zilongwang/ReadingBank huggingface dataset:
Dr. Diaz-Gomez, IT 4414 Table of Contents Abstract ……………………………………………………………………………………. 3 Introduction ……………………………………………………………………………4 - 5 Defining the Problem …………………………………………………………………..... 6 - 7 Laws of cybercrimes ……………………………………………………………………… 7
While there are many different definitions of cybercrime they all have a few key concepts throughout. These key concepts are criminal activity and the use or abuse of computers. With these concepts in mind cyber crime can be easily defined as using a computer to commit a criminal act Laws of cybercrimes In this section of this paper we’ll discusses Laws and legislation that governs cybercrime in the United State and within other countries worldwide. This section will highlight some laws and let people know some of the laws that are out there to protect them and some of the amendments to these laws to keep up with the different advancement in technology. In the United States In the United States, the legislation concerning cybercrimes differs from state to states. In other words, each state has their own way of dealing with different types of cybercrimes being committed on a daily basis.This paper discusses a few of the many Acts and legislations available in the United States that govern cybercrimes. Congress combats cybercrimes by enacting several laws such as The Computer Fraud and Abuse Act of 1984 (CFAA). At the time such it was difficult for federal law enforcers to use such legislation to indict anyone because of the difficulty of writing such an Act.The Act however requires major proof that personnel suspect has or have accessed computers without authorization which in turn can be a major limitation. In 1994, the Act was altered again to meet new complications that arose such as malicious codes which at the time were bugs, viruses, worms and other programs that were intended to harm or modify data on a computer. After applying it was now equipped to prosecute any individuals who broke the law in terms of using programs with the intent to reason harm to the computer or the use of structures without the information of the lawful owners of that computer. In 1996, The National Information Infrastructure Act (NIIA) was passed and it added onto the CFFA, which include the unlawful access to a threatened computer in excess of the parties’ consent, which
Name: Holidays Apr 30 – National Hairball Awareness Day Jan 19 – Human Rights Day Apr 1 – April Fool’s Day Feb 15 – Singles Awareness Day Dec 25 – Christmas May 11 – Eat What You Want Day Jan 1 – New Year’s Day July 24 – Pioneer Day Nov 17 – Homemade Bread Day June 2 – Yell "Fudge" at cobras in North America Day Aug 28 – Race Your Mouse around the Icons Day Dec 31 – Make-up-your-mind Day Feb 14 – Valentines Day Sep 22 – Elephant Appreciation Day July 4 – Independence Day Dec 8 – Bad Hair Day Sep 19 – Talk like a Pirate Day Nov 11 – Veterans' Day Jan 26 – Bubble Wrap Appreciation Day Nov 18 – Mickey Mouse’s Birthday Aug 14 – International Nagging Day Oct 13 – Columbus Day June 14 – Flag Day Dec 15 – Underdog Day Oct 14 – Be Bald and Be Free Day Feb 2 – Groundhog Day
Annex 1: Applicant Information - Envelope A: Administrative Documents. Title of the Proposal: (include the title of the proposed action) Name of Applicant: (insert company’s name) Name of Company / Applicant Type of Company N.B. (check the relevant category/ box) Sole Proprietorship Partnership Limited Liability Company Public Limited Company (< 20& government owned) Other, specify ……………………………….. Country of Registration and Registration Number Ownership (list principal owners) Name: Nationality Ownership % Country of Operation Year Established Number of Employees (full time & part-time) Annual Turnover (specify currency - USD, Euro or national currency e.g.FJ$) Fiscal Year (2017) Turnover Currency Physical Address Postal Address Phone (Fixed) Phone (Mobile) E-mail Website Contact Person (Name and Position) Company Description (maximum one page)
Annex 4: Budget – Envelope B: Technical Documents Title of the Proposed Action: (insert the title of the proposed action) Applicant: (insert company’s name) BUDGET 1 Activity Unit Nr. of Units Cost per Unit (in Euro) Total Budget (in Euro) Budget Narrative (Reason for Expenditure) Clarifying Notes A Company personnel 4 (Applicant Staff Time) Maximum 10% of Total Budget A.1 Staff member (Applicant's employees) - Specify Name and Position Hours 0 0 0 Employment contract or salary pay slips, etc. required for staff who will be assigned to the project. A.2 Staff member 2 (Applicant's employees) - Specify Name and Position Hours 0 0 0 (add rows as needed) Sub-Total A 0 B Service Providers 5 (Consultant/ Organisation) Minimum 60% of Total Budget B.1 Service provider - Specify Name (specify) 0 0 0 Include cost estimates for service providers. B.2 Service provider 2 - Specify Name (specify) 0 0 0 (add rows as needed) Sub-Total B 0 C Direct Expenses 6 Maximum 20% of Total Budget C.1 Travel (Lumpsum Item) 7 (trips) 0 0 0 Maximum budget allowed for travel is 1,000 Euro. C.2 Equipment 8 (specify) 0 0 0 Maximum budget allowed for equipment is 2,500 Euro. C.3 Other (specify) (specify) 0 0 0 Sub-Total C 0 D Administrative Costs 9 Maximum 7% of A+B+C D.1 Administrative Costs (Lumpsum item) 0 7% of the sum of A+B+C. Sub-Total D 0 Total Budget 0 Requested IGF Funding2 (Maximum 80% of the Total Budget) 0 Applicants Own Contribution3 (Minimum 20% of the Total Budget) 0
