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Executive Order 12985— Establishing the Armed Forces Service Medal
62 Jan. 12 / Administration of William J. Clinton, 1996 received in time for publication in the appropriate suitable device may be awarded to be worn issue. on the medal or ribbon as prescribed by ap- propriate regulations. Sec. 4. Posthumous Provision. The medal Executive Order 12985Ð may be awarded posthumously and, when so Establishing the Armed Forces awarded, may be presented to such rep- Service Medal resentative of the deceased as may be January 11, 1996 deemed appropriate by the Secretary of De- fense or the Secretary of Transportation. By the authority vested in me as President William J. Clinton by the Constitution and the laws of the Unit- ed States of America, including my authority The White House, as Commander in Chief of the Armed Forces January 11, 1996. of the United States, it is hereby ordered as [Filed with the Office of the Federal Register, follows: 8:45 a.m., January 17, 1996] Section 1. Establishment. There is hereby established the Armed Forces Service Medal NOTE: This Executive order was released by the with accompanying ribbons and appur- Office of the Press Secretary on January 13, and it was published in the Federal Register on Janu- tenances, for award to members of the ary 18. Armed Forces of the United States who, on or after June 1, 1992, in the opinion of the Joint Chiefs of Staff: (a) Participate, or have Remarks to American Troops at participated, as members of United States Aviano Air Base, Italy military units in a United States military op- January 13, 1996 eration in which personnel of any Armed Force participate that is deemed to be signifi- The President. -
Undergraduate Degree Fields
Chapter: 2/Postsecondary Education Section: Programs, Courses, and Completions Undergraduate Degree Fields In 2017–18, over two-thirds of the 1.0 million associate’s degrees conferred by postsecondary institutions were concentrated in three fields of study: liberal arts and sciences, general studies, and humanities (398,000 degrees); health professions and related programs (181,000 degrees); and business (118,000 degrees). Of the 2.0 million bachelor’s degrees conferred in 2017–18, more than half were concentrated in five fields of study: business (386,000 degrees); health professions and related programs (245,000 degrees); social sciences and history (160,000 degrees); engineering (122,000 degrees); and biological and biomedical sciences (119,000 degrees). In academic year 2017–18, postsecondary institutions were the following: homeland security, law enforcement, conferred 1.0 million associate’s degrees. Over two- and firefighting (3 percent, or 35,300 degrees); computer thirds (69 percent) of these degrees were concentrated and information sciences and support services (3 percent, in three fields of study: liberal arts and sciences, general or 31,500 degrees); and multi/interdisciplinary studies2 studies, and humanities (39 percent, or 398,000 degrees); (3 percent, or 31,100 degrees). Overall, 85,300 associate’s health professions and related programs (18 percent, or degrees or certificates (8 percent) were conferred in 181,000 degrees); and business1 (12 percent, or 118,000 science, technology, engineering, and mathematics degrees). -
Deconstructing the First Order/Second Order Distinction in Face And
Epilogue: The first-second order distinction in face and politeness research Author Haugh, Michael Published 2012 Journal Title Journal of Politeness Research Copyright Statement © 2012 Walter de Gruyter & Co. KG Publishers. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version. Downloaded from http://hdl.handle.net/10072/48826 Link to published version https://www.degruyter.com/journal/key/JPLR/html Griffith Research Online https://research-repository.griffith.edu.au Epilogue: The first-second order distinction in face and politeness research MICHAEL HAUGH Abstract The papers in this special issue on Chinese ‘face’ and im/politeness collectively raise very real challenges for the ways in which the now well-known distinction between first order and second order approaches is conceptualized and operationalized by face and politeness researchers. They highlight the difficulties we inevitably encounter when analyzing face and im/politeness across languages and cultures, in particular, those arising from (1) the use of English as a scientific metalanguage to describe concepts and practices in other languages and cultures, (2) the inherent ambiguity and conservatism of folk concepts such as face and politeness, and (3) the difficulties in teasing out face and im/politeness as important phenomena in their own right. In this paper it is suggested that these issues arise as a consequence of the relative paucity of critical discussion of the first-second order distinction by analysts. It is argued that the first-second order distinction needs to be more carefully deconstructed in regards to both its epistemological and ontological loci. -
