zilongwang/ReadingBank huggingface dataset:
Luncheon Seminar Series (1-4) (Semester 1, 2013-14) You are cordially invited to join our Departmental Luncheon Seminar Series on the specified Fridays below. Our faculty members will share their projects in the seminars. Please mark your calendar. For enquiries, please contact Dr. Jianhua Xu, Email: ; Tel: 8397 8959. Time: Friday, 1:00-2:00p.m. Venue: P339 Date Presenter Topic Oct.25 LI Spencer Associate Professor Understanding Mass Murders in China Nov.8 CAI Tianji Assistant Professor Social Withdraw and Delinquent Behavior Nov.22 LU Chia-Wen, Melody Assistant Professor Entrepreneurial Marriage Migration: Chu and Zuan as PRC Chinese Migrant Modalities in Malaysia Dec.6 LIU Haiyan Assistant Professor Policy and Targets of Criminal Enforcement of Intellectual Property Rights in China and the United States ALL ARE WELCOME
to defray costs of production and distribution must be distributed to the fund established for Clemson University pursuant to Section 5633710(B) used for the purposes provided in that section. (D) License number ‘1’ for the ‘Clemson University 2016 Football National Champions’ license plate is reserved for the Clemson University Head Football Coach.” SECTION 2. This act takes effect upon approval by the Governor. XX
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING ARTICLE 140 TO CHAPTER 3, TITLE 56 SO AS TO PROVIDE THAT THE DEPARTMENT OF MOTOR VEHICLES SHALL ISSUE “CLEMSON UNIVERSITY 2016 FOOTBALL NATIONAL CHAMPIONS” SPECIAL LICENSE PLATES. Amend Title To Conform Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Chapter 3, Title 56 of the 1976 Code is amended by adding: “Article 140 ‘Clemson University 2016 Football National Champions’ Special License Plates Section 56-3-14010. (A) The Department of Motor Vehicles shall issue ‘Clemson University 2016 Football National Champions’ special license plates to owners of private passenger motor vehicles, as defined in Section 563630, or motorcycles as defined in Section 56320, registered in their names. (B) Clemson University may submit to the department for its approval the emblem, seal, or other symbol it desires to be used for its respective special license plate. (C) The requirements for production, collection, and distribution of fees for the plate are those set forth in Section 5638100. The biennial fee for this plate is the regular registration fee set forth in Article 5, Chapter 3 of this title plus an additional fee of seventy
The commander allowed them to wear that clothing as long as items were marked with a "P" and "W" on the legs to distinguish them from civilians on base. The deaths of five German prisoners were recorded, and death certificates have been preserved. George Forst, Alfred Kafka, Walter Reese, Albin Sickel and Karl Staudinger were buried in a corner of Jordan Springs Cemetery south of the camp, until their bodies were returned to their families after the war, if possible. If families could not be found, they were buried at the State Cemetery in Austin. The death certificates did not always reflect the true cause of death, researchers said, because German officers reportedly staged deaths as punishment. All prisoners were returned to their homelands after the war. Landscaping, including flowers in front of their barracks was important for the German POWs held at Camp Bowie during WWII. German POWs grimace at newsreel coverage of the people held in German concentration camps. German POWs said their accommodations at the barracks where 3000 of them were held at Camp Bowie were much like a hotel. WBTS Relics “Tar Bucket” Hat Confederate “Housewife’s Kit Battlefield Maps, Courtesy of The Civil War Trust MATCHING Match the number to the letter. 1. Colonel Ulric Dahlgren's father was an admiral in the U.S. Navy—for what is the elder Dahlgren remembered? 2. By the time Ulysses S. Grant arrived in the eastern theater his nickname had preceded him—what was his nickname? 3. What did General Lee say as the Texas Brigade moved to plug a gap in the Confederate lines along the Orange Plank Road? 4. What did Robert E. Lee say when he learned J.E.B. Stuart had died? 5. What did Ulysses Grant do when he learned the cabin he was using as a headquarters was the place where Stonewall Jackson had died? 6. The easiest victory ever granted to Confederate arms occurred where?
c. Locations of all anodes, test stations, and insulating joints. d. Structure-to-reference cell potentials. e. Recommendations for maintenance testing, including instructions for pipe-to-reference cell potential measurements and frequency of testing. f. If changes have been made to the maintenance and operating manuals originally submitted, submit updated maintenance and operating manuals two weeks prior to the final inspection. 7. Certifications: Two weeks prior to final inspection, submit the following. a. Certification by the manufacturer that the cathodic protection system conforms to the requirements of the drawings and specifications. b. Certification by the Contractor that the Cathodic protection system has been properly installed and adjusted. 1.5 APPLICABLE PUBLICATIONS A. The publications listed below form a part of this specification to the extent referenced. The publications are referenced in the text by basic designation only. B. American Society for Testing and Materials (ASTM): Copper Conductors, Hard, Medium-Hard, or Soft Alloy Anodes for Cathodic Protection Plastic Extrusion Materials for Wire and Cable Sacrificial Zinc Alloy Measurement of Soil Resistivity Using the Wenner Four-Electrode Method C. American Society of Mechanical Engineers (ASME): Flanges and Flanged Fittings D. National Association of Corrosion Engineers (NACE) International: of External Corrosion on Underground or Submerged Metallic Piping Systems Control of Underground Storage Tank Systems by Cathodic Protection
Last updated: 13/03/2018 JOB DESCRIPTION Post title: Research Fellow in Experimental Fluid Mechanics School: School of Engineering Faculty: Engineering and Physical Sciences Career Pathway: Education, Research and Enterprise (ERE) Level: 4 *ERE category: Research pathway Posts responsible to: Award Holder Posts responsible for: Some supervision of junior staff Post base: Office-based/Non Office-based (see job hazard analysis) Job purpose To undertake research in accordance with the specified research project under the supervision of the award holder. To undertake leadership, management and engagement activities. To carry out research in the area of turbulent shear flows, aerodynamics and aeroacoustics using experimental methods. Key accountabilities/primary responsibilities % Time To develop and carry out an area of personal research. 60 % Regularly disseminate findings by taking the lead in preparing publication materials for referred journals, presenting results at conferences, or exhibiting work at other appropriate events. 10% Contribute to the writing of bids for research funding. 30% Investigate models and approaches to test and develop them. Collaborate/work on original research tasks with colleagues in other institutions. Carry out administrative tasks associated with specified research funding, for example risk assessment of research activities, organisation of project meetings and documentation. Implementation of procedures required to ensure accurate and timely formal reporting and financial control. Supervise the work of junior research staff.