Article 10 Process indicator Number of parties that have taken measures to ensure sound interim storage. Outcome indicator Amount of Hg stored as identified in the inventory of stocks. (ref Art 3) Article 21 report. Consider number of parties that have cooperated on sound interim storage. (Art 10 para 4) Consider how to capture information on stocks of less than 50 metric tonnes Article 11 Process indicator Number of parties that have measures in place to manage mercury waste in an environmentally sound manner. Number of facilities for final disposal of mercury/mercury compound waste. Outcome indicator Amount of mercury/mercury compound waste subjected to final disposal. Article 21 report. Basel convention report Threshold for definition of mercury waste still under discussion. Can we measure how much Hg waste is managed in an environmentally sound manner? Consider an indicator on the amount of recovery of mercury from mercury waste (may be available in reporting into on Art 3 source of supply) Article 12 Process indicator Number of parties that have developed strategies for identifying and assessing sites contaminated by mercury or mercury compounds. (Number of parties that have developed the inventory of contaminated sites.) Article 21 report. MIAs GMA Global monitoring report Consider further information source for the identification of contaminated sites? Article 13 Process indicator Number of parties providing financial resources. Amount of GEF resources provided. Number of recipient parties of GEF resources. Amount of SIP resources provided. Amount of bilateral support provided Number of recipient parties of SIP resources. Number of parties that mobilized national resources for implementing the Convention Article 21 report. Report from GEF Report from SIP Where monitoring is collected as part of projects it may deliver information on the effectiveness of the project Article 14 Process indicator Number of parties providing technical assistance Number of parties requesting technical assistance Number of parties receiving technical assistance Number of parties promoting or facilitating technology transfer Article 21 report. Where monitoring is collected as part of projects it may deliver information on the effectiveness of the project Article 16 Process indicator Number of parties that have taken measures to provide information to the public on exposure to mercury in accordance with paragraph 1 of article 16. Number of parties that have taken measures to protect human health in accordance with article 16. Article 21 report. Info from WHO and ILO, including potential surveys through INFOSAN Global monitoring report (note particular reference of AMAP) Synergies with ASGM indicator.
Information of Overseas Training Organization（University/College） Organization Name in English in Chinese Country (Region) ID Number registered at SAFEA Overseas Address Website Legal Representative Program Operation Unit -School/College Or, in English in Chinese The university/college shall write to us to explicitly authorize the operation unit and the invitation letter signatory. Person in Charge Title Office Phone No. E-mail Mobile Phone No. Fax If a representative office is established in China, please provide a copy of the registration document and fill in the following information: Name of the Representative Registration Authority Term of Validity Address of the Representative Contact Person Office Phone No. E-mail Mobile Phone No. Fax
NON INSTRUCTIONS The previous editions of IDJI listed a number of “non-instructions” – topics which at one time or another were covered by instructions, but which, under modern practice, the committee recommended should no longer be included in any instruction set. The committee recommended that these “non-instructions” be included in the current IDJI2d, with appropriate notations, cross references, and index references. IDJI DESCRIPTION IDJI ACTION IDJI2D ACTION 103-107 Forms for stating other claims of various parties Additional examples omitted as repetitious and unnecessary 113 Attempting to apply or illustrate burden of proof Recommends no further instruction be given Agrees 120 Evidence to be considered Omitted as redundant to IDJI2d 100 121 Evaluation of evidence Omitted as redundant to IDJI2d 100 130 Impeachment of witness Recommends no special instruction be given– topic covered by IDJI2d 100 Agrees 131 Witness willfully false Recommends no special instruction be given – topic covered by IDJI2d 100 Agrees 132 Witnesses presumed to speak the truth Recommends no special instruction be given. Agrees 133 Witness need not be believed Recommends no special instruction Agrees 134 Inherently improbable testimony may be disregarded Recommends no special instruction. Argumentative, or comment on evidence Agrees 135 Party competent as a witness Recommends no special instruction. Agrees 163 Plaintiff’s case and Defendant’s Counterclaim General verdict form, no special interrogatories Omitted 164 Plaintiff’s case and Third General verdict form, Omitted
instruction, -- comment on evidence 246 Eliminated 250 Principal and agent – agency admitted Omitted See 6.40.1 251 Agency – issue as to agency Omitted See series 6.40-6.49 253 Agency scope of authority Omitted See 6.43.1 254 Eliminated 297 Specific duty – amusement devices or ski lifts Incorrect statement of law 298 Circumstance of liability to employees of contractor Superceded by changes to Workers’ Compensation Act 299 Liability of contractor to employees of subcontractor Eliminated by Worker’s Compensation amendments 302 Subcontractor is invitee of general contractor Eliminated by Worker’s Compensation amendments 320-334 Elements instruction against public entities No longer applicable Omitted 321 Actual notice to public entity Deleted Covered by 3.07 322 Constructive notice to public entity Deleted Covered by revised 3.05 323 Limitations on liability of governmental entity Tort Claims Act makes liability issues same as private entities Covered by 293, etc. 400 Covered by 10.03.1 401 Not correct statement of law Omitted 411 Definition of “probable cause” Determination is for Court not jury 481 Definition of express malice Recommended to define the elements 490-491 Eliminated 605 Contract discharged in bankruptcy Omitted, as too specialized 606 Eliminated
