zilongwang/ReadingBank huggingface dataset:
Convictions based solely on DNA evidence In February 2017 the Court of Appeal ruled in the case of that where the sole evidence against a defendant was his DNA profile on a moveable object found at the scene of a crime, this would be sufficient to raise a case to answer. This decision overruled the position previously set out by the Court of Appeal in a number of cases including the case of R v Bryon [2015] EWCA Crim 997. In the defendant was charged with the theft of cash at a supermarket. A mixed DNA profile was found on an item left at the scene and the major proportion of the DNA matched the DNA of the defendant with a likelihood ratio of one in a billion. In addition to that evidence, the defendant had a conviction for theft carried out in exactly the same way. In giving his judgment Jackson LJ stated “it is clear from the authorities that where a moveable item is left at the scene with mixed DNA profiles, one of which matches the defendant’s profile, that on its own is not sufficient to support a conviction”. The Court of Appeal also suggested that the same may be true even if there was a single DNA profile on the item. The conviction was upheld but only because the DNA evidence was supported by the defendant’s bad character. Then followed the case of R v FNC . The Court of Appeal began questioning previous authorities where convictions based solely on DNA found on movable objects left at the scene had been quashed (Grant ; Ogden ). The case of FNC did not deal with moveable objects, but with DNA directly deposited during the course of the commission of an offence (semen left on a pair of trousers during a sexual assault). The Court observed however that improvements in the analysis and techniques of analysis of DNA had improved markedly in the last decade and so DNA on an article left at the scene may be sufficient to raise a case to answer where the match was in the order of one in a billion. This was considered further in the case of Tskeri a woman was attacked in her car in
Introduction This document contains extra material that supplements the Robust Java benchmarking article. Proper benchmarking, and associated areas like statistics, is sufficiently complicated, with so many details that matter, that it is impossible to write a comprehensive benchmarking article and still have it be accessible to the general developer. So, the material in the IBM developerWorks articles was a culling of the most essential and readable points. I owe a major debt to my technical editor, Brian Goetz, for his reader's perspective and feedback in this area. But there remains material for the individual seriously interested in benchmarking that needs to be documented somewhere. Hence this document. In addition to the guidance of my technical editor, I would also like to thank Cliff Click, Doug Lea, David Holmes, J. P. Lewis, and Matthew Arnold for their reviews and feedback on early drafts of the article. Last, but not least, thanks to the staff at IBM developerWorks, especially Jennifer Aloi and my production editor Eileen Cohen.
as follows: Fewer than three (3) successful reappointments: the candidate’s employment by the University shall cease as of the expiration of his/her current appointment. Three (3) or more successful reappointments: the preceding year’s notice of perceived deficiencies shall be deemed to have been the candidate’s notice of non-reappointment. The candidate’s employment by the University shall therefore cease as of the expiration of his/her current appointment. The following periods of notice/severance shall be given by the University only in circumstances in which a member of the Professional Athletic Staff is denied reappointment pursuant to C(1) and was not previously reappointed with notice of deficiencies. These periods of notice also apply to non- reappointment of Professional Athletic Staff pursuant to C(3). Members of the Professional Athletic Staff shall receive either notice or severance in lieu of notice, at the discretion of the University, depending on the number of successful reappointments completed as of the date of the notice of non-reappointment as follows: Fewer than one (1) successful reappointment: three (3) months One (1), two (2), or three (3) successful reappointments: six (6) months Four (4) or five (5) successful reappointments: 12 months Six (6) successful reappointments: 24 months When severance is provided in lieu of notice, the following provisions apply: For severance of three (3) to twelve (12) months: Severance shall be made equal to the base salary that the non-reappointed Professional Athletic Staff member would have received during the applicable
During this Agreement, the departments which are multi-disciplined, and their separate disciplines are as follows: Department Disciplines Fine Arts Art; Arts Administration; Art History; Theatre and Theatre; Music Theatre; Dance Foreign Languages and Literatures Chinese; French; German; Italian; Spanish Communication and Journalism Journalism; Speech Chemistry, Biochemistry and Physics Biochemistry; Chemistry; Physics Piano and Voice Piano; Voice Conducting, Organ, and Sacred Music Conducting; Organ; Sacred Music Information Systems and Supply Management Computer Information Systems; Management Science Finance and Economics Finance; Economics Marketing and Legal Studies Marketing; Legal Studies Management Management; Entrepreneurial Studies and Strategy Seniority Seniority, for purposes of this Article, shall be computed on a bargaining unit member's date of last appointment letter indicating appointment to full-time bargaining unit status. In computing seniority, authorized leaves of absence, either full or part-time, from the University for personal or professional reasons, shall be counted as years of service. Members of the bargaining unit who have engaged in other service at the University shall have such period of other service at the University treated as follows: Department Chairpersons Department chairpersons, during the period they serve in such capacity, shall continue to accrue seniority as if they were members of the bargaining unit. Administrators Persons than department chairpersons who hold faculty rank and/or tenure employed in administrative positions shall accrue no seniority for any period of such service at the University from September 1, 1982. Procedures for Breaking Ties In the event that two or more members of the bargaining unit have equal
