zilongwang/ReadingBank huggingface dataset:
Please enter all animals or categories of animal traded / transported by your business, and specify their “VLOG” status or feed quality. Animal species/Animal category VLOG animals Animals of other quality Transport / carriage of VLOG animals Feeding of VLOG animals during transport / carriage Transport / carriage of animals of other quality Feeding of animals of other quality during transport / carriage With feed labelled as genetically modified With feed not labelled as genetically modified or “VLOG geprüft” Cattle Pigs Sheep Goats Laying hens Broiler chickens Rabbits Game Horses animal categories:
1. Are “VLOG” animals and animals of other qualities transported simultaneously in a single transport means / transport container, or are “VLOG” animals and animals of other qualities housed simultaneously at interim locations? No. Please proceed to 2. “Are “VLOG” animals fed during transport / carriage?” Yes, the following types / categories of animals are transported simultaneously in one means of transport / transport container or housed simultaneously at interim locations; here the following segregation measures are taken: Animal species/Animal category Transport transport container/ interim location Precise description of the measures taken to segregate the different qualities of animals
2.2 LIST OF RATIONS FOR “VLOG” ANIMALS Please list below the rations for all “VLOG” animal/animal categories as well as the respective life phases. Changes of the amount or content of feed components that occurred during the year may be ignored. It is, however, important that the feed components per animal species/animal category be known and documented and that their origin be clear. If separate documents, lists or systems are used, then please note the name of the proof in the following table. Animal species/life phase: Feed component Percentage (approximately, e.g. TM) Purchased Own production For purchased feed components (e. g. mineral feed, single component feed, etc.) please indicate the exact product name according to the declaration on the bag tag or product data sheet and include the declaration in the file. Remarks: 2.3 Is any genetically modified feed – also for a limited time – on the premises? No. Please continue with Part 5: Current evaluation of business. Yes, the following feed for the following animal species/animal categories: Animal species/Animal category Exact name of the feed
The risk of carryover of genetically modified feed or mixing or swapping it with feed appropriate for “GMO-free” production is excluded due to the implementation of the following measures. Please describe the precise measures and add plans of storage facilities, feed production facilities, transport routes and feeding facilities as well as stables. Delivery: Filling facilities: Storage: Mixing:
Please indicate all animals raised in your facility and classify their feed. Animal species/Animal category Stable name Capacity/ number “Ohne Gentechnik” production Yes/ No Feed Minimum feeding period ensured** Labelled as genetically modified Not labelled as genetically modified or “VLOG geprüft” since (DD/MM/YY); provide proof Dairy cows Heifers/Female calves Young cattle Calves Fattening bulls Mother cows Breeding bulls Sows with farrows Gilts Fattening pigs * Boars Ewes with offspring Goats Laying hens * Chicken fattening * Turkey fattening * Ducks * Geese * Rabbits
Game Horses animal categories: * Please also specify in which stalls “Ohne Gentechnik” production occurs (e.g. specific stall number and description): ** Comments on the purchase and conversion feeding periods, or the feeding of individual animal categories: Which concrete measures will guarantee compliance with the minimal feeding period? Also note – if needed, separately – for which animal species/animal category there was no purchase of additional animals or whether only converted animals were purchased.
What conclusion can you draw from the fact that the author wrote “Adieu, Adieu, all’s vanity”? Bradstreet was familiar with the Bible and accepted its teaching. In the final line, where does the speaker say her “hope and treasure” are? She says they are “above,” or in heaven. What does this suggest about the speaker’s home and possessions? This statement suggests that her home and possessions are impermanent and not her own. What evidence does the poem provide to support the assertion that Bradstreet was a religious woman? Cite all examples from the poem that you can find. Examples include: “and to my God my heart did cry”; “I blest His name”; “”Adieu, Adieu, all’s vanity”; “Framed by that mighty Architect”; “By Him who hath enough to do”; “Yet by His gift is made thine own.” What effect do Bradstreet’s frequent references to her faith have on the poem’s meaning? They make Bradstreet’s life and hardships appear universal or ordered by procidence. LITERARY ELEMENT: METAPHOR (Line 3) What metaphor does Bradstreet use in line 3? What effect does the use of the metaphor have? She compares the noise of her house burning to thunder. The metaphor conveys the loudness of the sound and the frightening effect it had. (Line 34) How does the poem change after line 34? What important metaphor appears after the transition? She rejects her fixation over the loss of her property, recognizes that material goods are less important than God’s glory. She compares Heaven to a richly furnished house built by God. (Lines 43-44) Who is the “mighty Architect” in this metaphor? The “mighty Architect” is God. (Lines 43-50) Lines 43-50 contain an extended metaphor. In your own words, summarize what you think the speaker is describing in the metaphor. She is describing a heavenly home, by God for her. In an allusion to Jesus’ death on the cross, she explains that the home has been purchased and paid for.
,- -<:,• lt ,"'.·""··..··..;.'' ·· PETER. I thought you were fine just now. You know just how to talk to them. You know just how to say it. I'm no good ... I never can think ... especially when I'm mad ...That Dussel ...when he said that about Mouschi ... someone eating him ... all I could think is ...I wanted to hit him. I wanted to give him such a ... a ... that he'd ...That’s what 1 used to do when there was an argument at school ...That’s the way I ... but here ...And an old man like that ...it wouldn't be so good. ANNE. You're making a big mistake me. I do it all wrong. I say too much. I go too far. I hurt people's feelings... [DUSSEL leaves the window, going to his room) PETER. I think you're just fine ... What I want to say ... if it wasn't for you around here, I don't know. What I mean... [PETER is interrupted by DUSSEL'S turning on the light. DUSSEL stands in the doorway, startled to see PETER. PETER advances toward him forbiddingly. DUSSEL backs out of the room. PETER closes the door on him.) ANNE. Do you mean it, Do you really mean it? I said it, didn't I? ANNE. Thank you, Peter!
