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que debe llevar una portada formal

a the future of al-qaeda - The Investigative Project on Terrorism

Pensez à recycler Think recycling Publication no 2013-05-01 de la série Regards sur le monde : avis d’experts This report contains the results of a research project led by the academic outreach program of the Canadian Security Intelligence Service (CSIS) to explore the future of the Al-Qaeda phenomenon. It consists of alternative future scenarios developed during a workshop, as well as four original papers written by individual specialists at the request of CSIS. The report is not an analytical document and does not represent any formal assessment or position of CSIS or the Government of Canada. All components of the project were held under Chatham House rule; therefore, the identity of the authors and the participants is not disclosed. www.csis-scrs.gc.ca Published April 2013 Printed in Canada © Her Majesty the Queen in Right of Canada Photo credit: istockphoto.com World Watch: Expert Notes series publication No. 2013-05-01 Le présent rapport contient les conclusions d’un projet d’étude mené dans le cadre du programme de liaison recherche du Service canadien du renseignement de sécurité (SCRS) pour examiner l’avenir du phénomène al-Qaïda. Il présente des scénarios envisagés lors d’un atelier, ainsi que quatre études originales rédigées par différents spécialistes à la demande du SCRS. Le présent rapport n’est pas un document analytique et ne représente pas la position officielle du SCRS ou du gouvernement du Canada. Tout le projet s’est déroulé conformément à la règle de Chatham House; les auteurs ne sont donc pas cités et les noms des participants ne sont pas révélés. www.scrs-csis.gc.ca Publié en avril 2013 Imprimé au Canada © Sa Majesté la Reine du chef du Canada Crédit photo : istockphoto.com Ce document est imprimé avec de l’encre sans danger pour l’environement

iPod shuffle Manual del usuario
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5. Capítulo 1: Acerca del iPod shuffle. 6. Novedades del iPod shuffle. 7. Capítulo 2: Nociones básicas sobre el iPod shuffle. 7. Visión general del iPod shuffle. 8. Enhorabuena por la adquisición de un iPod shuffle. ± ADVERTENCIA: para evitar lesiones, lea todas las instrucciones de funcionamiento incluidas en esta guía y la información sobre seguridad del capítulo 7, “Seguridad y manipulación” antes de utilizar el iPod shuffle. , Para usar el iPod shuffle, primero debe colocar canciones y otros archivos de audio en el ordenador y, después, sincronizarlos con el iPod shuffle. Use el iPod shuffle para: ÂÂ Sincronizar canciones y listas de reproducción para escucharlas vaya a donde vaya. ÂÂ Escuchar podcasts (programas de radio que pueden descargarse de Internet). ÂÂ Escuchar audiolibros adquiridos en la tienda iTunes Store o en audible.com. ÂÂ Guardar archivos u otro tipo de datos (o bien crear copias de seguridad de ellos) usando el iPod shuffle como disco externo.

iPod shuffle Manual del usuario - Support - Apple

Enhorabuena por la compra del iPod shuffle. ADVERTENCIA: Para evitar lesiones, lea Capítulo 7, Seguridad y manejo, en la página 30 antes de usar el iPod shuffle. Para usar el iPod shuffle, primero debe colocar canciones y otros archivos de audio en el ordenador y, después, sincronizarlos con el iPod shuffle. Utilice el iPod shuffle para: •• Sincronizar canciones y listas de reproducción para escucharlas vaya a donde vaya. •• Escuchar podcasts (programas de radio que pueden descargarse de Internet). •• Escuchar audiolibros adquiridos en la tienda iTunes Store o en audible.com. •• Guardar archivos u otro tipo de datos (o bien crear copias de seguridad de ellos) usando el iPod shuffle como disco externo. Novedades del iPod shuffle •• Un botón de VoiceOver que pronuncia los títulos y el nombre de los artistas de las pistas, le permite cambiar de lista de reproducción y le informa del estado de la batería •• Controles sencillos e intuitivos •• Soporte para sincronizar mezclas Genius •• Soporte para sincronizar colecciones de iTunes U •• Soporte para límites de volumen de la UE 3 Nociones básicas sobre el iPod shuffle 2 Lea este capítulo para descubrir las funciones del iPod shuffle, aprender a utilizar sus controles y obtener otras informaciones de interés. El paquete del iPod shuffle contiene el propio iPod shuffle, los auriculares Apple Earphones y un cable USB para conectar el iPod shuffle al ordenador. Introducción al iPod shuffle Luz de estado Conector de auriculares Botón VoiceOver Interruptor de tres posiciones Subir volumen Anterior/Retroceso Siguiente/Avance rápido Reproducción/Pausa Bajar volumen Clip Utilizar los auriculares Apple Earphones: mm Conecte los auriculares Apple Earphones al conector de auriculares del iPod shuffle y colóquese los auriculares en los oídos como se muestra. El cable de los auriculares se puede ajustar.