5.1.4. Title of project/plan Hurst Spit to Durlston Head Shoreline Management Plan 5.1.5. Impact of projects in need of compensation measures on status of bird species at the site (optional) Scheme also involves Solent and Southampton Water SPA and Poole Harbour SPA 5.1.1. Site code UK9010111 5.1.2. Site name Poole Harbour SPA 5.1.3. Year of project/plan 2011 5.1.4. Title of project/plan Hurst Spit to Durlston Head Shoreline Management Plan 5.1.5. Impact of projects in need of compensation measures on status of bird species at the site (optional) Scheme also involves Solent and Southampton SPA and Dorset Heathlands SPA 5.1.1. Site code UK9009031 5.1.2. Site name North Norfolk Coast SPA 5.1.3. Year of project/plan 2011 5.1.4. Title of project/plan North Norfolk Shoreline Management Plan 5.1.5. Impact of projects in need of compensation measures on status of bird species at the site (optional) Optional, free text, max. 250 characters. 5.1.1. Site code UK9009291 5.1.2. Site name Benacre Broad to Easton Bavents SPA 5.1.3. Year of project/plan 2011 5.1.4. Title of project/plan Suffolk Shoreline Management Plan 5.1.5. Impact of projects in need of compensation measures on status of bird species at the site (optional) Scheme also involves Heaths and Marshes SPA 5.1.1. Site code UK9009101 5.1.2. Site name Minsmere-Walberswick Heaths and Marshes SPA 5.1.3. Year of project/plan 2011
APPENDIX 2 Degree and Certificate Programs The following <INSERT INITIALS> degree and certificate programs are covered by this agreement: Transfer of Courses Core Courses Core coursework will be transferred from <INSERT INITIALS> and applied toward SFA’s core requirements in accordance with the relevant rules set by the Texas Higher Education Coordinating Board. In cases where there is not an equivalent course at SFA, the course will be transferred as an enbloc and applied to the relevant core requirement. Workforce Education Courses (WECM) Workforce education courses (WECM) will be transferred enbloc and applied to the area of specialization. This does not include continuing education courses. In most cases, students will receive up to 36 hours credit for WECM coursework. Credit for WECM coursework is only applicable to the <INSERT NAME OF DEGREE> degree.
References Bennett, D. (2004, September 12). Against types. The Boston Globe. Retrieved from http://www.boston.com Kim, D. (2002). Foresight as the central ethic of leadership. Westfield, IN: The Greenleaf Center for Servant Leadership McConkey, W. (2013). A new look at the psychology of leadership. Seymour, G. (1975). Harr'ys game. (1 ed.). New York, NY: Random House. Spears, L. (2010). Character and servant leadership: Ten characteristics of effective, caring leaders. The Journal of Virtues and Leaership, 1(1), Retrieved from http://www.regent.edu
References Bennis, W. (1994). On becoming a leader. Cambridge, MA: Perseus. Dirks, K. (2000). Trust in leadership and team performance. Journal of Applied Psychology, 85(6), 1004-1012. Ferguson, M. (1980). The aquarian consipiracy. New York: Penguin Putnam, Inc. Greene, C. N. (1975). The reciprocal nature of influence between leader and subordinate. Journal of Applied Psychology, 60, 187-193. Hammond, D. (2003). The science of synthesis: Exploring the social implications of general systems theory. Boulder: University Press of Colorado. Hollander, E. (1992). Leadership, followership, self and others. Leadership Quarterly, 3(1), Sanford, F. H. (1958). Readings in social psychology. (E. L. Hartley, T. M. Newcomb, & G. E. Swenson, Eds.) New York: Holt: Rhinehar & Winston.
Template Revision History Date Version Description Author March 2017 1.4 Minor edits to conform with current Section 508 guidelines QCIO December 2015 1.3 Reformatted tables without headings to list formats to conform with latest Section 508 guidelines and to align with best practices for screen readers, updated to current OI&T documentation standards, and remediated with Common Look Office tool Process Management December 2013 1.2 Changed to .docx format and changed document title to Artifact Review Agenda and Minutes Process Management October 2012 1.1 Updated to current ProPath documentation standards and edited for Section 508 conformance Process Management May 2011 1.0 Initial Version Process Management Place latest revisions at top of table. The Template Revision History pertains only to the format of the template. It does not apply to the content of the document or any changes or updates to the content of the document after distribution. The Template Revision History can be removed at the discretion of the author of the document. Remove blank rows.
Onafhankelijkheid De criteria zijn onafhankelijk van elkaar, waardoor zij verschillende aspecten meten. Er is geen overlap tussen verschillende indicatoren. Wat hoort bij de ene indicator komt nergens anders terug. De criteria zijn grotendeels onafhankelijk. Er is enige overlap tussen verschillende indicatoren, maar de rubric is desondanks in staat om verschillende aspecten te meten. De criteria zijn niet onafhankelijk. Er is veeI overlap tussen verschillende indicatoren. Verschillende indicatoren omvatten hetzelfde, waardoor de criteria niet verschillende aspecten meten. Onderscheidend vermogen Het aantal beoordelingsniveaus per criterium is logisch en toereikend. Er zijn voldoende niveaus om adequaat onderscheid te kunnen maken tussen goede en minder goede studenten en om voortgang te kunnen meten. Het aantal beoordelingsniveaus per criterium is niet overal toereikend om adequaat onderscheid te kunnen tussen goede en minder goede studenten en om voortgang te kunnen meten, maar het aantal is redelijk eenvoudig aan te passen door één niveau toe te voegen dan wel twee niveaus samen te voegen. Het aantal beoordelingsniveaus is veel te groot of juist te klein om zinvol en betrouwbaar onderscheid te kunnen maken tussen studenten. Grote aanpassingen zijn nodig. Kwaliteit van de indicatoren Aanwezig Elk beoordelingsniveau is voorzien van indicatoren. Niet alle beoordelingsniveaus zijn voorzien van indicatoren. Geen van de beoordelingsniveaus is voorzien van indicatoren.
