zilongwang/ReadingBank huggingface dataset:
OR AAM Desktop Publishing (3) AAM Introduction to Statistics (3) OR Introduction to Statistics in Sociology (3) MATH 110 OR SOCI 125 Introduction to Communication Studies or Introduction to Communication Theory (3) COMM 180 Principles or Microeconomics (3) OR Principles of Macroeconomics (3) ECON 201 OR ECON 202 Introduction to American Government and Politics (3) POLS 110 Introduction to Comparative Government and Politics (3) POLS 130 Argumentative Writing and Critical Thinking (3) ENGL 105 Introduction to Logic (3) OR Symbolic Logic (3) PHIL 110 OR PHIL 210 Argumentation or Argumentation and Debate (3) COMM 120 Introduction to Critical Thinking (3) AAM Any course articulated as lower division preparation in the Journalism major at a CSU. AAM Any course articulated from two different Areas within A through D or IGETC Areas 1A through 5C. GECC
The Arab Spring: A Reason to Reject Samuel Huntington's Clash of Civilizations Sohail Jouya William Jewell College – Oxford University – Westminister College In the post-9/11 world, Samuel Huntington’s book, The Clash of Civilizations and the Remaking of World Order attained an almost iconoclastic status and was presented almost as a prophetic text that described the nature of world politics. Huntington proposed that the globe was split into civilizational “zones” that demarked cultural identity, political ideology, and social understanding. In a modern world where these civilizations struggle for power, an inevitable “clash” would occur, mostly between the most powerful civilization’s national moniker and the challenging civilization’s counterpart. After 9/11, a new clash of civilization manifested, replacing the residual Cold War with a civilizational conflict between the Islamic world and the West – most specifically with the US, “Some argue that Islamist attacks represent a [new] transnational terrorism that differs in its timing, methods, lethality and underlying social origins from earlier Cold War-era leftist terrorism. Spurred by the Iranian revolution and post-Cold War international system in which the superpower rivalry was replaced by a new set of civilizational rivalries (Crenshaw & Robison).” Huntington’s work seemed to anticipate this apparent clash and described the Islamic world as one that harbored resentment and an anti-democratic ethos. This mythology was long circulated as unquestionable truth, an accurate portrayal of the Middle East, the Arab world,
Falling Action: The girls offer to buy Marilyn’s books for her. Resolution: Marilyn gives them Selected Poems of Marianne Moore. Selected Quotes: “…though admittedly we were American middle class, and Caucasian, and female. (Yet we were not “conventional” females. In fact, we shared male contempt for the merely “conventional” female” (74). “So many years later, I’m proud of us. We were so young. Young, headstrong, arrogant, insecure though “brilliant” – or so we’d been led to believe” (78). “’Marilyn Monroe’ has entered history, and you have not. She will endure, though the young woman with the blond braid will die. And even should she wish to die, “Marilyn Monroe” cannot” (77). “’She thinks she’s like us.’ You meant: a human being, anonymous. Female, like us. Amid the ordinary unspectacular customers (predominantly male) of the Strand” (77). “For when you truly read poetry, poetry reads you” (75). Please answer 4 of the 6 questions. Discussion Questions: “That magical evening of Marilyn Monroe, when I kissed you for the first time” (79). What is the significance of the last quote in Three Girls to the reader? What does it expose about the values of the girls? From your perspective, when is the climax? What is the moral/central theme of the story? Throughout the exposition, the author utilized point of view. What is the point of view? Is there more than one? Identify the moments of suspense in the story. How do these contribute to the order of events in the plot? Is the plot primary or secondary to character?
246. (10). Virginia Catherine b.Jun 2 1855 d.May 8 1932 m.Stephen Post Queen 247. (11). Elizabeth Permilia b.Oct 28 1856 d.Mar 17 1903 m.John Jordon m.Ambey Jordon m.Montreville Bennett 248. (12). Martha b.Nov 1 1864 m.Lloyd Painter 249. (13)."Bubby" b.Oct 16 1868 250. (14). Etta b.Jul 13 1871 m.Waitman Kessling m.G.M. Harris 76.HEZEKIAH BENNETT 19.JACOB BENNETT 3.JOSEPH BENNETT 1.JOSEPH SLEETH BENNETT Hezekiah Bennett, a son of Jacob and Rachel () Bennett, was born in VA in 1812 and died in in 1893. He married Laura Elizabeth Jones in England in 1835. Elizabeth, a daughter of Samuel Jones, was born in 1813. They settled in , where they were apple growers. Children of Hezekiah and Laura Elizabeth (Jones) Bennett. 251. (1). Marcellus b. 1837 m. Christine Estaline Eakle 252. (2). Granville b.c. 1839 253. (3). Clarissa b.c. 1842 254. (4). Levi b.c. 1844 255. (5). Merceline b.c. 1846 256. (6). Hanson b.c. 1848 257. (7). Eliza J. b.c. 1851 258. (8). Preston b.c. 1853 259. (9). Melvina b.c. 1857 77.AARON BENNETT 19.JACOB BENNETT 3.JOSEPH BENNETT 1.JOSEPH SLEETH BENNETT Aaron Bennett, a son of Jacob and Rachel () Bennett, was born about 1814. He married Frances M. Racer. was born in VA about 1819. The family moved from Lewis County VA (WV) to (WV) in 1859.