genetic disorder in a family, including the provision of services to help an individual or family. (B) The board consists of five members appointed by the Governor with the advice and consent of the Senate. Four members must be licensed genetic counselors, and one member must represent the general public. The genetic counselor members must have at least three years’ experience before being appointed and while serving on the board be actively practicing in this State. Members shall serve terms of four years and until their successors are appointed and qualify. Vacancies must be filled in the manner of the original appointment for the unexpired portion of the term. Section 408420. As used in this chapter: (1) ‘ABGC’ means the American Board of Genetic Counseling, its successor or equivalent. (2) ‘ABMG’ means the American Board of Medical Genetics, its successor or equivalent. (3) ‘ACGC’ means the Accreditation Council for Genetic Counseling, its successor or equivalent. (4) ‘Board’ means the State Board of Genetic Counselor Examiners. (5) ‘Department’ means the Department of Labor, Licensing and Regulation. (6) ‘Genetic counselor’ means a person who has met all the conditions of this chapter and is licensed in this State to practice genetic counseling. (7) ‘Limited permittee’ means a person who obtains a limited license by the board who meets all the requirements except the examination, and whose activities are supervised and directed by a supervisor. (8) ‘NSGC’ means the National Society of Genetic Counselors, its successor or equivalent. (9) ‘Practice of genetic counseling’ means: (a) obtain and evaluate individual, family, and medical histories to determine genetic risk for genetic/medical conditions and diseases in a patient, his offspring, and other family members; (b) discuss the features, natural history, means of diagnosis, genetic and environmental factors, and management of risk for genetic/medical conditions and diseases; (c) identify, order and coordinate genetic laboratory tests and coordinate other diagnostic studies as appropriate for the genetic assessment;
Appendix 4: UAT Scenario - Modify an Incident Section 1 – Tester Information Tester Name: Date: Job Title / User Permission: Test Scenario # 1 Modify an Incident Section 2 – Description and Results Scenario Description: Tests that changes to an incident will be saved. Action(s) Required: From the Cherwell Software Search for an open incident (you may open the incident from the previous test) and modify several fields. Note if you cannot save the incident and if any error messages occur. Perform any other tasks and confrm save ticket every time From Email Reply to email from Cherwell and make sure attachments and details make it in Send another email to Cherwell with ticket number in the subject line and confirm it appends email details to the existing ticket Expected Results: Changes to the incident form are saved. Actual Results: Errors Noted:
Appendix 13: UAT Scenario – One Steps Section 1 – Tester Information Tester Name: Date: Job Title / User Permission: Test Scenario # 1 Using One Steps Section 2 – Description and Results Scenario Description: To test the usability of the One Steps (macros). Action(s) Required: Open a new incident. In the left task pane, under incident actions, click quick templates and click the following one steps to see if they make sense. Create a new incident for each quicket. Save it. ITSS personnel only. Expected Results: You should be able to quickly create a ticket for each. Actual Results: Errors Noted:
to exercise dominion or control over tangible property.7 A person KNOWINGLY possesses a (specify name of applicable knife) when that person is aware that he or she is in possession of a knife. That person need not know, (that is, need not be aware), that the knife he or she possesses is a (specify name of applicable knife).8 In order for you to find the defendant guilty of this crime, the People are required to prove, from all of the evidence in the case, beyond a reasonable doubt, the following three elements: That on or about (date), in the County of (County), the defendant, (defendant's name), possessed a knife; That the defendant knowingly possessed a knife; and That the knife was a (specify name of applicable knife). If you find the People have proven beyond a reasonable doubt each of those elements, you must find the defendant guilty of this crime. If you find the People have not proven beyond a reasonable doubt any one or more of those elements, you must find the defendant not guilty of this crime. 8 See Penal Law § 10.00 (8). Where constructive possession is alleged, or where the People rely on a statutory presumption of possession, insert the appropriate instruction from the "Additional Charges" section at the end of this article. 9 See Penal Law § 15.05 (2); People v Parrilla, 27 NY3d 400 (2016). 3
1 At this point the statute reads: "as defined in subdivision sixteen of section 265.00.” That portion has been omitted and that definition has been included below in the "definition” section of the charge. 2 Penal Law § 265.00(16).
3 There is a separate crime, defined in Penal Law § 265.10 (6), making “[a]ny person who wilfully defaces any machine-gun, large capacity ammunition feeding device or firearm. . .guilty of a class D felony.” Pursuant to Penal Law § 265.15 (5), “[t]he possession by any person of a defaced machine-gun, firearm rifle or shotgun is presumptive evidence that such person defaced the same.”
