zilongwang/ReadingBank huggingface dataset:
ROLE PERSON TEL EMAIL Portfolio Chair: Sport, Recreation, Arts and Culture Andiswa Mama 0736010588 0713122442 Ward 60 Councillor Mrs Gana 0838805149 0609772015 Godfrey Murrel 0794900583 Director: Beaches, Resorts & Events Management Kitty Ngesi 0827820408 Assistant Director: Beaches & Resorts Fernando Cain 0794900594 0415061423 Beach Manager: Wells Estate Lampies Makuleni 0794900620 Wells Estate Lifesaver Kirsten Ingram Safety & Security Nico De Jager Safety & Security Cassim Jane mentioned him Cleansing: Wells Estate SAPS: Swartkops Station Commander Colonel De Beer SAPS: Swartkops Capt Groenewald Sidewalks & Verges: Bike Path Willem Van Der Merwe: Vice Chair Community Policing Chairman: Community Policing Jane Jardine 0835444504 041 4660770 Provincial Roads: Motherwell Interchange Randall Moore Zwartkops Conservancy Jenny Rump 082853070 Eastern Cape Coastal Management Plan Belinda Clark 0727256400 Secretary: Beaches & Resorts Estelle Van Den Berg 041-5062741
Full Name NHS Number Date of Birth: Address GP Name and surgery Wound description (circle as appropriate) Post-op Leg ulcer- arterial / venous Diabetic foot ulcer Laceration Pressure Sore Other: please specify Frequency of dressing change Change dressing every............................days Please note the number of dressings requested should reflect the change frequency and the wound healing rates. Is the dressing on the South & West Devon Formulary - yes or no and if no give a rationale for use Name of dressing, bandages, tape and preparation Size Quantity 1 2 3 4 5 6 7 8 Requested by Community Practitioner: Practitioners name Signature Designation Date Telephone number Care Home Staff ( Nursing and Residential): Nurses name Signature Designation Date Comments / Message Collection of prescriptions. Please tick the box with the preferred delivery option Pharmacy for delivery to patient Collected by Patient//Relative Other (please specify) Please note it is essential all relevant information is completed on this form to prevent any delays in generating a prescription. To be kept for one year.
Post Code Invoice To: Health Education England – T73 T73 Payables F485 Phoenix House Topcliffe Lane Tingley Wakefield WF3 1WE NOTE: PLEASE ENSURE BANK DETAILS ARE ENTERED. FAILURE TO ENTER THESE DETAILS WILL RESULT IN PAYMENT DELAYS. Total Value of the Claim Please fill in the breakdown of the claim on the following page Details of the claim Travel Expenses Start Location: Finish Location: Public Transport Mode of transport: (Receipts must be attached) £ Private Transport Total Number of Miles: @ 24p per mile (Mileage will be calculated at quickest route) £ Passengers (Reimbursed at 5p per mile per passenger) Name(s) of passenger(s): Total miles travelled with passenger (Passengers must be travelling to same event & also entitled to reimbursement of travel expenses by the Deanery) £ Subsistence Accommodation Expenditure (Receipts must be attached) £ Meal Expenditure (Receipts must be attached) £ Other Expenses Please specify below: £
CAMHS ASSURANCE MASTERCLASS Premier House Reading Friday 16 October AGENDA 10:15 REFRESHMENTS AND INTRODUCTIONS 10:30 CAMHS Local Transformation Plans - background, process and assurance Kathryn Pugh, Anne o’Herlihy and Steve Jones - National CAMHS Policy and Strategy Team / Eva Morgan - NHS England Operations and Delivery Team 12:30 LUNCH (not provided) 13:15 Further discussion and agreeing next steps 14:30 CLOSE
Annex C List of Abbreviations C&AG – Comptroller and Auditor General DCLG – Department for Communities and Local Government CSR – Comprehensive Spending Review DAO – Dear Accounting Officer (letter) DEL – Departmental Expenditure Limit DPF – Disposal of Proceeds Fund DSO – Departmental Strategic Objective e-PIMs – Electronic Property Information Mapping Service EU – European Union EYF – End Year Flexibility FReM – Financial Reporting Manual Ebbsfleet DC – Ebbsfleet Development Corporation HMT - Her Majesty’s Treasury IFRS – International Financial Reporting Standard JV – Joint Venture NAO – National Audit Office NDPB – Non-Departmental Public Body OCPA – Office of Commissioner for Public Appointments OGC – Office of Government Commerce Treasury - Her Majesty’s Treasury VfM – Value for Money
This Strategic Plan addresses the issue of membership growth across the sport of Badminton. Participation Strategic Plan workshop Funding to badminton from the ASC for Participation programs in 2015-2016 came with an obligation to develop further Badminton Australia’s strategic planning in this area. Why was that so? Participation is one of the six Key Result Areas in the Badminton Australia Strategic Plan, with the overall Objective to “Grow participation”. However, reference to the partnership with the ASC in the area of Participation is limited to a single line and only eight words – to “Promote school based programs linked to ASC initiatives”. It is this area that the ASC asked to be expanded into a more detailed set of strategies. A workshop was held in Melbourne on 31 July/1 August 2015, with representatives from Badminton Australia, all State/Territory Member Associations and the ASC. Workshop participants Badminton Australia Geraldine Brown Andrew Greenway Paul Brettell Rudy Bartholemeusz Marianne Loh New South Wales Michael Chen Carolyn Toh Queensland Christine Luck South Australia Xi Junyi Tasmania Doug Brain Victoria Paul Kern Peter Roberts Western Australia Eugene Glazman Judith Cousins Australian Capital Territory Steven Huynh Northern Territory Simon Harvey Australian Sports Commission Mark McLatchey Tamarah Knox Facilitator Alan Roberts This Participation Strategic Plan is the outcome from that workshop. Objective The overall objective of the Participation Strategic Plan is to achieve year on year membership growth. 2018