BIBLIOGRAPHY Bagandanshwa, T. T., (1997). Co-ordination of Educational Services for Visually impaired and People in Tanzania PhD thesis Univerity of Manchester. Bala, M., (1990). Leadership Behaviour and Education Administration, New Delhi, Deep and Deep Publication. Baxter, A. L., Brarthwaite, O. D. (2008). Engaging Theory in Interpersonal Communication, Sage Publication, Inc. Bodgan, R. C, and Biklen S. K. (1992). Qualitative Research for Education: An Introduction to theory and methods. Boston M. A. Allyn and Bacon. Cohen, L., Manion, L and Marrison, K. (1994). An introduction to Educational Research, Landon: Routledge Falmer. Cohen, L., Monion L. & Marrison, K., (2000). Research Methods in Education, London: Rutledge Falmer. Daft, R. L., (1989). Organization Theory and Design 3rd ed, St. Paul West. Daily, C., (1989). The Models of Communication: New York: D. K. Publishers. Dubey, V. K., and Bishrol, I., (2009), Extension Education and Communication. New Age:International Publisher. Evans, J. (1990). Models of Communication. Proposal and Thesis Writing. New Age International Publisher. Gay, J. (1987). Business Administration Communication, Irwin, McGraw Hill. Glesne, C and Peskin A, (1992). Becoming qualitative researchers: An Introduction. New York: Longman. White Plains Guba E. G and Lincolin Y. S (1994). Competing Paradigms in Qualitative Research. A Handbook of Qualitative Research (PP 105 – 117). Thousand Oaks, CA: Sage.
Panda, S.N. (1995). “Administrative behaviour of Headmaster: Some correlated and Background Factor”. New Delhi Deep and Deep Publication. Patton, M. (1990). Qualitative evaluation methods. Newburge Parl, California. Pilum, K. (2000). Information Flow in Schools unpublished Masters of Art.dissertation. Powell, R. A. and Single, H. M. (1996). Focus Groups, International Journal in Health Care, (499 – 504). Quresh, M.U. (2005). Management Principles and Practice, Anmol Publication Pvt Ltd. Riley, E and Wakley P. (2005). Communities and Communication, Information Technology Development. ITDG Publishers. Rosengren, K. E., (2000). Communication an Introduction, London: Sage Publication, Shipman, A. (1975), The Elements of Effective Communication, Acropolis, Washington, D. C. Temu, E. B., (1980). Leadership Styles, Teamwork and Implementation of School Projects in Secondary Schools in Tanzania. Unpublished M. A. dissertation, UDSM. United Republic of Tanzania (URT) (1978). Education Act, 1978. Dar es Salaam: Government Printer. United Republic of Tanzania (URT) (1995). Education Act, No. 25 of 1978. (Amendment) No.10 of 1995. Dar es Salaam government Printer. United Republic of Tanzania (URT) (1995). Educational and Training Policy. Dar es Salaam. Ministry of Education and Culture.
Screening Grid Characteristic Could this policy, procedure, project or service affect this group less favourably than others in ? YES/NO If yes how? Assessment of potential impact HIGH/MEDIUM LOW/NONE UNKNOWN Provide details: a) Is internal action required? If yes what? b) Is further assessment required? If yes, why? Could this policy, procedure, project or service promote equal opportunities for this group? YES/NO - Explain how good practice can promote equal opportunities Positive Negative Age No High None Yes. Positive for the local community and therefore local children as the proposed expansion will allow more families to access their local school. Disability No – The new accommodation to provide facilities for the additional pupils will be compliant with the Equality Act 2010 Yes. There will be more places available to meet the needs of children in the local area, including those with SEN and/or disability. Gender N/A N/A N/A N/A N/A Gender identity N/A N/A N/A N/A N/A Race No High None Yes. Positive for all primary aged children within the local community including white British boys from lower socio economic backgrounds (lowest achieving groups in educational outcomes in ) Religion or belief No. The school will be open to children of faith or no faith High None N/A Yes. The school curriculum covers all religions. Sexual orientation N/A N/A N/A N/A N/A Pregnancy and maternity N/A N/A N/A N/A N/A Marriage and Civil Partnerships N/A N/A N/A N/A N/A
April Events Date Location Contact Judo Ontario Youth Academy April 29, 2017 Cancelled Toronto Pan Am Sports Centre North Room Toronto info@judoontario Tora Annual Shiai April 29, 2017 noon Brampton Soccer Centre, Building D, 1495 Sandalwood Parkway E 1.705.632.9428 judomom@nexicom.net Provincial Team Training April 30, 2017 9:00 a.m. to 10:30 a.m. Tora Judo Club 1295 Williams Parkway, Brampton 416.827.5836 (JUDO) May Events Date and Time Location Contact Judo Ontario Youth Development Camp May 6-7 (Sat) 4:00 – 6:00 p.m. (Sun) 9:00 – 11:00 a.m. Toronto Pan Am Sports Centre North Room Toronto info@judoontario Ajax Budokan Monthly Shiai May 14 9:30 a.m. registration* *contact Karl Doherty about Ajax Budokan Judo Club 75 Centennial Road Ajax 905-665-4524 budokanjudo@rogers.com . Judo Ontario Youth Academy May 20 May 27 Cancelled Toronto Pan Am Sports Centre North Room Toronto info@judoontario Judo Ontario Youth League Shiai May 28 Cancelled Tora Judo Club 1295 Williams Parkway Brampton info@judoontario A note about Upcoming Events: Judo Ontario has a robust calendar of events of all types and for all ages. We have abridged the information around youth events to help parents plan their spring family schedule. For the full calendar, visit . This is also the place to find forms and documents.