The following terms used in that definition have a special meaning: A FIREARM means any pistol or revolver.4 POSSESS means to have physical possession or otherwise to exercise dominion or control over tangible property.5 A person KNOWINGLY possesses a firearm when that person is aware that he or she is in possession of such a firearm.6 Under this count, the firearm need not be loaded but it must be operable. To be operable, a firearm must be capable of discharging ammunition. The defendant is required to know that he or she is in possession of a firearm, but the defendant is not required to know that the firearm was operable.7 4 Penal Law § 265.00 (3). That statutory definition of a “firearm” also includes a “sawed-off” rifle or shotgun, and an “assault weapon,” and excludes an “antique firearm.” If any one of those weapons is in issue, see the "Additional Charges” section at the end of the “Table of Contents” of the charges for this article for the appropriate charge. 5 Penal Law § 10.00 (8). Where constructive possession is alleged, or where the People rely on a statutory presumption of possession, insert the appropriate instruction from the "Additional Charges" section at the end of the charges for this article. 6 See Penal Law § 15.05 (2). For an expanded charge on the definition of "knowingly," see Instructions of General Applicability, Culpable Mental States, Knowingly. 7 Case law has added "operability" of a firearm as an element of the crime (see People v Longshore, 86 NY2d 851, 852 [1995]), but has further held that there is no requirement that the possessor know the firearm was operable (see People v Parrilla, __NY3d__, 2016 NY Slip Op 03417 [2016] [“Defendants need only knowingly possess a firearm, they need not know that the firearm was loaded or operable”]; People v Saunders, 85 NY2d 339, 341-342 [1995]; People v Ansare, 96 AD2d 96, 97 [4th Dept 1983]).
Schedule (subject to change, but always with notice) UNIT I: 1877-1914 -date- -topic- -Readings Due- -Quizzes/Tests- W 1/20 Introduction - - F 1/22 Big Questions in US History/Civil War - - M 1/25 Was Reconstruction a Success? [OS]: Chapter 16 W 1/27 Was Reconstruction a Success? [PP]: “This is a White Man’s Government,” “The First Vote,” and “Worse than Slavery” Reading Quiz 1 (on blackboard – BEFORE class) F 1/29 Was Reconstruction a Success? - - M 2/1 Just how “Wild” was the Wild West? (1 – How the west grew) [OS]: Chapter 17 - W 2/3 Just how “Wild” was the Wild West? (2 – Who won – and who lost – the west?) [PP]: newspaper editorial and congressional testimony on the Sand Creek Massacre Reading Quiz 2 (on blackboard – BEFORE class) F 2/5 Just how “Wild” was the Wild West? (3 – why the frontier closed) - - M 2/8 How did the U.S. become a world power? (1 – Capitalism) [OS]: Chapter 22 - W 2/10 How did the U.S. become a world power? (2 – The Spanish American War) [PP]: poems: “The White Man’s Burden” & “The Real White Man’s Burden” Reading Quiz 3 (on blackboard – BEFORE class) F 2/12 How did the U.S. become a world power? (3 – Empire) - - M 2/15 Review Session 1 Go over study guide before class W 2/17 Exam 1 Exam 1 in Class UNIT II: 1914-1960 -topic- - Readings Due - Quizzes/Tests F 2/19 The U.S. in World War I [OS]: Chapter 23 - M 2/22 Were the 1920s forward looking or backward looking? (1 – isolation politics) [OS]: Chapter 24 - W 2/24 Were the 1920s forward looking or backward looking? (2 – prohibition) [PP]: prohibition political cartoons Reading Quiz 4 (on blackboard – BEFORE class) F 2/26 Were the 1920s forward looking or backward looking? (3 – consumer culture) - -
F 4/15 Who was Responsible for the Vietnam War? (pt 3 – battles at home) - - M 4/18 How did the Right “rise”? (pt 1 – 1968) No reading. W 4/20 How did the Right “rise”? (pt 2 – The 1970s) [PP]: Nixon Silent Majority Speech Reading Quiz 10 (on blackboard – BEFORE class) F 4/22 How did the Right “rise”? (pt 3 – Ronald Reagan and the 1980s) - M 4/25 America in the 1990s [OS]: Chapter 31 W 4/27 America in and after 9/11/2001 [PP]: op-eds for and against the Patriot Act Reading Quiz 11 (on blackboard – BEFORE class) F 4/29 America in the 2000s - - M 5/1 America Today? [OS]: Chapter 32 - W 5/3 Review Session 3 - Reading Quiz 12 (on blackboard) – will only be about Monday’s reading. Exam 3 – UNT’s spring final exam schedule Sect. 002 (9am) – Exam 3 is 5/11 (Wednesday) at 8am Sect. 003 (10am) – Exam 3 is on 5/7 (Saturday!) at 8am
Mastering Expectations: Perspectives on PGT Study and Career Interventions 30 May 2018 University of Liverpool in London Campus Programme 10:00–10:30 Registration and refreshments 10:30–10:40 Welcome and introduction Fiona McNamara, MBA Careers Adviser, University of Liverpool Management School 10:40–11:00 Great Expectations the PGT landscape and main drivers of stakeholder expectations with speakers from the PGT Task Group 11:00–12:00 What do Masters Graduates Do? Charlie Ball, Head of Higher Education Intelligence Graduate Prospects 12:00–13:00 Discussion groups: local challenges and approaches to working with university departments 13:00–14:00 Lunch 14:00–15:00 Showcase: Managing student expectations a range of short presentations providing examples of current practice, for example • The Postgraduate Advantage Scheme Sarah Bows, Work Experience Assistant (Transitions), The University of Sheffield • The Bluechip Benchmark Sadie Lawty, MSc Careers Adviser, University of Liverpool • A week in the life of a Masters: examples of a tailored careers intervention Sarah Fox, Head of Faculty and Curriculum Engagement, Lancaster University • English for Employability Anna Graves, Project Officer (Curriculum), University of Leicester • We can work it out Louise Mustchin, Careers Adviser, University of Liverpool • Scaling and Tailoring: using entry surveys to target and tailor resource Julie Blant, Postgraduate Careers Manager, Nottingham University Business School and Fiona McNamara • PGT part-time/distance learners: Speaker TBC 15:00–15:30 Open mic session with refreshments An opportunity for delegates to take the floor to share local challenges, local successes, what could be implemented back at base 15:30–15:45 Individual reflection and action planning 15:45–16:00 Summary and wrap up Please note content can change without notice
