zilongwang/ReadingBank huggingface dataset:
This document should only be used to supplement the General Instruction Manual for Texas Title Insurance Agent Experience Report Submission. Topics Question Answer Agency Number What is my agency number? It is the seven or eight digit agent company ID number on your agent’s Certificate of License. Employee Insurance Where do I report my employee group insurance? Report employee group insurance on Form A, Sec. B, line 2. Employee Benefits and Welfare. Payroll Taxes Unemployment Taxes Where do I report payroll taxes and unemployment taxes? Report payroll and unemployment taxes on Form A, Sec. B, line 2. Employee Benefits and Welfare. Federal Income Tax State Sales Tax Where do I report federal income tax and state sales tax? Do not report any federal income or state sales tax on your experience report. Courier and Overnight Delivery Fees Postage and Freight Fees do I report courier, overnight delivery, and postage and freight expenses? Postage and freight fees should only include expenses for the operation of your business and does not include expenses paid to third-party vendors for the benefit of the title insurance customer. Report postage and freight on Form A, Sec. B, line 14. Report courier and overnight delivery on Form A, Sec. B, line 15. Do not include in-house courier or runner expenses in this category. Pass-Through Categories Tax Certificates Recording Fees Courier and Overnight Delivery Fees What are pass-through categories? A pass-through category, for the purpose of this report, is a line item in which the sum of the income and expense equals zero or comes close to zero. Pass-through categories on the experience report include tax certificates, recording fees, and courier and overnight delivery fees. Report the income and expense for these items under the title column even if passed through escrow accounts or was paid to a tax service. If your agency is not being charged for tax certificates or recording fees by the county and, as a result, has no income or expense, submit a written statement to that effect. If there is a significant variance between the income and expense for any pass-through category, submit a detailed written explanation with your report. Policy Guaranty Fees Where do I report policy guaranty fees? Do not report any policy guaranty fees on your experience report. Policy Totals Where do I report my policy information? Report policy totals on Form A, Sec. D. Do not leave line 4 (Number of all other
SCHEDULE S-1 TRANSACTION REPORT Company Experience Period Transaction Type [4] Number of Transactions Total Liability [5] Non-Basic Rate Liability [6] Gross Rate Excluding Special Charges/Credits and Endorsements [7] Special Charges and Credits [9] Endorsements [11] Total Gross Revenue Agents Commissions /Retentions [15] [16]
click “Save.” down the values that appear in the “To,” “Subject,” and “Message Text” fields so you can use them later when you want to email the form data. If you want a copy of the filled-in form, “Print Form” in the “Sending the Data File” dialog box in Acrobat. Click “Close” in the “Sending the Data File” dialog box. When you want to submit the PDF form, create a new email message in your email application. Enter the “To,” “Subject,” and “Message Text” values that you wrote down in step 4. Use your application to attach the data file that you saved in step 3, then send the email to julie.jones@tdi.texas.gov.
P value Egg- Hexa- Oval- Tetra- SEX F Count (%) 8 (14.8%) 8 (14.8%) 20 (37%) 18 (33.3%) 0 0.007 M Count (%) 4 (8.9%) 10 (22.2%) 23 (51.1%) 4 (8.9%) 4 (8.9%) Table 5: Distribution of OC length in both males (n = 45) and females (n = 54). Number and percent (%) OCL (mm) F M Moderate (20-26mm) 50 (92.2%) 43 (95.6%) Long (>26mm) 4 (7.4%) 2 (4.4%) OCL: occipital condyle length. Fig. 20: A chart showing the length of the foramen magnum in males and females. Fig. 21: A chart showing the width of the foramen magnum in males and females. Fig. 22: A chart showing the area of the foramen magnum in males and females. DISCUSSION Measurements of the cranium (Franklin et al., 2005), the mandible (Potsch-Schneider et al., 1985) as well as dentition (Rosing et al., 1995) were used in sex determination. These studies demonstrated that statistically significant differences existed between male and female skulls which are still used to predict sex in unknown skulls. However, the need to identify sex from cranial fragments is mandatory when considering the fragile nature of the viscerocranium. The cranial base is known for its ability to remain intact when the rest of the cranium is compromised (Graw, 2001), and researchers made use of that fact by analyzing sexually dimorphic traits of this anatomical region (Teixeira, 1982; Routal et al., 1984; Holland, 1986; Catalina-Herrera, 1987; Gunay & Altinkok, 2000; Graw, 2001; Wescott & Moore-Jansen 2001; Murshed et al., 2003; Uysal et al., 2005).