Early Enrollment Program Administration - Rhode Island College

The Rhode Island College Early Enrollment Program is a concurrent enrollment program that offers college credit at Rhode Island College to high school students for certain courses which they take at their respective high schools. The EEP provides the means for high school students to get a head start in college by obtaining college credits at Rhode Island College and transferring those credits to the institution that they attend. The EEP is also a formal program that fosters communication between high school teachers and college professors and creates an educational relationship between the high school and the college communities. For a detailed explanation of the Rhode Island College Early Enrollment Program, transferring of credits, and/or other important information, please call the EEP office at 456-8857 or email us at eep@ric.edu. NACEP, the National Alliance of Concurrent Enrollment Partnerships, of which Rhode Island College is a charter member, provides guidelines and standards to which concurrent enrollment programs must adhere to maintain membership. It is the adherence to these standards that maintains credibility and excellence among programs such as the EEP and will assure its students credit transfer among many colleges and universities in the United States. The primary purpose of this manual is to document formally the policies and guidelines which govern the workings of the Early Enrollment Program at Rhode Island College to provide a clear understanding for all parties involved.

What makes formal suits stand out from any other men

Nowadays, the elegant navy blue formal suits are quite a favorite of all men.

Número de teléfono Edición español スペイン語版 Anote su ...

Manual de emergencia Este manual le servirá para comunicarse en 緊急のときのマニュアル japonés cuando ocurre una emergencia. Cuando es emergencia(119) (Se comunicará con bomberos.) Cuando es incendio(119) ☆ Anote su información☆ Cuando es accidente ☆自分の情報を書いておきましょう☆ Nombre (tráfico) (110) 名前 (Se comunicará con bomberos.) En caso de estar grave como no (Se comunicará con la policía.) ★ En el momento de emergencia, hable con tener consciencia, debe llamar una 1. Kayi desu. (Es un incendio.) Llame por teléfono y diga lo calma sin darse prisa. ambulancia. Llame por teléfono y 2. Chikaku ni _________ ga arimasu. siguiente: Grupo sanguíneo ★ Busque una persona que entienda el diga lo siguiente: 1. Kyukyu desu.(Es una emergencia.) 2. Kyukyusha wo onegai shimasu. (Una ambulancia por favor.) 3. Watashi wa ________ desu. (Soy _____.) 4. Jyusho wa ___-cho _ banchi desu. (Mi dirección es ____-cho __ banchi.) 5. Ishiki ga arimasen. (No tiene consciencia.) Kokyu wo shite imasen. (No está respirando.) Chi wo jaite imasu. (Está vomitando sangre.) Chi ga takusan dete imasu. (Está sangrando bastante.) 6. Denwa bangou wa _____ desu. (El número de teléfono es ______.) (Cerca hay ____________.) 3. Jyusho wa ___-cho _ banchi desu. (Mi dirección es ____-cho __ banchi.) 4. Watashi wa ________ desu. (Soy _____.) 5. Denwa bangou wa _____ desu. (El número de teléfono es ______.) 1. (Kotsu) yiko desu. アレルギー 有 SI・無 NO( japonés. Edición español スペイン語版 Llame por teléfono y diga lo siguiente: (Es accidente (de tráfico).) 持病 Enfermedad crónica 2. Jito ga kega wo shite imasu. □心臓病 Enfermedad cardíaca (Hay alguien herido.) □脳疾患 Enfermedad cerebral 3. Chikaku ni _________ ga arimasu. □呼吸器疾患 Enfermedad respiratoria (Cerca hay ____________.) 4. Jyusho wa ___-cho _ banchi desu. □その他の疾患 Otras enfermedades ( (Mi dirección es ____-cho __ banchi.) 電話番号②Teléfono 2 ★ Tenga siempre relación amistosa con los vecinos japoneses. Ohayo (Buenos días) Konnichiwa (Buenas tardes) Publicado el marzo de 2010 Departamento de Planeamiento y Konbanwa (Buenas noches) Arigato (Gracias)

Discover the Timeless Style and Elegance with Men’s and Women’s Diamond Watches from ItsHot.com

Wrapped around your wrist, speaking volumes about your fine taste in fashion, diamond watches have always added a touch of finesse to your styling no matter whether you are dressed for formal or casual occasions.