Transparantie en parallelliteit De indicatoren zijn gedetailleerd en concreet genoeg zodat duidelijk is wat de student moet laten zien om een goede prestatie te leveren (ze zijn kwalitatief i.p.v. kwantitatief) en de beoordelaar een juiste beoordeling kan geven. Er is een logische opbouw van indicatoren over de niveaus (parallelliteit). Er is een poging ondernomen om indicatoren gedetailleerd en concreet te formuleren, maar sommige bevatten nog enkele vage beschrijvingen. Ze zijn wel grotendeels kwalitatief (en niet kwantitatief). Er is veelal sprake van parallelliteit, maar bij een aantal criteria is de opbouw niet logisch. De indicatoren zijn vaag en weinig concreet beschreven, waardoor niet duidelijk wordt wat er van de student wordt verwacht. Of er wordt alleen onderscheid gemaakt tussen beoordelingsniveaus met woorden als 'zeer', 'erg' en 'enige', of ze zijn volledig kwantitatief. De parallelliteit ontbreekt meestal.
"easy" and "difficult" users: classification practices and judgement in policy implementation Resumo The goal of this paper is to understand the "social effects of implementation", both theoretically and empirically. It seeks to explore the different processes through which service interactions – between users and workers – might reinforce social inequality, especially in the case of government programs formally designed to reduce it. We take encounters as critical loci for the reproduction of social inequalities and as situations simultaneously conditioned by and producing effects upon existing forms of social inequality. Besides the theoretical review, this paper presents an empirical analysis of the Brazilian family health care program and its street-level-bureaucracy. Based on 87 interviews with workers, the empirical analysis focused on how the interactions unfolded, the processes and resources mobilized by service workers to make sense of users' characteristics, demands, and behaviors, and finally to what extent these processes involved risks of inequality reproduction. The findings indicate that service workers classify users according to their perceptions of personal characteristics and types of demands. Far from being merely an attribution of administrative categories to real people and situations, we reveal that service workers’ decisions about how to proceed in each case rested largely on their judgments about the “deservingness” of the users. Introduction Public policies possess a complex relationship with issues related to inequalities among the given population. On one hand, they represent the main tool available for the government to face problems associated with social, economic and regional inequalities. On the other hand, some policies work on the opposite direction, enhancing these inequalities (e.g: regressive tax system, monetary and land policies) or creating new ways of exclusion (e.g: immigration policies) (Pires, 2017). Even if we focus solely on social policies, explicitly related to the mitigation of the effects of socioeconomic exclusion to balance citizenship levels, there is still a dual risk regarding their purpose realization. The first risk, extensively addressed by the literature, points out that policies can be insufficient, underfunded or unarticulated, which contributes to the inclusion’s low coverage, quality and effectiveness. The second risk, level
interest it is going to be because a particular site catches their attention and induces them to think about some aspect of politics in ways that they had not before.” Even if online movements successful attract young people to various forms of political engagement, it is often argued that online activity is a poor substitute for online efforts. Evgeny Morozov (2011), for example, argues that “slacktivism” would be the more appropriate terminology to use when describing online political activity. He states that this form of involvement is “premised on the assumption that, given enough tweets, the world’s problems are solveable; in the language of computer geeks, given enough eyeballs, all bugs are shallow” (190). This is an attempt to give a voice to those young people at the heart of this discussion. If we assume that American politics is better when young people are involved, interested, and considered then it is necessary for us to start a dialogue that allows us to better understand the conditions under which those trends are most likely to occur. Research Design This paper relies on data gathered through a series of four focus groups on the campus of Saint Martin’s University, a small Benedictine liberal arts institution in Lacey, Washington. Students were recruited through an email sent to all undergraduate students, encouraging them to meet with me and a few other students for approximately 45 minutes to discuss the role of the Internet in American politics. In exchange for their participation students were offered light snacks and, in some cases, extra-credit from their professor. The focus groups took place between March 16 and March 23, 2015. Before beginning the group students were asked to complete a brief questionnaire containing some basic demographic information including their age, race, year in school, and party identification. In total, 15 students agreed to participate in the study. For the purposes of this study, I will only include the results from students 30 years of age or under. Consequently, only 10 of the
Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € TOTAL: A2 SECTION 3 – DE MINIMIS AID REQUESTED IN THIS APPLICATION Date Source/Grantor Type of State Aid (Name of Measure) Amount in € Malta Enterprise Support for the Development of Business Units at the Artisan Village, Ta’ Qali A3 TOTAL of Sections 1,2 and 3 above (A1 + A2 + A3): €
1.4 Applicant’s e-mail: The Applicant’s general e-mail address. 1.5 Website (URL): The Applicant’s website address. 1.6 VAT Number: The Applicant’s VAT Number, as per VAT Certificate, relating to the activities funded under the proposed project. 1.7 Legal Form of Undertaking: The applicant is requested to list down the legal form (or envisaged legal form) of the undertaking. 1.8 Registration / Identification Number: The registration number is the official registration number of the co-operative, company or partnership as defined in the Companies Act – Chapter 387 of the Laws of Malta. In the case of Self Employed, this should be the corresponding Identity Card Number. 1.9 Date Established: : This is the date, the undertaking was first established. Where applicable this will be the date of registration as defined in the Companies Act – Chapter 387 of the Laws of Malta. In the case of Self Employed, the date the person registered as self-employed with Jobsplus. In case of Co-operatives. In the case of Co-operatives, the date the co-operative has been registered as per Co-operative Societies Act. 1.10 Number of Employees at Application Stage:
Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € TOTAL: A2 SECTION 3 – DE MINIMIS STATE AID REQUESTED IN THIS APPLICATION Date Source/Grantor Type of State Aid (Name of Measure) Amount in € Malta Enterprise Support for the Development of Business Units at the Artisan Village, Ta’ Qali A3 TOTAL of Sections 1,2 and 3 above (A1 + A2 + A3): €
Date Annex II: STATE AID DECLARATION (De Minimis) If the submitted application is approved, the project will benefit from de minimis Aid in line with Commission Regulation (EU) No 1407/2013 of 18 December 2013 on the application of Articles 107 and 108 of the Treaty on the Functioning of the European Union to de minimis aid. Commission Regulation (EU) No 1407/2013 allows a ‘single undertaking’ to receive an aggregate maximum amount of de minimis aid of €200,000 under all de minimis aid measures, over a period of three ‘fiscal years’. This aggregate maximum threshold applies in principle to all economic sectors with the exception of a ‘single undertaking’ performing road freight transport for hire and reward for which a lower de minimis threshold of €100,000 over any period of three ‘fiscal years’ applies. The agriculture and fisheries sectors are subject to different thresholds and criteria. For the purpose of this declaration, the term ‘single undertaking’ shall have the meaning as established in Commission Regulation (EU) No 1407/2013. Moreover, ‘fiscal year’ means the fiscal year as used for tax purposes by the undertaking concerned. This maximum threshold would include all State aid granted under this scheme and any other State aid measure granted under the de minimis rule. Any de minimis aid received in excess of the established threshold will have to be recovered, with interest, from the undertaking receiving the aid. The following is an indicative list of the possible forms of State Aid: Grants from public bodies Loans or loan guarantees at favourable rates Tax benefits Waiving or deferral of fees or interest normally due Marketing and advertising assistance Consultancy, training and other support provided either free or at a reduced rate Aid for investment in environmental projects or research and development assistance Purchase, rent or of immovable property at less than market rate.
Date Annex II: STATE AID DECLARATION (De Minimis) If the submitted application is approved, the project will benefit from de minimis Aid in line with Commission Regulation (EU) No 1407/2013 of 18 December 2013 on the application of Articles 107 and 108 of the Treaty on the Functioning of the European Union to de minimis aid. Commission Regulation (EU) No 1407/2013 allows a ‘single undertaking’ to receive an aggregate maximum amount of de minimis aid of €200,000 under all de minimis aid measures, over a period of three ‘fiscal years’. This aggregate maximum threshold applies in principle to all economic sectors with the exception of a ‘single undertaking’ performing road freight transport for hire and reward for which a lower de minimis threshold of €100,000 over any period of three ‘fiscal years’ applies. The agriculture and fisheries sectors are subject to different thresholds and criteria. For the purpose of this declaration, the term ‘single undertaking’ shall have the meaning as established in Commission Regulation (EU) No 1407/2013. Moreover, ‘fiscal year’ means the fiscal year as used for tax purposes by the undertaking concerned. This maximum threshold include all State aid granted under this scheme and any other State aid measure granted under the de minimis rule. Any de minimis aid received in excess of the established threshold will have to be recovered, with interest, from the undertaking receiving the aid. The following is an indicative list of the possible forms of State Aid: Grants from public bodies Loans or loan guarantees at favourable rates Tax benefits Waiving or deferral of fees or interest normally due Marketing and advertising assistance Consultancy, training and other support provided either free or at a reduced rate Aid for investment in environmental projects or research and development assistance Purchase, rent or lease of immovable property at less than market rate.