Money Buddy Timetable – East Leeds Venue Day Time How to make a referral Ebor Gardens Advice Centre, The Haslewood Hub, 93 Haslewood Drive, LS9 7PS Monday Robert Andrews 12.00pm – 3.00pm Drop-in The Compton Centre, Harehills Lane, LS9 7BG Friday Stella 12:30pm – 3.30pm Drop-in Money Buddy Timetable – South Leeds Venue Day Time How to make a referral Dewsbury Road One Stop Centre, 190 Dewsbury Road, LS11 6PF Monday Stella 9.00am – 12.30pm Drop--in Beeston Library, Town Street, Beeston, Leeds, LS11 8PN Monday Saleem 10.00am – 12.30pm Drop-in St Georges Centre, Middleton, LS10 4UZ Tuesday SANJ ( Saleem covering for 1 hr from 11.30-12.30) 9:00am - 12:30pm Drop-in Swarcliffe Housing Office, 32-38 Langbar Gardens, Leeds, LS14 5ES Tuesday SANJ 12.30pm – 3.30pm Drop-in Cottingley One Stop, 115 Cottingley Approach, Leeds, LS11 0HJ Wednesday Drew 9.30am – 12.00pm Drop-in Rothwell One Stop Centre, Marsh Street, LS26 0AD Thursday Drew 9.30am – 12.30pm Drop-in Morley One Stop Centre, Morley Town Hall, Queen St. Leeds, LS27 9DY Friday Drew 9.00am – 12.00pm Drop-in Osmondthorpe One Stop Centre, 81a Wykebeck Mount, Leeds , LS9 0JE Friday SANJ 12.30pm – 3.30pm Drop-in Garforth One Stop Centre, Lidgett Lane, Garforth, Leeds LS25 1EH Friday Saleem 12.30pm – 3.30pm Drop-in
Money Buddy Timetable – West Leeds Venue Day Time How to make a referral Armley One stop Centre, Town Street, LS12 1UQ Tuesday Stella 9.00am - 12.30pm Drop-in Little London Community Centre, Oatland Lane, LS7 1SP Wednesday Stella 9.00am – 12.15pm Drop-in Heights Drive, 36 Heights Drive, LS12 3SU Wednesday Robert Andrews 9.30am – 12.30pm Drop-in Bramley Neighbourhood Housing Office, 202 Town Street, LS13 2EP Wednesday Drew 12.00pm – 3.00pm Drop-in Hawksworth Wood Children’s Centre, Broadway, LS5 3PS Thursday SALEEM 1.00pm – 3.30pm Drop-in New Wortley Community Centre, 40 Tong Road, Green Lane, LS12 1LZ Friday Stella 9.00am – 11.30am Drop-in Money Buddy Timetable – North Leeds Venue Day Time How to make a referral Wetherby Library, 17 Westgate, LS22 6LL Monday Drew 10.00am – 11.45am Drop-in The Reginald Centre, 263 Chapletown Road, Leeds LS7 3EX Monday Sanj 12.30pm – 3.30pm Drop-in Holy Trinity Church, Church Lane, Monday Drew 12.30pm – 3.30pm Alternate Mondays Drop-in Otley One Stop Centre & Library, Nelson Street, LS21 1EZ Tuesday Drew 9.00am – 11.45am Drop-in Moor Allerton Community Hub, King Lane, LS17 5NY Tuesday Drew 12.45pm – 3.30pm Drop-in Stainbeck Church, Stainbeck Road, LS7 2PP Thursdays Drew 1.30pm – 3.30pm Alternate Thursdays Drop-in
INSTITUTE FOR TRIBAL ENVIRONMENTAL PROFESSIONALS Tribal Solid Waste and Education Assistance Program Developing and Implementing a Tribal ISWMP April 12 – 14, 2016 Palm Springs, CA Course Participants Name Title Tribe/Address Email Ph. Javier Aceves Environmental Analyst Cabazon Band of Mission Indians 84-245 Indio Springs Parkway, CA 92203 jaceves@cabazonindians-nsn.gov X84780 Levi Anderson Environmental Technician Twenty Nine Palms Band of Mission Indians 46-200 Harrison Place Coachella, CA 92236 landerson@29palmsbomi-nsn.gov Sergio Boyd Env. Services Assistant Mrg. Tachi Yokut/Tachi Palace Hotel and Casino 17225 Jersey Ave. Lemoore, CA 93245 sboyd@tachipalace.com Marcia Eiynck Environmental Tech and Solid Waste Mgnmt. Specialist Grand Portage Band of Lake Superior Chippewa P.O. Box 428 Grand Portage, MN 55605 marciae@grandportage.com Robert T. Erskine Energy/ Sustainability Solid Waste Spec. Nez Perce Tribe 114 Veterans Drive Lapwai, ID 83540 roberte@nezperce.org J. Rob Holstine Solid Waste Technician Habematolel Pomo of Upper Lake P.O. Box 516 Upper Lake, CA 95485 rholstine@hpultribe-nsn.gov X19 Noah Ignacio Environmental Director Santa Rosa Tachi—Yokut 16835 Alkali Drive Lemoore, CA 93245 nignacio@tachi-yokut-nsn.gov Tracy Lewis IGAP Coordinator Native Village of Kongiganak P.O. Box 5069 Kongiganak, AK 99545 kongiganak.igap2@gmail.com Chris Manzano Environmental Tech SW San Manuel Band of Mission Indians 101 Pure Water Lane Highland, CA 92346 cmanzano01@sanmanuel-nsn.gov Andrew Miller Environmental Director The Organization of Kasaan P.O. Box 26 Ketchikan, AK 99950 Andrew@kasaan.org Joshua C. Peele Environmental Technician The Organization of Kasaan P.O. Box 26 Ketchikan, AK 99950 Andrew@kasaan.org
1. S Use ruler and compasses to construct an angle of 60° (1) 2. F a = and b = a) Find the vector –b b) Find the vector b – a c) Find the vector 2b (1) (1) (1) 3. M OABC is a parallelogram. BCD is a straight line. BD = 3BC. M is the midpoint of OC. a) Find, in terms of x and y, (i) (ii) b) Use your answers to (a) (i) and (ii) to write down two different geometric facts about the lines AM and OD. (2) (2) (2) TOTAL 10 Algebra: Algebraic fractions 1. S Simplify fully (4) 2. S Write as a single fraction (3) 3. M Simplify (4) 4. F Show that simplifies to 3. (4) TOTAL 15
Year 11 Higher Standard: Assessment 4 Review Homework Topic 1 /25 Topic 2 /25 Topic 3 /15 Topic 4 /20 Topic 1: Equations and rearranging Mark 1. ABC is a triangle. Angle ABC = angle BCA. The length of side AB is (3x − 5) cm. The length of side AC is (19 − x) cm. The length of side BC is 2 x cm. Work out the perimeter of the triangle. Give your answer as a number of centimetres. 5 2. Solve 2 3. Solve 3 4. Solve 4 5. Make q the subject of the formula 2 6. Make x the subject of 3 7. Make m the subject of 3 8. Prove algebraically that (2n + 1)2 − (2n + 1) is an even number for all positive integer values. 3 Topic 2: Surface area and volume Mark 1. Work out the volume of this cuboid. Give your answer in terms of x. 3