26600 SCHEDULE OF EXPERIMENTS, Spring 2014 WEEK # Week(s) of: EXPERIMENT REFERENCE 1 1/13 Check In Synthesis of Fruit Fragrances (Fischer Esterification) Handout #1, Experiment #1 2 1/20 Williamson Ether Synthesis: (Preparation of Methyl p-ethylphenyl Ether) Experiment 22B, pages 321-311 3 1/27 Diels Alder Reaction (4-Cyclohexene-cis-1,2-dicarboxylic Acid Anhydride) Experiment 14, pages 257-2691 4 2/3 Electrophilic Aromatic Substitution (Friedel-Crafts Acylation of 2-Chlorotoluene) Handout #4, Experiment #4 5 2/10 Green Cross-coupling Reaction (Suzuki Coupling in Aqueous Media) Handout #5, Experiment #5 6 - 9 2/17 through 3/10 Qualitative Analysis (Separation, Purification, and Characterization, of Unknowns) Handout #6, Experiment #6 10 3/17 Spring Break 11 3/24 Stereochemistry of the Wittig Reaction (Influence of a Spectator Ion) Handout #7, Experiment #7 12 3/31 Chemoselective Reduction of 3-Nitroacetophenone (A Compound with two Reducible Groups) Handout #8, Experiment #8 13 and 14 4/7 and 4/14 Synthesis Project (Chalcone Synthesis – Michael addition/Aldol Condensation) Handout #9, Experiment #9 15 4/21 Evaluation of L-Proline as a Catalyst for an Asymmetric Aldol Reaction Handout #10,
ENERGY NORTHWEST CALIBRATION SERVICES SALES ORDER Energy Northwest Standards Laboratory www.energy-northwest.com/products/calibration Mailing Address: 968 Mail Drop 1025 , 99352-0968 Shipping Address: Energy Northwest Standards Lab Attn: Colin Carson 76 North Power Plant Loop , 99354-0968 Phone: (509) 377-8515 / 509-377-8444 Fax: (509) 377-8219 E-mail: ENSLSalesOrders@energy-northwest.com Customer Information (Please Print) Company Name: Taxable: Yes No Mailing Address: Billing Address: Return Shipping Address: If no, please supply tax exempt form. Phone/Fax: Ext #: Send US Mail: Yes No Overnight Ground Carrier Preference: UPS Fed Ex Account: Contact: Email: Insurance Value: Payment Terms: Net 30 PO; Visa; MC Certificate/Calibration Requirements Type of Calibration: Manufacturer (ANSI Z540-1) Customer / Limited (ANSI Z540-1) Accredited (ISO 17025) *See Note Certificate of Conformance: Yes No Notice of Discrepancy: Yes No *Note: Energy Northwest Standards Laboratory Statement of Compliance: Energy Northwest Standards Laboratory (ENSL) employs a shared risk approach to statements of compliance. Unless directed otherwise, ENSL will provide ISO/IEC 17025 Accredited Calibrations testing to manufacturer’s specifications, customer’s specifications, or government/industry standards. The Calibration Certificate/Report will report the calibration condition (In-Tolerance, Out-Of-Tolerance, Pass/Fail) without factoring in the measurement uncertainties to determine compliance to those specifications or standards and will list those measurement uncertainties. By signing below, Customer agrees to and accepts the terms on last page of this form. This is a sales order not an invoice. Authorized Customer Name and Title: Email address: Phone: Signature Date Accounts Payable Contact: Email address: Phone: For ENSL Use Only Lab Acceptance (Name / Date): ENSL Sales Order Number / Date: PeopleSoft Customer No.: SLIC Company Code: Company Prefix:
CENTERS Integrated Science Center Activity 1 Students will partner read pages 69-71 of the Science Fusion textbook. Students will define gravity and then site examples of gravity provided in the text. Finally, they will include examples of gravity that they have seen. Students will share, with a partner, their examples of gravity in action. Note: Students may also draw pictures with labels to provide examples of gravity. Gravity: (Definition) Text Examples My Observations Activity 2 Review chart of examples of gravity completed in Activity 1. Students will review story of the week, Pop’s Bridges, and provide examples of gravity in action in that text. These examples will be added to the chart created. Encourage students to make observations throughout the entire school day and at home (playground, cafeteria, the walk home) of gravity in action and include those observations on their list. Activity 3 Students will read pages 72-73 of Science Fusion textbook and summarize ways in which the text explains how gravity is overcome. Homework: Invite students to investigate ways they overcome gravity day to day. Examples can be shared the following day. Writing Connection: Ask students to imagine they are an astronaut on a space shuttle mission as it takes off from Earth. Have them write a narrative description of what it is like to be in the rocket when it lifts off from Earth and overcomes the force of gravity. Computers: Journeys Electronic Center Unit 1 Lesson 4 Centers Monday: Assignment: Vocabulary Center (computer or cards) Instructions: Complete vocabulary Cards & Questions 25-32
2x8 3x2 + 5x – 2 (x – 2)(x – 5) 2x x2 – 6x + 9 (x – 3)2 is an identity because it is true for all values of x, but x2 – 5x + 10 = (x – 3)2 is an equation because it is only true when x = -1. x2 + 5x + 4 = (x + 4)(x + 1) so the length is x + 4 and the width is x + 1, giving a perimeter of 4x + 10 = 2(2x + 5). Area = (2x – 2)(2x – 2) = 2x2 – 4x + 2 Factorising by the number of squares gives 64(x2 – 4x + 4), then factorising again to find the length of the side of each square gives x2 – 4x + 4 = (x – 2)(x – 2). Side length is x – 2 cm. Extension a, b, a + b, a + 2b, 2a + 3b, 3a + 5b, 5a + 8b, 8a + 13b, 13a + 21b, 21a + 34b. Sum of the first ten terms is 55a + 88b = 11(5a + 8b).
