Xxxxxxx and Xxxxxxxx X. Xxxxxx. Text chunking using transformation-based learning. In ACL Workshop on Very Large Corpora, 1995. Xxx Xxxxxx, Xxxxxx Xxxxxxxx, and K. Xxxxx-Xxxxxxx. Dialogue act tagging with transformation-based learning. In COLING, 1998. Xxxxxxxx Xxxx and Xxxxxxx Xxxxxx. Exploiting tractable substructures in intractable net- works. In NIPS 1995, 1996. Xxxxx Xxxx, Xxxxx Xx, and Xxxxx Xxxxxxxxxx. A new string-to-dependency machine trans- lation algorithm with a target dependency language model. In ACL:HLT, 2008. Xxxxxx X. Xxxxxxx and Xxxx Xxxxxxx. Synchronous tree-adjoining grammars. In ACL, 1990. Xxxxx X. Xxxxx and Xxxxx Xxxxxx. Quasi-synchronous grammars: Alignment by soft pro- jection of syntactic dependencies. In HLT-NAACL, 2006. Xxxxx X. Xxxxx and Xxxxx Xxxxxx. Parser adaptation and projection with quasi-synchronous grammar features. In EMNLP, 2009. Xxxxx X. Xxxxx and Xxxx X. Xxxxx. Bilingual parsing with factored estimation: using English to parse Korean. In EMNLP, 2004. Xxxxxxxx Xxxxxx, Xxxxxx Xxxxxx, and Xxxxxx Xxxxxxxx. Unsupervised multilingual gram- mar induction. In ACL-ICJNLP, 2009. Xxx Xxxxxx, Xxxxx Xxxxxxx-Xxxxxx, and Xxx Xxxxx. A discriminative matching approach to word alignment. In EMNLP, 2005.
Xxxxxxx and Xxxxxxxx X. Xxxxxxx, Xx. shall have received from the Buyer an executed employment agreement, in the form and substance attached hereto as Exhibit E;
Xxxxxxx and Xxxxxxxx X. Xxxxxxx, Civil No. 2:17-cv-00208, pending in the United States District Court for the Southern District of Texas, Corpus Christi Division, or in Xxxxxx X. Xxxxxxx v. Commissioner of Internal Revenue, United states Tax Court, Docket No. 7003-15 or (II) matters under 31 U.S.C. § 5314; provided; however, that the term “Seller Taxes” shall not include any Taxes (i) taken into account for purposes of determining Final Net Working Capital, (ii) included as part of Closing Date Indebtedness and/or Closing Date Transaction Expenses, or (iii) arising on the Closing Date but after the Closing that arose as a result of actions of Buyers or their Affiliates, including any Company, other than in the ordinary course of business consistent with past practice or as expressly contemplated in this Agreement.
Xxxxxxx and Xxxxxxxx X. Xxxxxxx. The ownership interest in the Purchaser of each member of the Investor Group will be based on the number of Shares that each owns in PJAM. The Purchaser's directors are Messrs. Xxxxxxxx, Xxxxxxx, Xxxxxxxxx, Xxxx, Xxxxxx, Xxxxxxxx, Grisanti, and Xxxxxxxx. Xx. Xxxxxxx is Chairman, Xx. Xxxxxxxx is President and Chief Executive Officer and Xx. Xxxxxxxxx is Secretary of the Purchaser. What Are the Classes and Amounts of Securities Sought in the Offer? We are seeking to acquire all of PJAM's outstanding Shares that the Investor Group does not already own. See "Introduction." There are currently 4,323,648 Shares outstanding, of which 2,582,859 are not owned by the Investor Group. There are no other classes of PJAM stock outstanding.
Xxxxxxx and Xxxxxxxx X. Xxxxxxx and the marital community composed thereof; Xxxxx XxXxxx and Xxxxx XxXxxx and the marital community composed thereof; and Xxxxxx Xxxxxxx and the marital community composed thereof; Xxxxxx X. Xxxxxxx a single man; and Xxxxx X. Xxxxxxx, a single man, Managing Partners. By: /s/ Xxxxxx X. Xxxxxxx Xxxxxx X. Xxxxxxx By: /s/ Xxxxxxxx X. Xxxxxxx Xxxxxxxx X. Xxxxxxx By: /s/ Xxxxx XxXxxx by Xxxxxx X. Xxxxxxx, Attorney in fact Xxxxx XxXxxx by Xxxxxx X. Xxxxxxx, Attorney in fact By: /s/ Xxxxx XxXxxx by Xxxxxx X. Xxxxxxx, Attorney in fact Xxxxx XxXxxx by Xxxxxx X. Xxxxxxx, Attorney in fact By: /s/ Xxxxxx Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact Xxxxxx Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact By: /s/ Xxxxxx Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact Xxxxxx Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact By: /s/ Xxxxx X. Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact Xxxxx X. Xxxxxxx by Xxxxxx X. Xxxxxxx, Attorney in fact By: /s/ Xxxxxx X. Xxxxxxx Xxxxxx X. Xxxxxxx Lessee COASTAL COMMUNITY BANK (in organization) By: /s/ Xxx X. Xxxxxx Xxx X. Xxxxxx (proposed President & CEO) STATE OF WASHINGTON ) ) ss County of Snohomish ) On this day personally appeared before me Xxxxxx X. Xxxxxxx and Xxxxxxxx X. Xxxxxxx and the marital community composed thereof to me known to be the individuals described in and who executed the within and foregoing instrument, and acknowledged that they signed the same as their free and voluntary act and deed, for the uses and purposes therein mentioned. Given under my hand and official seal this 22nd day of November, 1996. /s/ Xxxxxx X. Xxxxxx (Signature) Xxxxxx X. Xxxxxx (Please print name legibly) NOTARY PUBLIC in and for the State of Washington, residing at Everett My Commission Expires: 0-0-0000 XXXXX XX XXXXXXXXXX ) ) ss County of Snohomish ) On this day personally appeared before me and , to me known to be the individuals described in and who executed the within and foregoing instrument, and acknowledged that they signed the same as their free and voluntary act and deed, for the uses and purposes therein mentioned. Given under my hand and official seal this day of , 1996. (Signature) (Please print name legibly) NOTARY PUBLIC in and for the State of Washington, residing at My Commission Expires: STATE OF WASHINGTON ) ) ss County of Snohomish ) On this day personally appeared before me Xxxxx XxXxxx and Xxxxx XxXxxx and the marital community composed thereof; to me known to be the individuals described in and who executed the...
