zilongwang/ReadingBank huggingface dataset:
Disciplinary Procedures Minor Infractions: Examples of minor infractions are shown in Appendix A. All disciplinary situations involving minor infractions occurring within the jurisdiction of Banook will be dealt with by the appropriate person having authority over the situation and the individual involved. (this person may include, but is not restricted to Club Manager, Head Coach, coach, life guard, chaperone) Procedures for dealing with minor infractions shall be informal as compared to those for major infractions and shall be determined at the discretion of the person responsible for discipline of such infractions, provided the individual being disciplined is told the nature of the infraction and has an opportunity to explain his or her involvement in the incident. The following disciplinary sanctions may be applied, singly or in combination, for minor infractions: Verbal reprimand Written reprimand Verbal apology Hand delivered written apology Suspension from current competition sanctions as may be considered appropriate for the offence Minor infractions, which result in discipline, shall be recorded using the Incident Report Form in Appendix B. Major Infractions: Examples of major infractions are shown in Appendix A. Any member of Banook may report to the Board of Directors using the Incident Report Form in Appendix B. Upon receipt of an Incident Report Form, the Board of Directors shall determine if the incident is better dealt with as a minor infraction, or if a hearing is required to address the incident as a major infraction. If the incident is to be dealt with as a minor infraction (Section 4.1 above) The Board of Directors will inform the appropriate person in authority as described in Section 10 and the alleged offender, and the matter shall be dealt with according to Section 4.1 of this Policy. If the Incident Report is to be dealt with as a major infraction and a hearing is required, the alleged offender shall be notified as quickly as possible and in any event, no later than three (3) days from date of receipt of the Incident Report, and shall be advised of the procedures outlined in this Policy.
Weekend package: Fri/Sat (including 1 night accommodation & Conference Dinner) £ 195.00 £ 230.00 rate: Friday – including Conference dinner £ 75.00 £ 95.00 Daily Rate Friday – without Conference dinner £ 45.00 £ 65.00 Daily rate: Saturday £ 45.00 £ 65.00 Any half day only: £ 30.00 £ 40.00 Extra dinner tickets: £ 30.00 £ 35.00 Total: £ £ (A) Is an invoice required? Invoice to: For quick invoicing complete this form and email to: Invoice payable within 30 days of receipt For BACS payments: Barclays Bank Sort code: 20-29-23 Account No: 10081434 British Association of Neuroscience Nurses (B) If invoicing is not required, to confirm your booking please complete and print out this form and send it with your cheque made payable to BANN to: Elaine Pearce, 24 Edward Road, Smethwick, West Mids, B67 6EP
BANQUET ORDER BEO No : 01 / Booker / Contact : Mr. Becham Day & Date : Address : Cloud 99 Time : 08.00 -17.00 No. of Pax : 60 Email : david@example.com Venue : Number : +1234567890 Function Type : Mobile Number : +1234567890 Account Manager : Mr. Notes to Departments BANQUET OPERATION HOUSE KEEPING TECHNICIAN/ ENGEENERING SIGN HR MENU FOR DAY 1, COFFEE BREAK I at 08.00 for 28 pax LUNCH at 12.00 for 28 pax APPETIZER: COFFEE BREAK II at 15.00 for 28 pax SOUP : MAIN COURSE: DESSERT: BILLING INSTRUCTION Full Bill to company, Signature of the host is required on final bill. DISTRIBUTION LIST: General Manager Resident Manager FB Manager FO Manager Executive Chef Banquet Pastry Accounting Cost Control Credit Store House Keeping GRO Concierge Restaurant Manager Banquet Operation Bar Room Service Reservation Steward Engineering Purchasing HR
7, 2011 5:30 – 6:00 PM Reception, Miner Lounge 6:00 – 6:15 PM Welcome and Introductions, St. Pat’s Ballrooms A&B – Matt Buechler, Lecturer 6:15 – 7:00 PM Dinner 7:00 – 7:10 PM Break 7:10 – 7:15 PM Introduction of Speaker – Ali Hurson, Department Chair 7:15 – 8:00 PM Distinguished Speaker – Kathy Henely 8:00 – 8:25 PM Scholarships and Special Awards – Clayton Price, Freshman and Transfer Advisor CS Department Special Awards – Distinguished Speaker Award –Kathy Henely CS Leadership Award – Kyle Ensign CS Mentor Award – Matt Nuckolls CS Ambassador Award – Ravi Arvapally Outstanding Computer Science Graduate Teaching Assistant Award – Josh Wilkerson Accenture Scholarship – Williams, Anthony Lonigro John W. Hamblen Computer Science Scholarship – Gerard Busch Ellen M. Hodges Memorial Scholarship – Katelynn Burns, Lisa Tatro Rex Widmer - RWS - Software Archaeology Computer Science Scholar – Corey Busche Daniel C. St. Clair Scholars & Fellows – Jared Gohr Mark X. Stratman Scholarship – Joseph Austin, Christopher Jones, Jake Bielefeldt Howard L. and Lois M. Cook Endowed Scholarship – Vincent Pizzo Garmin Scholarship – Seth Green, Wayne Viers III CS Alumni Scholarships – Justin O’Brien, Thomas Reese, Dennis Holt II, Alex Bertels, Michael Catanzaro, Kyle Jamison, Donald Halsted Jr., Elliott Kopp, Jason Rossmaier, Nathan Barron, Max Eisenbraun, Katrina Ward, Robert Dunn, Jessica Misak CS Academic Achievement Awards – 4.0 Freshman: Luke Alex Bertels, Jared Gohr, Conner McKinney Sophomore: Gerard Busch, Jordan Denny, Matthew Lindsay, Justin O’Brien, Alex Wright