Distinguished Guarantors ($5,000 – $9,999) Alan Rocca Fine Jewelry Anonymous B. Young & Co./Bentley Gold Coast Celeste Chicago Frontera Grill FTD Companies, Inc. Marcy and Harry Harczak Linda and Peter Krivkovich Tony Mantuano Peter Martino Private Jeweler Max Mara Rich Harvest Farms Rhapsody Showstage LLC Sidney Garber Trattoria No. 10/Sopraffina Marketcaffé True Cuisine, Ltd./Sweet Baby Ray’s Catering Patrons (up to $4,999) Anonymous Antique Coach & Carriage Co. Art Institute of Chicago Bistronomic Brindille Café Des Architectes Kristin Chenoweth Chicago Cut Steakhouse Cisar and Mrofka Ltd. Coco Pazzo Conan Darioush Vincent DiBenedetto Eddie V’s Prime Seafood Ellen DeGeneres Show Ener Spa Equinox Fitness Clubs Exelon Fairmont Royal York Ferrara Pan Candy Co. Fig & Olive Mary Beth Fisher Fortune Fish & Gourmet Gemini Bistro Gibson’s The Girl and the Goat Godfrey Hotel Goose Island Beer Co. Grace John H. Hart/Hart, Davis, Hart Wine Co. HMS Media, Inc. Hoosier Mama Pie Company Illinois Sports Facilities Authority/Peter Bynoe Jam Theatricals, Ltd. Joffrey’s Coffee and Tea Co. Shannon Kinsella Kobrand Wine & Spirits Joan Kripke Lakeshore Beverage Diane and Roy Landgren Kerri Lenzi L. K. Bennett Chicago Make It Better Maker’s Mark Marlowe Meadowood Napa Valley Mesirow Financial/Les Coney Michael Kors Collection Ovid Napa Valley Donna Lee Owens Paris Club Bistro & Bar The Peninsula Chicago The Peninsula New York PepsiCo Phil Stefani Restaurants Andra and Irwin Press Ralph Lauren Chicago Ravinia Festival Ritz Carlton Chicago RL Restaurant Rosebud Restaurant Group Roche Schulfer Sepia The Standard Club Sunda New Asian Tavern on Rush Tracy Clifford Style Consulting Twisted Stem James and Renee Tyree Uber Waldorf Astoria Chicago Westin Bonaventure Hotel and Suites Westin St. Francis Birgit Rattenborg Wise
Understand vocabulary from context Develop reading comprehension strategies Scan for specific information using skimming techniques Identify supporting details Identify main ideas within paragraphs Identify cause and effect Work on awareness techniques needed for predicting, analyzing, hypothesizing, critical thinking and understand inferred meanings Recognize and use vocabulary appropriate to Level 3. Support their main idea with relevant and convincing reasons, examples, and details. Self-edit and peer-edit for problems in format, content, organization, grammar, and mechanics Recognize and correct fragments, run-ons, and comma splices Understand and identify subject-verb-object in sentences and clauses Identify and create simple, compound, and complex sentences in their writing Comprehend and use basic punctuation and capitalization Use information researched for a debate in communication skills in order to write a research essay Recognize and use vocabulary appropriate to Level 3. Recognize main ideas, details and organizational patterns in complex oral texts Identify the purpose and tone of an oral text Demonstrate skills in note taking, outlining, summarizing and paraphrasing in synthesizing longer oral texts Demonstrate complex academic skills such as critical thinking Use and pronounce intelligibly new vocabulary in complex oral communication Engage in longer group and class discussions to express opinions and use more complex conversational management skills Use the grammar taught at this level in speaking activities Deliver longer prepared and impromptu presentations Demonstrate effective presentation skills such as body language and good delivery techniques Recognize and use vocabulary appropriate to Level 3.