2. Solve the simultaneous equations 2x + 3y = 19 3x − 2y = 9 3 3. Solve the simultaneous equations 3x + 7y = 34 4x + 5y =28 3 4. Andrew and Belle book in at the Sleepwell Hotel. Andrew stays for three nights and has breakfast on two mornings. His bill is £145. Belle stays for five nights has breakfast on three mornings. Her bill is £240. Find the cost of one breakfast. 4 5. A pattern is made using four identical rectangular tiles. Find the total area of the pattern. 3 Topic 4: Pythgoras’ theorem and Trigonometry Mark 1. This rectangular frame is made from 5 straight pieces of metal. The weight of the metal is 1.5 kg per metre. Work out the total weight of the metal in the frame. 4 2. ABC is a right-angled triangle. AB = 8 cm, BC = 11 cm. Calculate the size of angle C. Give your answer correct to 1 d.p. 3 3. Work out the area of the triangle. Give your answer correct to 1 decimal place. 3
Address Ethnic origin Home language Is child/young person Looked After? Yes / No If Yes – which Local Authority Name of Parent(s)/Carer(s) or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Telephone Email Name of any other Parent(s)/Carer(s) or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Name of pre-school setting/childminder Address and contact number Name of contact (keyworker/INCO) Name of person making referral Professional title Contact details Date and title of supporting report provided. Summary of child’s needs (please consider the Referral Criteria for Pathway 2 when completing this section): Name of any other professionals working with child. Professional title Contact details Report included?
Leak County George/Green Marion/Walthall Stone Download the poster(s) for your facility: - English 9999 (A1) - Español 9999 (A2) ____________________________________________________________ *9099# County/Regionals Washington County CCI Yazoo County Regional Winston-Choctaw Regional Alcorn County Regional Chickasaw County Regional Download the poster(s) for your facility: - English 9099 (B1) - Español 9099 (B2) ____________________________________________________________
Climate Change Pamphlet Rubric Create a pamphlet describing the greenhouse effect, climate change, and the potential for human responsibility for climate change. It isn’t required to take a position for or against human responsibility, but you must back up your opinion with research. Pamphlets should contain pictures and written information (researched via internet). Use the guiding questions provided to ensure you include all required information 0 1 2 3 Points Earned Difference between weather and climate Pamphlet doesn’t include information on this topic Weather and climate are included but information is incorrect Weather and climate are included but information is missing Weather and climate are described in detail Natural causes of climate change Pamphlet doesn’t include information on this topic Natural causes of climate change are included but information is incorrect Natural causes of climate change are included but information is missing Natural causes of climate change are described in detail Greenhouse effect Pamphlet doesn’t include information on this topic The greenhouse effect is included but information is incorrect The greenhouse effect is included but information is missing The greenhouse effect is described in details Fossil fuels and relationship to climate change Pamphlet doesn’t include information on this topic Fossil fuels relation to climate change is included but information is incorrect Fossil fuels and their relationship to CC is included but information is missing. Fossil fuels and their relationship to CC is described in detail. Human activity Pamphlet doesn’t include information on this topic Human activity and its connection to CC is included but information is incorrect/not supported Human activity and its connection to CC is included but information is missing Human activity and its connection to CC is described in detail. Neatness Pamphlet is sloppy, done only in pencil, contains many misspelled words Pamphlet is only partially in color, contains several misspelled words Pamphlet is mostly in color and contains few misspelled words Pamphlet is in full color and all words are spelled correctly. Use of space 2 or more full panels are empty (or mostly empty) 1 panel is empty or mostly empty All panels have information but some blank areas are present All panels are filled with information and pictures Sourcing of information Information is copied directly from source and not in student’s own words All information has been rewritten in students own words (no plagiarism)