Case(s) also cited: ACTEW Corp Ltd v Pangallo [2002] FCAFC 325 v Consolidated Minerals Ltd (no 3) [2007] WASC 232 AMWU v Mechanical Engineering Services Pty Ltd [2007] FCA 1736 Australian and International Pilots Association v Qantas Airways Ltd [2011] FCA 1487 Australian Broadcasting Commission v Australasian Performing Right Association Ltd (1973) 129 CLR 99 AWU v BHP Iron Ore Pty Ltd [2000] FCA 39 AWU v BHP Iron Ore Pty Ltd [2001] FCA 3 BHP Iron Ore Pty Ltd v AWU [2000] FCA 430 BP Refinery (Westernport) Pty Ltd v Shire of Hastings (1977) 180 CLR 266 Burgess & Ors v Mount Thorley Operations Pty Limited [2002] NSWIRComm 106 Byrnes v Kendle (2011) 243 CLR 253 CEPU v CJ Manfield Pty Ltd [2011] FMCA 374 City of Subiaco v Local Government Advisory Board [2011] WASC 322 Civil Service Association of Western Australia Inc v Western Australian College of Teaching (2011) WAIRC 1002; (2011) 91 WAIG 2391 Colby Corporation Pty Ltd v Commissioner of Taxation (2008) 244 ALR 71 Elacon Australia Pty Ltd v Brevini Australia Pty Ltd (2009) 263 ALR Electricity Generation Corporation v Woodside Energy Ltd [2014] HCA 7; 88 ALJR 447 Goldman Sachs JB Were Services Pty Ltd v Nikolich [2007] FCAFC 120 Kirshell Pty Ltd v Nilant and Others [2006] WASCA 223 Ledington v University of Sunshine Coast, PR935250, AIRC, 3 September 2003
Mineralogy Pty Ltd v Sino Iron Pty Ltd [2013] WASC 194 Moreton Bay Regional Council v Mekpine Pty Ltd [2016] HCA 7; (2016) 256 CLR 437 Mt Bruce Mining Pty Ltd v Wright Prospecting Pty Ltd (2015) 256 CLR 104 Murray Irrigation Limited v Balsdon (2006) 67 73 Promoseven Pty Ltd v Markey [2013] FCA 1281 Riverwood International Australia Pty Ltd v McCormick (2000) 177 ALR 193; [2000] FCA 889 Soliman v University of Technology, Sydney (No 2) [2009] FCAFC 173 of South Australia v McDonald [2009] SASC 219 Stratton Finance Pty Limited v Webb [2014] 110; (2014) 34 ALR 166 Toll (FGCT) Pty Ltd v Alphapharm Pty Ltd [2004] HCA 52; (2004) 219 CLR 165 Tracey Fergusson v The Salvation Army (Western Australia) Property Trust (2014) 95 WAIG 348 TWU v K & S Freighters Pty Ltd [2010] FCA 1225 Visscher v The Honourable President Justice Giudice [2009] HCA 34; (2009) 239 CLR 361 Wates Construction (London) Ltd v Franthom Property Ltd (1991) 7 Const LJ 243 Yousif v Commonwealth Bank of Australia [2010] FCAFC 8 Zafiriou v Saint-Gobain Administration Pty Ltd [2014] VSCA 331 Reasons for Decision
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2017 00381 : T : 15 2017, 9 2017 DELIVERED : 4 2017 FILE NO. : B 189 OF 2016 BETWEEN : Applicant AND (ABN 73 976 537 552) Respondent CatchWords : Industrial Law (WA) - Contractual benefits claim - Entitlements under contract of employment - Claim for annual leave, leave loading, notice and superannuation - Proper name of employer - Application upheld in part - Order issued Legislation : Industrial Relations Act 1979 (WA) s 29(1)(b)(ii) Minimum Conditions of Employment Act 1993 (WA) Fair Work Act 2009 (Cth) Superannuation Guarantee (Administration) Act 1992 (Cth) Result : Application upheld in part : N : A referred to in reasons: BP Refinery (Westernport) Pty Ltd v Shire of Hastings (1977) 180 CLR 266 Nolan Paul Grobler v Mr Andre Stasikowski Stass Environmental [2017] WAIRC 00115; (2017) 97 WAIG 289 Hotcopper Australia Ltd v Saab [2001] WAIRC 03827; (2001) 81 WAIG 2704
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2017 WAIRC 00081 CORAM : P E HEARD : 13 2017 DELIVERED : 17 2017 FILE NO. : B 2 OF 2017 BETWEEN : Applicant AND Respondent CatchWords : Alleged denial of contractual entitlement - Contract of employment - Application to dismiss - No real question to be tried Legislation : Fair Work Act 2009 (Cth) Industrial Relations Act 1979 (WA) s 27(1)(a)(i), s 27(1)(a)(ii), s 27(1)(a)(iv), s 29(1)(b)(ii) Result : Application pursuant to s 27(1)(a) granted; Application dismissed : P : A C Reasons for Decision This is an application made pursuant to s 29(1)(b)(ii) of the Industrial Relations Act 1979 (WA) (the Act). The Form 3 – Notice of claim of entitlement to a benefit under a contract of employment contains a schedule which says that the applicant was employed from 1 August 2016 until 3 November 2016, and seeks payment of outstanding salary for the remainder of a fixed term of employment between 1 August 2016 and 31 October 2018. The claim says that the respondent only paid the applicant’s salary until 3 November 2016, when she was dismissed. There is a balance owing of $137,970 as per a second attached schedule. That
MANAGING LONG-TERM DISABILITY CLAIMS From the moment a potential long-term disability claimant contacts your office, you must be analyzing and strategizing on the appropriate management of the file. Most of the claimants seeking representation have coverage a group disability policy. Most of my comments below in this paper address the typical terms of a group disability policy. Policies may vary from company to company and employer to employer, however, many of the terms are similar. Disability Test In order to qualify for long-term disability benefits, the policy usually requires that the claimant be “totally” disabled from their own occupation (known as the “own” occupation test). This test usually applies during the first 24 months of disability payments. Thereafter, the policy usually stipulates that payments are only made to the claimant if they are “totally” disabled from performing any occupation within their training, education or background (known as the “any” occupation test). Own Occupation Test The term “total” disability has been defined in Sucharov v. Paul Revere, [1984], I.L.R. 1-1732 (S.C.C.). In this case, the
Pastor Rick Stoner Office Hours: Tues - Fri 9a – 3p Youth Pastor Jared Chase 614-530-8329 Office Hours: Mon & Wed 12p – 8p Tues & Thurs 9a – 2:30p Office Administrator Amy Waldron 419-302-5972 Office Hours: Tuesday & Friday Elders Mast 614-580-8749 Ken Sims Tony Miller
Phil Fontaine, leader of the Association of Manitoba Chiefs, meets with representatives of the Catholic Church. He demands that the church acknowledge the physical and sexual abuse suffered by students at residential schools. 1989 Non-aboriginal orphans at Mount Cashel Orphanage in Newfoundland make allegations of sexual abuse by Christian Brothers at the school. The case paves the way for litigation for residential school victims. 1986 The United Church of Canada formally apologizes to Canada's First Nations people. 1979 Only 15 residential schools are still operating in Canada. The Department of Indian Affairs evaluates the schools and creates a series of initiatives. Among them is a plan to make the school administration more culturally aware of the needs of aboriginal students. 1975 A provincial Task Force on the Educational Needs of Native Peoples hears recommendations from native representatives to increase language and cultural programs and improve funding for native control of education. Also, a Department of Indian Affairs and Northern Development publication reports that 174 federal and 34 provincial schools offer language programs in 23 native languages. 