Submission and general data B.1 Submission data Choice of measure measure A measure B Project title Deadline for submission 13th December, 2013 Measure A 1st June, 2015 Measure B Applicant information C.1 Applicant organization Name of organization (include abbreviation, if applicable) Legal status Reg. number Address Zip-code City/town Country Estonia Phone E-mail Homepage C.1.1 Person authorized to sign the project contract First name Last name
How can one become Four keys are drawn from Anne of Green Gables: cherishing simple daily pleasures, thinking positive about all things at all times, having dreams, and not to have happiness all to ourselves but sharing with pleasure. There may be people who like a pessimistic attitude, but I think we can see an unchangeable view of life in Anne. Happiness is always within easy reach in our lives and minds because it’s due to our will to be happy and our attitude about the world. Blue Bird is in the home. References Alain. (1998). Kōfukuron [Essays about happiness]. Tōkyō: Iwanami Shoten. Fair lady. (n.d.). Retrieved November 26, 2003, from http://www.ab.aeonnet.ne.jp/ maybe/fair_lady/lady01_anne.html Glocheux, D. (1998). C’est simple la vie [Life is simple]. Tokyo: Flammarion. Itô, H. (2004). Shiawase ha itsumo [Happiness is always a face without make-up]. Tōkyō: Kawade Shobo Shinsha. Kajihara, Y. (1999). Comic version of Anne. Retrieved November 26, 2003, from http://www.yukazine.com/lmm/j/articles/annecomic.98.html Maeterlinck, M. (1910). The blue bird. New York: Dodd, Mead, & Co. Maltz, M. (1967). Creative living for today. New York: Trident Press. Matsumoto,Y. (1999). Akage no ann [Anne of Green Gables]. Retrieved November 4, 2003, from Montgomery, L. (1908). Anne of green gables. London: L.C. Page & Company. Mushanokôji, S. (1966). Kōfuku no jōken [A condition of happiness]. Tōkyō: Kôdansha. Shiawase otaku [A happiness maniac]. (n.d.). Retrieved November 26, 2003, from http://www.din.or.jp/~honda/diary4-13.htm
DRAMA CLUB CREW Marshall Adams Brenden Bove Xavier Canaple Ava Jones Tyler Muskopf Kristen Petrinec McKenna Sinibaldi Ella Trzepacz Nevada Walker Hollianne Dudek Ethan Karalus Ashley Pitz Lauren Clapp Deubell Joseph Doraski Grace Dubel Olivia Fodero Allison Knight Kaleigh Lauck Madelyn MacLean Charles Pietrantone Sofia Schwaab Clayton Stoneman Hailey Watkins Paige Wolf Jessica Zwara Shiloh Hajdufi Nicolis Pacer Alex Sisti Nick Sisti Valerie Szefler Madison Trzepacz *Please listen to announcements for further information.
Works Cited Angelou, Maya. “Phenomenal Woman.” Poetry Foundation, . Web. Accessed 15 November 2016 Angelou, Maya. “Still I Rise.” Poets.org, . Web. Accessed 18 November 2016. Henley Ernest, William. “Phenomenal Woman.” Poets.org, . Web. Accessed 14 November 2016. “How to Write an I Am Poem.” Canteach.ca, . Web. Accessed 15 November 2016. “Jessie J-Who You Are (Lyrics On Screen).” Youtube, uploaded by milkylay, 2 October 2011, . “The Self-Worth Project.” Youtube, uploaded by HelloKaty, 22 August 2012, . Warner, Mary., et al. “Teaching Writing Grades 7-12 in an Era of Assessment: Passion and Practice:” Make Music That Wasn’t There Before: Modeling Voice with Mentor Texts, edited by Aurora Martinez Ramos, Pearson, 2014, pp 120.
Annie Scene Breakdown Act I Scene 1 Molly Pepper Duffy July Tessie Annie Kate Miss Hannigan Additional Orphans Bundles Scene 2 Apple Seller Annie Dogcatcher Ward Scene 3 Tessie Miss Hannigan Ward Annie Grace All Orphans Scene 4 Drake Grace Servants Annie Cecille Mrs. Greer Annette Warbucks Scene 5 Full Cast Act II Scene 6 Miss Hannigan Grace Rooster Lily Scene 7 Warbucks Grace Annie Scenes 8 & 9 Annie Grace Bert Healy Warbucks All Orphans Miss Hannigan Rooster Lily Scene 10 Annie Grace Warbucks Drake Rooster Lily Scene 11 Full Cast
Rubric for “Evaluate” Task Name____________________________________ Date______________________ 3 2 1 0 Correctly identifies the 2 related samples Correctly identifies the 2 related samples Correctly identifies the 2 related samples Does not correctly identify the 2 related samples Provides and clearly explains at least 2 reasons the samples are related. Provides and clearly explains 1 reason the samples are related. Does not provide and clearly explain 1 reason the samples are related. Rubric for “Evaluate” Task Name____________________________________ Date______________________ 3 2 1 0 Correctly identifies the 2 related samples Correctly identifies the 2 related samples Correctly identifies the 2 related samples Does not correctly identify the 2 related samples Provides and clearly explains at least 2 reasons the samples are related. Provides and clearly explains 1 reason the samples are related. Does not provide and clearly explain 1 reason the samples are related.