June Events Date Location Contact Judo Ontario Youth Academy June 3 June 10 June 17 June 24 4:00 – 6:00 p.m. Toronto Pan Am Sports Centre North Room Toronto info@judoontario All Community Games June 17 4:00 a.m. – 4:00 p.m. (May 29th submission deadline) Bill Crothers Secondary School 44 Main Street Unionville 1.855.449.5836 (JUDO) info@judoontario.ca General re games: 905.803.0803 Ajax Budokan Monthly Shiai June 11 9:30 a.m. registration* *contact Karl Doherty about pre-registration. Ajax Budokan Judo Club 75 Centennial Road, Ajax 905-665-4524 budokanjudo@rogers.com Judo Ontario Youth League Shiai June 25 9:00 a.m. to 1:00 p.m. Ajax Budokan Judo Club 75 Centennial Road, Ajax 905-665-4524 budokanjudo@rogers.com More Important Dates Coming Up! – May 25 to 28. Visit for more information. Camp Budokan July 23 to 29 (Early Registration ends April 30) Contact: budokanjudo@rogers.com. Editors and Contributors: Carol Lin cmitchell.lin@gmail.com Val McIntyre - valeriemcintyre333@gmail.com Gerald Okimura - Aartje Sheffield - aartjes@judoontario.ca
As in the previous chapter to follow up and validate these preliminary data sets a more targeted approach using real time PCR was used with the same panel of rtPCR probes. This confirmed array findings of statistically significant increases in mRNA expression in response to IL-1ß in the canonical downstream targets of IL-1ß such as IL-6 and IL-1 alpha as seen in the literature (). It is known that cell type can have a huge impact on the signalling of BMPR2. In the cancer field, it has been demonstrated that inhibition of BMPR2 causes induction of apoptosis in chondrosarcoma cells () whereas in fibroblasts it has been shown to increase inflammation and metastasis (). I therefore decided to extend the panel of samples to include the aortic cells in rtPCR although I did not have array data to validate. I felt it was interesting enough to warrant investigation into this panel of genes in both cell types in the presence and absence of functional BMPR2. Literature notes that adhesion molecules VCAM and ICAM are increased upon inflammatory stimulus (, , ). I confirmed these effects and showed enhanced responses to IL-1ß when BMPR2 signalling is lost; in disease, this could go on to induce the macrophage infiltration and further inflammatory activation that causes the vascular damage (, ). These effects were interesting in their disease relevance and in the fact that the loss of BMPR2 does not cause these increases in cells derived from the systemic vascular bed and in fact in many cases the systemic cells become less inflammatory to IL-1ß when BMPR2 is non-functional. Adhesion molecules also are interesting as they play a major
qualifications pursuant to the federal Prison Rape Elimination Act, 28 C.F.R.115.17 and 115.317. THE COMMONWEALTH OF KENTUCKY DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, NATIONAL ORIGIN, SEX, AGE, DISABILITY, SEXUAL ORIENTATION, GENDER IDENTITY, GENETIC INFORMATION OR VETERAN STATUS. REASONABLE ACCOMMODATIONS ARE PROVIDED UPON REQUEST. The Americans with Disabilities Act (ADA) Title I of the Americans with Disabilities Act of 1990 prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, application, testing, medical examinations, layoff/recall, assignments, evaluation, disciplinary actions, leave, and benefits. The ADA covers employers with 15 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations. The ADA's nondiscrimination standards also apply to federal sector employees under section 501 of the Rehabilitation Act, as amended, and its implementing rules.
Jackson Prep 2017-2018 Volleyball Team 12th Grade Jordyn Jefcoat Neely Wood 11th Grade Anna Minich Emison Geiger Georgia Perkins 10th Grade Lauren Nickles Julia Zouboukos Carol Currie Ainsley Sinclair 9th Grade Madie Van Pelt Julia Sumrall Laura Katherine Clair Rebecca Burrow 8th Grade Hali Hollman Ann Clayton Cain Caroline Huff Abby Huff Andie Flatgard Rachel Regan Addi Shelton Annie Jicka Swayze Williams Allee Hadden Caroline Walton 7th Grade Allison Currie Jillian Hollman Hannah Caloss Elizabeth Head Elam Roberson Kate Ferguson Candace Holman Jane Anne Sumrall 6th Grade Reagan Dunn Managers Olivia Thompson Molly Tipton Rylee Coffey A MANDATORY parent/player meeting for players that are upcoming 8th-12th graders will be Tuesday, May 16th at 5:00pm in the Carlisle Room. A MANDATORY parent/player meeting for players that are upcoming 6th-7th graders will be Thursday, May 18th at 5:00pm in the Carlisle Room. Anyone interested in being a manager should email pollyannwatters@gmail.com or r.watters1223@gmail.com.
“On HOTs and HOTIEs: Higher-Order Thoughts, Indexed Essentially,” Towards a Science of Consciousness, Tucson, AZ, April, 2012. “Debunking Mary: Dual-Process Approaches to Intuitions About Consciousness,” Southern Society for Philosophy and Psychology, Savannah, GA, March 2012. “The Zombie’s Cogito: Meditations on Type-Q Materialism,” Towards a Science of Consciousness, Tucson, AZ, April 2010. “Introspective Ascent and the Thinness of First-Person Authority,” Towards a Science of Consciousness, Tucson, AZ, April 2008. “Describing the Unimaginable,” Association for the Scientific Study of Consciousness, Las Vegas, NV, June 2007. “Self-Representational Theory and the Misrepresentation of Consciousness,” Towards a Science of Consciousness, Tucson, April 2006. “A Limited Defense of the Ability Hypothesis,” Association for the Scientific Study of Consciousness, Pasadena, June 2005.
