Sen Elizabeth conceyved John, As it was prophysed beforne. Then seid the mayden verely, I am youre servaunt right truely. Ecce ancilla domini. SCRIPTURE LESSON Luke 1: 46-55
FRESHMAN – Are not scheduled for Regents exams in January. All students must complete the high school course work to be eligible for an exam, regardless if they took the exam in 8th grade. All students who are not scheduled for an exam should not report to school January 22 – January 29. All students should report to school on January 30 for the beginning of the spring term. January Regents & Retakes MATH - If you would like your child to retake an upper level MATH REGENTS (GEOMETRY or ALGEBRA II) in January 2018, you must request this through Mr. Doctor, testing coordinator, by email or your child could see him during the school day in room B304. Students who previously failed the ALGEBRA I exam or who have not yet met College Readiness in MATH (70 or better) will be programmed for the ALGEBRA I exam. The requirements for an Advanced Regents Diploma require the passing of all three MATH Regents exams. SCIENCE – If you like your child to retake an upper level SCIENCE REGENTS (EARTH SCIENCE, CHEMISTRY or PHYSICS) in January 2018, they must request this exam from Mr. Doctor by email or your child could see him during the school day in room B304. The requirements for an Advanced Regents Diploma require the passing of two SCIENCE Regents exams. SOCIAL STUDIES – All students who previously failed either Social Studies exam, US History or Global History, will be programmed for respective exam. ENGLISH – All students who previously failed the English exam or who have not yet met College Readiness in ELA (75 or better) will be programmed for the English exam. adoctor2@schools.nyc.gov College Corner by Ms. Dennison Office of Postsecondary Readiness (OPSR) College and Career Planning Newsletter For students and their families, accessing financial aid is a crucial step in the postsecondary planning process. shows that 90% of students who complete the FAFSA are more likely to attend college directly after high school. Our students and families depend on you to provide information to access to federal, state, and institutional student aid.
Teacher Name: Kristine Amentler Subject: Biology 1B Start Date(s): 12/19/16 Grade Level(s): 10 Building: HAHS End Dates(s): 12/22/16 DAILY PLAN Day Objective (s) DOK Level Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Students will apply concepts of nucleic acids to play a quizlet live game to prepare for tomorrow’s test. 2 Students will play quizlet live to review terms and concepts on DNA and RNA. laptops Formative-performance on game Summative- Student Self-Assessment-ticket out door 2 Students will apply concepts of Nucleic Acids to successfully take a chapter test. 4 Formal test I Test Formative- Summative-test Student Self-Assessment-ticket out door 3 Students will apply concepts learned about DNA replication and transcription to simulate what occurs. 4 Teacher will go over notes on DNA replication and transcription. Students will then create simulate it with a colorforms board. Powerpoint , colorform board and kit Formative-completion of activity, random response Summative- Student Self-Assessment-ticket out door 4 Students will apply conceps learned about protein synthesis to play “codon bingo”. 4 Teacher will direct a game of codon bingo where students must be able to use a codon wheel to determine what amino acid is being coded for. Bingo supplies Formative-playing the bingo game Summative- Student Self-Assessment-ticket out door 5 No School No School Formative Summative- Student Self-Assessment-ticket out door P I
Teacher Name: Kristine Amentler Subject: AP BIO Start Date(s): 12/19/2016 Grade Level(s): 12 Building: HAHS End Dates(s): 12/22/2016 DAILY PLAN Day Objective (s) DOK Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Students will apply concepts of macromolecules to successfully extract DNA from strawberries. 4 Students will perform a virtual lab online and then use supplies provided by teacher to actually extract DNA from strawberries. Laptops, lab supplies Formative-.performance of lab and writing Summative- Student Self-Assessment-peer review 2 Students apply concepts learned about macromolecules to successfully compete in a jeopardy game. 4 Students will pair up and compete in jeopardy. P Jeopardy powerpoint, whiteboards, markers, erasers. Formative-performance in game Summative- Student Self-Assessment-peer review 3 Students will macromolecule concepts to successfully take a unit test. 4 Formal test. test Formative- Summative-test Student Self-Assessment-peer review 4 Students will apply critical thinking skills to compete at a problem solving competition task. 4 Student will play critical thinking game. P Marshmallows, spaghetti, yarn, tape Formative- game Summative- Student Self-Assessment-peer review 5 No SCHOOL Formative- Summative- Student Self-Assessment-peer review