Risk Management Strategy 2015/16 – 2017/18 Version Control: Version History: Version Number Reviewing Committee / Officer Date 0.1 Initial draft by Head of Corporate Services for review by Accountable Officer and Chief Finance Officer 10 July 2012 0.2 Updated to reflect feedback from Accountable Officer and Chief Finance Officer 14 August 2012 1.0 Approved by Shadow Governing Body 12 September 2012 1.1 Reviewed and updated by Head of Corporate Services to reflect changes in management structure, changes to risk matrix and Audit Committee terms of reference, and initial risk appetite statements. For review by Governance Director. 26 November 2014 1.2 Updated by PwC to reflect final risk appetite statements 2 February 2015 1.3 Amended by Head of Corporate Services to reflect further planned developments for review by Governance Director. 12 February 2015 1.4 Updated to reflect feedback prior to submission for review by Accountable Officer 18 February 2015 1.5 Updated to reflect feedback from Accountable Officer prior to review and approval by Governing Body 20 February 2015 1.6 Updated to reflect feedback from Governing Body 6 March 2015 2.0 Approved by Governing Body and reviewed by Audit Committee 1 April 2015 Contents 1 Introduction 2 Statement of Intent 3 Definitions 4 Strategic Objectives
Have you been vaccinated for rubella? О Yes О I’m not sure О No Have you ever been diagnosed with anemia? О Yes О No Have you been in a hospital in another country in the past six months? О Yes, country: О No Are you currently taking any medication? О Yes, name: Dose: О No Did you take any medication in the six months prior to this pregnancy? О Yes, name: Dose: О No Medical history related to pregnancy and gynecology Have you been pregnant before? О Yes, number of deliveries: number of miscarriages: number of abortions: О No If so, have you experienced any of the following? (please check the relevant boxes) О pelvic pain, О anemia, О high blood pressure, О pregnancy related diabetes, О premature delivery, О induced labour, О vacuum extraction, О caesarean section, О post partum bleeding, О big baby, О baby was too small, О jaundiced baby (yellow skin), О mastitis (breast inflammation), О difficulty recovering physically after delivery, О difficulty recovering mentally after delivery, О Other issues: О None Have you ever had a pap smear (cervical test)? О Yes, year: О I didn’t require any follow up testing О I had follow up tests О No Have you or your partner ever been diagnosed with an STI (sexually transmitted infection)? О Yes, namely: Year: О No Were you exposed to di-ethylstilbestrol when your mother was pregnant? (if you were born before 1977) О Yes О I’m not sure О No Are you circumcised? О Yes О No Mental Health history Have you ever received treatment from a psychologist or psychiatrist? О Yes, year: Immediate cause: О No Have you ever suffered from burn out, (postpartum) depression, an anxiety disorder or an eating disorder? О Yes, namely: Year: О No
Containers should only be filled level full to allow the tarp to extend over the top of the container. We will not haul a container if we cannot get a tarp across the length of the container. Weather Prohibited Items (see above) Any reason beyond the control of Waste Connections
technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. Find out more! . CSIRO’s education and outreach programs provide authentic learning experiences which: Contribute to expanding awareness and understanding of CSIRO amongst young Australians. Encourage future employees towards careers in CSIRO. Increase awareness of the role of science, technology, engineering and mathematics, and CSIRO’s place, in the national innovation system. Find out more at .
DEPARTMENT OF CHILDREN AND FAMILIES Division of Early Care and Education YoungStar Rating Type Change Form Created August, 2012 This is a request to change the type of rating you receive in YoungStar. This request may be made up until 140 days prior to your YoungStar Anniversary Date (the anniversary of the date you were first rated in YoungStar). Personal information you provide may be used for secondary purposes [Privacy Law, s. 15.04(1)(m), Wisconsin Statutes]. If you are changing the type of rating you would like to receive, please indicate if you would like technical assistance. If you want technical assistance, please indicate if you want it before or after your rating. If you have a current star rating, your current star rating will remain in effect until the new type of rating completed. If you have questions on this form, call your local YoungStar office or the main YoungStar number: 1-888-713-KIDS Today’s Date Provider Number Name – Program Location Number Facility Number (if applicable) Name – Director / Owner Name – Contact Person (if different from Director / Owner) Address – Child Care Program / Center (Street, City, Zip Code) County – Child Care Program / Center Telephone Number Cell Phone Number Email Address Program requests a new rating, dated as above, because I want to change the type of rating I receive. Please choose the type of rating you would like below and choose if you would like your technical assistance before or after being rated. Note: Technical assistance is not available before Automated Rating. Type of rating I would like to receive (choose one): Automated Technical Formal Rating I would like to receive my technical assistance (choose one): Before rating After rating SIGNATURE – Person Making Request: ____________________________________ Date Signed: _______________ (effective date) For Local YoungStar Office Use Only Date Received Initials Date Processed Initials
26220 SHELDON AXIS Infinity No Sink TABLE with Motorized Height Adjustment GENERAL: Student laboratory table shall be multi-purpose and must accommodate computer technology and combination lab/lecture functions. In order to provide these functions, the work surface is adjustable from 30" to 36" quickly converting from lecture height to lab height. This must be accomplished without altering mechanical/electrical connections. Epoxy resin work surface is 1” molded curvilinear shaped with integral raised marine edge and measures 84” x 44”. The unique shape of the counter top is provided to eliminate corners from projecting into the aisles. The utility chase section is supported by heavy-duty steel assembly. The utility chase top is 1” epoxy resin with radius edges permanently mounted at 34" height and used for electrical, data, gas, air or vacuum fixtures. All piping is enclosed with contoured metal panels. The work surface supporting structure is constructed of heavy gauge steel and must provide support to prevent counter top from deflecting. A welded tubular steel U shaped frame attached to the top to provide uniform support of the top surface. Three mechanical lifting legs are attached to a welded steel frame leg structure to provide rigid stability for the legs lifting the top surface. Under the top surface is mounted a convenient lockable rod storage compartment. All metal parts are finished with powder coat epoxy for maximum chemical resistance. Incorporated into the steel supporting understructure is a 110 VAC computer controlled synchronized power assist mechanism, which lifts the student work surface quietly and quickly. The student work surface is infinitely adjustable between 30” and 36” by remote control. Utility chase is steel construction and powder coated in one of the contemporary colors. The chase provides housing for all the mechanical rough in connections and contains a removable front panel to provide access. Rear metal panels are included with this unit and enclose the rear leg supports. These panels can also be powder coated to coordinate with the utility chase. Standard services and accessories to be included for each table: (2) #85101 GFI duplex electrical fixtures. (4) Clamp on upright rods, (2) cross arms and (4) connectors.