Choice of Foreign Names As a Strategy for Identity Management
Intercultural Communication Studies XVII: 2 2008 Cheang Choice of Foreign Names as a Strategy for Identity Management Justina Cheang, University of Macau Regardless of the fact that Macau’s dominating population are Chinese, English names, or to be more exact, foreign names, are favored and widely used, be it in the businesses, the government, or education institutions. Though Chinese (Cantonese) is spoken by most in the city, local Chinese people’s favor in the use of English/foreign names, whether they are students, civil servants, or working in the business, does reflect their taste and their desired image to be displayed to others. Interviews are conducted showing that people’s choice of English/foreign names are somehow a strategy for identity management – certain names are chosen to show a pleasant personality, or other desirable qualities that they wanted to project to others. It is interesting to note that, other than English names, people would choose Portuguese names, Japanese names, names of things (non-proper names), or even people’s own creation for use. A Chinese saying: “One does not fear if he/she has a bad fate; what one fears most is to be given a bad name.” Rather than a Chinese saying, this should also be a universal consideration when most parents all over the world are finding names for their children. Most people get their names when they are born, and very often they themselves are not involved in the decision-making. What if we get a chance to decide on our own name? To get a name by oneself is probably a very unique trend in Asia, and especially, the Chinese communities. -
Labor Commissioner's Office
ASSIGNING YOUR THINGS TO REMEMBERLEGALFAQs TERMS TO JUDGMENT ENFORCEMENT (ENGLISH) HELP YOU COLLECT JUDGMENT TO THE LABOR YOUR AWARD COMMISSIONER’S OFFICE The Labor ODA: Order, Decision or Award states the Labor The Labor Commissioner helps some workers collect their awards. ☐ Stay organized. Keep all your documents in one place, 1. What if my employer files for Commissioner’s Commissioner’s decision on your claim for unpaid wages and If this option is available to you, you will receive a form called and keep a journal of everything you have done to bankruptcy? the amount the employer must pay, if any. “Assignment of Judgment” to sign in person at any of the Labor collect your judgment. If you receive notice that your employer has filed for Offi ce, Commissioner’s offices or to have notarized. If you agree to assign PLAINTIFF & DEFENDANT: The court generally refers to wage bankruptcy, you can no longer file liens or use levies your judgment to the Labor Commissioner, you can no longer try ☐ Follow instructions for all court forms, and make claimants as plaintiffs and employers as defendants. Plaintiffs make a to collect your judgment. Instead, you must follow also called the Division of Labor Standards to collect the judgment on your own. If the Labor Commissioner copies of all forms before you submit them. legal claim that a defendant has violated the law. the bankruptcy court’s process for collecting your cannot assist you to collect your ODA amount, you will receive a Enforcement (DLSE), is part of the California ☐ On all forms, you are always the “creditor” and judgment, along with your employer’s other creditors. -
Reference Guides for Registering Students with Non English Names
Getting It Right Reference Guides for Registering Students With Non-English Names Jason Greenberg Motamedi, Ph.D. Zafreen Jaffery, Ed.D. Allyson Hagen Education Northwest June 2016 U.S. Department of Education John B. King Jr., Secretary Institute of Education Sciences Ruth Neild, Deputy Director for Policy and Research Delegated Duties of the Director National Center for Education Evaluation and Regional Assistance Joy Lesnick, Acting Commissioner Amy Johnson, Action Editor OK-Choon Park, Project Officer REL 2016-158 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States. JUNE 2016 This project has been funded at least in part with federal funds from the U.S. Department of Education under contract number ED‐IES‐12‐C‐0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. REL Northwest, operated by Education Northwest, partners with practitioners and policymakers to strengthen data and research use. As one of 10 federally funded regional educational laboratories, we conduct research studies, provide training and technical assistance, and disseminate information. Our work focuses on regional challenges such as turning around low-performing schools, improving college and career readiness, and promoting equitable and excellent outcomes for all students. -