The TOPS Regulations, 2007 make provision for a compulsory risk assessment for the carrying out of restricted activities involving specimens of listed critically endangered species. Additional circumstances, in which a risk assessment would be compulsory, were included in the draft revised TOPS Regulations, e.g. when a captive-bred or artificially propagated specimen is released into a national protected area, or when a restricted activity is carried out in a listed threatened ecosystem. Subsequent to the assessment of comments, provision has been made for the exclusion of SANBI, SANParks, provincial conservation authorities or protected areas of local municipalities from the requirement of a risk assessment, when a restricted activity is necessary for the conservation of a critically endangered species. New provision included relating to an assessment of risks: An assessment of risks is not as comprehensive as a risk assessment involving listed critically endangered species and may be done by any person, provided that such person must have adequate knowledge of NEMBA. The minimum information to be provided is prescribed in the regulations. In addition to circumstances in which an assessment of risks will be compulsory, e.g. when listed fish species are introduced in dams in private land within the natural distribution range of the species, or when listed game species are moved from a wildlife system to an extensive wildlife system, an issuing authority may require an assessment of risks as it deems necessary. New provisions included relating to the carrying out of restricted activities involving live specimens of listed fish species: Due to the complexities relating to fish species and the difficulties to prevent their spread in natural water systems, the general proposed approach is that most of the restricted activities would be prohibited, except for low-risk escape research facilities or provincial conservation authorities, and then generally only for conservation purposes: Transport is permissible: Within the same catchment of the species; To private land with closed waters within the natural distribution range; By registered low-risk escape research facility (in or outside the natural distribution range); across different catchments within the natural distribution range by a provincial conservation authority for conservation purposes; Possession/ keeping is permissible:
Person Appointed until Area of Expertise Arnold, Mr P 24/09/17 Building Baird, Ms M L 02/09/18 Planning Ball, Mr M E 27/10/18 Planning Bensz, Ms E A 06/05/20 Planning Bryant, Ms N 27/10/18 Legal Cooper, Mr M 24/09/17 Building Cripps, Mr P 24/09/17 Building Cunningham, Mrs AF 19/07/17 Legal Flint, Ms D 24/09/17 Building Giblin, Mr R 26/07/16 Planning Gliddon, Ms A 24/09/17 Building Healy, Ms F 25/06/17 Science/Environmental Management Hogue, Mrs S 06/05/20 Planning Howlett, Mr DR 06/05/20 Planning Hurst, Mr A 24/09/17 Building Keating, Mr GF 24/09/17 Building Lester, Mr ND 06/05/20 Surveying Locke, Mr R 24/09/17 Building McMullen, (Tony) A Mr 25/08/18 Planning McNamara, Mr GC 06/05/20 Valuation Mucha, Dr C 05/08/18 Water management/major infrastructure Murphy, Mr R 24/09/17 Building Neale, Dr A 02/03/19 Heritage Nicholson, Ms C 07/02/16 Planning/ Environmental management Nolan, Mr RJ 06/05/20 Planning Smith, Ms A 24/09/17 Legal Spratt, Mr P 24/09/17 Civil & structural engineering Heritage & building conservation Stratford, Dr E 02/03/19 Geography/Environmental studies Thompson, Mr S 24/09/17 Building Webster, Professor JC 02/03/19 Architect/heritage/planning Wong, Ms M 06/05/20 Planning
String Group every Friday at 1.30 pm in M2 Manga & Anime Club will now be on Friday lunchtimes in E1 Glencruitten Golf Club Coaching for ages 5+ every Sunday from 10.45 – 11.45 am (including school holidays) No booking required / no experience necessary All equipment provided Non-members: £1 per session / Junior members: Free Venue: Glencruitten Golf Club Practice Area, Oban Contact Neil on 01631 562868 or email: jonathan@obangolf.com SENIOR JINGLES – FRIDAY 15 DECEMBER CORRAN HALLS ******* JUNIOR JINGLES – WEDNESDAY 20 DECEMBER OBAN HIGH SCHOOL ASSEMBLY HALL
CLASS WISE STRENGTH IN RESPECT OF KV BALLARI, BANDIHATTI ROAD, COWL BAZAR BALLARI : 583102 AS ON 15.05.2017 NO. NAME OF KV CLASS-I CLASS-II CLASS-III CLASS-IV CLASS-V No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students 1 KV BALLARI 2 81 2 83 2 80 2 84 2 83 CLASS- VI CLASS-VII CLASS-VIII CLASS-IX CLASS-X No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students No. of Sections Total No. of students 3 115 3 117 3 119 3 126 3 106