What are the different focus areas of the organization? (give a rough estimate of the % of their total effort/funding) Community development ______ % Education ___________ % Health ________ % Other __________ % (please specify) __________________________ What is the administrative structure of the group (e.g. Board of based)? Are there any other organizations working in the area providing any one or all of the services provided by the visited organization? (Briefly mention their names and their objectives) Organization(s) Objectives of the organization(s) Is the organization/founder involved with any other social issues/causes/projects other than running the project proposed? When was the project of interest started? What is their vision about the future of the project? What were the initial challenges faced by the organization and by the founder when starting the project? How did he/she overcome them? Who helped them through the initial stages?
5 Taylor, steven& Celuch, Kevin & Goodwin, Stephen 2004 The importance of brand equity on customer loyalty Satisfaction, value, feel, and trust are the relevant factors which affected the brand loyalty of customers in industrial markets 6 Bridy & Bordo 2005 The Importance of Brand Cues in Intangible Service Dimensions of service brand in the framework of brand evidence and brand relationships were studied 7 Kuusik, Andres 2007 Product or brand? Relationship between customer satisfaction and customer loyalty Satisfaction, confidence value, the image and commitment influence the customer loyalty 8 LaisonSondohJr, Stephen 2009 Brand image, customer loyalty and satisfaction of women customers in Malaysia Customer satisfaction have positive affection on loyalty by 4 aspects of the brand (brand value, product components, the practical benefits, experiential benefits) 9 Touzani, Mourad , Temessek, Azza 2009 Brand loyalty: the influence of cognitive and emotional variables Attitudinal aspects of brand loyalty, which expresses the commitment of loyalty leads to loyalty behavioral brand and has a positive effect upon that Some researches and studies conducted in the Customer loyalty and brand Impact In order to be successful in today's complex and competitive markets. It can help companies to retain their loyal customers and attract potential customers. Also, these results suggest that the customer satisfaction has a positive effect on their attitude and ultimately will create loyalty. Loyalty to the Commercial brand has positive effect on commercial performance. some customer satisfaction are includes : 1 - certainly the satisfaction is related to customer loyalty and committing to relations. 2 –More satisfied customers are doing widely spoken advertising for companies(N d b s I,2005) Although the customer satisfaction is an important factor to customer loyalty, but researches show that is not the only factor (Thomas et al,2007).The commercial brand particularly has affection on customer satisfaction. Since the brand is a promise that gives to customers, if we can implement this promise and act as the customer expectation, the customer satisfaction will be achieved. Loyalty in the psychological sense belonging and a desire to continuing the relationship with the company. Brand also creates a continuous commitment to the customer (Keller,1993)Therefore, if we can design a good brand and committed to the commitments that the brand claims to be committed, We can get customer satisfaction by good performance, ensure their loyalty to our products ,This means the long-term relationship of the company with customers which make long-term profitability for the company. Conceptual model of the research:
Location 3: hallway Rules: (paste from Expectation/Rules Chart) Positive Example: Non-example: EXAMPLE: Keep hands to yourself Hands by side, in pockets, or behind back Touching the walls or bulletin boards Walk quietly in a straight line Have your hands at your sides, mouths closed Out of line, lots of noise Listen as the teacher tells you where to proceed. Active listening when the teacher tells you where to go. Children are going the wrong way or not stopping when told to do so. Resources used to teach this Lesson Plan (specific websites, curriculum, programs, etc.): Specific steps of Lesson Plan (Include lesson format, activities, and details to replicate): “Today we are going to learn how to keep our hands and feet to ourselves while walking in the hallway, eating in the cafeteria, and playing at recess. Discuss examples and non-examples through highly structured practice/ guided practice For Independent Practice/ Follow up, students will independently model correct procedures during the school day. Teacher assesses and praises accordingly, and checks in with students regularly to monitor progress. Teachers can take pictures of appropriate procedures and post in the classroom. 1. September 14, 2016 2. November 16, 2016 3. January 25, 2017 4. April 19, 2017 Who is responsible for teaching the Lesson Plan? Classroom teachers
Tuesday 9th October 2018 09:00 – 09:45 Investigations for ANSD Waheeda Pagarkar 09:45 – 10:30 Radiological Investigations for hearing loss Shivaram Avula 10:30 – 10:45 Questions Waheeda Pagarkar and Shivaram Avula 10:45 - 11:00 Tea/Coffee/Networking 11:00 - 11:45 Syndromic and Non Syndromic hearing loss Maria Bitner-Glindzicz 11:45 – 12:30 Importance of Vestibular Investigations Katherine Harrop-Griffiths 12:30 – 12:45 Questions Maria Bitner-Glindzicz and Katherine Harrop-Griffiths 12:45 – 13:45 Lunch/Networking 13:45 – 14:30 Ophthalmological Investigations for hearing loss Robert Henderson 14:30 – 15:15 Genetics of hearing loss Maria Bitner-Glindzicz 15:15 – 15:30 Questions Robert Henderson and Katherine Harrop-Griffiths 15:30 – 15:45 Tea/Coffee/Networking 15:45 – 16:45 Case discussions **, General discussions ALL 16:45 – 17:00 Closing remarks Adrian Dighe and Shankar Rangan 17:00 CLOSE ** If any of the participants would like to discuss any case, please email details about the case by preparing a short presentation of not more than 2-3 slides. Please send your email to or . The cases should have some learning points for the audience. Number of cases that could be discussed may be time limited.