#223 Seattle Thunderbirds No selection was made #224 Everett Silvertips #225 Victoria Royals No selection was made #226 Lethbridge Hurricanes Kody White (C) #227 Swift Current Broncos Kruz Listmayer (D) #228 Red Deer Rebels No selection was made #229 Kelowna Rockets #230 Kootenay Ice No selection was made #231 Regina Pats #232 Brandon Wheat Kings #233 Saskatoon Blades 2 2 0 0 0 0 #234 Saskatoon Blades #235 Vancouver Giants No selection was made #236 Medicine Hat Tigers 1 4 0 0 0 4 #237 Calgary Hitmen No selection was made #238 Jaw Warriors #239 Kamloops Blazers No selection was made #240 Portland Winterhawks 1 54 2 8 10 38 #241 Tri-City Americans No selection was made #242 Edmonton Oil Kings No selection was made 12 #243 Prince Albert Raiders No selection was made #244 Prince George Cougars No selection was made #245 Seattle Thunderbirds No selection was made #246 Everett Silvertips #247 Victoria Royals No selection was made #248 Lethbridge Hurricanes No selection was made #249 Swift Current Broncos No selection was made #250 Red Deer Rebels No selection was made #251 Kelowna Rockets No selection was made #252 Kootenay Ice No selection was made #253 Regina Pats No selection was made #254 Brandon Kings No selection was made #255 Saskatoon Blades #256 Saskatoon Blades #257 Saskatoon Blades 2 35 2 6 8 33 #258 Medicine Hat Tigers No selection was made #259 Calgary Hitmen No selection was made #260 Jaw Warriors No selection was made #261 Saskatoon Blades 2 67 3 9 12 35 #262 Portland Winterhawks 2 46 5 20 43 #263 Tri-City Americans No selection was made #264 Edmonton Oil Kings No selection was made
BANTAM 1 PROVINCIAL GRAND CHAMPIONSHIPS JULY 26-29 Cambridge, Ontario Hotel Blocks ‘Group Name’ – PWSA 1 Best Western Cambridge 730 Hespler Road 519-623-4600 Group Sales Rep – Peggy (30 rooms @$135.00) 2 Residence and Conference Centre 99 Conestoga Blvd Kitchener Robin Anderson (30 rooms @$84.95) 519-895-2272 3. Comfort Inn Cambridge 220 Holiday Inn Drive 519-658-1100 Karen (40 rooms @109.99) 4. Hilton Garden Inn Cambridge 746 Old Hespeler Rd., 519-620-4605 Cristina (40 rooms @124.99)
January 2016 SEQ Rail Stabling Program Banyo Visual Barrier Royal Parade Poles What does a typical stabling facility look like? A typical stabling facility is a fenced open-air site with usual rail infrastructure including train tracks, connected to the main line, overhead power supply, signalling and communications systems, CCTV and lighting. Additional infrastructure and buildings are required to support stabling operations. This includes crew facilities comprising offices and staff amenities, staff car parks, roads and walkways. Existing Building The South East Queensland (SEQ) Stabling Program involves the design and construction of new or additional train stabling facilities in four locations: Robina, Banyo, Elimbah and Woombye. As part of the program, the new Banyo stabling facility will accommodate four six-car trains and will be located between the existing Shorncliffe railway line and the maintenance yards adjacent to Royal Parade. The $116 million project was announced on Wednesday, 6 May 2015. The SEQ Stabling Program is part of the broader New Generation Rollingstock project that will see 75 new suburban trains added to the South East Queensland City network, a 30 per cent increase of the current fleet. CPB Contractors (formerly known as Leighton Contractors) will design and construct the new stabling facilities to help house 75 new six-car trains which are scheduled to commence services in mid-2016. May 2015 DETAILED DESIGN January 2016 CONSTRUCTION September 2016 COMMISSIONING December 2016 COMPLETION Visual As part of the Banyo stabling facility, a 2.2 metre high visual barrier will be installed between the existing railway line and residences on Royal Parade to provide screening from the new facility. The project team recently undertook consultation with residents located on Royal Parade to seek feedback on the appearance of the visual barrier. The three options were painting the visual barrier a solid colour, a mural or the inclusion of different shapes or patterns. The project team is currently reviewing all feedback received and will undertake further consultation if required. The final design will be announced prior to construction of the visual barrier scheduled for July 2016. Where can I find out more information? If you have a specific question that has not been addressed in this fact sheet, would like to register for more information or speak to a member of the Project Existing Mainline Track New Stabling Yard contact: Phone: 1800 783 334 (free-call) Email: Queensland Rail Limited ABN 71 132 181 090 car
Yarra Plenty Regional Library Library membership is required; computers can be booked in advance. Ivanhoe Library 255 Upper Heidelberg Road, Ivanhoe. Tel: 9497 5780 Mon- Thurs 10.00am – 8.30pm Fri & Sat: 10.00am – 5.00pm Sun: 1.00pm – 5.00pm Rosanna Library 72 Turnham Avenue, Rosanna Tel: 9459 6171 Mon - Thurs: 10.00am – 8.30pm Fri & Sat: 10.00am – 5.00pm Watsonia Library 4 Ibbottson St, Watsonia. Tel: 9435 2397 Mon - Thurs: 10.00am – 8.30pm Fri & Sat: 10.00am – 5.00pm Sun: 1.00pm – 5.00pm Help for applicants If you need help to complete the online application form or would like more information regarding the RSL grant round contact Karen Molinaro on 9457 9955 Mon – Thurs. or Bianca Ellis on 9457 9841 Mon – Fri. If you are hearing or speech impaired you can call us through the National Relay Service on 133 677 (TTY) OR 1300 555 727 ordinary handset and ask for 9490 4222. If you need an interpreter please contact TIS National on 131 450 and ask to be connected to Banyule City Council on 9490 4222.