Appendix F RMS Screening and Definition Packet stakeholder process of considering each of the State RMS and their applicability in the SLO Region * Requirement must be addressed. Integration Requirements Requirement Evidence of Sufficiency Sufficient From IRWM Guidelines Location of Standard in Grantee IRWM Plan Brief Evaluation Narrative y/n Contains structure and processes for developing and fostering integration 1: - Stakeholder/institutional - Resource - Project implementation H.1 Advantages of Region Plan Opposed to Indiv Efforts Figure H-2 Decision Tree for Agency Integration This section and figure describe the approach for project/agency integration through the use of project elements. November 2012 Guidelines, p. 44. Project Review Processes Requirements Requirement Evidence of Sufficiency Sufficient From IRWM Guidelines Location of Standard in Grantee IRWM Plan Brief Evaluation Narrative y/n Process for projects included in IRWM plan must address 3 components: - procedures for submitting projects - procedures for reviewing projects - procedures for communicating lists of selected projects G.2 Project Solicitation Process Figure G-2 Project Scoring and Ranking Process This section describes, in detail, the approach used to identify, develop, rank, and communicate project selections for each “call for projects” by the RWMG. Does the project review process in the plan incorporate the following factors: How a project contributes to plan objectives G.2.2 Objective Worksheet This section describes how the plan objectives are utilized to identify project concepts. How a project is related to Resource Management Strategies identified in the plan. G.2.5 Phase 2 Long Project Forms App G-5 Project Form Review Paper Table H-1 This section describes how various criteria are used to evaluate projects. The technical feasibility of a project. Section G.3.1 Technical Accuracy Appendix G-5 Project Form Review Paper This section describes how various criteria are used to evaluate projects. A projects specific benefits to a DAC water issue. Section G.3 Final Evaluation App G-5 Project Form Review Paper This section describes how various criteria are used to evaluate projects.
Appendix 2 Data Collection Template - High Dose Inhaled Corticosteroids in Adult Asthmatics Audit Practice ………………… Number of patients reviewed…………Audit carried out between …/…/2014 and …/…/2014 Audit lead ……………………… Patient ID Medication details Indication for ICS inhaler in patient notes? Asthma review in the last 12 months Inhaler technique check documented? Yes or No Step down attempted in the past 3 months? Any side effects reported (e.g. symptoms of adrenal suppression, low bone mineral density, glaucoma, diabetes) Number of ICS inhalers (include ICS/LABA combinations) issued in past 12 months? Number of SABA inhalers issued in past 12 months? Are LABA and ICS inhaler prescribed separately? Yes or No More than 2 courses of systemic steroids (oral or iv) in previous 12 months? Yes or No If patient on step 4 or 5 of BTS, have they been referred to a specialist asthma service? Yes or No Action Required ICS inhaler Dose Yes No Yes No Yes No Yes No Yes No Yes No Yes No
Rum and Coca-Cola Original Music – Lionel Belasco, Original Lyrics – Lord Invader (this is a different version as recorded by the Andrews Sisters 1945) INTRO: / 1 2 / 1 2 / [Bb] / [Bb] / [Bb] / [Bb] If you [Bb] ever go down [Bb] Trinidad They [Bb] make you feel so [F7] very glad Ca-[F7]lypso sing and [F7] make up rhyme Guaran-[F7]tee you one real good fine time CHORUS: Drinkin’ [Bb] rum and Coca-[Bb]Cola [Bb] Go down Point Cu-[F7]mana [F7] Both mother and [F7] daughter [F7] Workin’ for the [Bb] Yankee dollar [Bb] <SPOKEN> [Bb] Oh… [Bb] beat it man [Bb] beat it If a [Bb] Yankee comes to [Bb] Trinidad They [Bb] got the young girls all [F7] goin’ mad [F7] Young girls say they [F7] treat ‘em nice [F7] Make Trinidad like paradise CHORUS: Drinkin’ [Bb] rum and Coca-[Bb]Cola [Bb] Go down Point Cu-[F7]mana [F7] Both mother and [F7] daughter [F7] Workin’ for the [Bb] Yankee dollar [Bb] <SPOKEN> [Bb] Oh…you [Bb] vex me, you [Bb] vex me [Bb] Chacachacare to [Bb] Monos Isle [Bb] Native girls all [F7] dance and smile [F7] Help soldier cele-[F7]brate his leave [F7] Makes every day like New Year’s Eve CHORUS: Drinkin’ [Bb] rum and Coca-[Bb]Cola [Bb] Go down Point Cu-[F7]mana [F7] Both mother and [F7] daughter [F7] Workin’ for the [Bb] Yankee dollar [Bb]
If there is already a social worker assigned to this case -for safeguarding reasons, the social worker should be contacted. The pupil (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child. Escalation/Professional Disagreement If the situation does not appear to be improving the school will press for reconsideration and if necessary follow WDSCB professional disagreement procedure. Any member of staff can refer to other agencies in exceptional circumstances i.e. in an emergency or when there is a genuine concern that action has not been taken. The DSL will fully participate in multi-agency work and meetings. Reports for meetings will be shared with parents, unless there is good reason not to and reports will be sent to the appropriate meeting chair if the DSL cannot attend in person. Referral to Police If a criminal offence occurs it will be necessary to contact the police on 101 or 999 as appropriate. If we believe a child is being radicalised we will refer to the Prevent police officer. Confidentiality and sharing information Staff will only discuss concerns with the Designated Safeguarding Lead, Headteacher or chair of governors (depending on who is the subject of the concern). That person will then decide who else needs to have the information and they will disseminate it on a ‘need-to-know’ basis. We will normally seek to discuss any concerns about a pupil with their parents. This must be handled sensitively and the DSL will be in the most informed position to make contact with the parent in the event of a concern, suspicion or disclosure. However, if we believe that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from Social Care Direct. The Seven Golden Rules for Safeguarding Information Sharing 2015 Data Protection/Human rights laws are not a barrier. Be open and honest. (unless unsafe or inappropriate) Seek advice. (anonymise if necessary) Share with consent if appropriate. Consider safety and wellbeing. Necessary, proportionate, relevant, adequate, accurate, timely and secure. Keep a record of decision and reason for it.