Johnston Preschool Calendar - August 2017 ◄ August 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 Students First Day 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Guest Readers 17 18 19 20 21 22 Curriculum Night 23 24 25 26 27 28 29 30 - In-House Field Trip Bus Safety (CCSD Transportation) -Guest Readers 31 Notes: Johnston Preschool Calendar - September 2017
◄ September 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 Guest Readers 2 3 4 -School Holiday -No School 5 6 7 8 9 10 11 12 13 - Field Trip – Art Barn -Guest Readers 14 15 16 17 18 Fall Break No School 19 No School 20 No School 21 No School 22 No School 23 24 25 26 27 - In-House Field Trip Firefigghters and Firetruck Visit -Guest Readers 28 29 30 Johnston Preschool Calendar - October 2017
◄ January 2018 ► Sun Mon Tue Wed Thu Fri Sat 1 No School 2 No School 3 No School 4 No School 5 No School 6 7 8 Student Return to School 9 10 11 12 Guest Readers 13 14 15 School Holiday -No School 16 17 -Nurses Appreciation Day - Guest Readers 18 19 -Home Depot Make & Take 20 21 22 23 24 25 26 27 28 29 30 31 -Facilitator Appreciation Day -Guest Readers Notes: Johnston Preschool Calendar - February 2018
◄ February 2018 ► Sun Mon Tue Wed Thu Fri Sat 1 2 Guest Readers 3 4 5 Exceptional Childrens Week Begins 6 7 Cupcake with a Cop 8 9 -Caffeteria Staff Appreciation Day 10 11 12 13 14 Guest Readers 15 16 17 18 19 -Winter Break -No School 20 -No School 21 -No School 22 -No School 23 -No School 24 25 26 Read Across America Week 27 28 Book Character Parade Notes: Johnston Preschool Calendar - March 2018
◄ March 2018 ► Sun Mon Tue Wed Thu Fri Sat 1 -Donunts for Dudes/ Family Literacy -Crazy Hat Day 2 -Pajama Day - Guest Readers 3 4 5 6 7 -OT/PT/Speech Appreciation Day -Guest Readers 8 9 10 11 12 13 14 15 16 17 18 19 20 21 -Paraprofessional Appreciation Day -Guest Readers 22 23 Transitioning to Next Educational Setting 24 25 26 27 28 29 30 31 Johnston Preschool Calendar - April 2018
◄ April 2018 ► Sun Mon Tue Wed Thu Fri Sat 1 2 Spring Break -No School 3 -No School 4 -No School 5 -No School 6 -No School 7 8 9 10 11 Guest Readers 12 -Earth Day Scavenger Hunt -Media Center Appreciation Day 13 Guest Readers 14 15 16 17 18 Secretary/Office Staff Appreciation Day 19 20 21 22 23 24 25 Guest Readers 26 27 28 29 30 Teacher Appreciation Week Notes: Johnston Preschool Calendar - May 2018
Essential Desirable Experience & Knowledge Skills & competencies required. E.g. Geographical knowledge of the area, familiarity with certain legislation. Ability to present cases / applications in the Magistrates’ and County Court (Advocacy) Ability to demonstrate relevant experience of legal research Relevant experience in a Solicitor’s office/Chambers dealing with civil or criminal litigation Legal experience within the public sector preferably within the Police service. Experience of presenting cases / applications in both the Magistrates’ Court and the County Court Experience of drafting Court papers. Experience of interviewing witnesses and drafting witness statements. Experience in briefing Counsel, where necessary Ability to compose letters, statements, reports and files of evidence Education & Training General education Specialist training Educated to degree level in law or a relevant subject or Level 6 Professional Higher Diploma in Law, or demonstrable competence Successfully passed Law Society’s Qualifying Examinations (LSF/LPC or equivalent) IT proficient in common office applications, e.g. Microsoft office Willingness to undertake training/further training if required. Competency and Values Framework (Level 1) Innovative and Open Minded Deliver, Support and Inspire Taking Ownership Critically Analyse Collaborative Emotionally Aware Circumstances E.g. Driving licence/mobility Shift working Unusual/irregular working hours Ability to travel and attend meetings, courses, conferences and courts both in and out of , occasionally for longer periods (including overnight stays) when required
Bushido (the samurai spirit) to introduce the origin of the Japanese Spirit and the world of the yakumo‒goto in the sacred and tranquil zone. Since, both Professors introduced us to the various places to give the performance. The Dreamy Journey of the Yakumo‒goto in Poland The Third University Japanese Study at Łódz City Teacher’s Assembly / The National Racial Archaeological Museum on March 31, 2000. Department of Japonology of Prof. Masakatsu Yoshida’s class at the University of Łódz on November 3, 2003. OZORKÓW library on November 6, 2003. Ogólnoksztajcqca Szko ja Muzyczna(the Music Academy) on November 7, 2003. The Third University Japanese Study at the University of Łódz on November 13, 2003. Szkola Podstawowa Nr 162 (the Elementary school), Łódz on November 14, 2003. Politechika Łódzka Lectorat jezyka japonskiego (Citizen Japanese Language Study at the Engineering Department of the University of Łódz) on November 14, 2003. The Poland-Japan Society Organized the 21st Japanese Cultural Week to celebrate the 46th anniversary of restoration of diplomatic relations between Poland and Japan at the National Archeology and Ethnology Museum in Łódz on November 11‒ 23, 2003. A Courtesy Visit to the Office of the Łódz City Mayor on December 13, 2003.
INTAKE FORM: (JP) Complete and return Intake Form to the ISMA prior to the planning of the activity. PLANNING COMMITTEE DISCLOSURES: (JP) The activity Planning Committee must complete & return to the ISMA their Disclosure of Financial Relationship Forms, along with Intake Form, prior to the first planning meeting. PRE-APPROVAL EMAIL: If approved, ISMA will send you via email a Preliminary Approval, the Joint Providership Fee Schedule, an extensive CME Application and Planning Worksheet, and a Joint Providership Agreement for signature by an authorized company representative. NOTE: To be in compliance with ISMA’s policy, the Planning Committee meeting minutes MUST reflect the Chair of the Committee directing all members who have indicated a potential conflict of interest will be recused from any discussion where there is a potential for the stated conflict to influence the content of the program. ISMA JOINT PROVIDERSHIP AGREEMENT: (JP) Sign and return to ISMA the Joint Providership Agreement. A fully executed copy must be on file before proceeding. SUBMIT CME APPLICATION & PLANNING WORKSHEET: (JP) Complete and submit the ISMA CME Application & Planning Worksheet no less than 3 months prior to the activity. Supporting documentation required at time of submission: Documentation that supports the practice gaps identified Global program learning objectives Initial planning meeting minutes Projected budget for the activity Preliminary program agenda listing all educational sessions, breaks and meals (including purported faculty, if known) Submit all application documentation via email to APPLICATION REVIEW BY ISMA: ISMA reviews the final CME Application & Planning Worksheet and provides feedback. Upon ISMA approval, current forms and templates will be emailed to you. ISMA forms and templates sent in the approval email MUST be used; there may have been updates made to the forms since a previous activity. DISCLOSURE FORMS: (JP) Send Disclosure of Financial Relationship Forms and Content Validity Forms to all speakers and moderators for completion. For all potential Conflicts of Interest (COI) identified, a designated ISMA official must manage the disclosure and complete the ISMA COI Resolution Form. APPROVAL OF MARKETING MATERIALS: (JP) Furnish ISMA with a copy of all print and electronic marketing materials for review & approval 2 weeks prior to publishing/distributing.