6.2 Capital expenditure and operating costs in the project period: 6.3 Conditions after the project period: Incentive effect 7.1 Incentive effect (Each recipient of funding must account for how funding for the project will lead to increased efforts recipient with regard to scope, extent, speed or costs): Market 8.1 Target group and added value for users (ultimate target group, needs covered and the added value): 8.2 Analysis of competition (competitors, advantages/sisadvantages of the technology compared to competitors): 8.3 Market potential (Size of expected market and potential. When will the technology be competitive?): 8.4 Marketing (When and where should the technology be launched and by whom?): Research 9.1 Information for the research-technical evaluation. MUST be completed if research is part of project. Also, an appendix MUST BE attached. The summary from the appendix must be inserted in this text box 9.1:
Act 2 Sc 6 #28 New Deal for Christmas Tues 24 Jan Act 2 Sc 4+5 up to p.119 #24 Something Was Missing #25 I don’t need anything but you Grace, Warbucks, Annie, All Servants, Wed 25 Jan TBC (JKD - CPD) Please check the drama noticeboard/hub Mon 30 Jan Act 2 Sc 5+6 from p.119 Brandeis, All Servants, Warbucks, Drake, Rooster, Lily, Hannigan, Grace, Rooster, Howe, Roosevelt, Orphans Tues 31 Jan Act 1 Run FULL CAST TBC (yr 12 drama exams) Wed 1 Feb Act 1 Run FULL CAST Mon 6 Feb Act 2 Run FULL CAST Tues 7 Feb Act 2 Run FULL CAST Wed 8 Feb Costume Check Props/Set Check All cast members to show their costume, and sort any issues. Once your costume has been checked you will be free to leave. Please ensure your costumes are in the drama department by this date. ½ Term Mon 20 Feb Act 1 Run with Mock Mics and Costumes FULL CAST and BACKSTAGE CREW Tues 21 Feb Act 2 Run with Mock Mics and Costumes FULL CAST and BACKSTAGE CREW Wed 22 Feb Full Dress Run with Band 1.30pm – 5.30pm FULL CAST, BAND and BACKSTAGE CREW SUNDAY 26 Feb TECHNICAL REHEARSAL AT EPSOM PLAYHOUSE 10 am – All Backstage Crew 12.30pm – All Cast and Band 4pm – Finish time MONDAY 27 Feb FULL DRESS RUN – morning PERFORMANCE 1.30pm PERFORMANCE 7.30pm Arrive at theatre 6pm FULL CAST AND BAND TUESDAY 28 Feb PERFORMANCE 7.30pm Arrive at theatre 6pm FULL CAST AND BAND
You are invited! Newton Christian School welcomed its first class of eleven first through eighth grade students to its schoolhouse on September 3, 1957, 60 years ago. We want to celebrate 60 years of God’s faithfulness to our school and request your presence at any or all of the following events. ALL EVENTS WILL TAKE PLACE AT NEWTON CHRISTIAN SCHOOL Now, our God, we give you thanks and praise your glorious name. I Chronicles 29:13 Friday, September 22 8:15-8:30 a.m. Chapel – We will take a walk through NCS history. Saturday, September 23 9:00-11:00 Open House – Come for a tour of the school, enjoy coffee and muffins with school personnel and hear first-hand how God is using NCS. 1:00-3:00 Family Fun Day – All past and present families are invited for a fun time with carnival games and a balloon artist. Come at 12:45 to enter our raffle drawings. Catch up with old friends! 3:30-4:00 Society Town Hall Meeting – Members of the school board will share the vision the school has to grow and expand our facilities. Sunday, September 24 8:30-9:30 a.m. Worship Service join us for a special time of worship and thanksgiving: Worship Music NCS Students to sing Instrumental Ensemble – contact the school if you would like to play along Scripture reading given by multiple generations Pastor Larry Slings, graduate of the first 8th grade class will bring the message Newton, IA 50208 (641)792-1924 Email: Website: Connect with us: facebook.com/newtonchristianschool
Well 125 m level: 24 m Irrigation system: drip Agriculture Type: no reservoir: No Hybrid: Solar + Electricity Solar Pump System 1x LORENTZ PS9k2 Flow Rate: 200 m3/day Solar Generator Supplier: TrinaSolar 40x 295 Wp, Polycrystalline 11.85 kWp Inventor: ABB Installation: April 2016 Installed by: Acropol Plat (4) El Minya Geographic Location: N28 32 42.9, E30 37 20.2 Farm Name: Dr. Shokry Farm Area served: 30 feddan Water source: Groundwater well Well depth: 120 m Water level: 24 m Irrigation system: drip Agriculture Type: Olive and Ginko reservoir: Tank, 1200 m3 Solar Pump System 1x LORENTZ PS9k2 Solar Generator Supplier: TrinaSolar 40x 295 Wp, Polycrystalline 11.8 kWp Inventor: LORENTZ Installed by: Acropol trial:
Application Form SELECTION OF PARTNERS TO CARRY OUT ACTIVITIES AS EUROPE DIRECT INFORMATION CENTRES IN IRELAND (2018-2020) REFERENCE NUMBER OF CALL FOR PROPOSALS COMM/DUB/ED/2018-2020 SUMMARY OF THE APPLICATION Title: Name of the applicant: Requested amount (in €) for the 2018 annual communication plan: Region/area covered: Before filling in this form, please read carefully the relevant call for proposals and any other reference documents related to this grants programme available on our site http://ec.europa.eu/ireland/business-funding_en. Please make sure that your application: is submitted on this form, completed in full and is signed by the person authorised to enter into legally binding commitments on behalf of the applicant; presents a budget in conformity with the funding rules, using the tables in Annex A; meets the submission arrangements set out in the call; is submitted by the deadline. The evaluation committee or, appropriate, the authorising officer responsible may ask an applicant to provide additional information or to clarify the supporting documents submitted in connection with the application, provided that such information or clarification does not substantially change the proposal. By submitting a proposal the applicant accepts that in case of award certain data like its name, locality and amount (amongst others) will be published.