Theme No of posts available Level(s) Specialty Applications Open Applications Close Recruitment website Interview date Platform Science 1 from these specialties ST1, 2 or 3 Cardiology Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1, 2 or 3 Respiratory Medicine ST1, 2 or 3 Clinical Pharmacology and Therapeutics Older People and Complex Health Needs 1 from these specialties ST1, 2 or 3 Geriatric Medicine Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST3 Vascular Surgery ST1, 2 or 3 General (Internal) Medicine Acute Care 1 from these specialties ST1 Emergency Medicine (ACCS) Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1 Anaesthetics (ACCS or Anaeshetics) ST1 Intensive Care Medicine (ACCS or Anaesthetics) General Research 1 from these specialties ST1 Clinical Radiology Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1 Ophthalmology ST3 General Surgery General Research 1 from these specialties ST1, 2 or 3 Renal Medicine Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1, 2 or 3 Respiratory Medicine ST1, 2 or 3 Endocrinology and Diabetes General Research 1 from these specialties ST3 Vascular Surgery Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1 Obstetrics and Gynaecology ST1, 2 or 3 Medical Oncology
General Research 1 from these specialties ST1, 2 or 3 Infectious Diseases Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc ST1, 2 or 3 Haematology ST1 Public Health Medicine General Research (appointee must take up post prior to 31st March 2018) 1 ST3 General Surgery Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc General Research (locally funded) 1 ST1 General Practice Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc General Research (locally funded) 1 ST1 Paediatrics Monday, 9th October 2017 Monday, 6th November 2017 Oriel 13th or 14th December 2017 – exact date tbc
Date Procurement Topic Details of Decision Who was involved Any Conflict of Interest Value of Contract p.a 6th August 2015 Maternity Services Joint contract between BaNES CCG & Wiltshire CCG Lead Commissioner : Wiltshire CCG Current 3 yr maternity contract to be transferred into RUH’s main acute contract. BaNES CCG Board Members None £6m (BaNES CCG) 6th August 2015 Referral Support Service BaNES Medical Services (BEMS+) contract of pilot extended for up to 1 yr Joint Commissioning Committee (JCC) Yes. GP and Practice Manager Board Representatives did not participate in the decision-making £285k Current Procurement Date Procurement Topic Details of Decision Who was involved Any Conflict of Interest Value of Contract p.a 30th July 2015 Diabetes Specialist Nursing Procurement To provide a community Diabetes Specialist Nurse from July 2016 Joint Commissioning Committee Yes. GP and Practice Manager Board Representatives did not participate in the decision-making £52k
Characteristic 10-9 8-6 5-3 2-0 Thesis & Introduction Clear, well developed thesis. Intro provides context and grabs the reader’s attention. Contains a clear thesis with limited development or a thesis that is somewhat unclear; context is limited. Lacks a thesis, or thesis may be confused or underdeveloped; context is weak or not included. No thesis Analysis, Attention to Prompt Provides effective analysis of the question; some imbalance permissible; address the prompt Limited analysis, mostly describes; gives adequate attention to the prompt Weak or inappropriate analysis; mostly just describes document; does not fully address prompt No analysis; does not respond to the prompt Use of Documents Effectively uses a substantial number of documents. Documents supplement analysis and are balanced with outside information Effectively uses some of documents; may only restate information found in documents. Documents not clearly referenced. Poor use of documents with only brief citation or paraphrase; not enough documents used to support analysis Almost no use of or inappropriate attempts to use documents Supportive Information Supports thesis with substantial, relevant information. Outside information is balanced with use of documents in the analysis of the question Supports thesis with some factual information; some opportunities are missed. Lacks supporting information, or information given is minimal Incompetent, inappropriate responses Grammar, Structure, Organization, and Writing May contain insignificant errors; is well organized and written; paper utilizes topic sentences, evidence, explanation, and concluding statements. May contain minor errors that do not detract from overall essay; competent, but not exceptional. Organization is acceptable May contain major errors; poorly organized; weak writing Contains many major or minor errors; disorganized; poorly written DBQ Rubric Comments: Grade: __/50
Product Information (list all products on the wound) List formulary product Reason formulary products not suitable Would you like this product to be considered for deletion? New product used/product choice Rationale for non- formulary product Would you like this product to be considered for inclusion? Patient ID Number:……………………………………………….. Completed by:……………………………………………………… Practice:……………………………………………………………. Date…………………………………………………………………...