DISCRETIONARY GRANT APPLICATION FOR NEW AND EXTENSION FOR EXISTING ARTISAN DEVELOPMENT GENERAL New applications for Artisan Development complete sections B, C, D, F and G To apply for an extension of a currently approved grant complete sections B, C, D, E and G. B. EMPLOYER / STAKEHOLDER DETAILS Name of Employer/ Stakeholder Sub-Sector (if applicable) Fruit □ Tobacco □ Sugar □ Poultry □ Pest Control□ Red Meat □ Seed □ Grain □ Milling □ Primary □ Fibre/Tea and Coffee □ C. COMPANY DETAILS Contact Person Designation Telephone Number Fax Number E-mail Address GPS Coordinates SDL Number (if applicable) Province Municipality Physical Address Valid TAX Clearance (Period) D. DETAILS OF A DULY AUTHORISED REPRESENTATIVE OF THE COMPANY Contact Person Designation
31 – Zaha Hadid (1950- ) 31 - (1632–1675) NOVEMBER 1 – Hannah Hoch (1889-1978) 2 – Richard Serra (1939- ) 4 - (1592–1656) 8 – Charles Demuth (1883-1935) 10 — (1697–1764) 11 - Édouard Vuillard (1868–1940) 12 – Auguste Rodin (1840-1917) 14 - (1840–1926) 14 — (1885–1979) 15 - (1887–1986) 17 – Isamu Noguchi (1904-1988) 21 - (1898–1967) 23 — (1883–1949) 24 – de Toulouse Lautrec (1864-1901) 26 - (1922–2000) 26 – George Segal (1924-2000) 28 - (1757–1827) DECEMBER 1 – Marie Tussard (1761-1850) 2 - Otto Dix (1891-1969) 2 - David Macaulay (1946- ) 2 - (1859–1891) 4 - Wassily Kandinsky (1866–1944) 6 – Barnett Newman (1941- 1970) 8 – Lucien Freud (1922-2011) 8 - (1886–1957) 11 – Mark Toby (1890-1976) 12 - Edvard Munch (1863–1944) 12 - (1928–2011) 15 - Friedensreich Hundertwasser (1928–2000) 17 – Paul Cadmus (1904-1999) 18 - (1879–1940) 20 – Pieter de Hooch (1629-1684) 22 – Jean-Michel Basquiat (1960-1988) 24 – Joseph Cornell (1903-1972) 25 – Louise Bourgeois (1911- 2010) 31 - (1869–1954) 31 - (1945–2007)
STUDENT NAME: Aldridge State High School Visual Art Department 2014 Term 3 Year 10 YEAR: 2014 TERM: Term 3 UNIT: ARTIST BOOK TASK: Visual Diary & MIXED MEDIA ARTISTS’ BOOK TEACHER: DUE DATE: TASK: Research and design an “ARTISTS’ BOOK” exploring mixed-media, for example layering, tearing, repetition, mash-ups on the computer. ASSESSMENT CRITERIA A B C D E MAKING: Visual Literacy Researches, develops and resolves artworks, showing a personal aesthetic. Researches, develops and resolves artworks, showing an aesthetic understanding. Researches, develops and resolves artworks. Researches and develops artworks. Copies ideas and information. Defines and solves complex problems. Defines and solves problems. Solves problems. Solves some problems. Explores simple problems. Uses visual language to effectively communicate meaning. Uses visual language to communicate meaning. Uses visual language to reproduce meaning. Uses images and contexts. Uses images. A B C D E MAKING: Application Applies knowledge and understanding when selecting and manipulating materials, processes and functions. Applies knowledge and understanding when selecting and exploring materials, processes and functions. Applies knowledge when selecting and using materials, processes and functions. Selects materials and uses processes and functions. Uses materials and processes. Comments: CREATE A TITLE PAGE: Aldridge State High School
Visual Art Department 2014 Term 3 UNIT: ARTISTS BOOKS SKILL: Exploration of mixed media YOUR NAME:_____________________ YEAR LEVEL:____________________ TEACHERS NAME: ________________ Visual Requirements: Title Page Make a title page with the heading the “SMASH-UP ARTIST BOOK” Task Sheet Write the heading ‘Task Sheet’ at the top of this page. Glue your task sheet into your diary. Research Images Write the heading ‘Research ‘ Write a heading ‘Developmental Designs’ at the top of each page for this section. Draw Developmental Design 1’ Draw Developmental Design 2’ Draw Developmental Design 4’ Draw Developmental Design 5’ Draw Developmental Design 6’ Draw Developmental Design 7’ Draw Developmental Design 8’ Draw Developmental Design 9’
December - January Visits and consultation, drafting of initial ideas 12/1/18 First draft of artist asset audit tool 15/1/18 Feedback to artist and revisions 15/1/18 Testing of prototype with participants 1/2/18 Tool finalised and applied in sessions February Sign off Submission Artists interested in being considered for this project should submit the following information to Damian Hebron by midday on December 4th 2017 Curriculum Vitae - showing experience of engaging with the public and of creating visually engaging work Details of two referees Documentation of previous work preferably via J-Peg (no more than 3 images) or by a link to a website. A commitment on the part of the artist to meet the timescale set out above, including availability to visit Liverpool during December 2017 and January 2018. We commit to responding to all expressions of interest received. We will review submissions and shortlist appropriate candidates to interview via Skype/telephone. Further information Damian Hebron, LAHF Director
Arun Kumar Ramlal D-1/661 Street No. 18 Harsh Vihar Mandoli, Delhi-93 27.08.1993 GEN --DO-- Manoj Kumar Gupta Chhote Lal Gupta 107, Dairy, Batla House, Jamia Nagar, Okhla New Delhi-25 13.02.1990 GEN --DO-- Ayush Kumar Alok Kumar 383/5A/3 East Azad Nagar, Krishna Nagar, Gali No.16, Delhi-51 28.12.1990 OBC --DO-- Anupma Nitin 70-B Sarai Jullena Near Escorts Hospital New Delhi-110025 01.04.1986 SC --DO-- Dharmbir Singh Surat Singh No.7 Chimni (132) Chimni, Jhajjar, Beri Haryana-124412 04.04.1988 OBC --DO-- Vikash Dhaman Santosh Dhaman H.No. 64, V Street No. 12 Ayanagar New 05.07.1994 SC --DO-- Roshan Kumar Pandit Shanker Pandit H.No. 64, Phase V Street No. 12 Ayanagar New 12.06.1993 OBC --DO-- Arun Dhandari Jai Singh Bhandari A-147 Devli Ext. Khanpur New 08.09.1989 GEN --DO-- Kuldeep Kumar Devta Deen VI-Hasanpur, P.O. Chhatauni Dist. Lucknow-2263.03 10.03.1988 SC --DO-- Kamal Kishor Kunwar Pal A-4/18, Nand 16.10.1986 SC --DO-- All eligible candidates are requested to report for written examination on the following scheduled :- Collection of card : From 05/10/2018. Date of written examination : 08/10/2018 (Monday) at 10:00 AM. (Reporting Time 09:00 AM sharp for written examination on 08/10/2018) with Photo ID proof alongwith one latest passport size photograph at Room No. 116, 1st Floor, Maulana Azad Institute of Dental Sciences: New Delhi. Dy. Director MAID