Lighting The Banyule Theatre features a lighting system capable of fulfilling the needs of most functions, from Dance Concerts through to Amateur Theatre and School Productions. Additional lighting equipment may be hired from external sources, but all equipment brought into the Banyule Theatre must have current electrical safety tags. Equipment Is As Follows:  Lighting Console LSC M 48 channel, 24 Preset Programmable Lighting Console Adjustable Fade In/Out times Floppy Disk Drive (To Save Shows) Video Output  Dimmers 2x LSC Series A 12 x 2.4kVA Analogue Dimmer 1x Rank Strand JTM Dimmer Rack 20 x 2.4 kVA  Fixtures See Page 10  Patching Rank Strand JTM 110 Patch Point Patch Bay 82 Patch Points in Stage Area 28 Patch Points in Studio Area  Miscellaneous 2x Startec Demultiplex Unit (Digital To Analogue Converter) 1x 3pin Female 5pin Male Adapter
c) Mornington Peninsula d) Yarra Valley. [PM] Strategy 1.2 Protect the identified key values and activities of identified distinctive areas. [PM] Strategy 1.3 Support uses and development where they enhance the valued characteristics of identified distinctive areas. [PM] Strategic planning guidelines Strategic planning should: 1. Prepare localised planning statements for distinctive regions including Mornington Peninsula, the Valley, Macedon Ranges and the Bellarine Peninsula. [Update][PM] 2. Ensure localised planning statements for Mornington Peninsula, Bellarine Peninsula, Macedon Ranges and Ranges acknowledge areas that are important for food production. [5.3.1.2] 03.06 03.06-S-01 City structure and productivity State Policy VC## dd/mm/yyyy Together, land use and transport determine Victoria’s spatial structure. Effective integration of these elements require more than co-ordinated action. Transport and land use integration recognises the interaction of urban elements over time, and the potential to influence desired settlement patterns, land uses and travel behaviours and patterns. Objectives and strategies Objective 1 To create city structures that drive productivity, support innovation and create more jobs. [PM pg16] Strategy 1.1 Improve the distribution of employment land and provide more equitable access to employment opportunities. [11.04-1p6] Strategy 1.2 Plan areas to make better use of infrastructure and support economic growth. [Update] Strategy 1.3 Facilitate development and transport network improvements that reinforce an integrated transport system connecting people to jobs and services, and to market, and reduces the extent of travel needed. [PM pg16] [Update] Strategy 1.4 Plan development to reinforce the role and function of the principal and local transport networks to enable the safe, efficient and reliable movement of people and freight Strategy 1.5 Protect natural assets and better plan our energy and waste management systems to create sustainable cities. [PM pg17] 03.06-M00-01 City structure and productivity Regional Policy: Metropolitan Melbourne VC## dd/mm/yyyy This policy is on the Advisory Committee’s interpretation of Plan Melbourne and may need to be reviewed before the PPF is finalised.
venues/outlets/other places of business (as applicable) Ways of recording effective strategies and staff conduct (e.g. could become part of performance or salary arrangements, rewards and recognition program) and for publicising and rewarding these. 4. Be appropriate for, and relevant to, the nature and type of gambling the relevant person is authorised to provide section 10.6.7 (b) The code of conduct includes all elements of the ministerial direction, which apply to the type of gambling. The code of conduct should show that in its practice the relevant person will meet or exceed the Minister’s standards and requirements set out in Part A for each relevant aspect of the directions. 5. Set out a review process by which the relevant person will assess the operation and effectiveness of the code of conduct – section 10.6.7(c) The code of conduct is accompanied by or includes a statement outlining the relevant person’s process and timeline for review of the code of conduct’s operation and effectiveness. Review of the operation of the code of conduct should occur annually, and wherever possible follow industry review guidelines for responsible gambling codes of conduct suggested by the Commission and published on its website.
Analysis of the Revival of Fiscal Activism in the 2000s.” Journal of Economic Literature 49 (3): 686–702. doi:10.1257/jel.49.3.686. Toulmin, Stephen. 1972. Human Understanding; Vol. 1: General Introduction and Part 1. Oxford: Clarendon Press. Velculescu, Delia. 2010a. “Some Uncomfortable Arithmetic Regarding Europe’s Public Finances.” IMF Working Papers: 1–32. Vreeland, James Raymond. 2003. The IMF and Economic Development. Cambridge University Press. Weaver, Catherine. 2010. Hypocrisy Trap: The World Bank and the Poverty of Reform. Princeton University Press. Wieland, Volker. 2010. “The Fiscal Stimulus debate ’Bone-headed’ and ’Neanderthal’?” VoxEU Woods, Ngaire. 2006. The Globalizers: The IMF, the World Bank, and Their Borrowers. Cornell University Press.
APPLICATION FORM FOR VOLUNTEER CHINESE TEACHER Full Name Gender Place of Birth Date of Birth Chinese Ethnic Group Marital Status E-mail Mobile Address Postal Code Driver’s license Current Position Degree Teaching Certificate Mandarin Proficiency English Proficiency Other Foreign Language Chinese Artistic Skills Education Background Training Experience Working Experience Volunteering Experience Awards myself guarantee that the above information is true; otherwise this application could be cancelled.
Unit 4 Title: The Chimpanzees I Love Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.6, RI.6.8; W.6.1, W.6.2, W.6.4, W.6.5, W.6.9; SL.6.1; L.6.1, L.6.2, L.6.4 Teacher Instructions Refer to the Introduction for further details. Before Teaching Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task. Big and Key Understandings Jane Goodall’s knowledge and research has increased our understanding of the world of chimpanzees and their effect on the human world. Synopsis The Chimpanzees I Love is expository nonfiction explaining the mind, life in captivity, protection, habitats, and facts of chimpanzees. Jane Goodall includes first-hand experiences detailing her work researching, advocating, and caring for chimpanzees. Read entire main selection text, keeping in mind the Big and Key Understandings.