1974 The aboriginal education system sees an increase in the number of native employees in the school system. Over 34 per cent of staff members have Indian status. This is after the government gives control of the Indian education program to band councils and Indian education committees. 1860 Indian Affairs is transferred from the Imperial Government to the Province of Canada. This is after the Imperial Government shifts its policy from fostering the autonomy of native populations through industry to assimilating them through education. 1847 Egerton Ryerson produces a study of native education at the request of the assistant superintendent general of Indian affairs. His findings become the model for future Indian residential schools. Ryerson recommends that domestic education and religious instruction is the best model for the Indian population. The recommended focus is on agricultural training and government funding will be awarded through inspections and reports. 1820s Early church schools are run by Protestants, Catholics, Anglicans and Methodists. 1620-1680 Boarding schools are established for Indian youth by the Récollets, a French order in New France, and later the Jesuits and the female order the Ursulines. This form of schooling lasts until the 1680s. Reference:
Premier's Australian Association of Special Education NSW Chapter Research to Practice Special Education Scholarship Best practice strategies, support structures, practices and pedagogies to enhance the educational, social and vocational outcomes for adolescence with Autism Spectrum Disorders Mark Lucas, Dapto High School Premier’s Commonwealth Bank Vocational Education Scholarship An analysis of the diversity of Vocational Educational Programs Charlie Tendayi James, Singleton High School Premier’s Copyright Agency Creativity and Innovation Scholarship Postinternet: Tradition and Modernity Alan Guihot, Melville High School Premier’s Early Childhood Education Council Early Childhood Scholarship Talking Transition Kris Graham, Wahroonga Public School Premier’s English Teachers Association of NSW English Scholarship Teacher and Student Writing Groups Burke, Moss Vale High School Premier's First State Super Financial Literacy Scholarship Financial Literacy Education around the world Stephen Chapman, O’Connor Catholic College, Armidale Premier's HTA History Scholarships Unity and Diversity: Indonesia’s Development as a Nation and Sukarno’s influence Sharon Champagne, Bega High School Resourcing and Teaching Irish History in Australian Schools Rebeca Poole, Knox Grammar School, Wahroonga The Migration Difference; The changing nature of political and economic migrant experiences since Post World War 11 (Focus on Sri Lanka) Renuka Senthevadivel, Cecil Hills High School Premier’s IOOF Centre for Educational and Medical Research Itinerant Support Teacher (Vision) Scholarship Tactile Graphics Galiema Gool, Corrimal Public School
sponsoring the program/service – ongoing The District will provide closed captioning on any instructional television utilized; videos it produces; and for any Board Meetings that are televised or recorded and then made available on its website. Time frame for completion: Ongoing. L. Printed Information Training will be provided information on how to produce printed material in alternative formats for people with various disabilities to ensure that requests are handled in a uniform and consistent manner. Responsible Party: ADA Compliance Administrator - Time frame for completion: Ongoing. Requests for specialized formats of lengthy and/or bulky documents will be handled on an individual basis. Responsible Party: Individual ESC Department that created the document – ongoing. Any charge for a publication will be uniform for all formats of that publication. The District will make program information more widely available to all District constituents by: Publicizing and making available program brochures in alternative formats when requested. Ensuring uniformity of charges for a publication for all formats of that publication. Responsible Party: ADA Compliance Administrator - Time frame for completion: Ongoing. On printed material distributed to the public regarding programs, there will be reference to: The District’s Nondiscrimination Policy, and The phone number of the program access specialist and/or the District’s ADA Compliance Administrator and/or other contact information on who can provide assistance in meeting special requests. Responsible Party: Office for Diversity, Equity and
LACCD Mission Statement The mission of the Los Angeles Community College District (LACCD, or District) is to provide our students with an excellent education that prepares them to transfer to four-year institutions, successfully complete workforce development programs designed to meet local and statewide needs, and pursue opportunities for lifelong learning and civic engagement. LACCD Vision Statement The LACCD will strive to become a national leader in student success by providing high quality, accessible, educational opportunities across the greater Los Angeles area that change students' lives, enrich the area's many diverse cultures, and strengthen the regional economy. The District will do so continuing to provide a culture of continuous improvement and by closing persistent equity gaps. Core Values The Los Angeles Community College District's core values reflect how we will pursue our plan as well as how we will fulfil our mission and realize our vision. We - the faculty, staff, administrators, and students of the LACCD hold the following values essential to achieving our District's mission: Access & Opportunity: We are committed to maximizing educational opportunity and access to everyone who has the desire to learn, and we actively engage all students, including those from communities that have traditionally been underserved by higher education or who require special accommodation or support. Excellence & Innovation: In all of our services and institutional activities, we strive to create a culture of excellence and continuous improvement through the use of innovative pedagogy and technologies that challenge our students, faculty, staff and administrators to meet the highest educational and professional standards. Student Learning & Success: All of our institutional efforts and resources are dedicated to one central purpose-the support of all students as they work toward the achievement of their academic and career goals. Free Inquiry: We value the vigorous, critical and free exchange of ideas and opinions, and we work actively to create communities of mutual respect and shared concern that support and sustain open debate and constructive, democratic discourse. The Power of Diversity: As a group of nine urban and suburban colleges situated in the midst of different communities, we draw upon and embrace diversity as an integral aspect of our civic and institutional identity and as a powerful element in the education and development of every individual.