Graphics Optimization Guide - HP
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Design visualization is at the heart of Morgan Motor Company’s development process C harles Morgan of legendary British car manufacturer, Morgan Motor Company, says his favorite Morgan car is the one that hasn’t been built yet. And he sees a lot of these. With Autodesk software running on HP Z Workstations with NVIDIA Quadro and Tesla GPUs, Morgan’s design department produces stunning visualizations of multiple new car designs before they are even built. “In the same amount of time it previously would have taken us to create one visual, we’re able to make many much higher quality visuals and do several different proposals,” says Jon Wells, senior designer, Morgan Motor Company, who uses NVIDIA iray, the GPU-accelerated renderer in 3ds Max Design, to produce photorealistic renderings. “When we’re doing iray renderings, we can render some fantastically beautiful outcomes almost in real-time,” he explains. “As we turn the model, we can capture a shot of what that would look like rendered up. We can spin it again and see that again in a different guise.” Wells heads up a team of designers who together with the engineering team present new formal design reviews to Morgan’s directors and shareholders. Doing this in an interactive 3D environment inside Autodesk Showcase pays big dividends. “We’re all putting across our ideas and we have to do this concisely and accurately. The best piece of equipment we have in our arsenal to do this is the new Z1 Workstation from HP,” he says. “When paired with a NVIDIA Quadro graphics card, we’re able to show ideas in great speed and accuracy, spin around 3D models on a very high definition, high-resolution screen. The people can really fully get to understand what it is that we’ve been working on. “Everyone gathers around and we pitch and we talk and we present our ideas. And everyone leaves, I believe, with a great understanding of what the final project’s going to look like, even though they’ve not spent any of their money yet.” www.morgan-motor.co.uk

Deployment Brochure - Santa Rosa County School District

For Spouse Deployed o Write separate letters to your children periodically o Share as much information as you can about your daily life and work For Spouse at Home For Spouse at Home o Ignore rumors and try to wait patiently for official date, time, and location information for your partner’s return o Participate in any preparation for reunion activities that might be available o Maintain the healthy self-care practices you established before the departure; try to eat and sleep sensibly o Participate in a support group, whether formal or informal; do not become isolated o Help your children express their feelings and stay in touch with their absent parent

Bishop Verot Catholic High School Prom Dress Code Guidelines

Dress Code  Attire that is inappropriate for the occasion or deviates from modesty in the judgment of a school administrator will result in being denied admission. This includes guests from other schools.  For boys, tuxedos or suits including jackets, ties, socks and dress shoes are required. Young men are to be clean-shaven, meet school guidelines regarding length and style of hair, and are not to wear earrings. No hats or canes allowed in the dance.  For girls, dresses and attire that reflect modesty are required. Each year, the most difficult task for administrators is the determination of modesty for girls. Traditional interpretations are often at odds with fashion and cultural trends. Each year, girls are turned away or asked to modify. This is easily avoidable if the following guidelines are observed: o Prom attire should reflect more a formal family occasion (like a wedding) rather than a night on the town or at a dance club. o Dresses that are too revealing, are skin tight or form-fitting, expose midriffs or cleavage, or are too short in length are not appropriate. o Claims that a dress was worn at last year’s Prom or at Homecoming, or comparisons to the dresses of other girls already admitted to Prom will not be entertained or discussed. (Claiming that “others were speeding” rarely works when pulled over by police.) o Modesty is admittedly a subjective interpretation, but one which we have a duty to uphold. Girls should therefore err on the side of modesty and formality and not put school administrators in the difficult position of upholding school standards. Having been specifically forewarned, I expect nothing less than full cooperation from girls and their parents on this issue. Specifics for Dresses:  Dress backs may not be lower than the elbow.  Dresses may not be any shorter than 3” above the knee (or 3” below the middle finger for taller girls). This includes any slits in the dress. If you purchase a dress with a slit that does not meet those guidelines, you will need to have the slit sewn.  Dresses must not be too tight or form-fitting.  Dresses may not have cut-outs. Covering a cut-out with fabric will not suffice unless that fabric is permanently sewn into the dress.  Dresses must not be low cut in the front. Be especially careful with halter-style dresses or strapless dresses with a sweetheart neckline.  Appropriate under garments should be worn based on the style of the dress. Keep in mind that certain bras, padded busts, etc. can change the look of the dress.

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