15. The student will always be first author of papers related to the topic of their thesis Student response 1 2 3 4 5 6 7 8 9 10 Advisor response 1 2 3 4 5 6 7 8 9 10 Consensus 1 2 3 4 5 6 7 8 9 10 16. It is the responsibility of the advisor to correct a student’s grammar in their written work Student response 1 2 3 4 5 6 7 8 9 10 Advisor response 1 2 3 4 5 6 7 8 9 10 Consensus 1 2 3 4 5 6 7 8 9 10 17. It is ultimately up to the student to take full responsibility for their project Student response 1 2 3 4 5 6 7 8 9 10 Advisor response 1 2 3 4 5 6 7 8 9 10 Consensus 1 2 3 4 5 6 7 8 9 10 Other points for discussion: Do you have any concerns regarding: Yes No Comments Time/frequency of advisory meetings Written work and/or feedback Relations with co/advisors Time management Further skills needed for timely completion Language difficulties Resources Ethical issues
MA4. Contract Approach L.22.3.1, MA4 MA4. Contract Approach M.4.1, MA4 Technical Approach (TA) Mission Suitability Sub-factor 2 L.22.3.2 Technical Approach Mission Suitability Sub-factor 2 M.4.2 TA1. Cross-Cutting Technical Approach L.22.3.3, TA 1 TA1. Cross-Cutting Technical Approach M.4.2, TA 1 TA2. Specific Technical Understanding and Resources L.22.3.3, TA2 TA2. Specific Technical Understanding and Resources M.4.2, TA2 TA3. Innovation L.22.3, TA3 TA3. Innovation M.4.2, TA3 Safety and Health Approach, Mission Suitability Sub-factor 3 L.22.3.3 Safety and Health Approach, Mission Suitability Sub-factor 3 M.4.3 SH1. Safety and Health Plan L.22.3.3, SH1 SH1. Safety and Health Plan M.4.3, SH1 Small Business Utilization, Mission Suitability Sub-factor 4 L.22.3.4 Small Business Utilization, Mission Suitability Sub-factor 4 M.4.4 SBU1. Small Business Subcontracting L.22.3.4, SBU1 SBU 1. Small Business Subcontracting M.4.4, SBU1 SBU2. Commitment to the Small Business Program L.22.3.4, SBU2 SBU2. Commitment to the Small Business Program M.4.4, SBU2 Volume II – Past Performance L.22.4 Past Performance Factor M.5 Past Performance Factor Volume III – Cost/Price L.22.5 Cost/Price Factor M.6 Volume IV – Model Contract and Responsibility L.22.6 Prospective Contractor Responsibility and Model Contract M.2, M.7 LIST OF ATTACHMENTS Attachment Title L-1 Reserved L-2 Standard Labor Categories L-3 IDIQ Task/Delivery Orders L-4 L-5 HHPC Background Information Technical Workbook L-6 Government Resource Estimates L-7 Small Business Subcontracting Tables L-8 Past Performance Questionnaire Template
Name of child: Name of worker undertaking this mapping: Type of meeting/reason mapping completed(if relevant): e.g. 1st Core Group / family visits / SW Rep to ICPC Chairs ICPC report / Supervision / used for analysis by social worker/CIN visit/CIN review Date undertaken: Date Genogram / Eco-map Completed: Date Chronology last updated: Present (if a meeting): Absent (if a meeting): EVIDENCE What are we worried about What is working well What needs to happen Harm Past –evidence child has been harmed (including evidence from history/chronology) Safety Proven and tested safety which keeps child safe Next Steps What needs to happen now and in the future to keep the child safe? Immediate steps people will take and referrals for services if necessary. (Safety and service plan are at the end of this document and should be completed separately) Complicating Factors Dangers; behaviours (parent or child) which may pose a risk (welfare & safety) Chronology – relevance and significance of what’s happened in the past? Patterns and themes. What’s making this harder to deal with? Strengths Assets, resources of family
Next Steps This worked example is a work in progress. Areas that can be expanded on include how to connect participatory culture, participatory action research and multimodal social semiotics; outlining and detailing with evidence my students wide range of multiliteracies and how they are expressions of globalization in their local context; a detailed description of the impact of English language study on Korean learners and the precarity it has created for younger generations of Koreans; and the challenges of coding student work for expressions of cosmopolitan literacies. References Adams, M. (2014). Social Justice and Education. Routledge International Handbook of Social Justice, 17, 249-268. Ahn, I. (2010). Economy of “invisible debt” and ethics of “radical hospitality”: Toward a paradigm change of hospitality from “gift” to “forgiveness”. Journal of Religious Ethics, 38(2), 243-267. Brown, B. (2013). Brene Brown on Empathy. RSA Short. Retrieved from: https://www.youtube.com/watch?v=1Evwgu369Jw Butler, J. (2011). Precarious Life: The Obligations of Proximity. The Neale Wheeler Watson Lecture, 1-7. Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. Teachers College Press. Campano, G., Ghiso, M. P., & Welch, B. J. (2016). Partnering with immigrant communities: Literacy through action. Chen, R., & Hird, B. (2006). Group work in the EFL classroom in China: a closer look. RELC Journal, 37(1), 91-103. Cochran-Smith, M., & Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
I am going back at 8:00 tonight. Come in. Go in. Language Practice F： V(O) (p. 166): A does something with B Practice speaking with your classmate, then write: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Language Practice H： 见面 (p. 167): A meets with B Practice speaking with your classmate, then translate the following: Who would you like to meet? I would like to meet your Chinese teacher.
Set R(P(i)) := R(P(i)) + R(i) Set S(P(i)) := S(i) Set P(S(i)) := P(i) The predecessor and successor pointers are updated The ranks of nodes which are immediately before a removed node are updated. The array P and S can be compacted in O(n) work and O(log n) time after each phase of removal of nodes. This is done through a parallel prefix computation. Recall that we have to do the removal of nodes for loglog n phases to reduce the number of nodes to n . logn We can keep a separate U array for each phase. Putting back a node A removed node can be reinserted in O(1) time Complexity 2-coloring in each stage can be done in O(log n) time and O(n) work. The compaction of the P and S arrays is done through a parallel prefix computation in O(log n) time and O(n) work. There are in all O(log log n) stages in which we have to remove nodes. Each stage takes O(log n) time due to the 2-coloring and parallel prefix computations. At the end, we do one list ranking for a list of size O(n/log n). This takes O(n) work and O(log n) time.