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2017 WAIRC 00885 CORAM : S J HEARD : 2 2017, 14 2017 DELIVERED : TUESDAY, 24 OCTOBER 2017 FILE NO. : B 56 OF 2017 BETWEEN : Applicant AND MARIO AND CLARA ENTERPRISES PTY LTD AND MORGAN TRADING PTY LTD Respondents Catchwords : Industrial Relations Law (WA) - Contractual benefits claim - Claim for pay in lieu of notice and accrued annual leave - Principles applied - Application upheld - Declaration and order issued Legislation : Industrial Relations Act 1979 (WA) Minimum Conditions of Employment Act 1993 (WA) Fair Work Act 2009 (Cth) Result : Application upheld : : N
eventually rescued by a passing motorist. Dudzisz refused medical treatment and was determined to finish his walk, though he promised to and only walk during daylight hours. Translate “stranded”. Vast komen te zitten Which sound is the “oo” in “flooded”? /u:/ or / ʊ/? Find a synonym: a try: an attempt rescued luckily: fortunately to meet: to encounter How did Daniel find drinking and food on his hikes? He drank from puddles (plassen) and troughs (troggen) How was he found? A passing motorist found him. What is a diabetic? Een persoon met suikerziekte.
The Web Collection Revealed Creative Cloud, 1st Edition National Geographic/Cengage Editing 1, 2 Adobe Photoshop Creative Cloud National Geographic/Cengage Sports Medicine 1, 2 Introduction to Sports Medicine and Athletic Training Sports Medicine Essentials: Core concepts in Athletic Training Fitness Instruction National Geographic/Cengage National Geographic/Cengage
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2018 WAIRC 00814 CORAM : D J HEARD : 17 2018 DELIVERED : 17 2018 FILE NO. : B 92 OF 2018 BETWEEN : Applicant AND Respondent CatchWords : Contractual entitlement claim - Agreement reached at conference - Agreement enforced Legislation : Workers’ Compensation and Injury Management Act 1981 Industrial Relations Commission Regulations 2005 Result : Agreement Enforced Counsel: : : Case(s) referred to in reasons: 2018 WAIRC 739 Reasons for Decision
process and data classification. The hardware circuitry of the network node is designed based on Arduino Mega 2560 microcontroller board along with use of the Bluetooth module for wireless communication. Captured data is then classified using Support vector machine (SVM) algorithm.
Reduce business expenses 5% by June 2017. Reason: SWOT analysis determined rent increase after redevelopment Analyse financial data to discover where savings can be made Implement them where possible Evaluate supplier agreements to determine if discounts are available Review and fix operational wastage Review and monitor expenses regularly June 2017 Build business up to franchising standards by May 2019 Reason: SWOT analysis determined national may move into the area. Determine franchising standards of national chain by Jan 2017 Develop plan to build business to these standards by July 2017 Implement plan in July 2017 Review and update plan regularly to ensure on track for May 2019 completion May 2019 CUSTOMER SERVICE STRATEGY Strategy Details
Characteristics 30 – 49 years $100,000 to $150,000 Live within 5km Family rides ~1/month Price and function Not part of a club 15 – 39 years $0 to $50,000 Live within 5km Bike used for transport Functional bike Not part of a club 29 – 39 years $100,000 to $150,000 Live within 15km Ride competitively Spend big on bike products High-performance bike Part of a club Appeal to this Target Market Our kids bikes are known for their sturdiness Price is about average compared to other products Free puncture repair We have a good range of functional bikes at average comparable prices Larger rims on bikes making them easier to ride long distance We sell Haro which is sought after by sport enthusiasts We have a strong connection to bike racing We know what they need to compete Marketing Avenues Direct Mail Sponsor children’s events, school events Word of mouth Direct Mail Sponsor corporate events Networking Sponsoring sporting events Promote through the Trail Bike Association Social Media PROMOTIONAL STRATEGIES Method Details
L/G/T Done / / Final Plans Complete & Filed / / R/W Plans Completed / / Anticipated Sale Date / / PROJECT SCOPE: (Provide a paragraph or two describing the major project elements. Pay particular attention to new features such as lane widening, lane additions, bikeways, etc. Include details requested on supplementary sheets.) CURRENT STATUS / PROGRESS For new applications, provide a narrative describing how this project Addresses the criteria established in the TIP scoring procedures. This record is used for Blank Application forms. Could this project be advanced if funding was available? YES If YES indicate earliest commitment schedule NO Attach additional sheets as necessary NOTE: This is an Application Form and does not represent a funding commitment. 08/03/2016
Aldrich, Kayleah Bagnall, Mia Beebe, Milo Brennan, Rosalie Clabby, Erin Condie, Meagan Dessart, Ren Duggan, Carrie Empson, Victoria Englehardt, Josh Ferguson, Simone Fiumara, Alyssa Garcia, Elijah Golish, Madison Graling, Paige Guevara, Maria Harlan, Sarah HerrGessell, Emily Huntley, Aleister Ike, Danielle Jang, Hijoo Kallier, Arielle Kim, Daewoon Kottwitz, Kwak, David Lahe, Jessica Matt, Carolyn McDonald, Mackenzie McGee, Lily Miles, Maya Miyake, Joyce O'Connor, Kyle Osinoff, Nic Phillps, Liz Raposas, Christine Samaha, Ethan Schultheis, Sam Sczudlo, Kearyn Shifflet, Briana Stasio, Cynthia Stephenson, Claire Strang, Tilton, Chelsea Troiano, Anthony Wheelhouse, Dom Wilcox, Jacob Wrobleski, Nick