Dictionary of Victorian Engravers, Print Publishers and their Work Dictionary of Victorian Wood Engravers Both shelved at 769.9 (942) (reference only) These are companion volumes. At the end of each entry there is a list of the books (authors only) and journals from which the information was obtained. The full details of the books are listed at the front of the volume Prints and Printmaking: a Dictionary and Handbook of the Art in Nineteenth-Century Shelved at 769.9 (942) (reference only) This covers British 19th century printmakers, but it includes 18th century engravers who were still alive in 1810. The biographical dictionary is the second half of the volume. The abbreviations are explained on page 107 Painters by subject and theme Many biographical dictionaries, especially for painters, specialise still further and deal with painters by theme or subject: A Biographical Dictionary of Science Fiction and Fantasy Artists Shelved at 741.6 (reference only) A Dictionary of British Animal Painters Shelved at 758.3 (942) (reference only) The Dictionary of British Equestrian Artists Shelved at 758.3 (942) (reference only) Dictionary of British Flower, Fruit, and Still Life Painters, 2 vols. and 1850-1950 Shelved at 758.4 (942) (reference only) A Dictionary of British Landscape Painters: from the 16th Century to the Early 20th Century Shelved at 758.103 (942) (reference only) Dictionary of British Marine Painters Shelved at 758.2 (942) (reference only) A Dictionary of British Miniature Painters, 2 vols. Shelved at 757.703 (942) (reference only) A Dictionary of British Sporting Painters Shelved at 758.3 (942) (reference only) Dictionary of Sea Painters Shelved at 758.2 (reference only)
The Artivists must use the programme’s logo on all related material and follow the communication guidelines which will be provided to them at a later stage. The grant received must be used solely for the purpose for which it was awarded, in line with the Regulations and Guidelines and the Agreement. Artivists must notify Arts Council Malta immediately if changes affecting the nature of their development plan take place during implementation. Changes cannot be implemented unless approval is received. Report At the end of the mentorship, the following need to be submitted by not than six (6) weeks after the respective development programme is concluded. These shall include documentation of the respective development programme, including : visual documentation, articles, interviews, blogs, relevant links. A written report by the Artivist on the activities timeline of their respective development programme, and the final updated budget together with all supporting documents A brief written review about the outcomes of the development programme, explaining how the Artivist maximised on the opportunity of the Programme for their creative development, and how this increased participitation in creative endeavours Arts Council Malta retains the right to make use of submitted project material. Arts Council Malta retains the right to recover funds in case these are not being used and/or are misused and/or are not used according to the submitted plan and budget.
stress (50 mM NaCl). X-axis indicates the SNP positions across the 12 rice chromosomes. The y-axis shows the P-value for association test at each locus on a log scale. The horizontal dashed line represents the significance threshold. Figure 6. Ontology analysis of candidate genes. (A) Several functional categories were over represented especially those related to lipid binding, nuclease/hydrolase activity and transport. (B) Cellular compartments such as the membrane and cell wall showed a disproportionally high number of candidate genes. Figure 7. Correlation between GWAS and QTL studies. The adapted QTL cartographer shows the 12 rice chromosomes and indicates where the main association signals from this study are localised (red arrowheads on the left hand side). On the other side of each chromosome are major QTLs identified from multiple studies (see legend) where rice was exposed to saline conditions. Table 1. Summary of K+ and Na+ concentrations of accessions exposed to control and saline conditions. The table summarises the range, mean values and standard error for K+ and Na+ concentrations in root and shoot tissues of the 306 accessions. Phenotype Control Short term Medium term Long term Root K+ 240 888; 440 ± 5.7 346 - 793; 560 ± 4.6 249 - 1170; 522 ± 10.5 73 - 593; 314 ± 5.7 Shoot K+ 289 - 1010; 529 ± 9.1 527 - 927; 718 ± 3.6 250 - 1093; 657 ± 8.9 203 - 1208; 586 ± 13.9 Root Na+ - 149 - 546; 334 ± 3.4 235 - 894; 502 ± 8.5 244 - 720; 457 ± 4.3 Shoot Na+ - 13 - 53; 25 ± 0.3 10 - 907; 312 ± 11.1 62 - 1939; 692 ± 20.8
Software Maintenance - Hosting Services - Year 2 $ 90,000 Implementation Training and Consultation DST rollout to VIP schools $ 30,193 12/31/11 Implementation DST Software Hosting $ 112,500 Implementation Training and Consultation DST rollout to VIP schools $ 20,129 02/29/12 Implementation DST Software $ 400,000 03/26/12 Implementation Training and Consultation DST rollout to VIP schools $ 13,935 03/31/12 Implementation Training and Consultation DST rollout to VIP schools $ 31,355 04/30/12 Implementation Training and Consultation DST rollout to VIP schools $ 27,097 01/31/12 Implementation SNB Training and Regional Training $ 53,419 09/27/12 Implementation MBMS Software Purchase $ 169,461 12/15/12 Implementation 4a. Certification History Cert. Date Cert. Amount Funding Source(s) – Funding Total Amount (Cite the specific laws, grants, etc. and amount.) $200,000 US Department of Agriculture (USDA) Administrative Review and Training (ART) Grant 8/10/2010 $1,480,528 US Department of Agriculture (USDA) Administrative Review and Training (ART) Grant 4b. RFP / Contract History (List all RFP’s and contracts issued for the project.) List RFP and Contract (Purpose and/or Description) Contract Number Compensation Amount or NA % Complete