Tier II/Academic Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text p. 436 – primitive p. 439 – ordeal p. 441 – existence p. 436 – captive p. 436 – intimidate p. 436 – stout p. 443 – artificial p. 443 – innovations p. 443 – sanctuaries
receives a RFO, they will respond to the JBE within five (5) business days. The response must include pricing for each location and any cost for supplies. Pricing for locations listed in the Master Agreement cannot exceed the base rate and additional fees set forth in the Master Agreement awarded as a result of this RFP. The JBE will determine which response provides the best value and enter into a Participating Addendum as further described in Attachment 2, Master Agreement Terms and Conditions. TIMELINE FOR THIS RFP The Council staff has developed the following list of key events related to this RFP. All dates are subject to change at the discretion of the Council staff. DATE RFP issued: March 11, 2016 Pre-proposal Conference Call March 29, 2016 10:00 a.m. (PST) Deadline for questions April 8, 2016 at 5:00 p.m. Questions and answers posted 12, 2016 Latest date and time proposal may be submitted (“Proposal Due Date”) 20, 2016 no later than 3:00 p.m. Anticipated interview if required (estimate only) Week of 25, 2016 Evaluation of proposals (estimate only) May 2, 2016 Notice of Intent to (estimate only) May 6, 2016 Negotiations and execution of contract (estimate only) May 16, 2016 Contract start date (estimate only) July 1, 2016 Contract end date (estimate only) Initial two year term end date of June 30, 2018 RFP ATTACHMENTS The following attachments are included as part of this RFP: ATTACHMENT DESCRIPTION Exhibit A: Scope of Work This document details the requested services. Exhibit A-1: Response to Scope of Work This document must be completed and included in the submitted proposal. A response to each item indicating that the Proposer agrees to the item or takes an exception is required. If an exception is taken,
Ensure that the proper standard and industry specific controls are in to prevent any tampering of bags and their contents. Describe the controls that are in place for your company. Staffing At the time a Judicial Branch Entity elects to participate in the Master Agreement, provide a list of the armored car personnel, including photo identification and an original or legible certified signature for each of your personnel authorized to pick up and sign for deposits for that Judicial Branch Entity. The Judicial Branch Entity at their discretion, may verify that the person performing the pickup is on your list of authorized personnel and verify their signature prior to release of a deposit. Deposits shall not be released to an individual without this information on file at the pickup location. If there are personnel changes, provide an updated personnel list to the Judicial Branch Entity affected, prior to the new staff member’s arrival at the deposit pickup location as well as provide written notice in the event of revocation of authority for personnel to perform pickups. In the event that personnel does not provide proper identification to the Judicial Branch Entity’s staff and is refused, as described in paragraph b above, properly credentialed staff will be immediately dispatched for deposit pick-up at no additional cost. Maintain a toll-free number for inquiries and customer service. Appoint a dedicated senior level individual and a qualified back-up, as your representative for the entire term of the Master Agreement and to act as
Development of a public engagement strategy Development of a bereavement strategy An end of life care strategy for Tasmania’s health and community sector What is your opinion of the priority for action that have been identified in the policy framework? What needs to be added? What needs to be removed? Are there any other priority areas for action? If so please state what they are. Thank you for taking the time to provide feedback on this policy document. We appreciate your comments and suggestions. Please return your feedback and response to the consultation questions to: Linda Proietti Wilson E: or Annabelle Bond E: or Better Access to Palliative Care E: or Better Access to Palliative Care, Private Bag 1963, Launceston, TAS 7250.
Begin preparation for mid placement standards review. To undertake a joint (with SBM) lesson observation. To check Planning and Preparation file to ensure robust lesson evaluations and tasks are up to date. To check the eRPD is being used to support development. Support preparation for Standards Reviews. To discuss student’s progress with SBM and implement a PSP if necessary. Week 3 At least: sequence of 5 or English – opposite subject to Week 2 + 4 (Corresponding sessions in EYFS and begin to plan for continuous provision with SBM support). Carry out mid-placement Standards Review with SBM. Develop own sequence of lessons and individual lesson plans for English or maths. Develop own lesson plans from teacher’s sequences of lessons for 4 other. UBM to remotely monitor eRPD and support SBM where required. Week 4 up to 80% of the class’s timetable all maths and English In KS1/2 must some science, and PE (Corresponding sessions in EYFS and continue to plan for continuous provision with SBM support). ALL trainees must phonics – to another class if necessary. Use rest of the time to teach other Foundation subjects. Ensure preparation for End of Placement Standards Review is completed. Develop own sequence of lessons and individual lesson plans for English or maths. Develop and teach sequence of lessons and then lesson plans for the appropriate phase. Develop own lesson from teacher’s planning for other subjects UBM remote monitoring of eRPD and Standards Review. Support SBM where required. Week 5 UBM remote monitoring of eRPD and Standards Review. Support SBM where required. Week 6 Continue to 80% of timetable. Finalise tasks. out End of Placement Standards Review with SBM/UBM. UBM final visit. Purpose: To undertake a lesson observation ideally with SBM . To check trainee’s Preparation and Planning file to ensure robust lesson evaluations and tasks complete