Annual Report on Form 20-F for Fiscal Year 2016 of China Southern Airlines Company Limited Now Available The Company’s Form 20-F for the fiscal year ended December 31, 2016 has been filed with the U.S. Securities and Exchange Commission (“SEC”), which can be accessed via the following link: A hard copy of the Company’s complete audited annual report will be provided to any shareholder, free of charge, upon written request addressed to Company Secretary Office, China Southern Airlines Company Limited, at 278 Jichang Road, Guangzhou 510405 Guangdong Province, the Peoples Republic of China. General Information During 2016, the Group recorded an operating revenue of RMB114,981 million, the Group recorded a net profit attributable to equity shareholders of the Company of RMB5,044 million. Earnings per share was RMB 0.51. The board of the Company recommended the payment of a final dividend of RMB1 (inclusive of applicable tax) per 10 shares. Looking forward to 2017, the Chairman of the Group, Mr. Wang Chang Shun said, “From the global economy perspective, the economy of the world as a whole shows a sluggish growth, Chinese economy will be able to maintain a mid-to-high-speed growth under the new normal, and that will continue to rank the forefront of the world’s major economies in terms of economic growth. Under the general principle of “Steady Progress”, the strategic concept of “Safety First” and the strategic guideline of “Market Orientation”, the Group will endeavor to create a strategic layout of “Dual Hubs” of Guangzhou-Beijing. From the industry perspective, under the upgrade of consumption structure of citizens and the golden development period of tourism industry in the golden period of development, China's civil aviation industry is still in the period with promising strategic opportunities with vast market potential. Strategy comes first in terms of corporate development, the Group will adhere firmly to the strategic orientation of standardization, integration, intellectualization and internationalization, the Group will deepen the reform and keep on implementing its strategies to ensure aviation safety and excellent performance. The Group is marching forward to the goal of becoming a world first-class aviation industry group with international competitiveness, striving to offer returns to its shareholders and the
This Proposal is valid for one hundred and eighty (180) calendar days from the Proposal due date. I, the undersigned, hereby acknowledge that my company was given the opportunity to provide exceptions to the Sample Terms as included herein as Exhibit A. As such, I have elected to do the following: ___ Include exceptions to the sample contract in the following section of my Proposal: _______ ___ Not include any exceptions to the Sample Terms. I, the undersigned, hereby acknowledge that my company was given the opportunity to indicate any Trade Secret materials or Personally Identifiable Information (“PII”) as detailed in Section 1.6.2. I understand that the City is legally obligated to provide my Proposal documents, excluding any appropriately marked Trade Secret information and PII, upon request by any member of the public. As such, my company has elected as follows: ___ The following section(s) of the Proposal are marked as Trade Secret or PII: ________ ___ No portion of the Proposal is marked as Trade Secret or PII. Representative (signed): ________________________________________________________
APPENDIX A – CITY FACILITIES AND HOURS Location Position Title Armed/ Unarmed Days per Week Day Range* Hours of Operation Daily Hours Weekly Hours Facility Address** CMGC Security Manager Armed Varies Varies Varies Varies 40 600 E. 4th St. CMGC Shift Supervisor Armed 5 M - F 0600 - 2200 16 80 600 E. 4th St. CMGC Control Room Not armed 7 N - S 24 24 208 600 E. 4th St. CMGC Rover Armed 5 M - F 0600 - 1800 12 60 600 E. 4th St. Loading Dock (Outside) Bollard Officer Not armed 5 M - F 0600 - 1800 12 60 600 E. 4th St. Loading Dock (Inside) Loading Dock Officer Not armed 5 M - F 0600 - 1800 12 60 600 E. 4th St. Davidson Street Security Officer Armed 5 M - F 0700 - 1800 11 55 600 E. 4th St. Davidson Street Security Officer Not armed 5 M - F 0700 - 1800 11 55 600 E. 4th St. Plaza Security Officer Armed 5 M - F 0700 - 1800 11 55 600 E. 4th St. Plaza Security Officer Not armed 5 M - F 0700 - 1800 11 55 600 E. 4th St. CMGC Security Rover Armed Late Meetings Varies 1800 - 2200 Varies 15 600 E. 4th St. Davidson Street Security Officer Armed Late Meetings Varies 1800 - 2200 Varies 15 600 E. 4th St. Davidson Street Security Officer Not armed Late Meetings Varies 1800 - 2200 Varies 15 600 E. 4th St. Plaza Security Officer Armed Late Meetings Varies 1800 - 2200 Varies 15 600 E. 4th St. Plaza Security Officer Not armed Late Meetings Varies 1800 - 2200 Varies 15 600 E. 4th St. Old City Hall Security Officer Armed 5 M - F 0700 - 1800 11 55 600 E. Trade St. Belmont Center Security Officer Not armed 5 M - F 0800 - 1800 10 50 700 Parkwood Ave West Service Center Security Officer Armed 5 M - F 0800 - 1700 9 45 4150 Wilkinson Blvd * Days of the week are abbreviated as follows: M=Monday, T=Tuesday, W=Wednesday, R=Thursday, F=Friday, S=Saturday, N=Sunday, V=Varies ** All addresses are in Charlotte, North Carolina.
the lead on the update to the document) Proposed changes to title 5 related to distance education Most recent revision to the DE Coord Duties (rev. May 2017) Note that it’s outdated, most notably: DE Coordinators next year won’t need to support Moodle The load recommendations are only through S18 (I’ll speak with Jason about what to do for F18 and beyond) Srujana Tumu, Alex Hernandez, Inger Stark, and Alta to present at OTC this spring. Money in DE budget to recruit a faculty member to provide and monitor web content for DE’s resource pages for faculty and students. This will be stipend based. Accounts in Canvas are set up for all administrators and staff. II. Carried-Over and New Items A. Planning for Summer and Fall 2018 Inger will not be at the next meeting. Who will moderate what are the things that we need from now until October? The next meeting, on April 9, will be facilitated by Jeff Lamb (thank you Jeff) and the agenda will be entirely on planning for Summer and Fall 2018. B. Delineate College vs District Roles, PLEASE SEE ATTACHMENT FOR CLARIFICATION.