TEACHING CAPSULE #6 Writing the conclusion Objective: Be able to write a complete conclusion 6.1 Definition of a conclusion A conclusion contains these three elements : Remind the reader of the article’s controlling idea in different words Suggest a solution or a course of action Leave a lasting impression with a catchy phrase or an anecdote Read this conclusion from the sample FEAR and explain why it is good : People need to learn to control the use of freshwater. Governments should sensitise people through ads and work toward implementing control measures such as water meters. Water, water everywhere? If nothing is done, perhaps not for long! (37 words) 6.2 Highlight these elements in the following conclusions : Remind the reader of the article’s controlling idea in different words – in blue Suggest a solution or a course of action – in yellow Leave a lasting impression with a catchy phrase or an anecdote – in red 1.The every day grind harms many couples. Investing in your relationship, being creative and accepting your spouse’s imperfections will keep the flame alive. Studies show that married live longer and healthier than single people. 2.Cars will put a huge whole in your budget. What about public transportation, car pooling, cycling, walking? Wouldn’t you prefer to take an entire year with the money saved? 3.Is it unfair that hockey players are millionaires by the age of 20? What if a percentage of their salary could be used for noble causes or used to save lives? Hockey players : 5 million. Kids with health problems : 5 Million ! 4.If you’re a mom or a dad you’re probably stressed ! Parents have to learn to let go of the idea of being perfect. You’re a parent for life but you don’t have to be stressed all the time.
118 Pre-Kindergarten 119 Summer School 211 Truancy/Absenteeism Services 212 Guidance Services 213 Health Services 216 Social Work Services 221 Improvement of Instruction 225 Instruction Related Technology 226 Supervision and Direction of Instructional Staff 227 Academic Student Assessment 233 Grant Writer/Grant Procurement 241 Office of the Principal 249 Other School Administration 250 Support Services Business
257 Internal Services 266 Security Services 271 Pupil Transportation Services 281 Planning, Research, Development, and Evaluation 283 Staff/Personnel Services 331 Community Activities SUBTOTAL Indirect Costs _______ % Restricted Rate TOTAL Year 2: Full Implementation (may not exceed $1,500,000) FUNCTION CODE FUNCTION TITLE SALARIES BENEFITS PURCHASED SERVICES SUPPLIES & MATERIALS CAPITAL OUTLAY OTHER EXPENDITURES TOTAL EXPENDITURES 111 Elementary 112 Middle/Junior High
113 High School 118 Pre-Kindergarten 119 Summer School 211 Truancy/Absenteeism Services 212 Guidance Services 213 Health Services 216 Social Work Services 221 Improvement of Instruction 225 Instruction Related Technology 226 Supervision and Direction of Instructional Staff 227 Academic Student Assessment 233 Grant Writer/Grant Procurement 241 Office of the Principal 249 Other School Administration
250 Support Services Business 257 Internal Services 266 Security Services 271 Pupil Transportation Services 281 Planning, Research, Development, and Evaluation 283 Staff/Personnel Services 331 Community Activities SUBTOTAL Indirect Costs _______ % Restricted Rate TOTAL Year 3: Full Implementation (may not exceed $1,500,000) FUNCTION CODE FUNCTION TITLE SALARIES BENEFITS PURCHASED SERVICES SUPPLIES & MATERIALS CAPITAL OUTLAY OTHER EXPENDITURES TOTAL EXPENDITURES 111 Elementary
112 Middle/Junior High 113 High School 118 Pre-Kindergarten 119 Summer School 211 Truancy/Absenteeism Services 212 Guidance Services 213 Health Services 216 Social Work Services 221 Improvement of Instruction 225 Instruction Related Technology 226 Supervision and Direction of Instructional Staff 227 Academic Student Assessment 233 Grant Writer/Grant Procurement 241 Office of the Principal
Year 4: Sustaining Reforms (may not exceed $750,000) FUNCTION CODE FUNCTION TITLE SALARIES BENEFITS PURCHASED SERVICES SUPPLIES & MATERIALS CAPITAL OUTLAY OTHER EXPENDITURES TOTAL EXPENDITURES 111 Elementary 112 Middle/Junior High 113 High School 118 Pre-Kindergarten 119 Summer School 211 Truancy/Absenteeism Services 212 Guidance Services 213 Health Services 216 Social Work Services 221 Improvement of Instruction 225 Instruction Related Technology 226 Supervision and Direction of Instructional Staff 227 Academic Student Assessment 233 Grant Writer/Grant Procurement
241 Office of the Principal 249 Other School Administration 250 Support Services Business 257 Internal Services 266 Security Services 271 Pupil Transportation Services 281 Planning, Research, Development, and Evaluation 283 Staff/Personnel Services 331 Community Activities SUBTOTAL Indirect Costs _______ % Restricted Rate TOTAL
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BEFORE THE MOBILITY Proposed mobility programme Planned period of the mobility: from [day/month/year] to [day/month/year] Table A: Study programme at Receiving Institution Component code (if any) Component title (as indicated in the course catalogue) at Receiving institution Semester [autumn / spring] or term Assessment mode [e.g. exam, pass/fail test] Number of ECTS credits (or equivalent) to be awarded by Receiving Institution upon successful completion Total: ………… Web link to the course catalogue at Receiving Institution describing the learning outcomes: Web link(s) to be provided.