BAPG Meeting Tuesday, April 3, 2018 7:00 PM BA Cafeteria In Attendance: Vicky Anderson, Shannon Cuadro*, Dianna Daigle, Allison Daniels*, Carolynne DeLoreto, Tracy Fox, Jen Gatesman*, Brad Groene*, Melanie Hathaway*, Krista Kardys*, Suzanne King, Inga Kingsley*, Patty Kozlowski, Kathy Lawrence, Mike Paggioli*, Sheryl Scheidel, Donna Setschinsky, Marion Spaulding, Meg Tartsinis*, Jessica Trusz*, Renee Witkovic*, Charlene Woodcock. (22) *Those wishing to be on the by-laws revision committee. Secretary’s Report read and accepted. Treasurer’s Report read and accepted. OLD BUSINESS: UCONN – done until May 5th & 6th (graduation exercises) TUXEDO - Kathy will be at Bacon on Tuesday, April 10th and Monday, April 23rd from 5:30 – 7:30 PM with Sal from Modern Formals INISHMORE – 10% night April 26th – Suzanne made up flyers to put around town; Sheryl put in DB, email blasts and website. PHONE HOLDERS – at WJJMS CANDY BARS – Carolynne has boxes and will distribute to anyone who wants to try to sell them at their work place. NEW BUSINESS: DVD – so far 70 out of 213 families have sent in pictures. JUNIOR PARENT INFO – Sheryl sent out via email BAPG description and job descriptions along with invitations to this meeting, next meeting. GRAD NIGHT – June 22nd SENIOR BBQ – Friday, June 8th was date Carolynne gave school GRAD SIGNS – will be in May 3rd and are $20 BUSINESS DECALs – in and will be sent to businesses by ? RENTSCHLER – Saturday, April 14th $75 per volunteer guaranteed for 10 AM call time. Kathy will put up sign up. GRAD NIGHT VOLUNTEERS – will be based on people who have donated or volunteered their time. GRAD NIGHT EXPLANATION – given to new junior parents GRAD NIGHT FORM – add child’s cell phone number to the form for GRAD NIGHT. Adjourned meeting at 8:00 PM and discussion was held on BAPG By-laws revision and how “pre-project grad” fundraisers being done this year require new by-laws so there isn’t confusion. Next Meeting – Tuesday, May 1st at 7:00 PM – elections of 2019-2020 class officers
HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY, PATAN BA (PHILOSOPHY) CBCS Syllabus 2011 Document code : SYLLABUS BAPHI2011 Revision No: 00 Name of Faculty ARTS Faculty Code RS Programme Name : PHILOSOPHY Programme Code : BAPHI Effective from: JUNE-2011 Sem CC Old Paper Code New Paper Code Type Paper Name Marking scheme Total Credit Remarks External Internal The Pra The Pra 1 16 CC 101 BAPHI101CC CC TtJ7FGGM 70 30 100 1 16 CC 102 BAPHI102CC CC TS"XF:+GM 70 30 100 1 16 open(EO) 101 BAPHI101EO EO TS"XF:+ 70 30 100 Sem CC Old Paper Code New Code Type Paper Name Marking scheme Credit Remarks External Internal The Pra The Pra 2 16 BAPHI201CC CC lGTLXF:+GM 70 30 100 2 16 CC104 BAPHI202CC CC TtJ7FGGF\ l;âF\TM 70 30 100 2 16 BAPHI201EO EO EFZTLI NX"GM 70 30 100
4 4.1 jIFl%TSZ6G]\ ,1F6 VG[ T[GF\ TFtJLS VFWFZMP 4.2 jIFl%TGF\ 5|SFZM VG[ ,F1Fl6STFVMP 1J{7FlGS jIFl%TP 2 DF+ U6GF\ D},S jIFl%TP 3 ;FN"xI TS"P HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY, PATAN Programme code : BAPHI Programme Name : Philosophy Course Code BAPHI201CC Semester : 2 lGTLXF:+GM 5lZRI Course type : Core courses Total Credit : Teaching time (hours) Examination Marking scheme Theory (hrs) Practical (hrs) Internal External (Marks) Total (Marks) 4 X 15 = 60 30 70 ( Paper of 3 hrs) 100 Unit No. Topic No. Content Hrs. Marks W + % Credit 4 1 1.1 lGTLXF:+G]\ :J~5 VG[ jIFbIFP 1.2 WD" VG[ TtJlJnF ;FY[GM ;\A\WP 1.3 G{lTS lG6"IG]\ :J~5 VG[ T[GL lJQFI J:T]P 2 2.1 ;]BJFN 1 DGMJ{7FlGS ;]BJFNP 2G{lTS 3 ;]BJFNP 2.2 p5IMULTFJFNP 1 A[gYFDP 2 lD,P 3 l;HMlJSP 3 3.1 A]lâ5ZS lGTLXF:+P 1 S[g8GM lG~5FlWS VFN[XP 3.2 5}6"TFJFNL lGTLXF:+P 1A|{0,[ VG];FZ DFZ ST"jI VG[ OZHP 4 4.1 ;HFGF\ l;âF\TMP HEMCHANDRACHARYA GUJARAT UNIVERSITY, PATAN Programme code : BAPHI Programme Name : Philosophy
HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY, PATAN BA(POLITICAL SCIENCE)CBCS Syllabus 2011 Document code : SYLLABUS BAPOL2011 Revision No: 00 Name of Faculty ARTS Faculty Code AR Programme Name : POLITICAL SCIENCE Programme Code : BAPOL Effective from: JUNE-2011 Sem CC Old Paper Code New Paper Code Paper Type Paper Name Marking scheme Total Credit Remarks Internal The Pra The Pra 1 21 101 BAPOL101CC CC lntroduction to Political Science – I (IPS) 70 30 100 4 1 21 BAPOL102CC CC lntroduction to Governmental Machinery – I (IGM) 70 30 100 4 1 21 BAPOL101CE CE lntroduction to Political Science – I (IPS) 70 30 100 4 1 21 BAPOL102CE CE lntroduction to Governmental Machinery – I (IGE) 70 30 100 4 1 21 BAPOL101EO EO Concepts of Political Science – I (BCP) 70 30 100 2 Sem CC Old Paper Code New Paper Code Paper Type Paper Name Marking scheme Total Credit Remarks Internal The Pra The Pra 102 103 104 105