Produced by ScoreBridge from www.scorebridge.com - Licensed to Templeogue Castle Community Bridge Club Marie Moran B/N Section - 2nd Session Saturday 7 November 2015 Pos Pair Players Match Points /Tops % 1 9 Mary Tynan & Barbara McNamara 141.0/ 210 67.14 2 6 Margaret Dooley & Rosemary McKenna 104.8/ 180 58.22 3 5 Michael L Keegan & Sean McBride 104.0/ 180 57.78 4 8 Eileen McMahon & Maeve Buckmaster 100.4/ 180 55.78 5 2 Noeleen Meagher & Anne Russell 92.2/ 180 51.22 6 4 Lynne Reilly & Doreen Maher 89.8/ 180 49.89 7 3 Daniel A Crotty & Bridie Ryan 88.2/ 180 49.00 8 1 Paul Baird & Maria Baird 86.0/ 180 47.78 9 10 Helen Doyle & Bridie Tarrant 96.4/ 210 45.90 10 14 Marian Duffy & Marie Fox 96.0/ 210 45.71 11 13 Mary Budds & Josephine Quirke 94.0/ 210 44.76 12 12 Martina O'Rourke & Marian McGuinness 92.6/ 210 44.10 13 11 Catherine Butler & Leo O'Kennedy 76.6/ 210 36.48
Saint Elizabeth Ann Seton Catholic Church 105 Summer Road + Three Bridges, NJ 908-782-1475 Parish Website: Diocese of Metuchen website: Parish Office Hours Monday-Thursday: 9:00 am-4:00 pm Friday: 9:00 am-12:00 pm [except June/July/August] Parish email: Religious Formation Office 908-284-2929 Monday-Thursday: 9:00 am-2:00 pm Friday: Closed Religious Formation email: Rev. Thomas J. Serafin, Pastor Rev. Edward A. Kearns, Pastor Emeritus Paul J. Santella, Deacon Michael S. Tomcho, Deacon M. Kilcommons, Deacon Mariam Nawab, Parish Catechetical Leader Diane Luceri, Director of RCIA & AFF Brett Walzer, Director of Sacred Music Jackie Ferrari, Parish Administrative Assistant Ruth Pryor, Baptisms/Parish Office Jenni Clark, Confirmation/Teen Ministry Gina Perez, Religious Formation Secretary James Letchford, Claire Long, Lay Trustees Regular Weekend Mass Schedule Saturday: 5:00 pm Sunday: 8:00 am - 9:30 am - 11:30 am Children’s Liturgy of the Word for Pre-K through Grade 4 at all Weekend Masses Daily Mass / Prayer Service Monday-Thursday: Mass - 9:00 am Friday: Prayer Service w/Holy Communion - 9:00 am Reconciliation [Penance/Confession] Saturday: 4:00 pm or by appointment Parish Registration All adult members must be registered to obtain sacramental eligibility notes, letters of recommendation, etc. Contact the Parish Office or Website for registration materials. Marriage Preparation Common Policy for New Jersey Catholic churches requires couples to contact the parish one year before the potential wedding date or making any wedding plans. Infant Baptism Expectant parents should register for the required formation session before birth or adoption and to receive our parish policy, ritual explanation and godparent requirement book. Grade 1-7: Monday, Tuesday, Wednesday: 4:45-6:00 pm Tuesday: 6:30-7:45 pm Confirmation Prep (Gr. 8): Monday: 7:00-8:30 pm During the month of October, children in Religious Formation attended small group Masses, participated in Eucharistic Adoration and prayed the Rosary. 30th SUNDAY IN ORDINARY TIME Seton Sunday October 25, 2015
We pray for our needs and the salvation of Mexico. We will also pray for missions among the unreached ethnic groups of Mexico and the 10/40 Window. Praying for the World We are too poor to send missionaries. God has given us the resources to do our part in fulfilling the Great Commission. Financing Missions By evangelizing in my I will eventually reach all the people of the world. We must finance and send well-trained, cross-cultural missionaries to the unreached ethnic groups to overcome the barriers to evangelization. Definitions But we do not know how to do it! There already exists a missionary structure to facilitate the sending of missionaries. Local Church Missions Committee Definitions Adopt-A-People III. Paradigms that will Change [18]
Outcomes for Woolgrowers AWI requires you to be clear on what tangible outcomes this project will provide Australian woolgrowers relative to the organisation’s Strategic Plan targets Project Objectives You must list clearly and concisely what the project objectives are – they should be SMART [Specific – Measurable – Attainable – Realistic, Relevant, Results focussed – Timely] 1. 2. 3. 4. Start Date Insert Commencement Date Term (or End Date) Insert expected length of Project and/or an End Date Researcher/ Contracting Party Details (external party) Provide the company details of the Contracting Party. You must include legal name, ABN, contact address, phone number and email address. Company Name: Company Address: Company Number (if any): Contact Name: Contact Ph: Contact Fax: Contact E-mail: Company Type:
[insert details of written, visual or audio works and materials, including any computer programs] Researcher / Contractor Background IP Detail what background IP is being provided that will be used in the Project. NIL or All Intellectual Property rights (in whatever form) in: (a) the patents/patent applications identified below, all patents/patent applications based on, divided from or otherwise claiming priority from such applications and all registered patents in the Territory arising from these patents/patent applications: Patent Title Status Registration/ Application No. Country [insert] [insert] [insert] [insert] (b) the following confidential know-how and trade secrets: [insert details] (c) the following documents and materials: [insert details of written, visual or audio works and materials, including any computer programs] Project IP insert description and proposed protection strategy Project IP: Project IP will be owned as follows: AWI Researcher (1) Researcher (2) 100% or [Insert] 0% or [Insert] 0% or [Insert] Project Commercialisation and Adoption Technology Commercialisation Provide evidence of the scale of the market for this product, and the basis for its competitiveness and the path to market. This can include: Proposed price point Royalty revenue shares Delivery Strategy – awareness and practice change Increasing the adoption of new practices in the wool industry is a central challenge for