month/unit readings Assignments & Assessments Aug-Sept Pages 1-130 Introduction to Scriptures Part 1: The Old Testament 1A: The Pentateuch 1B: Historical Transition 1C: The Historical Books Reading/Vocabulary quizzes Chapter Tests Reading Guide worksheets Class discussion Group project October Pages 131-188 1D: The Wisdom Books 1E: The Prophets 1F: Old Testament Review Part 2: The New Testament MID TERM exam Reading/Vocabulary quizzes Chapter Tests Reading Guide worksheets Class discussion Solo project November Pages 189-302 2A: The Gospels 2B: The New Testament Letters RETREAT reflection Reading/Vocabulary quizzes Chapter Tests Reading Guide worksheets December Pages 281-303 2C: The Catholic Letters 2D: New Testament Review FINAL Exams Reading/Vocabulary quizzes Chapter Tests Reading Guide worksheets Course Requirements Textbook: Sacred Scripture Workbook: Reading Guide worksheets and other hand-outs to be downloaded as we progress… Other Course Materials: iPad – textbook will be downloaded Editing program/app such as Good Reader or Good Notes for note taking and highlighting Pages or Word for written assignments Download a BIBLE app. There are a few free apps in the App store. A dedicated folder or binder for this class. You will need someplace to keep downloaded material. Grading Policies: Grades are based on a weighted system. Projects 10%
Literacy Planning One Crazy Summer by Rita Williams-Garcia (6-8 weeks) Concept Question: How does experience shape identity? To what lengths can you go in order to find your identity? Week 1: 11/28 to 12/2 11/28 - Goal: YWBAT Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes. Success Criteria: YWBAT use appropriate eye contact, adequate volume, and clear pronunciation when sharing your thoughts with the class. Library 8-8:45 Warm up: Review your persuasive paragraphs, do you want to share? Share/discuss Book Club 11/29 - Goal: YWBAT draw on and build your background knowledge of the 1960’s and how it affected Americans. Success Criteria: YWBAT Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Warm up: If you could change one thing in the world, what would it be? Explain your choice. Discuss “Have you heard of” activity Research Discuss/Share About Rita Williams-Garcia Novel front load: “I Predict” activity Took 11/30 - Goal: YWBAT use the questioning strategy to help you comprehend the text deeply. Success Criteria: YWBAT write thick questions on sticky notes and place them in the book. Warm up: what is a mother’s role, in your opinion? Illustrate Discuss Read chapter 1-3 as a class Write questions on sticky notes Discuss Comprehension questions: Re-read Delphine’s description of “mother, mommy, mom, mama” and “ma” on page 14. What category does Cecile fall into? Why? What about Big Ma? What about Delphine? Re-read pages 15-17 about the white woman who admires the girls at the airport. Why is Delphine offended by this woman? What does it tell you about the relationship between African Americans and Caucasians during this time period? What other evidence from the first three chapters tell us about the relationship between African Americans and Caucasians? Book Club 12/1 - Goal: YWBAT use the questioning strategy to help you comprehend the text deeply. Success Criteria: YWBAT write thick questions on sticky notes and place them in the book. Warm up: pages 8-9 of novel study Read chapters 4-6 as a class
Grammar 1 Complements 得 (I) (Textbook p. 182, IC 4th ed,) The particle 得 (de) can be used after a verb or an adjective. This lesson mainly deals with 得 as it appears after a verb. What follows 得 in the construction introduced in this lesson is called a descriptive complement, which can be an adjective, an adverb, or a verb phrase. These complements serve as comments on the actions expressed by the verbs theat precede 得。 You learn Chinese well. I write characters slowly. I often go to bed late. He sings well and dances well too. Language Practice A: Verb+ 得+ complement (Textbook, p. 189) 请先跟你的同学练习说中文，然后再写【Please practice speak.ng with your classmate first, then write.】 _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Language Practice D: Run in the family (Textbook, p. 190, 4th edi.)