NOTES – (1) The Children Act 1989 requires us to send copies of Reports, etc, to all people who have Parental Responsibility for a child whether they live at home or not. (2) In an emergency it is our policy to contact home followed by the daytime numbers. It is most helpful to us if you are able to include a Grandparent, friend or neighbour for us to contact should you be unavailable. Contact Priority 1 / 2 / 3 / 4 (circle as appropriate) Parental Responsibility YES/NO (delete as appropriate) Relationship to Child Title Surname First Name Home Telephone Mobile Telephone Contact Priority 1 / 2 / 3 / 4 (circle as appropriate) Parental Responsibility YES/NO (delete as appropriate) Relationship to Child Title Surname First Name Home Telephone Mobile Telephone Brothers or sisters at the school or other family links Name: Year/Form: Relationship: Name: Year/Form: Relationship: In cases of divorce/separation, please give a brief summary of any agreements concerning the child in the space below (e.g. custody & access). NOTE - Teachers cannot care for your child properly unless they know who, under the law, has responsibility and authority for them. If any Court Order is in force, a copy must be attached. Cultural Information - Ethnic Origin (Please tick one) Any other Asian background Black African Traveller of Irish heritage Any other Black background Black Caribbean White British Any other ethnic group Chinese White Irish Any other mixed background Gypsy/Roma White & Asian Any other white background Indian White & Black African Bangladeshi Pakistani White & Black Caribbean Home Language (Please tick one) The language normally spoken at the home address English Gujarati Punjabi Hindi Urdu Other (please state the language): Religion (Please tick one) Buddhist Jewish Other Religion Christian Muslim Sikh Hindu No Religion Other (please describe): Country of birth (as it appears on birth certificate or passport)
OFFICE OF POLICE AND CRIME COMMISSIONER Job Description Post Title: SW Regional Policy Officer Department: OPCC, Fixed term until March 2020 Post Number: NEW Work Location: TBC – Devizes, Dorchester, Exeter, Gloucester, Portishead – The post will be an essential car user with regular traveling required across the south west and flexible working opportunities. Grade: W11 (£37,839-£39,990) Security Vetting Level: MV/SC Line management: Deputy Chief Executive (on behalf of SW PCCs) Date: 01 January 2018 Reporting Structure: The post will be hosted by Wiltshire OPCC but will report to the South West Police Collaboration Strategic Board
Employee's Name: Job Title: ID #: Reports to: Job Title: ID #: Second Level Supervision: Evaluation Period (or Project) Department: Overall Performance Appraisal Score: 5 = Outstanding 4 = Exceeds Expectations 3 = Meets Expectations 2 = Below Expectations 1 = Poor Performance I. Job Summary & Scope of Work: II – Employee’s and Supervisor’s Comments Employee’s Signature & Date:------------------------------------------------------------- Supervisor’s Signature & Date:------------------------------------------------------------------
16. Medications & Supplements Please list all prescription medications and supplements you are currently taking. Refer to the example in the first line Name of medication Milligrams* per capsule Number of capsules per day Number of doses per day Prescribing doctor Reason for taking this medication Vitamin X 500 mg 1 1 x a day Dr. John Doe Omega 3 *or grams, mEq or dosage unit your doctor prescribes.
Knowledge and Experience When assessing a client’s knowledge and experience of investments you should also consider this in relation to the products or services being considered. Your assessment of a client’s knowledge and experience should consider: The types of service, transaction, and products/investments with which the client is familiar. The nature, volume and frequency of the client’s transactions and the period over which they have been carried out. The level of education, profession or relevant former profession of the client. When considering a client’s knowledge, care should be taken not to assume that they are aware of all risks associated with a particular product where such risks have not previously materialised. For example, many clients had seen previous ‘precipice bonds’ mature without incident, but remained ignorant of the potential losses that could be incurred until their subsequent bonds matured and crystallised a loss. The same is true of many clients who bought endowment contracts in the 1980s and 1990s. It is important to ensure that the information gathered as part of this assessment is consistent with other information gathered e.g. in the fact find. Any inconsistencies should be discussed with the client. These discussions should be documented, and the outcome of the assessment confirmed to the client in the suitability report. This will help to evidence that both the adviser and the client understand the risk classification that has eventually been reached. To assist with this assessment a is available. Attitude to Risk It is imperative that: A client understands the types of investment risks they may be exposed to, and that; They reach an understanding of how much risk they are prepared to accept in making their own investments (their ‘appetite for risk’). The adviser’s role in both these aspects is key and a recommendation cannot be made until a clear understanding is gained. Some clients may have a range of risk attitudes, depending on their objective or the source of funds. For example, whilst one client may simply have an adventurous approach to all investments and pensions, another may be happy to take an adventurous approach to inherited money, but prefer a more cautious approach to the funds they have worked hard to build up within their pension.