KIOS’ Results Framework of the project/program Long-term objective (impact) Project/ program specific objectives Project/ program activities Project/program outputs (Immediate result) (Changes in skills, awareness, access or ability of and/or right-holders and other responsible and their institutions) Project/program outcomes (Intermediate result) (Change in the behaviour or practice of and/or right holders and other responsible and their institutions) Indicators Sources of verification 1. 1.1. 1.2. 2. 2.1. 2.2. 2.3. 2.4. 3. 3.1. 3.2. 3.3. Results Framework of the project/program & Guidance on applying Results-Based Management in compliance with Human Rights Based Approach
Under the overall guidance of the Team/Patrol Hub Leader and direct supervision of the Deputy Team/Patrol Hub Leader, the Monitoring Officer performs the following specific responsibilities: As part of a patrol team, gathers information and reports regularly on the security situation in the area of operation, establishes and reports the of specific, security incidents and reports of incidents, monitors and reports on human rights and fundamental freedoms, and overall inter-ethnic relations; in accordance with established patrol plans and other operational taskings as issued within the assigned area of responsibility; Maintains constructive contact, inter alia, with regional and local authorities, representatives of minority and religious groups, civil society and members of the local population; Co-operates with other international organizations operating in the respective area of deployment; When necessary and appropriate, serves as an intermediary/mediator to facilitate dialogue on the ground in order to reduce tensions and promote normalization of the respective situation; Contributes to the effective functioning of the team/s to they are assigned by maintaining a high level of professionalism, working within required timelines and displaying judgement, communications skills and flexibility required to operate in a potentially hazardous working environment; Contributes to analytical work of the Team in his/her identified fields of expertise; Strictly adheres to the OSCE Code of Conduct and the wider organizational regulatory framework at all times; Performs other duties as assigned. of Professional Competence Requirements Necessary qualifications: Education: A first-level university degree in political sciences, public or international law, international relations or another related field; police/military academy or similar and additional education/courses in a relevant field; Experience: Minimum 6 years of relevant, diversified and progressively responsible professional experience in international environment in any of the following fields: political and security issues, dialogue facilitation, human rights, fundamental freedoms and minority issues, law enforcement, police and military observations and arms control, or communications.
Essential Health and Safety Requirements of Directive 2006/42/EC Clause(s) / of this EN Remarks / Notes [Only one EHSR per row] [Rows ordered according to the numerical order of the EHSRs] [To be filled in with any explanations needed to clarify the coverage of the EHSR.]
Allison Williamson Professor Mary Warner English 112B December 6, 2016 The Hero’s Journey Across Time and Space I read Eragon when I was eight years old and was convinced it was the most wonderful, innovative thing in the world. However, when I brought this up to my older brother, he did what older brothers do best and burst my bubble with six simple words: it’s just Star Wars with dragons. My mind imploded, my illusion shattered, my heart broke. I got over it shortly after by resolving to write my own dragon novel that was ten times better and most definitely not Star Wars. However, I wrote what I knew, which just so happened to be a steady stream of fantasy and science fiction, most of it following one brilliant trend: The Hero’s Journey. This paradigm is essentially impossible to avoid as it is so deeply seeped into today’s novels and films. However, as I grew older I was able to appreciate the monomyth and began to analyze its qualities along with how they related to the media I consumed. While it works its way across various mediums, it also isn’t the only story out there. Even if the pattern was the only way us humans were capable of telling a tale, the variety of stories that do use it and manage to stay their own entity prove that it is not all bad that we have a pattern worked into the creative system. It is a rather helpful tool for me as a writer, and it is important to know that the real creativity lies in the details and execution of a story. One of the most important things about the Hero’s Journey is that it is not just a series of plot points that a hero needs to hit into to make their rank among the great heroes of the past. It is a study of character development, which is an important key to creating relatable,
Annotated Bibliography Honors “Marita’s Bargain” by Malcolm Gladwell (Article) Life of Pi by Yann Martel (Novel) “Explosion of the Space Shuttle Challenger” by Ronald Reagan (Speech) “A to Choose Single-Sex Education” by Kay Bailey Hutchison and Barbara Mikulski (Article) Sources: College Loans and Future Earnings Consumer Report: Easy College Loans Data Analysis: Pie chart and Line Graph List: 10 Best Jobs Without College Degree Financial Advice Column “Could This Be the End of Solitary Confinement in Prisons?” by Su-chin Lee (Article) “The Cost of Solitary Confinement” The New York Times, Editorial December 13, 2012 (Article) “Don’t Eat Fortune’s Cookie” by Michael Lewis (Speech) “The Secret to Raising Kids” by Carol S. Dweck (Article) Transitions Texts “A Raisin in the Sun” by Lorraine Hansberry (Play) “A Right to Choose Single-Sex Education” by Kay Bailey Hutchison and Barbara Mikulski (Article) Sources: College Loans and Future Earnings Consumer Report: Easy College Loans Data Analysis: Pie chart and Line Graph List: 10 Best Jobs Without College Degree Financial Advice Column “Don’t Eat Fortune’s Cookie” by Michael Lewis (Speech) “The Secret to Raising Smart Kids” by Carol S. Dweck (Article)
Annotated Provisional Agenda of the Ministerial Segment Background In recent years, the countries of Latin America and the Caribbean have made significant efforts to reverse the trends of environmental degradation, raise the living conditions of their populations and stimulate economic growth of their economies in the framework of sustainability, through the promotion of mainstreaming the environment in national policies concerning the their countries development. However, there are still significant challenges to achieve the full and effective integration of the three pillars of sustainable development: environmental, economic and social. Objectives of the Meeting 2. The Nineteenth Meeting of the Forum of Ministers has been convened in order to fulfil the following objectives: a) Carry out an assessment of the Forum of Ministers and its tools, and review the regional environmental agenda; b) Promote a political dialogue at the highest level on priority environmental issues on the agenda to establish a regional cooperation agenda, promoting South-South cooperation. c) Ensure a renewed regional policy arrangement centred on sustainable development. 3. The purpose of the following comments on the items of the provisional agenda for the meeting aim to facilitate consideration of the various issues to be addressed at the Nineteenth Meeting of the Forum of Ministers.