Artifact #1- Geometry in the plane- Evidence Poster Directions: Combine your work from each of the Learning stations and give a summary of your learning. Show your vocabulary: Show that you know your geometric vocabulary. Draw a location on a plane. Draw collinear points. Draw a line segment. Draw a ray Draw two rays that share an endpoint. Draw two lines that are perpendicular. Draw two parallel lines. Draw a right angle. Draw arrows around a circle to show its circumference. Draw a chord on the circle and label it. On the same circle show the arc (arcs) Construct ANY polygon and show its AREA. Construct ANY polygon and show its PERIMETER Circle properties of central angle and its’ arc: Show your understanding about the properties of the central point and inscribed angles. Use the protractor to Draw a circle. Find the center-point of that circle and color it RED. Use the rulers (and a PENCIL) to draw an equal number of rays from the center point that extend to edge of the circle. Choose two rays and trace one in BLUE and the other in GREEN. Choose a separate color to show the arc of those two rays. Make the end points of the arc BROWN. Find the measure of the arc from endpoint to endpoint. Put the result of your measure in the space provided. Find the measure of the central angle. In the space provided , write summary of your findings. Connect the formula station: Construct polygons and Non-Polygons. Explain the Area formula’s for each figure and find a connection between the formulas. 4- Advanced work: It is evident that the student connected learning from all three stations to make a summary statement about this unit in geometry. 3- Student met most of the basic requirements for each station and the summary of the learning was primarily sufficient. 2- Most of the requirements for completing the work at the station were sufficient. The summary of learning did not demonstrate sufficient understanding. 1- Most of the requirements for completing the work at the station was not sufficient. The summary of learning did not demonstrate sufficient understanding.
The District Council of Yankalilla seeks six representatives who have relevant experience in the arts and culture industries or related industries. Community representatives should be able to demonstrate prior or current involvement in the arts or culture industries. Complete this form to nominate to be a member of The District Council of Yankalilla Arts and Culture Advisory Group. If you require further room please staple additional pages to this form. The form should be completed in full and returned attention to Gemma Russell. By post: PO Box 9, Yankalilla SA 5203 By email: council@yankalilla.sa.gov.au In person: 1 Charles Street, Yankalilla SA 5203 Nominations close at 5.00pm on Thursday 1st February 2018. For more information call 8551 0500 Your details Name: ………………………………………… Address: ………………………………………………… ………………………………………………… ………………………………………………… …………………………………………… Phone: ……………………………………………. Mobile: ………………………………………… Email: ………………………………………… If my nomination is successful, I will be representing the following sector/s: The visual arts Digital arts or new media The performing arts (theatre, dance, music) Indigenous arts and culture Arts marketing Film development Creative writing and literature Festival organisation Youth arts development Cultural tourism Employment background (if applicable)
CATEGORY DESCRIPTION Examples SPORT For Individuals who: Achieve at a high of participation and/commitment. Displays courage, talent and support to a particular sport or a number of sports including sports. (BMX, skating, surfing, etc). Who are committed to their sport and dedicated to team spirit, club involvement. Express courage, talent and sportsmanship. Individual Sporting Awards Team participation Years of involvement to a sporting organisation or club Regional, State, National Representation Coaching Club involvement ACADEMIC For Individuals who: Show dedication and commitment to their education and have excelled in school based learning. (E.g. High marks, scholarships, tutored students and successful participation in academic competitions). Scholarships awarded Individual subject excellence Represented school at regional, state or national events Academic Awards Overall Academic excellence ARTS AND CULTURE For Individuals who: Strive to achieve excellence in developing artistic ability; Displays outstanding talent and commitment to the arts; And displays creativity through arts and culture. Music performance awards Dance performance Regional, State and National representation and awards Debating/Public Speaking Drama and Theatre participation COMMUNITY & LEADERSHIP For Individuals who: Made contributions to their community through various volunteering commitments; Lead in numerous leadership roles; Advocated for a cause or issue. Exemplify values of citizenship and support for peers and members of the community. Youth Council School Council representation Environmental Groups Scouts, CFA, Volunteering Community Service Group involvement Office bearer or positions of responsibility Using the above descriptions and examples as a guide for your nominated category, list your achievements along with some brief comments to outline the achievements.