Hygrometer Psychrometer Aneroid barometer Wind vane Anemometer Rain gauge. 1. Thermometer: A thermometer is a device used to measure the outside air temperature. How does a thermometer work? The mercury (or alcohol) in the bulb is mostly located in the bulb of the thermometer When the temperature rises, the liquid expands and rises up the tube, which is marked (calibrated) to show the actual temperature outside Does it matter if the thermometer is placed in the sun or shade?
Building a Progressive Vision for a Policy and Service Delivery Framework that Promotes the Effective Leveraging of Resources to Improve Employment & Socioeconomic Advancement of Youth and Adults with Disabilities Lisa Mills, Richard Luecking, Michael Morris and Madeleine Will July 2013 Preparation of this document was funded by the US Dept. of Labor Office of Disability Employment Policy, Grant No. OD-23863-12-75-4-11, CFDA # 17.720. This document does not necessarily reflect the views or policies of the Office of Disability Employment Policy, U.S. Department of Labor, nor does the mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
sequencing, and to focus efforts on the development and scaling of models that involve true braiding. Because braiding involves simultaneous service delivery by two or more systems, it necessitates - by design - greater inter-agency coordination and collaboration. This in turn is likely to result in more effective and coordinated application of each system’s respective resources on behalf of the common customer. To facilitate braiding as a common practice across the country, there is a critical need for three things: Revision of Federal statutes, regulations and guidance that currently include language widely interpreted as prohibiting braiding (or waivers of particular statutory or regulatory language that impedes braiding if proper safeguards against fraud and waste have been put in place); Federal guidance, issued jointly by the relevant federal agencies (e.g. OSERS, RSA, CMS and ETA), articulating strong expectations that braiding can, should and will occur at the individual service delivery level and that each system’s individual service authorization plan will reflect the full scope of services being provided to the individual, by all involved systems, in support of the identified employment goal/needs – if the content of existing Federal statutes, regulations and guidance is not considered a barrier. The guidance should offer practical examples of optimal braiding models that are acceptable given federal law. A state-by-state policy audit carried out to identify and correct existing state or local policies that are based on an overly restrictive interpretation of federal statutes, regulations or guidance. Despite the creation of Innovation Funds across the Federal landscape and repeated discussions about the importance of cross-system collaboration, states and communities are eager for practical guidance and acknowledgment of strategies to effectively braid resources across key systems and programs supporting individuals with disabilities. Joint Federal action
Name: Weekly Homework Sheet Q2:3 Date: Monday Tuesday Wednesday Thursday Compare the numbers using >, <, or =. 127,489____127,874 2,843,928____3,999,487 Write this number in expanded form. 208,000,478 What is the place value of the underlined digit? 4,789,938 3,729,492 Write this number in word form. 1,289,304 Find the Sum. 892,422 + 54,770 Find the Difference. 21,807 - 10,739 Find the Sum. 81,924 + 3,827 Find the Difference. 58,008 – 9,438 Find the product. 827 x 23 Find the product. 9,874 x 7 Find the product. 287 x 65 Find the product. 508 x 82 Find the Quotient. 5,389 ÷ 6 Find the Quotient. 9,276 ÷ 8 Find the Quotient. 2,408 ÷ 5 Find the Quotient. 7,398 ÷ 6 Find the Quotient. 2,876 ÷ 4 Find the Quotient. 7,352 ÷ 2 Find the Quotient. 3,456 ÷ 5 Find the Quotient. 9,264 ÷ 4 There are 22,456 pine trees in the park. The park workers are going to plant 6,478 more trees this year. How many trees will there be when they are done? A furniture store received an order for 8,367 tables. They can fit 7 tables in a large shipping box. How many shipping boxes will they need to ship all of the tables? Cassie wrote a book with 78,456 words. While she was revising her work, she erased 1,384 words. She than added 574 words. How many words does her story now have? Kate is going to purchase a table for $255, a rug for $158, and 4 chairs for $97 each. How much money will she spend all together?
Adjust the sound masking at each commissioning location to conform to the sound masking curve and overall volume for that location, such that: The volume in each third-octave band from 100 Hz and 5000 Hz inclusive is within plus or minus two decibels (+/- 2 dB) of the target band level. Unless existing conditions exceed the maximum limit for the band. The overall volume is within plus or minus one half decibel (+/- 0.5 dBA) of the target overall volume. Unless existing conditions cause overall volume to exceed tolerances. If the sound masking curve and overall volume requirements are not met at a commissioning location, modify the system design, installation or commissioning, at the supplier’s expense, until conformance is achieved. Unless deviation can be shown to be due to existing conditions. Provide an electronic report of testing and commissioning data, including: Floorplan(s) showing all commissioning locations with ID references and local control zones. A table and graph of commissioned sound masking measurements for each commissioning location, including: Third-octave levels for bands within the sound masking curve. Overall volume level. The sound masking curve, overall volume and tolerances specified for that location. Explanation of any sound masking measurements which exceed tolerances for the sound masking curve or overall volume with a table and graph of existing conditions measurements for each such commissioning location, including: Third-octave levels for bands within the sound masking curve. Overall volume level. CLEANING AND WASTE MANAGEMENT Remove empty packaging and other material waste. Clean system components where required. CLOSEOUT ACTIVITIES Demonstrate operational system to Owner representative. Review closeout submittals with Owner representative. Train Owner representative to maintain system and use any occupant controls or interfaces, as required. Review service and support contacts. ATTACHMENTS [Spec Note: Delete if no system design schematic attached.] System Design Schematic: Schematics of the system design on a floor plan showing the quantity and location of speakers and the size and location of local control zones. END OF SECTION