3 21 BAPO302 CE CE Basic Principles of Democracy (BPD) 70 30 100 4 Any One Paper Form BAPOL302CE- BAPOL303CE 3 21 BAPO303 CE CE Introduction to World (IWD) 70 30 100 4 Any One Form BAPOL302CE- BAPOL303CE Sem CC Old Paper Code New Paper Code Type Paper Name Marking scheme Total Credit Remarks Internal The Pra The Pra 4 21 BAPOL401CC CC Indian (IPC) 70 30 100 4 4 21 BAPOL402CC CC Democratic Government Theory & Practice (DGC) 70 30 100 4 Any One Paper Form BAPOL402CC- BAPOL403CC 4 21 BAPOL403CC CC Introduction to World Revolutions-II (NWR) 70 30 100 4 Any One Paper Form BAPOL402CC- BAPOL403CC 4 21 BAPO404CC CC Contemporary Political Ideologies (MCP) 70 30 100 4 4 21 BAPO401 CE CE Indian (IPE) 70 30 100 4 4 21 BAPO402 CE CE Democratic Government Theory & Practice (DGE) 70 30 100 4 Any One Paper Form BAPOL402CE- BAPOL403CE 4 21 BAPO403 CE CE Introduction to World Revolutions-II (IWR) 70 30 100 4 Any One Paper Form BAPOL402CE- BAPOL403CE Sem CC Paper Name Marking scheme Credit Remarks
Old Paper Code New Paper Code Type Internal The Pra The Pra 5 21 BAPOL501CC CC World Politics – I (WP-I) 70 30 100 4 5 21 BAPOL502CC CC Modern Indian Political Thinkers – I (MI-I) 70 30 100 4 5 21 BAPOL503CC CC Western Political Thinkers – I (WT-I) 70 30 100 4 5 21 BAPOL504CC CC Public Administration – I (PA-I) 70 30 100 4 5 21 BAPOL505CC CC Ancient Indian Policy and Thought (APT) 70 30 100 4 5 21 BAPOL506CC CC Modern Constitutions – I (MC- I) 70 30 100 4 5 21 BAPOL507CC CC Urban Local Self Government in India (UGI) 70 30 100 4 Sem CC Old Paper Code New Code Paper Type Paper Name Marking scheme Total Credit Remarks Internal The Pra The Pra 6 21 BAPOL601CC CC Politics – II (WP-II) 70 30 100 4 6 21 BAPOL602CC CC Indian Political Thinkers – II (IT-II) 70 30 100 4 6 21 BAPOL603CC CC Western Political Thinkers – II (WT-II) 70 30 100 4 6 21 BAPOL604CC CC Public Administration – II(PA-II) 70 30 100 4
for qualified Play Criterion 2 The length of the CPD activity must be no fewer than 3 hours and no more than 60 hours. The following categories are available: A 0 - B - C 26 - 40 D 41 - 60 hrs Criterion 3 The activity must be developed and delivered by person/persons with appropriate qualifications and experience. Please present or include a brief biography of these persons, showing how this criterion is satisfied. Criterion 4 The activity's promotional materials and publicity should clearly define the following so as to enable potential participants to make a choice about the activity: target the aims and learning any on (e.g. 5 10
Do you believe and trust in God the Father, source of all being and life, the one for whom we exist? All I believe and trust in him. Do you believe and trust in God the Son, who took our human nature, died for us and rose again? All I believe and trust in him. Do you believe and trust in the Holy Spirit, who gives life to the people of God and Christ known in the world? All I believe and in him. This is the faith of the Church. All This is our faith. We believe and trust in one God, Father, Son and Holy Spirit. BAPTISM The bishop may address each candidate for baptism by name, saying N, is this your faith? and candidates answer in own words, or This is my faith. The bishop or another minister dips each candidate in water, or pours water on them, saying N, I baptize you in the name of the Father, and of the Son, and of the Holy Spirit. All Amen. The candidates for confirmation who have previously been baptized may come forward to the font and sign themselves with water, or the bishop may sprinkle them. Then all pray together All Almighty God, we thank you for our fellowship in the household of faith with all who have been baptized into your name. Keep us faithful to our baptism, and so make us ready for that day when the whole creation shall be made perfect in your Son, our Saviour Jesus Christ. Amen.
The Paschal Candle, or another large candle, may be lit at the Decision and individual candles may be lit from it and given to candidates for baptism and confirmation as part of the Sending Out. The giving of lighted candles to the newly baptized may take place at an earlier stage in the rite after the administration of baptism, in which case candles are not given to the newly confirmed. If candles are given, careful thought needs to be given to how they are lit and distributed, so as not to disrupt the service. Candles are not given to candidates for reception into the communion of the Church of England. (For other notes, see Common Worship: Christian Initiation, pages 128-131.) PREPARATION At the entry of the ministers, a hymn is sung. THE GREETING The bishop greets the people Blessed be God, Father, Son and Holy Spirit. All Blessed be his kingdom, now and for ever. Amen. Peace be with you All and also with you. From Easter Day to Pentecost this acclamation follows Alleluia. Christ is All He is risen indeed. Alleluia. The bishop introduces the service. On Sundays (outside Advent and Lent), Principal Feasts and Festivals, the Gloria in Excelsis may be used. COLLECT The Collect of the Day is normally used on Sundays, Principal Feasts, other Principal Holy Days and Festivals. On other occasions a seasonal collect (Common Worship: Christian Initiation, pages 150-165) or this Collect is used Let us pray. Silence is kept. Heavenly Father, by the power of your Holy Spirit you give to your faithful people new life in the water of baptism. and strengthen us by the same Spirit, that we who are born may serve you in faith and love, and grow into the full stature of your Son, Christ,
should be to help the parents in this task. OTHER CHILDREN Name Gender DOB Baptised at St. Charbel’s Church Church 3 1 Male Female Yes No 4 2 Male Female Yes No 5 3 Male Female Yes No 6 4 Male Female Yes No 7 5 Male Female Yes No 8 6 Male Female Yes No God, the all-powerful Father of our Lord Jesus Christ has given us a new birth by water and the Holy Spirit, and forgiven all our sins. May he also keep us faithful to our Lord Jesus Christ for ever and ever. Amen.