NIH Spanish Style Guide
NIH Spanish Style Guide Table of Contents 1. Introduction............................................................................................................................................................... 4 Purpose ...................................................................................................................................................................... 4 Target Audiences ....................................................................................................................................................... 4 2. Names ........................................................................................................................................................................ 4 2.1. NIH, Institutes, and Centers ................................................................................................................................. 4 2.2. Names of Countries, States, and Cities ............................................................................................................... 7 2.3. Addresses............................................................................................................................................................ 8 2.4. Names of Entities and Institutions ....................................................................................................................... 8 2.5. Acronyms and Abbreviations .............................................................................................................................. -
Articles of Chivalry
TThhee AArrttiicclleess ooff CChhiivvaallrryy We as Chivalric Knights of the Holy Order of the Fellow Soldiers of Jacques DeMolay, as we affix our signatures to this set of articles, do hereby agree to uphold them as a covenant upon which we wish to base our lives as Sir Knights. We further recognize that through the incorporation of these articles into our lives, we can better represent ourselves and the Order of DeMolay. We further assert our willingness to be removed from the roles of Knighthood should it ever be found that our conduct has been contrary to the principles herein set. Article 1 - A Sir Knight is Honorable 1. A Sir Knight must accept responsibility for the one thing that is within his control: himself. 2. A Sir Knight must always keep his word, realizing that a man who's word is as good as his bond is held in high esteem by all. 3. A Sir Knight must never speak harshly or critically of a Brother, unless it be in private and tempered with the love one Brother has for another, always speaking to him for the purpose of aiding him to be a better man. 4. A Sir Knight must always rely on his instincts and those lessons taught to him throughout the course of his DeMolay career when deciding right from wrong. Article 2 - A Sir Knight Shows Excellence 1. A Sir Knight must commit to excellence, and seek the highest level of excellence in all aspects of his life. 2. A Sir Knight must always excel in his education, putting forth his best effort in all his school works. -
English Names of Taiwanese Young Adults Survey Part I Background
Appendix A A list of questions of the questionnaire which was sent through the Google Forms to the respondents (English version) English Names of Taiwanese Young Adults Survey Dear respondent, thank you for taking the time to fill out this questionnaire. It is fully confidential, and the results will be used solely for our academic research. Please fill out as much of the survey as possible. Part I Background information 1. Age Your answer 2. Gender Male □ Female □ 3. Your Chinese given name Your answer 4. Education High school □ Undergraduate □ Graduate □ Postgraduate □ 5. Hometown Your answer 6. Nationality Taiwanese □ Other: 7. Mother tongue 8. Your second language (The language you have been learning the longest/are most proficient at) English □ Other: 9. How many years have you been learning English? Your answer 10. Do you enjoy using English? Yes □ No □ Part II The acquisition and use of your English name(s) 11. Do you have an English name? Yes □ No □ 12. If you do not have an English name, please explain why. Your answer If you do not have or use an English name, you do not need to answer the following questions. Thank you very much for your cooperation. 13. When did you get your first English name and who gave it to you? Your answer 14. What is your current English name? Your answer 15. Is your current English name your first English name, or has it been changed several times already? If it has been changed, please explain why, when and who gave you the name(s) you had before. -