Job title From To Starting salary Ending salary Name of supervisor/line manager Mo Yr Mo Yr Name, address, telephone number, and email of the employer Type of business Describe the work you were responsible for and your main tasks What was your reason for leaving? PERSONAL REFERENCES Please give the name of two people (NOT relatives or former employers please) we could approach for personal references. Name Name Occupation Occupation Your relationship to this person Your relationship to this person Address Address Telephone Email address Daytime Evening Telephone Email address Daytime Evening DECLARATION I hereby give my permission for you to contact my current employer listed above concerning my current work experience. If you would prefer us not to contact your employer, please indicate clearly here. Signed ___________________________________________________ Date ________________________________________________
“History of Ireland, Part I” Undergraduate lecture/discussion class with two sections; designed course, lectured, taught one section, and supervised teaching assistant. “History of Ireland, Part II” Undergraduate lecture/discussion class with two sections; designed course, lectured, taught one section, and supervised teaching assistant. LECTURER The of Spring 1997 History 610: Medieval Civilization II TEACHING FELLOW Fall 1990 “Power and Society: A Crisis of the Twelfth Century” “Western Societies, Politics and Cultures: From Antiquity to 1650" BOOK Chronicle and Community in Twelfth-Century (under contract to Oxford University Press) COURSES WITH THE TEACHING COMPANY Celtic Civilization (twenty-four lecture audio and video course) (under contract) 1066 (six-lecture audio course on the Norman Conquest) (2012) Medieval Britain: From King Arthur to the Tudor Conquest (thirty-six lecture audio and video course) (2011) OTHER PUBLICATIONS Review of Historia Ecclesie Abbendonensis: The History of the Church of Abingdon, Vol. II, ed. and trans. John Hudson (Oxford, 2002), Early Medieval Europe 17 (July 2009): 351-52. “Good Lordship and Bad Lordship in English Monastic Chronicles,” in The Experience of Power in Medieval Europe, 950-1350 (Aldershot: Ashgate, 2005), 227-36. “Textual Communities in the English Fenlands: A Lay Audience for Monastic Chronicles?” Anglo-Norman Studies 26 (2004 for 2003), 123-37. “Forging Communities: Memory and Identity in Post-Conquest ,” Haskins Society Journal 10 (2002 for 2001), 95-109. “Monks and Bishops: The Purpose of the Liber Eliensis,” Haskins Society Journal 11 (2003 for 1998), 17-30. “The Book of Ely,” in T. F. Head, ed., Medieval Hagiography: A Sourcebook (: , 2000), pp. 459-94.
this contract; or (6) Suspension or debarment. (f) Subcontracts. The Contractor shall include the substance of this clause, including this paragraph (f), in all subcontracts. (g) Mitigating Factor. The Contracting Officer may consider whether the Contractor had a Trafficking in Persons awareness program at the time of the violation as a mitigating factor when determining remedies. Additional information about Trafficking in Persons and examples of awareness programs can be found at the website for the Department of State’s Office to Monitor and Combat Trafficking in Persons at .
Style and spacing Table 2. Formatting sections, subsections and subsubsections. Font Spacing Section 11 point Times bold 1 line space before a section No additional space after a section heading Subsection 11 point Times Italic 1 line space before a subsection No space after a subsubsection heading Subsubsection 11 point Times Italic Subsubsections should end with a full stop (period) and run into the text of the paragraph Numbering Sections should be numbered with a dot following the number and then separated by a single space: sections should be numbered 1, 2, 3, etc subsections should be numbered 2.1, 2.2, 2.3, etc subsubsections should be numbered 2.3.1, 2.3.2, etc Footnotes Footnotes should be avoided whenever possible. If required they should be used only for brief notes that do not fit conveniently into the text. Figures Each figure should have a brief caption describing it and, if necessary, a key to interpret the various lines and symbols on the figure. Space considerations Authors should try to make economical use of the space on the page; for example: avoid excessively large white space borders around your graphics; try to design illustrations that make good use of the available space—avoid unnecessarily large amounts of white space within the graphic; Text in figures Wherever possible try to ensure that the size of the text in your figures (apart from superscripts/subscripts) is approximately the same size as the main text (11 points). Line thickness In general, try to avoid extremely fine lines (often called ‘hairline’ thickness) because such lines often do not reproduce well when printed out—your diagrams may lose vital information when downloaded and printed by other researchers. Try to ensure that lines are no thinner than 0.25 pt. Note that some illustrations may reduce line thickness when the graphic is imported and reduced in size (scaled down) inside Microsoft Word. Colour illustrations You are free to use colour illustrations for the online version of Journal of Physics: Conference Series but any print version will only be printed in black and white unless special arrangements have been made with your conference organizer for colour printing. Please check with the conference organizer whether or not this is the case. If any print version will be black and white only, you should check your figure captions carefully and remove any reference to colour in the illustration and
Appendix 2. COMMUNITY SAFETY Improve public safety through enhanced community engagement and high visibility roads policing OBJECTIVE INITIATIVE OUTCOME PERFORMANCE INDICATOR PROCESS OWNER 3.1. Collaborate more closely with our communities to address crime, public safety and the fear of crime Implement a new community policing framework. A clear and consistent approach to community policing. Community policing framework introduced. Each Superintendent Wicklow Division Implement new crime prevention strategies. Improved public satisfaction and reduced fear of crime. Crime prevention strategy implemented. Each Superintendent Wicklow Division Detective Inspector Wicklow Division Maximise the use of local policing fora and Joint Policing Committees. Number of Joint Policing Committee (JPC) meetings. Chief Superintendent Wicklow Division Each Superintendent Wicklow Division Continue to reach out to, engage with and develop positive collaborative partnerships with diverse, vulnerable and hard to reach groups in the community. Number of Ethnic Liaison Officer. Number of Liaison Gardaí appointed to Neighbourhood Watches and Community Alerts Schemes. Each Superintendent Wicklow Division 3.2 Provide greater Garda visibility and create better Promote high visibility policing Greater policing presence in our communities. Increased visibility. Each Superintendent Wicklow Division