Flexible working arrangements may be of benefit to the school. It can be seen as a way of retaining staff, improving morale, motivation, performance and even attendance. Flexible working may also allow an employee with a medical condition or disability to continue in work. As with all matters relating to the staffing establishment in schools, the decision about whether or not individual posts are suitable for job share or any other flexible work arrangements rests with the governing body, advised by the head teacher. Please refer to the schools portal or take further advice from the CFCS HR Team. Paragraph 3.3 - Fixed Tern Contracts The use of Fixed Term contracts should only be used in certain situations as stated in the fixed term agreement guidance. Employees employed on fixed-term contracts acquire statutory rights including the right: Not to be unfairly dismissed – after two year’s continuous employment To a written statement of reasons for dismissal – after one year To statutory redundancy payments – after two years A fixed term contract must clearly state the terms, i.e. the reason for its fixed term nature. Full guidance is available within Paragraph 4.1 - Job Description Teacher job descriptions should be written to reflect the professional responsibilities required by the school and as detailed in the School Teacher Pay and Conditions document - paragraphs 48 – 52. The job description should reflect the statutory teacher’s standards and for leadership should take into account the revised head teacher standards It is extremely important for the governing body to ensure that the pay for all teachers (leadership, lead practitioners, TLR holders, pay range) reflects the duties and responsibilities of the post. Guidance on teacher job descriptions is available on For support staff the agreed job profiles and job descriptions can be found on: If you are writing a support staff job description that changes the responsibilities of a role please contact the Job Evaluation to discuss it. je.team@nottscc.gov.uk Within job descriptions, include salary and conditions of service information.
For use by staff and the public.] [1.29 Plant Room General Requirements A Plant Room shall be required to contain the machinery needed to run the Facility. A separate Plant Room for the Main Pool and Learner Pool will be required. Dimensions To meet the requirements within the space available. Description of Activities/ Functions Generator or equivalent. Pool machinery. Combined Heat and Power Unit (CHP). Key Design Requirements The Plant Room shall be secure. Design be flexible to enable periodic replacement of major plant items. Adjacencies The Plant Room shall be located near to vehicular access to facilitate the delivery of pool agent and chemicals etc. Occupancy/ Capacity Restricted access-authorised personnel only.]
Please summarise the novel approach that your school took to tackling a particular environmental issue on the Green-Schools Programme, and the content envisaged for your EXPO Stand by answering the questions below: What would be the title of your exhibit? ______________________________________________________________________________ What will be the main theme of your Exhibit Space (select one)? □ Litter & Waste □ Energy □ Water □ Travel □ Biodiversity □ Global Citizenship Litter and Waste □ Global Citizenship Energy □ Global Citizenship Marine Environment □ I hereby declare that I have read and agree to abide by the terms and conditions of the Green-Schools EXPO 2016 as set out in the Guidelines & Terms and Conditions for Exhibiting Schools document at . Please return this completed form to: or by post to Green-Schools EXPO, Unit 5a Swifts Alley, Francis Street, Dublin 8, D08TN88. Timeline: Registration Deadline – 5pm, Friday November 10, 2017 School Selection – December 2017 EXPO – February 22 2018 (9am – 5.30pm) If you are experiencing any difficulties with this form please contact expo@eeu.antaisce.org Call us at +353 (0)1 4002222 for any further queries Tickets for schools wishing to attend (non-exhibitors) can be found at:
hypothesis 3 Bulgaria, Denmark, Romania and Sweden are left out as control variables because including these countries biases the results because of their very low sample size for this question. They were left out as control variables because for these countries there were less than five observations for this question, where for the other countries there were more than ten observations per country. Results 4 presents a correlation matrix of the variables used in the multinomial regression models. Computations of the variance inflation factor (VIF) show that the results are not biased by multicollinearity (VIF<1.096). 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. Pref. fam. bus 1 2. Entrepreneurial course .01 1 3. Risk taking behaviour .03 .04 1 4. Fear of failure -.06 -.05 .02 1 6. Type of income -.00 .05 .01 .01 1 7. Type of entrepreneur .05 -.04 .03 .11 .02 1 8. Gender -.04 .01 .07 -.03 .01 -.03 1 9. Age when stopped education -.06 .10 -.03 -.13 -.04 -.13 .03 1 10. Age .00 -.09 -.20 .03 .07 -.05 .02 .08 1 Table 4: Correlation table 5 shows the multinomial regression results for hypothesis 1 in model 1 and hypothesis 2 in model 2. First the control variables are shown, and below the control variables the variables of interest. 4.1 Level and type of education Focussing on the level of education, Table 5 shows that compared to family business owners, founders (Coeff.=0.11; p<0.01) and owners who took over a business (Coeff.=0.07; p<0.01) are significantly more likely to have studied longer. This result is in line with the expectations in hypothesis 1a, hence hypothesis 1a is supported. Founders (Coeff.=-0.06; p>0.10) and owners who took over a business (Coeff.=-0.11; p>0.10) are compared to family business owners also more likely to have followed an entrepreneurial course, but this effect is not significant, which was not in line with expectations. Hence hypothesis 1b is rejected.