Names in Toni Morrison's Novels: Connections
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality or this reproduction is dependent upon the quaUty or the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely. event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A. Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml48106·1346 USA 313!761·4700 8001521·0600 .. -------------------- ----- Order Number 9520522 Names in Toni Morrison's novels: Connections Clayton, Jane Burris, Ph.D. The University of North Carolina at Greensboro, 1994 Copyright @1994 by Clayton, Jane Burris. -
Application for Duplicate Or Lost in Transit / Reassignment for a Motor
FLORIDA DEPARTMENT OF HIGHWAY SAFETY AND MOTOR VEHICLES DIVISION OF MOTORIST SERVICES SUBMIT THIS FORM TO YOUR LOCAL TAX COLLECTOR OFFICE www.flhsmv.gov/offices/ APPLICATION FOR DUPLICATE OR LOST IN TRANSIT/REASSIGNMENT FOR A MOTOR VEHICLE, MOBILE HOME OR VESSEL TITLE CERTIFICATE 1 TYPE OF APPLICATION VEHICLE/VESSEL VEHICLE/VESSEL VEHICLE/VESSEL DUPLICATE WITH TRANSFER: (Both parties must be present for this transaction) DUPLICATE: LOST IN TRANSIT: (Fee Required) NOTE: No fee required if vehicle application OR AND NOTE: When joint ownership, please indicate if “or” or is made within 180 days from last title “and” is to be shown on the title when issued. If neither box is checked, the LOST STOLEN title will be issued with “and”. Damaged (Certificate of Title must be submitted) issuance date and has been lost in mailing. NOTE: An indication of lost, stolen or damaged is required. OWNER’S NAME (Last, First, Middle Initial) Owner’s E-Mail Address PURCHASER’S NAME (Last, First, Middle Initial) Purchaser’s E-Mail Address CO-OWNER’S NAME (Last, First, Middle Initial) Co-Owner’s E-Mail Address CO-PURCHASER’S NAME (Last, First, Middle Initial) Co-Purchaser’s E-Mail Address OWNER’S MAILING ADDRESS PURCHASER’S MAILING ADDRESS CITY STATE ZIP CITY STATE ZIP DATE OF BIRTH PURCHASER’S DL/ID # CO-PURCHASER’S DL/ID# CAUTION: IF ADDRESS DIFFERS FROM DMV RECORDS, ADDRESS VERIFICATION MUST BE SUBMITTED 2 APPLICATION FOR DUPLICATE IS MADE BY: MOTOR VEHICLE MOBILE HOME OR RECREATIONAL VEHICLE DEALER/ DEALER/AUCTION LICENSE NUMBER DOES NOT APPLY TO VESSELS: -
English Personal Names in International Contexts Roswitha Fischer, University of Regensburg
238 English personal names in international contexts Roswitha Fischer, University of Regensburg Abstract The world-wide expansion of the use of English has, among others, an impact on personal names. Starting from the distinction between English as a native language, English as a second language, and English as a foreign language, we will examine the giving and the use of English names in South Africa, Singapore, Germany, China and Brazil. Several motives determine the choice of given names, in particular the prestige of English as a gateway to better job perspectives, and as an international means of communication. Keywords: lingua franca, English as a second language, English as a foreign language, personal names, Englishization, transnationalization, principle of dosed deviation, modernization 1 English as a world language Based on the belief that social change is also reflected in name giving, this article examines in what way the global spread of the English language has had an impact on naming practices world-wide. We assume that name-giving is related to a person's sense of identity, and that the deliberate giving of a name that has been taken from the English-speaking world implies a positive attitude towards the use of the English language and the values it is associated with. English is nowadays considered a world language, since it is used internationally as a lingua franca and is taught widely as a second and a foreign language. Kachru (1985a: 12-15) represented the global community of English speakers in three circles. The inner circle refers to the speakers of English as a native language (ENL); the outer, or expanded, circle to the speakers of English as a second language (ESL), and the expanding circle to the number of people learning English as a foreign language 239 (EFL).78 Kachru (1985b: 212) estimated that in 1985 there were 300 million ENL speakers and 300-400 million non-native English speakers, amounting to a number of 700 million users of English around the world.