MODEL AGREEMENT FOR SHARING THE DATA AND BENEFITS OF PUBLIC HEALTH SURVEILLANCE (Annotated Version) IMPORTANT: The Royal Institute of International Affairs (Chatham House) developed the Model Agreement for Sharing the Data and Benefits of Public Health Surveillance as general guidance. Any use of the Model Agreement must be tailored to a specific data sharing arrangement and is the responsibility of the organizations creating a data sharing arrangement. Chatham House makes no warranty the Model Agreement is legally appropriate for any specific data sharing arrangement and accepts no legal liability for use of the Model Agreement in data sharing arrangements. Users of the Model Agreement should obtain legal advice specific to the participants and circumstances of their data sharing arrangement and the legal rights and liabilities that might arise from such data sharing arrangements. MODEL AGREEMENT FOR SHARING THE DATA AND BENEFITS OF PUBLIC HEALTH SURVEILLANCE [Introductory Annotation: This document provides guidance for creating a formal arrangement for sharing of public health surveillance data and benefits. A written document describing data sharing activities provides clarity and precision about the activities and the responsibilities of those sharing. However, this Model Agreement and its annexes of necessity cover a wide range of issues, not all of which will be relevant to every data sharing activity. Parties should therefore consider and agree those that are relevant to their particular context and exclude those that are not. This document can be used in various ways, ranging from indicating a checklist of important issues to providing the basis for the text of a data and benefit sharing agreement. Its primary purpose is to guide those planning data sharing activities in discussing and recording what such activities will entail and how the activities will be implemented. The Model Agreement is not a legal requirement, and, the Royal Institute of International Affairs (Chatham House) is not prescribing its use in data
FOR THE DATA PROVIDER: ________________________________ Signature ________________________________ PRINT NAME ________________________________ OR POSITION FOR THE DATA RECIPIENT: ________________________________ Signature ________________________________ PRINT NAME ________________________________ TITLE OR POSITION [Signature Block Annotation: The data provider and data recipient should each ensure that the person signing a data sharing agreement on its behalf has the authority to do so. For an Agreement the parties want to be legally binding, the signing of the Agreement might involve more formal procedures, such as third-party notarization of the signed document, depending on the law the parties select to govern their contract.]
change as the case progresses, the claims and defenses evolve, and the parties and judge learn more about the damages or the value of the equitable relief. Committee Note, Rule 26 (Dec. 1, 2015) “It also is important to repeat the caution that the monetary stakes are only one factor, to be balanced against factors.” Guideline 2(C): “Relative Access to Information”---This factor addresses the extent to which each party has access to relevant information in the case. The issues to be examined include the extent to which a party needs formal discovery because relevant information is not otherwise available to that party. Commentary In a case involving “information asymmetry” or inequality, in which one party has or controls significantly more of the relevant information than other parties, the parties with less information or access to it depend on discovery to obtain relevant information. Parties who have more information or who control the access to it are often asked to produce significantly more information than they seek or are able to obtain from a party with less. The fact that a party has little discoverable information to provide others does not create a cap on the amount of discovery it can obtain. A party’s ability to take discovery is not limited by the amount of relevant information it possesses or controls, by the amount of information other parties seek from it, or by the amount of information it must provide in return. Discovery costs and burdens may be heavier for the party that has or can easily get the bulk of the essential proof in a case. When a case involves information asymmetry or inequality, proportionality requires permitting all parties access to necessary information, but without the unfairness that can result if the asymmetries are leveraged by any party for tactical advantage. Unfairness can occur when a party with significantly less information imposes unreasonable demands on the party who has voluminous information. Unfairness can also occur when a party with significantly more information takes unreasonably restrictive or dilatory positions in response to the other party’s requests.