Subject – Mathematics Level A2 Class -V Lesson – 7 (Can You See The Pattern) Worksheet - 7 Skill/Competency/Concept Target Learning Outcomes Suggestive Strategies Knowledge Understanding Observation Logical thinking Art and skill Drawing skill Observes and understands the patterns. Recognizes the basic unit which generates the pattern. Makes patterns with numbers and letters. Computes the given patterns using four basic operation of mathematics. Individual Task Demonstration Method Play Way Sample Activity – 1 TLO: Recognizes the basic unit of pattern and make pattern. Make different blocks for painting by using the potato. Some of the block is given here. Students can make their own blocks of different design. By using following blocks, students can make different patterns.
Label 2 D and 3 D shapes for the given figures: Level A2 V Lesson-10, Tenths and hundredths Worksheet : 10 Skill/Competency/ Concept Target Learning Outcomes Suggested Strategies Knowledge Understanding Computation Conversion Application Develops understanding of decimals through fractions with denominator 10 and 100. Converts a decimal into fraction and vice versa Compares the fractions Computes the decimal figures Group activity Individual Activity Demonstration Play way TLO: Develops understanding of decimal Sample Activity1 :
Here is a grid of 100 squares. It has 10 columns. Colour each column in the table according to instructions. Read the instructions for each column given below. 1 2 3 4 5 6 7 8 9 10 Column Number Colour Parts of whole 1 Green 2 Blue 3 Red 4 Yellow 5 Orange 6 7 Pink
Learning Assessment Find the perimeter of the following figure Find the missing length A map has been drawn to scale; 1/2cm = 1Km Complete the following table by filling the appropriate answer. Distance on Map Distance on ground Area on ground 4cm ___ cm 320Km ___ Length=6cm Breadth = 5cm Length = Breadth = Length = Breadth = Length=26 Km Breadth =12Km 500m ___ Level A2 Class V Lesson-12, Smart Chart Worksheet : 12 Skill/Competency/Concept Target Learning Outcomes Suggested Strategies Knowledge Understanding Application Problem solving activity Collects and records data Represents the data in tabular form or bar graph. activity Individual Activity Demonstration Method
“little organ” that performs specific functions Cellular * The , the basic unit of all life and the grouping of organelles level (Multicellular level) * The , a functional grouping of the same kind of cells Biological levels of organization Ecological levels of organization * The , a functional grouping of one or more of tissues * The , a functional grouping of organs that work together to perform a certain job * The , the basic living system, a functional grouping of one or more organ systems, including at least one cell * The , a grouping of organisms of the same that live in the same area * The community, all of the populations that live in the same area and interact * The , consists of all the living things (biotic) in
5.8 All rights granted hereunder do not include such rights for screen, video, television and Internet trailers and advertisements for the advertising and exploitation of the Film. 6.0 Obligations of the Rightholder 6.1 The Rightholder represents and warrants that the Composition is his original creation, that he is the sole of or controls all copyright, performance rights and any other rights in the Composition, which are granted under this Agreement. The Rightholder represents and warrants that he is entitled to grant the above defined rights to the Company. 6.2 The Rightholder has not and will not enter into any agreements or activities which will adversely affect this Agreement. 6.3 The Rightholder represents and warrants that the Composition does not and shall not infringe the copyright or any other rights of any third party in respect of the rights granted under this Agreement. The Rightholder has no knowledge of any claim or potential claim by any third party which might in any way affect the Company’s right herein. 7.0 Obligations of the Company 7.1 The License Fee For and in consideration of the rights granted by the Rightholder the Company shall pay to the Rightholder the License Fee of ISK [XXX] + VAT, as a full and final remuneration, against a proper invoice upon signature of this Agreement. No exploitation of the Composition is allowed and no license is granted under this Agreement until full payment according to this article has been made to the Rightholder. This Agreement shall not enter into force until the full payment according to this article has been made to the Rightholder. 7.2 Publishing/performance royalties The Rightholder retains all composer revenues derived from all use of the Composition such as music publishing and performance royalties and mechanical royalties herein, collected through the respective collection societies such as STEF (or publishing companies), including with regard to all audio-visual use of the Composition which generates such revenues.