14 Use the product and sum formulas, and graph combinations of sine and cosine functions Homework, in class work, quiz, exam 15 Describe the relationship between the trigonometric functions and their inverses Homework, in class work, quiz, exam 16 Calculate solutions for trigonometric equations with variable side conditions. Homework, in class work, quiz, exam 17 Solve right triangles Homework, in class work, quiz, exam 18 Use the law of sines to solve a general triangle, including the ambiguous case Homework, in class work, quiz, exam 19 Use the law of cosines to solve a general triangle. Homework, in class work, quiz, exam 20 Add, subtract, and find scalar multiples of vectors, and to use the standard basis vectors. Homework, in class work, quiz, exam 21 Convert from Cartesian to polar coordinates and vice versa, and graph polar equations. Homework, in class work, quiz, exam 22 Read, interpret, and use a drawing to solve nautical type problems. Homework, in class work, quiz, exam 23 Describe the standard form of the equation of an ellipse and graph the equation. Homework, in class work, quiz, exam 24 Recognize and obtain the standard form of the equation of a parabola and graph the equation. Homework, in class work, quiz, exam 25 Recognize and obtain the standard form of the equation of a hyperbola and graph the equation. Class participation 26 Change to a new pair of coordinate axes in order to simplify graphing. Homework, in class work, quiz, exam
Sep 11 3.3-3.4, 3.3-3.4 Quiz Sep 18 4.1-4.2 Sep 25 4.3,4.5, 4.1-4.3 Quiz,4.4-4.5Quiz Oct 2 5.1 Oct 9 5.2-5.5, 5.1-5.3Quiz Oct 16 5.6, 6.1-6.2, 5.4-5.6 Quiz,6.1-6.2Quiz Oct 23 Oct 30 6.3, 6.3-6.4Quiz Nov 6 Nov 13 7.1-7.3, 7.1-7.3Quiz Nov 20 7.4-7.5, 7.4-7.5 Quiz Nov 27 Dec 4 8.1-8.5, 8.1-8.3 Quiz, 8.4-8.5Quiz
Works Cited Brown, DeNeen L. “They Didn't #TakeTheKnee: The Black Power Protest That Shook the World in 1968.” The Washington Post, WP Company, 24 Sept. 2017, Accessed 7 Nov. 2017. Cullen, Justin. “Free Speech Must Be Free for All.” The Washington Post, WP Company, 25 Aug. 2017, www.washingtonpost.com/opinions/free-speech-must-be-free-for-all/2017/08 Accessed 17 Nov. 2017. Drake, Bruce. “Incarceration Gap Widens between Whites and Blacks.” Pew Research Center, 5 Sept. 2013, www.pewresearch.org/fact-tank/2013/09/06/incarceration-gap-between -whites- Accessed 7 Nov. 2017. Jones, Janelle. “The Racial Wealth Gap: How African-Americans Have Been Shortchanged out of the Materials to Build Wealth.” Economic Policy Institute, EPI, 13 Feb. 2017, Accessed 20 Nov. 2017. Leepson, Marc. “Don't Mess With the Stars and Stripes.” The New York Times, New York Times Company, 1 Sept. 2016, www.nytimes.com/roomfordebate/2016/09/01/americans-and- their -flag/dont-mess-with-the-stars-and-stripes-2. Accessed 3 Nov. 2017. LII Staff. “First Amendment.” LII / Legal Information Institute, Cornell University, 5 Feb. 2010, www.law.cornell.edu/constitution/first_amendment. Accessed 7 Nov. 2017.
LII Staff. “West Virginia State Board of Education v. Barnette.” LII / Legal Information Institute, Cornell University, 14 June 2003, www.law.cornell.edu/supremecourt/text/319/624. Accessed 10 Nov. 2017. Miller-Idriss, Cynthia. “The Emotional Attachment of National Symbols.” The New York Times, New York Times Company, 1 Sept. 2016, www.nytimes.com/roomfordebate/2016/09/01/ Accessed 3 Nov. 2017. Mullainathan, Sendhil. “Police Killings of Blacks: Here Is What the Data Say.” The New York Times, New York Times Company, 16 Oct. 2015, www.nytimes.com/2015/10/18/upshot/ Accessed 20 Nov. 2017. Reeves, Richard V., and Dimitrios Halikias. “Race Gaps in SAT Scores Highlight Inequality and Hinder Upward Mobility.” Brookings, Brookings Institution, 15 Aug. 2017, Accessed 20 Nov. 2017. Ungar-Sargon, Batya. “Lessons For Ferguson In Creating A Diverse Police Department. ”FiveThirtyEight, ESPN, 5 Jan. 2015, ferguson-in-creating-a-diverse-police-department/. Accessed 17 Nov. 2017. Wagner, John. “Trump Returns to Twitter to Claim ‘Tremendous Backlash’ against NFL.” The Washington Post, WP Company, 25 Sept. 2017, www.washingtonpost.com/news/post- Accessed 17 Nov. 2017.
Types of System Calls Process control end, abort load, execute create process, terminate process get process attributes, set process attributes wait for time wait event, signal event allocate and free memory File management create file, delete file open, close file read, write, reposition get and set file attributes
8.4 LIVE ANIMAL TRANSPORT Are organic animals transported to or from your operation while under your ownership? Transport includes movement to and from pastures, veterinarian visits, auction yards, slaughter facilities, etc. Yes No (skip to question 8 below) When transporting animals, with the exception of transport for veterinary care, all animals must be fit for transport. Check the boxes below where your operation meets or will meet the described requirements of fitness for transport: Calves must have a dry navel cord and be able to stand and walk without human assistance Non-ambulatory animals are not transported for sale or slaughter Who is responsible for livestock transport? (Check all that apply) Operator (Self) Employee(s) Contract Transporter Buyer Other (describe): Adequate and season-appropriate ventilation is required for all livestock trailers, shipping containers, and any other mode of transportation used to protect animals against cold and stress. Bedding may be provided on trailer floors and holding pens as needed to keep livestock clean, dry, and comfortable during transportation and prior to slaughter. Indicate where your operation meets or will meet the described requirements of transport conditions (select all that apply): Transport type and size are appropriate for the species being transported Adequate and season-appropriate ventilation is provided and animals are protected against cold and heat stresses Trailer floors and holding pens are managed to keep livestock clean and dry during transport and prior to slaughter Bedding is provided during transport; provide organic certificates for edible roughages Attached Transport times are not detrimental to livestock welfare and comply with all legal transport requirements (i.e., Federal Twenty-Eight Hour law) How are organic animals identified from the farm to the final delivery location for all parties involved, including any contractors? Organic animals must be clearly identified as organic and the identity must be traceable during transport. Are animals ever kept on land that is not part of your organic certification (Ex.: temporary holding pens used for long trips)? No Yes (describe): Describe the plan in place to address animal welfare problems that may occur during transport. An emergency plan must be in place to address potential animal welfare problems during transport, including but not limited to: unanticipated excessive heat or cold, travel that extends beyond planned distance or time, emergency temporary holding, etc. Do you contract transport of your animals? No Yes: complete a) and b) below, or attach a separate statement providing this information. Statement Attached