(N………………), you are clothed in Christ. See in this white garment the sign of your Christian dignity. Put doll back in basket. Pick up Easter candle, hold near doll and say: The baby is a candle that is lit from the Easter candle (Paschal candle). The priest asks the parents and godparents to help the child “to live always as a child of the light”. Finally pick the doll up, cradling it and say: When babies are born, they become part of a family. When a person is baptised, that person becomes part of the Church. Put doll back in basket and pause for a moment or two before engaging children with some of the ‘I wonder statements’. Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them. I wonder if you’ve ever seen something like this happen in the church. (Give students the opportunity to share what they have seen) I wonder why the priest meets the people at the door of the church. I wonder why the Sign of the Cross is made on the forehead of the person/people being baptised. I wonder why white is the colour of the garment used in Baptism. I wonder why the candle given to the newly baptised is lit from the Paschal or Easter candle. Remember, there is no one response to these. Students will have different responses as they explore meaning in the symbols and actions.
The pastor addresses parents or other sponsors and those candidates who can answer for themselves: On behalf of the whole Church, I ask you: Do you renounce the spiritual forces of wickedness, reject the evil powers of this world, and repent of your sin? I do. Do you accept the freedom and power God gives you to resist evil, injustice, and oppression in whatever forms they present themselves? I do. Do you confess Jesus Christ as your Savior, put your whole trust in his grace, and promise to serve him as your Lord, in union with the Church which Christ has opened to people of all ages, nations, and races? I do. 5 The pastor addresses parents or other sponsors of candidates not able to answer for themselves: Will you nurture these children (persons) in Christ's holy Church, that by your teaching and example they may be guided to accept God's grace for themselves, to profess their faith openly, and to lead a Christian life? I will. 6 The pastor addresses candidates who can answer for themselves: According to the given to you, will you remain faithful members of Christ's holy Church and as Christ's representatives in the world? I will. 7 The pastor addresses the sponsors: Will you who sponsor these candidates support and encourage them in their Christian life? I will. 8 The pastor addresses the congregation, and the congregation responds: Do you, as Christ's body, the Church, reaffirm both your rejection of sin
Diocese of Sioux City Copy of BAPTISMAL REGISTER (Canon 877) Of Parish, (City) Iowa, (year) including all baptisms at the parish church or elsewhere within the parish limits. To be sent to the Chancery at the end of each year according to Canon 535. The names of the sponsors and special notations which should be part of the parish record need not be copied here Signature of Pastor 1 Family name, then given name of baptized Date of Birth Date of Baptism name of Father Maiden name of Mother Minister of Baptism 2 Family name, then given name of baptized Date of Date of Baptism Given name of Father Maiden name of Mother Minister of Baptism 3 Family name, then given name of baptized Date of Birth Date of Baptism Given name of Father Maiden name of Mother Minister of Baptism 4 Family name, then given name of baptized Date of Birth Date of Baptism name of Father Maiden name of Mother Minister of Baptism 5 Family name, then given name of baptized Date of Date of Baptism Given name of Father Maiden name of Mother Minister of Baptism 6 Family name, then given name of baptized Date of Date of Baptism Given name of Father Maiden name of Mother Minister of Baptism 7 Family name, then given name of baptized Date of Date of Baptism Given name of Father Maiden name of Mother Minister of Baptism 8
disciples of all nations. The new birth of man's spirit by God's Holy Spirit means the birth of love for others. Missionary effort on the part of all rests thus upon a spiritual necessity of the regenerate life, and is expressly and repeatedly commanded in the teachings of Christ. The Lord Jesus Christ has commanded the preaching of the gospel to all nations. It is the duty of every child of God to seek constantly to win the lost to Christ by verbal witness undergirded by a Christian lifestyle, and by other methods in harmony with the gospel of Christ. ; ; ; ; ; , ; ; ; ; ; ; ; ; ,; ; ; ; ; ; ; ; ; ; ; ; ; ; ; . XII. Education Christianity is the faith of enlightenment and intelligence. In Jesus Christ abide all the treasures of wisdom and knowledge. All sound learning is, therefore, a part of our Christian heritage. The new birth opens all human faculties and creates a thirst for knowledge. Moreover, the cause of education in the Kingdom of Christ is co-ordinate with the causes of missions and general benevolence, and should receive along with these the liberal support of the churches. An adequate system of Christian education is necessary to a complete spiritual program for Christ's people. In Christian education there should be a proper balance between academic freedom and academic responsibility. Freedom in any orderly relationship of human life is always limited and never absolute. The freedom of a teacher in a Christian school, college, or seminary is limited by the of Jesus Christ, by the authoritative nature of the Scriptures, and by the distinct purpose for which the school exists. ,,,; ; ; ; ; .; ; .; ; ,; ; ; ; .; ; ; ; ; ; ,; ; ; ; ; ; .