opportunities to proactively prevent crime and offending in our communities Continue to tackle public disorder and anti-social behaviour. Reductions in public disorder and anti-social behaviour. % decrease in public order incidents. Each Superintendent Wicklow Division Target the illegal consumption of alcohol in public places. Number of test purchasing operations. Each Superintendent Wicklow Division 3.3 Use modern communication channels to communicate more closely with the community Implement the new Garda Communications Strategy to improve communications with internal and external audiences. Improved communications to the public, the State and the people of An Garda Síochána. Improved public confidence and trust. Implement Garda Communication Strategy. Number of text alerts, media briefings, etc. Each Superintendent Wicklow Division 3.4 Provide a safe environment for road users and improve road user behaviour in collaboration with our partner agencies Enhance enforcement and education in pursuit of safer roads. Improved safety on our roads and in our communities. Number of offences detected. Number of presentations delivered. Each Superintendent Wicklow Division Inspector Divisional Roads Policing Continue to implement the recommendations of the Garda Inspectorate Report on the Fixed Charge Processing System. More efficient and effective Fixed Charge Processing System and greater accountability. Number of audits conducted. Each Superintendent Wicklow Division Inspector Divisional Roads Policing Increase the use of Automatic Number Plate Recognition (ANPR) technology for roads policing and as an investigation tool. More access to ANPR technology to track and target criminals and road offenders. Number of detections resulting from ANPR. Inspector Divisional Roads Policing
BZY measurements and MCI widths on dry skulls with only 31% of 92 skulls demonstrating a 1:16 ratio and the majority (42%) a ratio of 1:15.13 The clinical applicability of measurements taken on dry skulls is questionable. Other authors verified this ratio,3,4 but concluded that the correlation was not of sufficient magnitude to justify the selection of prosthetic teeth based on the ratio.4 One author reported a sex difference with MCI:BZY 1:16 ratio only present in their female subjects.5 MCI height in relation to facial height is less investigated than width. Berry and House and Loop proposed a relationship of 1:20 and 1:16 respectively of MCI height to face height measured from the hairline to the lower edge of the symphysis.2,3 However, House and Loop found that only 15% of measured subjects’ tooth height correlated with the height determined by the 1:16 relationship with up to 2mm variation which was thought to be related to incisal wear. Kern found no relationship between tooth height and skull height (measured from bregma to menton) with a range between 1:18 and 1:21. However, he found a ‘significant’ percentage (81%) of skulls to have a ratio of 1:11 of tooth height to nasio-menton.13 Tooth height has also been compared to upper, middle and lower facial heights but with inaccurate correlations.7 ‘Average’ dimensions of maxillary central incisors in the Caucasian population have been defined as: Crown width: 8-9mm; Crown height: 10-11mm; Width-to-height ratio: 0.75:0.8.14 When comparing right and left MCI dimensions, there are inconsistencies in findings with some authors reporting discrepancies in horizontal15 and vertical measurements,16 and others finding no significant differences in mesio-distal diameters.17 Gender variations in anterior teeth dimensions have been reported for most ethnic groups, with men exhibiting larger anterior teeth than women, and black subjects tending to have larger teeth than white subjects,18–21 but with consistent width-to-height ratios.10,22 Few studies compare ethnic groups23 and others are limited by unequal distribution of sexes7 and poorly stated inclusion and exclusion
Author: Email: I confirm that I am an author on the above mentioned manuscript, which is currently being submitted to The Journal of Pediatrics. My authorship contribution consisted of the following (note: authors must meet all four conditions): Substantial contributions to the study, including (please mark all that are applicable): Conceptualization/design Funding acquisition Methodology Data curation Investigation Formal analysis Supervision/oversight Resources Participation in the writing and/or revision, including: Writing – drafting the initial manuscript Writing – review or editing of the manuscript I gave final approval of the version to be published Yes No I agree to be accountable for all aspects of the work Yes No Signature (sign or type name) Date Author: Email: I confirm that I am an author on the above mentioned manuscript, which is currently being submitted to The Journal of Pediatrics. My authorship contribution consisted of the following (note: authors must meet all four conditions): Substantial contributions to the study, including (please mark all that are applicable): Conceptualization/design Funding acquisition Methodology Data curation Investigation Formal analysis Supervision/oversight Resources Participation in the writing and/or revision, including: Writing – drafting the initial manuscript Writing – review or editing of the manuscript I gave final approval of the version to be published Yes No I agree to be accountable for all aspects of the work Yes No Signature (sign or type name) Date