free market policies offered the most effective solution to raising the standard of living of the entire population (Clapham belonged to this latter persuasion). From the end of World War II through the 1970s many economic historians came to believe that the use of economic theory and statistical analysis made them neutral social scientists who offered objective explanations of economic history. Despite their claims of objectivity, the more quantitative and theoretically informed economic history of the post-World War II period was also heavily influenced by contemporary concerns. Chief among these was the breakup of the colonial empires and a Cold War interest in promoting economic growth in the underdeveloped world. Thus, how and why national incomes grow became a prime concern. Dean and Cole’s statistical account of British economic growth demonstrated that an increased rate of growth in a developing economy could lead to a “take-off” into sustained economic growth. The concept of an economic “takeoff” was brought into the historiography of the industrial revolution in 1954 by W.W. Rostow, and later popularized in his The Stages of Economic Growth: A Non-Communist Manifesto (1960). Dean and Cole’s book offers statistical data and analyzes long tern trends and structural changes in the British national economy. After briefly discussing the main variables—population, the value of money, wages, and the international balance of payments—the authors go on to set out the quantitative date in a series of substantial statistical studies on such topics as the relation between industrialization and population change, the growth of occupations, industries and incomes, long term trends in national income and its composition, and changes in capital accumulation. Their key conclusions on national economic growth were that there was a long and slow build up of economic growth before the 1740s, of about 0.3% per annum, a modest increase in growth to 0.9% from 1745 to 1760, which was at first offset by rapid population growth, but quickened to 1.8% in the 1780s and outstripped population growth, producing sustained growth, which accelerated to growth of about 5% per annum from the 1820s to 1850. These conclusion provided quantitative support for the earlier and classical view that the industrial revolution should be chiefly association with the late 18th and early 19th centuries. Phyllis Deane subsequently published a popular introductory survey, The First Industrial Revolution (1962), which was a widely used textbook on the subject in universities into the early 1980s.
and Add.2 -IGWG private military and security companies , , , , , , A/HRC/36/29 , 17:00 17:00 Annotations to the Agenda: | Ctrl+Click each mandate for more information, ctrl+click document symbol for relevant documentation. Each white or light grey field represents a new meeting. WEEK 2 MONDAY 18 September TUESDAY 19 September WEDNESDAY 20 September THURSDAY 21 September FRIDAY 22 September 09:00 12:00 General Debate on ITEM 3 (cont’d) ID with the International Mission on Myanmar (oral update) ID with the Commission of Inquiry on Burundi ANNUAL DISCUSSION ON THE RIGHTS OF INDIGENOUS PEOPLES ITEM 6 - Bahrain - - ITEM 6 - Philippines - Algeria - Poland 09:00 10:00 11:00 11:00 ITEM 4 ID with the CoI on Burundi General debate on ITEM 4 12:00 ITEM 4 ID with the Commission of Inquiry on the Syrian Arab Republic ITEM 6 - Morocco - - - Morocco - - 12:00 12:00 ITEM 3 & 5 – Clustered ID with: -SR on indigenous peoples A/HRC/36/46 and , -EMRIP , - Netherlands - Africa General debate on ITEM 5 (cont’d) 13:00 15:00 14:00 15:00 Enhanced ID on the situation of human rights in South Sudan General debate on ITEM 4 (cont’d) ITEM 5 -ID with the Advisory committee , , General debate on ITEM 5 , , , - United Kingdom of Great Britain and Northern Ireland - - ITEM 5 – General debate (cont’d – if time permits) General debate on ITEM 6 Complaint procedure ( closed meeting) (17:30 - 18:00) 15:00 16:00 16:00 17:00 17:00 Annotations to the Agenda: | Ctrl+Click each mandate for more information, ctrl+click document symbol for relevant documentation. Each white or light grey field represents a new meeting. WEEK 3
Events at other churches: Check the Bulletin Board in the entrance to Schadewald Hall for more information. December 13 “Colors, Candles and Carols” Rev. Charles Kramer, Pastor at St Episcopal, Hyde Park. Taconic Retreat Center, 3:00 pm December 13 Christmas Candlelight Service, Reformed Church of New Paltz, 5:00 pm December 19 Saturday Night Matinee, Reformed Church of the Comforter, “Elf”, 6:00 pm December 20 Ted Keegan Concert at Old Dutch Church, mix of Broadway and Christmas Songs. 2:00 pm “Welcome, Christmas, bring your cheer. Cheer to all Whos far and near. Christmas Day is in our grasp, so long as we have hands to clasp. Christmas Day will always be just as long as we have we. Welcome Christmas while we stand, heart to heart, and hand in hand.” How the Grinch Stole Christmas, Dr. Seuss ill O Come, Let Us Adore Him You and Your family are invited to join us to celebrate the birth of Jesus Christ in our Christmas Eve Services: 7:00pm - A service of Carols and Candles to welcome the Light that comes in the Christ Child 9:30pm - We celebrate His birth with a service of Carols, Candles, and Celebration of the Lord’s Supper Experience the Wonder in the beauty of the season as we join together in the sanctuary to welcome Him as the Babe of who comes to give us joy and peace, this night and all year long.