11. Risk Assessment: Example The following risk assessment is given as guidance. It is advised that the school refers to the CLEAPSS Model Risk Assessment Documents for D&T. Risk Assessment and Operating Procedure - IET Activity: DIY Faraday Challenge Day Persons at risk Students taking part in the Faraday Challenge Day and adults in the location Maximum Size 36 students Recommended Staffing/Student Ratio 1:18 Risk Assessment Hazards Control Measures Use of electrical equipment – risk of electric shock All electrical equipment is low voltage. Use of electrical equipment – short circuit causing heating Warn students of the possibility of burns when connecting and disconnecting components. All pupils will receive a briefing about correct use of electrical components. Basic use of hand tools (screwdrivers, scissors, hole punches, staplers) – risk of cutting or abrasion Warn students of the risks and advise them of safe working practices. Use of extensions cables – risk of tripping Make sure that extension cables are not extended across the floor where students and adults will be walking. Ensure students and adults are aware of the location of the cable. Location issues (to be completed by Host School) Further Action Required: 1. Ensure all persons staffing the Faraday Challenge Days are aware of and competent to comply with this risk assessment and the control measures.
Name ______________________________________________________________________ Graphing: Budget Bar Graph 4—Excellent 3—Good 2—Fair 1—Needs Improvement Title Is creative Clearly relates to the problem being graphed (includes dependent and independent variable) Clearly relates to the problem being graphed (includes dependent and independent variable) A title is present at the top of the graph A is not present Labeling of X axis The X axis has a clear, neat label that describes the units used for the independent variable The X axis has a clear label that describes the units used for the independent variable The X axis has a label The X axis is not labeled Labeling of Y axis The Y axis has a clear, neat label that describes the units used for the dependent variable (e.g. % of dog food) The Y axis has a clear label that describes the units used for the dependent variable (e.g. % of dog food) The Y axis has a label The Y axis is not labeled Data Table Well organized Accurate Easy to read Organized Accurate Easy to read Accurate Easy to read Not accurate and/or Cannot be read Presentation: Delivery Holds attention of entire audience with the use of direct eye contact, seldom looking at notes Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points Consistent use of direct eye contact with audience, but still returns to notes Speaks with satisfactory variation of volume and inflection Displays minimal eye contact with audience, while reading mostly from the notes Speaks in uneven volume with little or no inflection no eye contact with audience, as entire report is read from notes Speaks in low volume and/ or monotonous tone, which causes audience to disengage
Presentation: Content/ Organization Provides clear purpose and subject; pertinent examples, facts, and/or statistics; supports conclusions/ideas with evidence Has somewhat purpose and subject; some examples, facts, and/or statistics that support the subject; includes some data or evidence that supports conclusions Attempts to define purpose and subject; provides weak examples, facts, and/ or statistics, which do not adequately support the subject; includes very thin data or evidence Does not clearly define subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or conclusions Presentation: Enthusiasm/ Audience Awareness Demonstrates strong enthusiasm about topic during entire presentation Significantly increases audience understanding and knowledge of topic; convinces an audience to recognize the validity and importance of the subject some enthusiastic feelings about topic Raises audience understanding and awareness of most points Shows little or mixed feelings about the topic being presented Raises audience understanding and knowledge of some points Shows no interest in topic presented Fails to increase audience understanding of knowledge of topic Comments
Conflict of Laws Family Law Article 9 (Secured Transactions) of the Uniform Commercial Code Trusts and Estates (Decedents' Estates; Trusts and Future Interests) Preparing for the Bar Exam Traditionally: Fall Semester Dec./Jan./Feb. February Bar Exam Spring Semester May/June/July July Bar Exam Full-time bar prep January take exam Full time bar prep May grads take exam More Recently: Fall Semester Dec./Jan./Feb. February Bar Exam Spring Semester May/June/July July Bar Exam (See Professor Nissen) Full-time bar prep for Feb. takers July takers for FLA course January grads take exam For some students: FLA course (MBE, Essays and PTs) with Professor permission Prep: Continue reviewing MBE subjects and any additional subjects for essays; practice performance tests May grads take exam The bar exam has become tougher for students across the country to pass. The traditional eight weeks of bar preparation is not sufficient for everyone. Who is at risk, and may need more support: Those who did not do well in 1L subjects, or in Evidence and Criminal Procedure: Investigations Those who did not take or do well in upper class courses tested in particular jurisdictions Those who had few in-class, timed, closed book exams and have little practice with memorization or answering multiple choice or writing essays under timed conditions, and do not practice enough Those who are fatigued by six essays and two performance tests in a single day Those who have testing anxiety Those who need to work during the traditional bar preparation period Other considerations: Bar bring them to Student Affairs, Room E-321, well before the deadline. Accommodations: the website of the jurisdiction where you plan to take the exam for the necessary forms. If you need forms regarding which accommodations you had in law school, bring them to Student Affairs, Room E-321, well before the deadline. Transcripts: contact the Registrar’s office,
Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding 5 Bridging Domain: Listening Follow simple oral directions to draw a scaled picture graph to represent a data set with several categories using a picture graph template with teacher modeling. (e.g. Draw symbols to represent the units) Follow two-step oral directions to draw a scaled picture graph to represent a data set with several categories using an illustrated example with a partner (e.g. Draw symbols to represent the units. Include a title.) Follow multi -step oral to draw a scaled picture graph to represent a data set with several categories by creating a graph with a partner (e.g. Draw symbols to represent the units. Include a title. Include a key that indicates what each symbol stands for.) Follow detailed oral directions to draw a scaled picture graph to represent a data set with several categories by creating a graph in a cooperative group. (e.g. Include a categories, category label, key, and data) Follow complex oral directions to to draw a scaled picture graph to represent a data set with several categories by creating a graph independently. (e.g. Create a picture graph choosing an appropriate ELD Standard #3: English Language Learners communicate information, and concepts necessary for academic success in the content area of Mathematics.