Never 0% Rarely 25% Sometimes 50% Most of the time 75% All of the time 100% Not applicable Initial Consider ( C) Doing ( D ) No ( N ) Follow- up Consider( C) Doing ( D ) No ( N ) Comments: Date: Response # 1 2 3 4 5 99 Date: Date: To what extent does the restaurant? Would the restaurant consider? Comments 1 Offer smaller portion sizes? By request or available on menu? Example: half sandwich or salad and cup of soup, 4 oz. steak, etc. 2 Offer fruit or vegetables as a side dish? Exclude salads *Coleslaw- ask about the base- mayonnaise or vinegar? 3 Offer substitution of salad or other vegetable for french fries or chips? At an additional charge? Yes No 4 Serve salad dressing on the side? How many request? % Encourage the restaurant owner to always serve salad dressing on the side 5 Use cheese as an option for an entrée or sandwich as opposed to an automatic ingredient? Is there an extra charge? 6 Use bacon as an option for an entrée or sandwich as opposed to an automatic ingredient? Is there an extra charge? Column total 0 0 0 0 0 0 Notes: Ask for a copy of the menu. How many types of soup are prepared in total? How many types of soup are offered daily? Number of entrees on the menu, including breakfast, lunch and dinner (no duplication): Number of side dishes on the menu, including breakfast, lunch and dinner (no duplication): Do not count Not Applicable points in Score. Each Not Applicable items will = 5 points when you enter it on the final scorecard
Supplemental Digital Content TABLE 3: INCOME INEQUALITY Construct Indicators Data Source Coefficient of variation69 The standard deviation of household income within the very small area (VSA) divided by the mean household income National Health Interview Survey (NHIS- Census Data) Economic inequality70, 71 Gini Index U.S. Census Income inequality62, 72, 73 Gini coefficient U.S. Census; Deininger and Squire (1996) database; National Center for Health Statistics data Income inequality74 Income inequality between racial/ ethnic groups: ratio of white to African American income, ratio white to Latino income (log transformed); Within-group income inequality: Gini coefficient for family income for each racial/ethnic group, multiplied by the proportion of the tract comprised by each group, and summed U.S. Census Index of concentration at the extremes75 Number of affluent families (income >$50,000/year) minus the number of poor families (families below the poverty line) divided by the total number of families U.S. Census
Agbiboa, Daniel Egieba. Boko Haram and the Global Jihad: ‘Do Not Think Jihad is Over. Rather Jihad Has Just Begun”. Australian Journal of International Affairs 68:4 (2014) 400-417 Ali Kattak, Shahid et al. The Characteristic Trait of Terrorism and Interpretation of Jihad by Al-Qaeda and the Taliban in the Pak-Afghan Society. South Asian Studies 27:2 (2012) 345-358 Cook, David. Islamism and Jihadism: the Transformation of Classical Notions of Jihad into an Ideology of Terrorism. Totalitarian Movements and Political Religions 10:2 (2009): 177-187 Elden Stewart. The geopolitics of Boko Haram and Nigeria’s ‘war on terror’. The Geographical Journal 180:4 (2014) 414-425 Gerges, Fawaz A. ‘Islamic State: Can its savagery be explained?’ BBC. 9 September 2014. Web. 3 January 2015 http://www.bbc.com/news/world-middle-east-29123528 Phillips, Andrew. The Islamic State’s challenge to international order. Australian Journal of International Affairs 68:5 (2014) 495-498 Rid, Thomas and Hecker, Marc. The Terror Fringe. Policy Review 158 (2009-2010): 3-19 Venkatraman, Amritha. Religious Basis for Islamic Terrorism: The Quran and Its Interpretations. Studies in Conflict and Terrorism 30 (2007) 229-248 ‘What is Islamic State?’ BBC. 26 September 2014. Web. 3 January 2015. http://www.bbc.com/news/world-middle-east-29052144 Zelin, Aaron Y. ‘Abu Bakr al-Baghdadi: Islamic State’s driving force’ BBC 30 July 2014. Web. 3 January 2015 http://www.bbc.com/news/world-middle-east-28560449.
nuclear war would mean the deadliest global confrontation in history and could even lead to destruction of all humankind. Works Cited/Recommended Reading Adamsky, Dmitry Dima. "The 1983 Nuclear Crisis - Lessons for Deterrence Theory and Practice." Journal of Strategic Studies 36.1 (2013): 4-41. Print. Erdbrink, Thomas. "Iran's Supreme Leader is skeptical of Nuclear talks with the U.S". The New York Times. January 7th, 2015. Web. Fitzpatrick, Mark. “US-India Nuclear Cooperation Accord: Implications for the Nonproliferation Regime”. Asia-Pacific Review 15.1 (2008): 76-85. Print.
No Fuel Added On initial power up, see “FILL ? n” Tap STEP to exit Reset Fuel Used Tap STEP until “USD” indicator lights up Hold AUTO for 3 seconds to reset fuel used to 0 Filled Tank In flight, do steps 1-3 first (on power-up, skip to step 4) Hold both STEP and AUTO until you see “ProG ModE”, followed by “FUEL ? n” Tap AUTO and see “FUEL ? y” Tap STEP See “FUEL GAL” followed by “FILL ? n” Tap AUTO and see “FILL 72*” With tabs, tap AUTO again and see “FILL 55*” Tap STEP to exit Added or Removed Fuel In flight, do steps 1-3 first (on power up, skip to step 4) Hold both STEP and AUTO until you see “ProG ModE”, followed by “FUEL ? n” Tap AUTO and see “FUEL ? y” Tap STEP See “FUEL GAL” followed by “FILL ? n” Tap AUTO 2 or 3 times and see “FILL Add” Tap STEP and see “0.0 GAL” Hold AUTO to increase Tap AUTO to decrease Tap STEP to exit Reset Alarm Temporary reset (next 10 minutes): Tap STEP Reset for remainder of flight: Hold STEP until “OFF” appears Parameter Descriptions USD Total fuel used
JPI More Years, Better Lives Call 2017 “Ageing and Place in a digitising world” Proposal – national annex Bitte füllen Sie die Felder für die österreichischen Partner - wahlweise Deutsch oder Englisch - aus! Angaben zum geplanten transnationalen Projekt Projekttitel: aussagekräftiger Titel (+ Acronym) Projektart: Kooperative Projekte der orientierten Grundlagenforschung - Transnationale Ausschreibungen Kooperative F&E-Projekte - Transnationale Ausschreibungen Nicht relevantes streichen Geplanter Projektbeginn: MM.JJJJ Geplantes Projektende: MM.JJJJ Angaben zur geplanten Rolle der Projekt-Partner aus Österreich Rolle des österreichischen Konsortialführers: Rolle im transnationalen Projekt: z. B. etwaige Leitungen von Arbeitspaketen bzw. Tasks, Vertretung in Projekt-Gremien, etc. Beschreibung der Aktivitäten nach Arbeitspaketen des transnationalen Projektes: Diese Beschreibung wird u.a. verwendet um die Kostenkalkulation auf Plausibilität zu prüfen. Relevante Projektergebnisse für die Partner Verantwortung trägt: Falls vorhanden verwenden Sie bitte dieselbe Nummerierung wie im transnationalen Projektantrag. Rolle (möglicher) Projektpartner: Wenn nur eine Rolle im transnationalen Projekt: z. B. etwaige Leitungen von Arbeitspaketen bzw. Tasks, Vertretung in Projekt-Gremien, etc.