Colleges on Campus October November If you like chemistry and want to prepare for chemistry competitions, do fun labs, or get tutoring hours for NHS, join the ACS ChemClub. We will have an interest meeting TODAY in Mr. Richardson's room, M137.  will be an interest meeting for ladies wishing to join the Southern Belles club after
November If you like chemistry and want to prepare for chemistry competitions, do fun labs, or get tutoring hours for NHS, join the ACS ChemClub. We will have an interest meeting TODAY in Mr. Richardson's room, M137.  will be an interest meeting for ladies wishing to join the Southern Belles club after school TODAY, in Ms. Cross' room, M236. Any girl interested in finding out more
If you are interested in law or improving your public speaking skills, join Mock Trial! We will be having our interest meeting on Wednesday, November 1st from 2:30 to 3:00 in the library. Volunteer and job opportunities are now posted on the counselors website under the announcement tab. The organization LITE or Let’s Innovate Through Education awards money to empowering students to launch social action ideas in their communities. The applications are in the 9th grade office and are due by November 2nd. More information can be found at . There will be a Culinary Club interest meeting Next Thursday, November 2, 2017 in Mr. Coulter's Room M132. The meeting will start promptly at 2:30, and we encourage you to come! There will be food! And remember, ANYONE can cook! 2017-2018 yearbooks are available to purchase online. The price is $75 now, but will be rising soon. Get yours today by visiting Advanced Placement Dues ($94-$142) are being collected until November 17. The will be given at White Station on November 8. If you would like to sign up, see Mrs. Brown-Malone, the counselor. Any students interested in the PeerPower ACT Prep University should see Mrs. Heaston or the announcements online for more information. Seniors interested in college visits meeting in the LIBRARY, please pay close attention to the following: TODAY, Rensselaer Polytechnic Institute (3rd period), Bates College (6th period) All meetings are in the library. Please complete the necessary forms for missing class. A list of all of the college visits, all scholarship opportunities, and all announcements can be found in the announcements tab on the White Station website. Peer Power will host Round 2 of ACT Prep University. The focus of Round 2 is preparation for the December national test date. Here are the highlights: · Registration is required and opens October 1, 2017. Students register at · Mandatory Parent Kick-Off is Saturday, October 28, 2017, at the Teaching and Learning Academy, of Union and Hollywood) at from 10 a.m. until 12 noon · ACT Prep dates are November 4, November 11, November 18 and December 2 from 9:45 a.m.- 1:00 p.m. · Students should bring the most recent copy of their ACT scores to the Parent Kick-Off
28 2nd Period DePaul University (Chicago, IL) 3rd Period Boston University (Boston, MA) 4th Period College of Charleston (Charleston, SC) 5th Period University (Providence, RI) 6th Period University of Southern California (Los Angeles, CA) 7th Period Northwestern University (Evanston, IL) 29 2nd Period St. Louis University (St. Louis, MO) October Day Period College(s) 2 3rd Period Dartmouth College (Hanover, NH) 3 2nd Period Colby College (Waterville, ME) 4 3rd Period Amherst College (Amherst, MA) 5 3rd Period University of Tennessee Knoxville (Knoxville, TN) 17 1st Period Duke University (Durham, NC) 24 3rd Period Birmingham Southern College (Birmingham, AL) 27 3rd Period Rensselaer Polytechnic Institute (RPI) (Troy, NY) Announcements for Thursday, September 7, 2017  Congrats to Mr. Boone and the WSHS theatre. He received a letter from the American High School Theatre Festival selecting White Station High for the 2019 American High School Theatre Festival in Edinburgh, Scotland. The letter said "This recognition is a testament to your hard work in the classroom every day.  NHS Officers, there will be a brief planning session TODAY in the library immediately after school.  Mandatory tryouts for the Bowling Team will be TODAY at 3pm at All-Star Lanes. No physical, no tryouts.  An informational meeting for students interested in playing basketball TODAY from You must attend the meeting to get an opportunity to try-outs.  Math team members: Please meet in Ms.Cui's room, M212, TODAY after school until 3:30 to practice for the Fall Startup.
Colleges on Campus September Day Period College(s) 18 1st period Colby College, Waterville, ME 18 2nd period Samford University, Birmingham, AL 18 3rd period DePaul University, Chicago, IL 18 5th period (11:00) Amherst College, Amherst, MA 18 5th period (11:50) Swarthmore College, Swarthmore, PA 20 4 period College of Charleston, Charleston, SC 21 2nd period Florida State University, Tallahassee, FL 21 5th period (11:00) Pitzer College, Claremont, CA 21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH 27 3rd period Vassar College, Poughkeepsie October Day Period College(s)
1 2nd period Southwest Missouri University, Cape Girardeau, MO 4 2nd period Agnes Scott, Decatur, GA 4 7th period Tuft University, Boston, MA 5 3rd period University of Tennessee Knoxville, Knoxville, TN 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 18 3rd period Colgate University, Hamilton, NY 18 5th period (11:50) The New School, A University in New York City, NY 19 5th period (11:00) Hendrix College, Conway, AR 22 4th period Barb College, Annandale-on-Hudson, NY 22 5th period Dartmouth College, Hanover, NH 24 1st period John Hopkins University, Baltimore, Maryland 25 3rd period University of Alabama, Tuscaloosa, AL Announcements for Monday, September 17, 2018