Arts Building 2039 Second Floor Two emergency exits at the back lead outside to steps. leaving space for one wheelchair user either side. The Robert Emmet Theatre Arts Building 2037 Second Floor 170 Two entrances, 1 either side. Two emergency exits at the back lead outside to steps. The entrances at both sides are level to the back of the theatre where there is space and desktops for several wheelchair users. The Edmund Burke Theatre Arts Building 1008 First Floor 406 in total. 4 via stairs, 2 stairs either side. 2 level access to rear, 1 either side. 1 via platform lift to stage/podium. Two emergency exits at the back are two level entrances at both sides which give access to the back of the theatre. There are desktops for several wheelchair users on both sides. There is a platform lift to the stage/podium.
AGENDA Kirkwood Arts Commission Subcommittee on Public Art October 24, 2018, 5:150 p.m. Kirkwood Community Center, Room 202 Review and approve meeting minutes from last meeting Sculpture on the Move program Update on program and review of year Should we participate a 2nd year? Funding / budget review Two new CCA Proposals Murals Benches City budget proposal Discussion Volunteers needed for next CCA meeting on November 5 Review of 2018 Photo Competition Budget Idea for 2019 – proposed “Cars & Guitars” Other theme ideas? Decision: Should we hold competition in 2019? Other business? Next meeting: Select date Adjourn
Podcast discussion: transcript Quality Metrics Pilot and Impact and Insight Toolkit Recorded in London, 2 June 2017 Discussion Darren Henley – Chief Executive, Arts Council England Discussion Panel: Andrew Mowlah – Director of Research, Arts Council England Becki Haines – NPO Executive Producer, Coney Becky Loftus – NPO Head of Audience Insight, Royal Shakespeare Company Dave Moutrey – NPO Director and Chief Executive, HOME Produced by Sarah Platt & Rowan October Recorded by Rowan October Transcribed by Douglas Hardy Kinura Limited DARREN HENLEY: Hello, I am Darren Henley, Chief Executive of Arts Council
and the Deputy Town Clerk reported that the take up period was very short and the need to source £3,000 funding for the owl would have been difficult in the time frame. The Art Space tent at the Keynsham Music Festival did not do as well as in 2017 and takings were down by about 50%. Arts activities in the run up to Winter. Currently, In Bloom have a Scarecrow Trail in Keynsham and trail maps are available from the Town Council office at a price of 20 pence. Thanks also were given to In Bloom for all the lovely bottle top artwork displayed in the Town Centre. A cascade of knitted and crocheted poppies is currently under construction and will be displayed from one of the smaller towers of St. John’s Church. Also, Jo Bird, events co-ordinator is producing some poppy panels for the Chocolate Quarter. The Art Space Group are currently discussing installation of a community fridge project in the old toilet block on Ashton Way. There is talk of this becoming a venue. 15. DATE OF NEXT MEETING RESOLVED: That the date of the next meeting be scheduled for Wednesday 3rd October 2018 at 10.30 a.m. The meeting closed at 11.50 a.m. Signed: .......................................................... Date: .................................................. (Chairman)
Did You Know? According to Americans for the Arts: “Arts improve academic performance. Students with an education rich in the arts have higher GPAs and standardized test scores, and lower drop-out rates—benefits reaped by students regardless of status. Students with 4 years of arts or music in high school average 100 points better on their SAT scores than students with just one-half year of arts or music.” What’s Upcoming October 23rd @ 6pm- Choir Concert "There's No Place Like Home"- A Celebration of the 75th Anniversary of the Wizard of Oz and the Meaning of Home October 31st Last day to turn in Card orders November 10th- Veteran's Day Program Stay Connected Keep up to date by checking Carlisle County's website at carlisle.kyschools.us. You can also visit Mr. Ehrsam's and Ms. Stanfield's online classrooms at Featured Artist Braxten King 6th Grade Favorite media: sculpture What do you like the most about art? “I get to express myself” What are your goals in art? “To get better and improve my skills” What is your favorite work of art? Giant Pencil By Ashrita Furman Featured Musician Tori Benson, 7th Grade Main Instrument: Voice How did you get involved in music? “I’ve always had music in my head. I want to sing to the world and make them happy!” What are your goals in music? “I want to sing on TV or be a movie star.” What is your favorite music to listen to? “Any kind!” Why do you love music?
CRITERIA 4: How do you demonstrate market development and local, national, and international plans for the work? Prompt questions for applicants Support materials – Have we benchmarked our against similar national/ international organisations/groups? – What is our unique selling point? – Is there demand for our work nationally and internationally? How can we demonstrate this? – Do we promote our organisation/group to local, national and international markets? How? – Have we been successful in attracting interest in our work from other organisations and artists? – Do we provide opportunities for artists to collaborate on new projects? Or as a pathway for further development? – How successful are we in developing meaningful national, international partnerships? – Is there an online element to the proposal? Will this be accessed by local, national and international audiences? – Will the proposal the profile of Queensland/Australian arts and culture? Media reviews Confirmation of interest from national and international markets (e.g. festivals, producers, venue) Participation at national/international showcasing events Marketing plan including digital strategies Written confirmation of partnerships Use of digital technologies and platforms and evident online presence Digital data/statistics (e.g. website and social media data)