Attribute values should not be objects; use an association to show any relationship between objects. Attributes usually correspond to nouns followed by possessive phrases, such as “the color of the car Keeping the right attributes: Eliminate unnecessary and incorrect attributed with the following criteria: Objects . Discordant attributes • Qualifiers . Boolean attributes. Names Identifiers Attributes on associations Internal values Fine detail Figure: 10 ATM class model with attributes Refining With Inheritance Organize classes by using inheritance to share common features: Bottom up generalization. Top-down generalization Generalization vs. enumeration. Multiple inheritance Similar associations Adjusting the inheritance level. Fig 12.11 shows the ATM class model after adding inheritance
is required. 1-5(c) reconcile the quality and quantity of data available and analyzed within the approaches used and the applicability or suitability of the approaches used. Valuation Finding Non-Complex Complex 1-6 In developing a real property appraisal, an appraiser must: 1-6(a) reconcile the quality and quantity of data available and analyzed within the approaches used; and Valuation Finding Non-Complex Complex 1-6(b) Reconcile the applicability and relevance of the approaches, methods and techniques used to arrive at the value conclusion(s). Valuation Finding Non-Complex Complex STANDARD TWO – APPRAISAL REPORTING (The individual Standards Rule must be met when using the format* listed.) Standards Rule Appraisal Format* Standards Rule Not Met The following Standards Rules, when applicable, were observed except for those marked with an “X”: 2-1 Each written or oral real property appraisal must: 2-1(a) Clearly and accurately set forth the appraisal in a manner that will not be misleading; Valuation Finding Non-Complex Complex 2-1(b) Contain sufficient information to enable the intended users of the appraisal to understand the report properly; and Valuation Finding Non-Complex Complex 2-1(c) Clearly and accurately disclose all assumptions, extraordinary assumptions, hypothetical conditions, and limiting conditions used in the assignment. Valuation Finding Non-Complex Complex 2-2 Each written real property appraisal report must be prepared under one of the following two reporting options and prominently state which option is used: Appraisal Report Restricted Appraisal Report Valuation Finding Non-Complex Complex 2-3 Each written real property appraisal report must contain a signed certification that is similar in content to the following form in S.R. 2-3. Valuation Finding Non-Complex Complex 2-4 To the extent that it is both possible and appropriate, an oral real property appraisal report must address the substantive matters set forth in S.R. 2-2(b). Comparable Sale Data Comparable Sale No.: Seller: Purchaser: Sale Date: County: Deed Type: Document Number: Verified Sale Price: Unit Price (if applicable): Zoning:
Dated this day of , . Signature Signature Print Name Print Name (For additional signatories, unprotect document, copy signature lines and paste below.) State of ) ) ss County of ) This instrument was acknowledged before me on (Insert date here) by (Insert Grantor(s) name(s) here) . (SEAL) Notary Public My Commission Expires: Exempt under 35 ILCS 200/31-45(b), Real Estate Transfer Tax Law. Date Buyer, Seller or Representative This instrument was prepared by and after Illinois Department of Transportation recording, mail this instrument and future tax bills to: ATTN: Bureau of Land Acquisition
Owner (Do not fill in Grantor’s name here, fill in below Grantor’s clause and this will auto fill.) Address (Street address of property) (City, State, Zip) Route County Job No. Parcel No. P.I.N. No. Section Project No. Station Station Contract No. Catalog No. QUITCLAIM DEED (Individual) (Insert name of Grantor) , (Insert marital status of Grantor) (Grantor), of the County of , State of , for and in consideration of Dollars ($ ), receipt of which is hereby acknowledged, conveys and quitclaims to the People of the State of Illinois, Department of Transportation, (Grantee), all existing legal and equitable rights of Grantor, including, without limitation, any after-acquired title, in and to the following described real estate, to-wit: (If the legal description is to be attached to document, choose “See attached legal description” in the drop-down box below. Or, if the legal description is to be inserted, choose the blank space from the drop-down and insert the legal description in the text field that follows. If the insertion of a legal description adds additional pages to the document, unprotect the document and adjust the page breaks as needed.) situated in the County of , State of Illinois, and hereby releases and waives all right under and by virtue of the Homestead Exemption Laws of the State of Illinois. From the drop-down box below, choose if the property is or is not a Homestead for the possess rights of Homestead in the premises. Grantor, without limiting the interest above granted and conveyed does hereby acknowledge that upon payment of the agreed consideration, all claims arising out of the above acquisition have been settled, including any diminution in value to any remaining property of the Grantor caused by the opening, improving and using the above-described premises for highway purposes. This acknowledgment does not waive any claim for trespass or negligence against the Grantee or Grantee’s agents which may cause damage to the Grantor’s remaining property.