7.0 Procedure: Persons requesting approval as special inspectors and/or testing technicians shall make the request in writing. The request shall be submitted on their behalf by the special inspection agency. The request shall be made on the letterhead of the special inspection agency and be accompanied by documented experience and copies of current relevant certification. The following minimum criteria will be used to evaluate special inspection/testing technician requests. Date: [MONTH, DAY, YEAR] Department: Building Division/Group: Inspection/Engineering [FORM #]: [REVISION #] (continued) 7.1 Reinforced concrete: [JURISDICTION] Administrative Code [CODE SECTIONS]. Special Inspection item [#]. Current [CERTIFICATIONS, CREDENTIALS] and ACI Grade I or ACI Grade II. In addition, documented experience according to one of the following: a. Inspector: Two years experience b. Graduate engineer: One year experience c. *Professional engineer: One year experience 7.2 Special moment-resisting concrete [JURISDICTION] Administrative code [CODE SECTIONS]. Special inspection item [#]. Current [CERTIFICATIONS, CREDENTIALS] and ACI Grade I or ACI Grade II. In addition, documented experience according to one of the following: a. Inspector: Two years experience b. Graduate engineer: One year experience c. *Professional engineer: One year experience 7.3 Prestressed concrete: [JURISDICTION] Administrative code [CODE SECTIONS]. Special inspection item [#]. Current [CERTIFICATIONS, CREDENTIALS] and ACI Grade I, or certified as an ACI Grade II, or a PCI Level II. In addition, documented experience according to one of the following: a. Inspector: Two years experience b. Graduate engineer: One year experience c. *Professional engineer: One year experience 7.4 Post-tension slab on Special inspection item [#]. Current [CERTIFICATIONS, CREDENTIALS] or ACI Grade I. In addition, documented experience according to one of the following: a. Inspector: Two years experience b. Graduate engineer: One year experience c. *Professional engineer: One year experience 7.5 Structural welding: [JURISDICTION] Administrative code [CODE SECTIONS]. Special inspection item [#]. This item requires certification:
Numbered Heads Together The teacher asks a question: students consult to make sure everyone knows the answer. Then one student is called upon to answer. Review, checking for knowledge, comprehension. Send-a-Problem Each student writes a review problem on a flash card and asks teammates to answer or solve it. Review questions are passed to another group. Review, checking for comprehension. Cooperative review Students engage in a variety of games to review the week's material. Review, checking for comprehension. CONCEPT DEVELOPMENT Three-Step Interview Students interview each other in pairs, first one way, and then the other. Students share with the group information they learned in the interview. Sharing personal information such as hypotheses, reactions to a poem, conclusions formed from a unit. Participation, listening. Brainstorming Students encourage each other to generate ideas regarding a particular topic or problem and build upon each other's ideas. Generating and relating ideas. Participation, involvement. Group discussion The teacher asks a low-consensus question. Students talk it over in groups and share their ideas. Sharing ideas. Reaching group consensus. Students interview each other in pairs, first one way, and then the other. Students each share with the group information they learned in the interview. Sharing personal information such as hypotheses, reactions to a poem, conclusions form a unit. Participation and listening. Team Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements, and relating ideas. Analysis of concepts into components, understanding multiple relations ideas, differentiating concepts. MULTIFUNCTIONAL
mechanisms involved and extent/degree of metabolism observed, nature, amount, and distribution of TRR in the plant tissues. Conclusion should be very high level.] REFERENCES [Cite references for other metabolism studies (if applicable). Include the EPA MRID# and PMRA# of both the study and the review (if available).] B.7.1.2 [Crop 2] Document ID: MRID No. PMRA No. Report: Report Citation Guidelines: EPA OCSPP Harmonized Test Guideline 860.1300 Nature of the Residue – Plants, Livestock (August 1996) PMRA Regulatory Directive Dir98-02 – Residue Chemistry Guidelines, Section 2 -Nature of the Residue - Plants, Livestock OECD Guideline 501 Metabolism in Crops (January 2007) GLP Compliance: [No or Significant] deviations from regulatory requirements were reported which would have an impact on the validity of the study. [If “Significant,” then explain below the deficiencies and their impact on the acceptability of the study] Acceptability: The [is/is not] considered scientifically acceptable. [If not acceptable, then explain why below] Evaluator: [Name of regulatory person who reviewed the study] [Repeat previous sections, modify as appropriate.] Template Version – February 2016
Composition of Diet Feed consumption (kg/day) Water Acclimation period Predosing Yes or No B.7.2.2-4. Test Animal Dosing Regime. Treatment Type Treatment Level (ppm in diet)1 Vehicle Dose (mg ai/kg bw/day) Timing/Duration Oral capsule, feed, bolus, etc. Dermal 1 Dietary burden on a dry-weight basis. Sampling Table B.7.2.2-5. Sample Collection Information. Milk Collected Feces, and Cage Wash Collected* Interval From Last Dose to Sacrifice Tissues Harvested and Analyzed XXX XXX daily XXX hours *If available. [Briefly describe how samples were taken, parts sampled, how samples were handled after collection (shipment, storage, etc.), and any preparation that was done prior to extraction.] Extraction and Analysis [If available, then include a flowchart of the extraction and fractionation schemes.] [Briefly describe the extraction, fractionation and hydrolysis strategies for each tissue including solvents used (ratios), the order of their use, the extraction procedures employed (i.e., blending, maceration, Soxhlet, etc.) and other extraction techniques.] [Briefly describe procedures used to release bound and conjugated residues (i.e., acid, base, or enzyme hydrolysis, exhaustive extraction, etc.). Has the petitioner justified the use of severe conditions (e.g., strong acid hydrolysis in the presence of heat, etc.)?] Identification and Characterization [Briefly describe the methods used for identification/characterization of the residues (LSC, TLC, GLC, HPLC, etc.). If applicable, then very briefly describe difficulties with methods that fail to elucidate the nature of the residues or bound residues.] II. RESULTS AND DISCUSSION A. Total Radioactive Residues Quantitation