LTD. Employment Application If completing by hand please ensure you write clearly in black pen so the application is easy to read when photocopied, alternatively this application can be typed and sent to: Surname: First Name(s): Title: Address: Town/City: County: Postcode: National Insurance No. E-mail Address: Phone No. Daytime: Phone No. Evening: Position Applied for: Are you a citizen? YES NO If not, do you have a permit to work in the ? YES NO Have you ever worked for this company? YES NO If so, when? Do you have a criminal record? YES NO If yes, explain Employer Name: Phone No: Employer Address: Contact Name: Job Title: Starting Salary: £ Final Salary: £ Dates of Appointment: From: To: Reason for leaving: May we contact your current or previous employer for a reference? YES NO Period of notice required: Full-Time Part-Time Responsibilities: If unemployed, then please give a brief outline of your current situation / occupation (including any voluntary work): JPJ
Postal Address Osaka Regional Headquarters Japan Meteorological Agency 4-1-76, Otemae, Chuo-ku, Osaka 540-0008 Japan Fukuoka Regional Headquarters Japan Meteorological Agency 1-2-36, Ohori, Chuo-ku, Fukuoka 810-0052 Japan Okinawa Regional Headquarters Japan Meteorological Agency 1-15-15, Higawa, Naha 900-8517 Japan Email pmo@climar.kishou.go.jp pmo@climar.kishou.go.jp pmo@climar.kishou.go.jp Telephone +81-6-6949-6160 +81-92-725-3613 +81-98-833-4065 Facsimile +81-6-6949-6160 +81-92-761-1726 +81-98-833-4292 Ports or area Serviced Osaka Hakata Naha 10 11 12 Main Port Name Position / Role Postal Address Email Telephone Facsimile Ports or area Serviced
Minutes agreed KMPT Service and Care Pathway – Julie Delahaye and Julia Harrison See attached notes for pathway. Problems with people who have mental health issues presenting at housing and being put into temporary accommodation pending involvement from mental health teams. Best to contact care coordinator; if not responsive, contact seniors to have a dialogue about how the care plan is going. May 2017 Julie Delahaye Lesley Clay LHAs and Care co-ordinators to link together to ensure good communication and joint working. Links to be made with managers of CMHTs. Meeting to be held at Priority House to include reps from CMHT and Hospitals for T&F group. JD to forward names and nos. Of CMHTs to LC to circulate. Mental Health Protocols To be reviewed at T&F group Affordability in Social Housing – Deborah White Recent welfare reforms including the spare room subsidy, single room rent for under 35 year olds and benefits capping , together with the incoming change from housing benefit rates to local housing rates to those in social housing, is putting pressure on housing providers as to whether clients can afford properties in the social sector. Kent Housing Group has been looking at a protocol on how housing providers, including Housing Associations will do affordability assessments. When there is an allocation the affordability calculation is done as to whether the client can afford the rent. Potentially, those under 22 claiming Universal Credit, those under 35, people who are fully benefit dependent who are capped will be at risk of not being able to Kent Housing Group Kent Homechoice Lesley Clay KHG Developed Protocol re affordability Affordability criteria to go onto Kent Homechoice. LC to inform JPPB when done
JOINT POLICY AND PLANNING BOARD (HOUSING) Date: Time: Location: 7th July 2016 10am Swale Borough Council Attendees: John Littlemore Amber Christou Lesley Clay Rebecca Smith Jennifer Shaw Ashley Stacey Kas Hardy Marie Gerald Virginia McClane Jane Lang Hayley Brook Lora McCourt Eileen Martin Sue Willis Ellie Kershaw Linda Hibbs Emma Kennard Jo Gibbons Nigel Bucklow Susan Hughes Kim Hellyer Sarah Ward Adrian Hammond Julie Delahaye Stephanie Line Dawn Hallam Rebecca Walker Karen Leslie Donna Crozier Chair & Maidstone BC Swale BC and Deputy Chair JPPB KHG Ashford BC Thanet DC KCC Dartford BC KCC Tunbridge Wells BC Sevenoaks DC Canterbury CC Amicus Horizon KSS CRC Maidstone BC T&MBC KCC KCC MBC Swale BC KCC MBC Shepway DC KMPT Maidstone & Twells Trust MTW & KCHFT Swale BC FamilyMosaic FamilyMosaic Apologies: Christy Holden Brian Horton Satnam Kaur Dipna Pattni Richard Robinson Jill Pells KCC KCC TMBC Gravesham BC Ashford BC KHG MINUTES