This grant and release shall constitute a covenant, which runs with the land in favor of the Grantee, its successors and assigns, and shall be binding upon the heirs, executors, administrators, successors and assigns of Grantor. Grantor, without limiting the interest above granted and conveyed, acknowledges that upon payment of the agreed consideration, all claims arising out of the above acquisition have been settled, including without limitation, any diminution in value to any remaining property of the Grantor caused by the opening, improving and using the premises for highway purposes. This acknowledgment does not waive any claim for trespass or negligence against the Grantee or Grantee’s agents which may cause damage to the Grantor’s remaining property. Dated this day of , . Corporation Name By: , as Signature Print Name and Title ATTEST: By: Signature Print Name and Title State of ) ) ) ss County of ) This instrument was acknowledged before me on Insert date , , by Insert name , as Insert title and Insert name , as Insert title of Insert name of Corporation . (SEAL) Notary Public My Commission Expires: Exempt under 35 ILCS 200/31-45(b), Real Estate Transfer Tax Law.
SAMPLE LETTER WHEN PURCHASING ROW FROM A STATE EMPLOYEE February 1, 2011 SUBJECT: 111 Section 3 Will County Job No. R-90-000-00 Parcel No. 0000000 District Engineer District Office Address Address ATTENTION: ____________ Dear Regional Engineer: The undersigned (is)(has a spouse who is)(has a child living under the same household who is) employed by the state of as a (title) for the (agency name). I own property which the state wishes to purchase (Parcel No. 0000000). This parcel is necessary for the completion of Job No. R-90-000-00, which is the widening and resurfacing of 111 (marked 222) from one mile south of Nowhere to the county line in . The amount of the department’s offer was $_______, and the agreed price of $_______ was negotiated based on an independent appraisal. The interest to be acquired is Fee Simple Title. Thank you for your consideration in approving this request. Sincerely, John Q. Public Address Address Telephone No. SS# The following is to be inserted by the district after this letter is received. District Three needs this parcel to complete project 111 (marked 222). Mr. John Q. Public was not in a position to influence this acquisition. It is in the best interest of the state of to purchase this parcel. ____________________________ Regional Engineer
2. Providence Cristo Rey (Indianapolis) Draft Findings, 2006 3. Miscellaneous Indianapolis Arts Groups Season Programs, 2002-2004 4. Miscellaneous Indianapolis Arts Groups Season Programs, 2002-2005 ______________________________________________________________________ Collection Information: Size of Collection: 14 mss boxes Collection Dates: 1997-2013 Provenance: James P. Fadely, June 2013 Access: The Collection is Open for Research Use Restrictions: None Reproduction Rights: Permission to reproduce, exhibit, or publish material in this collection must be obtained from the Manuscripts and Rare Books Division, Indiana State Library. Language: Materials are entirely in: English Alternate Formats: None Related Holdings: Collection Notes: Additions likely; Additional papers are housed at the Indiana Historical Society
Statement for Transfer of Land Rights Associated with a Jurisdictional Transfer 1. Acquisition History All property was acquired for highway purposes. 2. Transfer of Land Rights Data Total area of land to be transferred: Freeway Status: Date of Order Rescinding Freeway: (Plat must delineate and identify both existing and proposed access control lines.) 3. Reason For Transfer Said parcel was acquired for the improvement of the subject route and section. 605 ILCS 5/4-508(d) provides the department with the authority to “convey, without compensation, any land, dedications, easements, access rights, or any interest in the real estate it holds to that specific highway or portion thereof to the highway authority that is accepting or has accepted jurisdiction. However, no part of the transferred property can be vacated or disposed of without the approval of the department, which may require compensation for non-public use.” 4. Transfer of the subject parcel has been reviewed and concurred by the following: Land Acquisition Engineer/Manager Date Program Development Engineer Date Local Road & Streets Engineer Date Project Implementation Engineer Date Operations Engineer Date Approval Recommended: Regional Engineer Date Approved: Bureau Chief of Land Acquisition Date
ABSTRACT CLASSES USING VIRTUAL FUNCTIONS A class that contains at least one pure virtual function is said to be abstract. Because an abstract class contains one or more functions for which there is no definition (that is, a pure virtual function), no objects of an abstract class may be created. Instead, an abstract class constitutes an incomplete type that is used as a foundation for derived classes. Although you cannot create objects of an abstract class, you can create pointers and references to an abstract class. This allows abstract classes to support run-time polymorphism, which relies upon base class pointers and references to select the proper virtual function Using Virtual Functions One of the central aspects of object-oriented programming is the principle of "one interface, multiple methods." This means that a general class of actions can be defined, the interface to which is constant, with each derivation defining its own specific operations. In concrete C++ terms, a base class can be used to define the nature of the interface to a general class. Each derived class then implements the specific operations as they relate to the type of data used by the derived type. One of the most powerful and flexible ways to implement the "one interface, multiple methods" approach is to use virtual functions, abstract classes, and run-time polymorphism. Using these features, you create a class hierarchy that moves from general to specific (base to derived). Following this philosophy, you define all common features and interfaces in a base class. In cases where certain actions can be implemented only by the derived class, use a virtual function. In essence, in the base class you create and define everything you can that relates to the general case. The derived class fills in the specific details. Following is a simple example that illustrates the value of the "one interface, multiple methods" philosophy. A class hierarchy is created that performs conversions from one system of units to another. (For example, liters to gallons.) The base class convert declares two variables, val1 and val2, which hold the initial and converted values, respectively. It also defines the functions getinit( ) and getconv( ), which return the initial value and the converted value. These elements of convert are fixed and applicable to all derived classes that will inherit convert. However, the function that will actually perform the conversion, compute( ), is a pure virtual function that must be defined by the classes derived from convert. The specific nature of compute( ) will be determined by what type of conversion is taking place.