Xxxxxxx and Xxxxxxxx X. Xxxxxxx agree to act as a group, including voting in concert, with respect to all Company matters involving the REIT Formation, including, but not limited to the contribution to the operating partnership of the REIT of (a) the interests owned by the Company in Lumber River Management, (b) the interests owned by Lumber River Management in Lumber River Associates, (c) the interests owned by Tuckernuck Management in Tuckernuck Associates, and (c) the interests owned by Perimeter Management in Perimeter Associates.
Xxxxxxx and Xxxxxxxx X. Xxxxxxxx shall have resigned as Directors of TTA effective as of the Closing Time.
Xxxxxxx and Xxxxxxxx X. Xxxxxx (eds.), New Media and Religious Transformations in Africa (Bloomington: Indiana University Press, 2015) Xxxxxx, Xxxxxx Xxxxxxx, ‘The Contribution of Kwara State Young Muslim Brothers and Sisters (YOUMBAS) to the Propagation of Islam in Kwara State’ (X.X. Xxxx Essay: Department of Religions- Islamic Studies, University of Ilorin, 1989) Xxxxxx, Xxxxx Xxxxxx Yusuf, The Kanuri in Diaspora- the Contributions of Xxxxx-Xxxxx Xxxxx to Islamic Education in Nupe and Yorubalands (Lagos: CSS Bookshop, 2005) Xxxxxxxxx, G.T.O, The Growth of Islam Among the Yorubas 1841- 1908 (London, Longman Group Limited, 1978)
Xxxxxxx and Xxxxxxxx X. Xxxxxx The issue of increasing male teachers in infant, toddler, preschool, and primary classrooms deserves serious considera- tion. Its importance can be argued from his attitude about singing. She states that Xxx's enthusiasm for singing helped her boy feel comfortable with it. Male teachers in early childhood class- There is some evidence, contrary to the above vignette, that male teachers reinforce rather than disrupt gender stereotypes in the field of education (Xxxxxxxxxx, 1999). Failure on the part Xxxx Xxxxxxx is an academic professional in the Department of Family and Consumer Sciences at the University of Wyoming. He is the coordinator for the University Children's Programs. Xxxxxxxx Xxxxxx is department head and associate professor of Elementary and Early Childhood Education at the University of Wyoming. She teaches early childhood courses leading to the state certificate and works with masters and doctoral students pursuing degrees in curriculum and instruction. multiple perspec- tives, one of which is the need for gen- der balance in early childhood pro- grams. This article discusses three rea- sons why early childhood adminis- trators can improve program quality by recruiting male teachers and it describes institu- tional barriers that exist within the female-dominated early childhood profession. rooms can contribute to bringing about more gender balance in school settings. In time, the overall goal of a gender fair classroom can be achieved. One charac- teristic of a gender fair classroom is its affirmation of a range of behaviors that are acceptable for boys and for girls. A barrier to creating gender fair class- rooms is the stereotypical behaviors that are considered appropriate and inappro- priate for children in the classroom. According to a study conducted by Xxxx and Xxxxx (1999), preschool teach- ers’ descriptions of boys and girls indi- cated a high level of gender bias. Furthermore, the 121 study participants (only one of whom was male) often rein- forced young children of both sexes for the traditional feminine behaviors rather of early childhood teachers to initiate change in expectations for children’s behavior may be the result of institu- tional bias toward socializing boys and girls into traditional societal roles (Xxxxx, 1998). Still, the presence of male teachers in early childhood classrooms is a start toward changing the status quo. However, presence of male teach- ers in early childhood classrooms will not overcome this ...
Xxxxxxx and Xxxxxxxx X. Xxxxx of the Santa Xxxxxx law firm of Xxxxxx, Broillet & Xxxxxxx. “In barreling down Venice Boulevard at night without using required lights or sirens,” stated Xxxxx