13 6th period University of Southern California, Los Angeles, CA 13 7th period University of Georgia, Athens, GA 14 2nd period Loyola University, New Orleans, LA 14 3rd period Boston University, Boston MA 17 8 to 10 a.m. College Fair in the Cafeteria 17 5th period Pepperdine University, Malibu, CA 17 7th period University of Colorado Boulder, Boulder, CO 18 2nd period Samford University, Birmingham, AL 18 3rd period DePaul University, Chicago, IL 18 5th period (11:00) Amherst College, Amherst, MA 18 5th period (11:50) Swarthmore College, Swarthmore, PA 20 4 period College of Charleston, Charleston, SC 21 2nd period Florida University, Tallahassee, FL 21 5th period (11:00) Pitzer College, Claremont, CA 21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH
12 6th period University of Chicago, Chicago, IL 13 3rd period University of Alabama Birmingham, Birmingham, AL 13 6th period University of Southern California, Los Angeles, CA 13 7th period University of Georgia, Athens, GA 14 2nd period Loyola University, New Orleans, LA 14 3rd period Boston University, Boston MA 17 8 to 10 a.m. College Fair in the Cafeteria 17 5th period Pepperdine University, Malibu, CA 17 7th period University of Colorado Boulder, Boulder, CO 18 2nd period Samford University, Birmingham, AL 18 3rd period DePaul University, Chicago, IL 18 5th period (11:00) Amherst College, Amherst, MA 18 5th period (11:50) Swarthmore College, Swarthmore, PA 20 4 period College of Charleston, Charleston, SC 21 2nd period Florida State University, Tallahassee, FL 21 5th period (11:00) Pitzer College, Claremont, CA 21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period Bowdoin College, Brunswick, ME
16 7th period Northeastern University, Boston, MA 17 8 to 10 a.m. College Fair in the Cafeteria 17 4th period Northwestern University, Chicago, IL 17 5th period Pepperdine University, Malibu, CA 17 7th period University of Colorado Boulder, Boulder, CO 18 1st period Colby College, Waterville, ME 18 2nd period Samford University, Birmingham, AL 18 3rd period DePaul University, Chicago, IL 18 5th period (11:00) Amherst College, Amherst, MA 18 5th period (11:50) Swarthmore College, Swarthmore, PA 20 4 period College of Charleston, Charleston, SC 21 2nd period Florida State University, Tallahassee, FL 21 5th period (11:00) Pitzer College, Claremont, CA 21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH 27 3rd period Vassar College, Poughkeepsie
12 7th period Christian Brothers University, Memphis, TN 13 3rd period University of Alabama Birmingham, Birmingham, AL 13 6th period University of Southern California, Los Angeles, CA 13 7th period University of Georgia, Athens, GA 14 2nd period Loyola University, New Orleans, LA 14 3rd period Boston University, Boston MA 16 7th period Northeastern University, Boston, MA 17 8 to 10 a.m. College Fair in the Cafeteria 17 4th period Northwestern University, Chicago, IL 17 5th period Pepperdine University, Malibu, CA 17 7th period University of Colorado Boulder, Boulder, CO 18 1st period College, Waterville, ME 18 2nd period Samford University, Birmingham, AL 18 3rd period DePaul University, Chicago, IL 18 5th period (11:00) Amherst College, Amherst, MA 18 5th period (11:50) Swarthmore College, Swarthmore, PA 20 4 period College of Charleston, Charleston, SC 21 2nd period Florida State University, Tallahassee, FL 21 5th period (11:00) Pitzer College, Claremont, CA
21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH 27 3rd period Vassar College, Poughkeepsie October Day Period College(s) 1 2nd period Southwest Missouri State University, Cape Girardeau, MO 4 2nd period Agnes Scott, Decatur, GA 4 7th period Tuft University, Boston, MA 5 3rd period University of Tennessee Knoxville, Knoxville, TN 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 18 3rd period Colgate University, Hamilton, NY 18 5th period (11:50) The New School, A University in New York City, NY
Colleges on Campus September Day Period College(s) 28 7th period Southern Methodist University, Dallas, TX October Day Period College(s) 1 2nd period Southwest Missouri State University, Cape Girardeau, MO 3 4th period Rust College, Holly Springs, MS 4 2nd period Agnes Scott, Decatur, GA 4 7th period Tuft University, Boston, MA 5 3rd period University of Tennessee Knoxville, Knoxville, TN 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 18 3rd period Colgate University, Hamilton, NY 18 5th period The New School, A University in New York City, NY
Colleges on Campus September Day Period College(s) 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH 27 3rd period Vassar College, Poughkeepsie October Day Period College(s) 1 2nd period Southwest Missouri State University, Cape Girardeau, MO 4 2nd period Agnes Scott, Decatur, GA 4 7th period Tuft University, Boston, MA 5 3rd period University of Tennessee Knoxville, Knoxville, TN 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 18 3rd period Colgate University, Hamilton, NY 18 5th period The New School, A University in New York City, NY
Colleges on Campus October Day Period College(s) 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 17 6th period University of Missouri, Columbia, MO 18 3rd period Colgate University, Hamilton, NY 18 5th period (11:50) The New School, A University in New York City, NY 18 6th period Brown University, Providence, Rhode Island 19 5th period (11:00) Hendrix College, Conway, AR 22 2nd period Oberlin College, Oberlin, OH 22 4th period Barb College, Annandale-on-Hudson, NY 22 5th period Dartmouth College, Hanover, NH 23 3rd period University of Central Arkansas, Conway, AR
(11:00) 21 5th period (11:30) Lynn University, Boca Raton, FL 25 5th period (11:30) Bowdoin College, Brunswick, ME 27 2nd period Kenyon College, Gambier, OH 27 3rd period Vassar College, Poughkeepsie October Day Period College(s) 1 2nd period Southwest Missouri State University, Cape Girardeau, MO 4 2nd period Agnes Scott, Decatur, GA 4 7th period Tuft University, Boston, MA 5 3rd period University of Tennessee Knoxville, Knoxville, TN 16 7th period Northeastern University, Boston, MA 17 2nd period Duke University, Durham, NC 17 3rd period William College, Williamstown, MA 17 5th period (11:30) Arkansas State University, Jonesboro, AR 18 3rd period Colgate University, Hamilton, NY