Okay Sample Clauses

Okay. You fire your laçer at your colleague, who iç dodging. Your çkill iç rating 7, the Perverçity modifier iç +3, ço you need a 10 or leçç. [Clatter.]
Okay. 8. RA will charge ETI no cost for the deployment of the ODX‐Viewer. Okay and thank you
Okay. So before you signed of on this June 1, 2001 memorandum on behalf of the Xxxxxx county School District, you made sure that all of your board members, five of them knew, were aware of, and didn’t have any objection to you as the executive agent for the Xxxxxx County Board making this agreement; would that be a fair statement?
Okay. If you could answer my question because I only get 5 minutes.
Okay. A 3—a hit. Margin of 7, your laçer'ç Booçt iç 3, ço that'ç two extra çtepç; your target haç reflec armor, ço that knockç off one çtep from the increaçe. Okay, your fellow Troubleçhooter iç Wounded. 92 0!2!./)! XP Colorful talk: Okay. You turn and caçually point your laçer at your buddy. He çuçpectç çomething and diveç for cover. [Clatter.] Sizzle. Well, you hit him in the cheçt—bet he'ç grateful to The Computer for hiç reflec armor. [Clatter.] Hmm. No çmell of charred fleçh, no death wail... but he doeçn't look too active. '- 3%#4)/. #,%!2!.#% 5,42!6)/,%4 Ruleç talk iç fine in the beginning. It helpç you learn the ruleç and çhareç the reçponçibility for judging action çequenceç with knowledgable playerç. But you get the point: Move toward the dramatic preçentation çtyle aç façt aç you can. Interpret die rolls to your dramatic needs The margin of a player'ç roll tellç you how well he did, or how badly he bungled. Uçe the margin aç a cue for your deçcription. ‘Oopç. The çecurity alarm—whoop, whoop, whoop! [Clatter.] You dive for the autocar controlç and preçç the buttonç for the çecurity çequence... do you make it?... yeç!... you're
Okay. And one last question in a different area: From your experience there at USTR, are you aware of any experience that would suggest that public interest representatives, to the modest extent that they have been involved in industry trade advisory committees, have ever caused a problem for USTR or any of its goals? Xx. Xxxxxx. We share, Congressman, your goal of ensuring that there is broad representation across the ITACs, the advisory committees. And we have been working closely with your staff on some concrete recommendations in order to achieve that goal. We already have an unprecedented formal and informal way of ensuring that we include a broad range of voices in our policies ‑‑ Xx. Xxxxxxx. That wasn't my question, though. I just wanted to know if you have experienced any problem ‑‑ Chairman Xxxxx. If I may, since time has expired, perhaps, Ambassador, if you could complete your response in writing to Xx. Xxxxxxx. Xx. Xxxxxx. I would be happy to do that. Chairman Xxxxx. Thank you.
Okay. A. We also talked about a lead trust for Xxxxxx because she expressed a concern that Xxxxxx have funding for education, for his health into the future, and we talked about having a charitable lead trust that at some point in the future gave him the remainder after paying the charity for a period of time.
Okay. 2. RA will not distribute any ODX files or derivatives of ODX files. VW will organize this affair by her own. Okay
Okay. Do you remember a series of questions, 8 and it was related to your testimony on Page 16, 9 Lines 340 to, I believe, 344, and it may have been 10 the last question you were asked on cross, and I 11 believe the ending result of the questioning was 12 that you agreed that your testimony on those lines 13 would be changed because of the information received 14 from Ameritech.
Okay. Bibbi: De skal for eksempel lave en svendeprøve. Til det der bruger de ikke mig, men jeg skal lave noget byggeri og noget energieksamen, og der bruger jeg dem. (bilag 5, l. 489- 494) I uddraget fortæller Bibbi, at det er hende, der skal være opsøgende, hvortil vi udleder, at udtalelsen ”så er det åbenbart mig der skal bruge dem mere” kan illustrere en undren, muligvis en utilfredshed, fra hendes side over, hvorfor det er tilfældet. Den mulige utilfredshed kom ligeledes til udtryk, da vi spurgte HTX-lærerne ind til, hvordan deres forhold er til EUD-lærerne. Her svarede Dennis, at hans forhold til dem er godt, hvortil Bibbi supplerede med at sige ”ja bare man går over og snakker med dem, så er det rigtig godt” (bilag 5, l. 483-487). Udtalelsen kan illustrere, at hun mener, at forholdet kun er rigtig godt, hvis HTX-lærerne går over og snakker med EUD-lærerne, hvormed utilfredsheden, om at hun er den opsøgende, indirekte kommer til udtryk. I et samarbejde er handlekraften blandt de involverede vigtigt, da deres lyst til og engagement i vidensdelingen har betydning for, om samarbejdet kan forløbe (Albrechtsen, 2013, s. 123). I henhold til dette er gensidig engagement en af kilderne til at skabe sammenhæng i et praksisfællesskab, hvilket ifølge Wenger indbefatter, at alle medlemmerne er aktive og tager del i den praksis, de er fælles om (Wenger, 2004, s. 91). I og med EUX-lærerne skal indgå i et samarbejde, hvor de har et fælles ansvar om at skabe sammenhæng mellem HTX- og EUD-fagene, fortolker vi, at dette ligeledes kræver, at begge lærergrupper engagerer sig ligeligt i at tage kontakt til hinanden, men dette er ikke tilfældet, hvis det udelukkende er HTX- lærerne, der er opsøgende. I forbindelse med dette kom HTX-lærerne med andre eksempler på EUD- lærernes manglende engagement, hvilket kommer til udtryk i følgende uddrag fra deres interview, hvor Bibbi fortæller om HTX-lærernes kontakt til EUD-lærerne: […] Nogle gange indkalder vi til et møde, måske på mail, men vi har ikke rigtig fundet ud af, hvorfor de ikke altid svarer på den her mail, men det har vi jo så alligevel fundet ud af, vi skal så gå over til dem og spørge om de vil være med til et møde. Det vil de gerne, men det er ikke altid, hvis vi indkalder til et møde, så reagerer de ikke. Det er heller ikke sikkert når Louise indkalder, at de så kommer. De svarer heller ikke på, hvorfor de ikke kommer.