zilongwang/ReadingBank huggingface dataset:
Figure 3.1 “Stage 1-Key Design Elements with Prompts” from Understanding by Design, 2nd Ed by Grant Wiggins and Jay McTighe, Alexandria, VA: ASCD © 2005 by ASCD. Key Design Elements Template Established Goals: What understandings are desired? What essential questions will be considered? What key knowledge and skills will students acquire as a result of this unit? Figure 3.1 “Stage 1-Key Design Elements with Prompts” from Understanding by Design, 2nd Ed by Grant Wiggins and Jay McTighe, Alexandria, VA: ASCD © 2005 by ASCD.
Key Issue 1: Where Are Religions Distributed? Pages 183-191 ***Always keep your key term packet out whenever you take notes from Rubenstein. As the terms come up in the text, think through the significance of the term. Define universalizing religion: Define ethnic religion: Define atheism: Define agnosticism: Give the percentage of the world’s Christian population belonging to each of Christianity’s three major branches. Regarding Eastern Orthodox churches, how many separate churches are there, and which has the largest membership? What percentage of Latin Americans are Roman Catholic?
Abstract The article discusses the connections between ethics and government of the self in John Maynard Keynes’s economic thoughts about achieving and experiencing the «good life». Based on Michel Foucault’s philosophical developments about ethics and the ontology of the self, the article explores Keynes’s economic perspectives on the material possibilities of the economy and how prosperity must be conceived not as an end, but rather as a means to enjoy the «arts of life». Our conclusions are buttressed by the possible connections between Foucault’s notions of self-government and Keynes’s considerations about the economy, which have not been acknowledged by philosophers and historians of economics. Keynes’s view of the role of economic activity and prosperity can be reinterpreted from the Foucauldian notion of «government of self» in the sense that economic activities represent a transformative experience of the self: one can transform himself/herself within the material possibilities of the economy and seek for the good life as an ethical end. Key Words: Ethics; Good Life; John Maynard Keynes; Michel Foucault; Government of the Self. JEL Classification: B31; B49
Prorupted Reason for prorupting the shape of a state… Perforated How is the perforator state dependent on the “perforatee”? Fragmented Different kinds… Define landlocked state: Where are most of the world’s landlocked states? Why there? What problems do landlocked states have? Shade and label all 15 of Africa’s landlocked states. (Use Figure 8-33 to help)
1. ‘Facts are Stubborn things’: Evidence-Based Policy Making or Policy-Based Evidence Making. 2. The Brakes on change - the Centrality of Old Policy Narratives. 3. Changing the Policy Narrative – the complex role of Ideas, Knowledge and Research in nudging change. 4. International Law – socializing States to a new narrative and right behaviour. 4. Case Study - Independent Living, Supported decision-Making and Personalised support in Ireland – a change in the ‘myth system’ of policy but not yet the ‘operation system’. 5. Lessons for you as the future generation of researchers. Good morning. This is a talk about research. More specifically it is a talk about the relationship between research and change. It affects you as you think about your future lives as researchers and the relationship of your work to change. But first a little story. I – along with people here like Patricia Noonan-Walsh, Martin Naughton and Eithne Fitzgerald – was involved in the Commission on the Status of Persons with disabilities in the mid 1990s. After elaborate listening exercises throughout the country and after extensive cost/benefit analysis we produced a Report that basically contained a blueprint for change. We congratulated ourselves on a job well done. We set a high benchmark for similar exercises throughout the world. The European Commissioner for Social Policy himself launched the Report which was strongly attended by the highest possible level delegation from the US Government. “Thats it” – I said to myself in my mind. Now Ireland is on an entirely different course.
iConference Workshop on Digital Youth March 4th 2014 Professor Beth Juncker The Royal School of Library and Information Science University of Copenhagen Digital Youth – a challenge to cultural institutions and cultural communication? Introduction The overall theme for this iConference is: "Breaking down walls – culture – context – computing". Grounding a new Digital Youth Research Network today we intend to break down disciplinary walls between information studies and cultural studies related to the young digital generations. We intend to ask to the philosophical assumptions behind them and to the different theories and notions encompassing them. We intend to blur the borders between qualitative and quantitative methodologies, to question digital technology not only as a matter of function, but as a matter of content. We are not just going to define what we mean by digital youth – we actually don't need each other for definitions – no, we are going to develop a new research field, to ground it in philosophies, in theories, in notions and methodologies allowing us to develop new kind of approaches, new kind of perspectives, new kind of knowledge across social sciences and humanities. We are not able to do this in 3 and a half hour! Founding the research network means starting a process of dialogue and collaboration across walls, borders, institutions and continents!
from the Indian Institute of Science, Bangalore, India, in 1966; and PhD degree in electrical engineering from the University of Illinois, Urbana-Champaign, in 1971. He has published over 300 papers, has coauthored five books and holds thirteen patents. His textbook, Essentials of Electronic Testing for Digital, Memory and Mixed-Signal VLSI Circuits, co-authored with M. L. Bushnell, was published in 2000. He is the founder and Editor-in-Chief (1990-) of the Journal of Electronic Testing: Theory and Applications, past Editor-in-Chief (1985-87) of the IEEE Design & Test of Computers magazine and a past Editorial Board Member (2003-08) of the IEEE Transactions on VLSI Systems. He is the Founder and Consulting Editor of the Frontiers in Electronic Testing Book Series of Springer. He is a co-founder of the International Conference on VLSI Design, and the VLSI Design and Test Symposium, held annually in India. He was the invited Plenary Speaker at the 1998 International Test Conference, Washington D.C., and the Keynote Speaker at the Ninth Asian Test Symposium, held in Taiwan in December 2000. During 1989 and 1990, he served on the Board of Governors of the IEEE Computer Society, and in 1994, chaired the Fellow Selection Committee of that Society. He has received eight Best Paper Awards and two Honorable Mention Paper Awards. In 2006, he received the Lifetime Achievement Award of the VLSI Society of India, in recognition of his contributions to the area of VLSI Test and for founding and steering the International Conference on VLSI Design in India. In 1998, he received the Harry H. Goode Memorial Award of the IEEE Computer Society, for innovative contributions to the field of electronic testing, and in 1993, received the Distinguished Alumnus Award of the at Urbana-Champaign, in recognition of his outstanding contributions in design and test of VLSI systems. Dr. Agrawal is a Fellow of the IETE-India (elected in 1983), a Fellow of the IEEE (elected in 1986) and a Fellow of the ACM (elected in 2003). He has served on the advisory boards of the ECE Departments at Institute of Technology, and the of the City University of New York. See his website
DAILY CAMP SCHEDULE 9:00-9:15- Drop off time! 9:15-9:30-Morning Announcements 9:45-10:30- Station 1 (Playground, Field, Gym, Arts & Craft Room/Board games) 10:30-11:45- Station 2 (Playground, Field, Gym, Arts & Craft Room/Board Games) 11:45-12:15- Lunch 12:15-12:30- Group Bingo, Board games, Projects etc. 12:30-1:45- Station 3 (Kids Choice) 1:45-2:00- Cleanup, Pack up, Pick up! June/July Sun Mon Tue Wed Thu Fri Sat 29 FIRST DAY OF CAMP!! 4th OF JULY WEEK 30 1 2 Monster Mini Golf 3 PIZZA PARTY 4 CAMP CLOSED 5 CAMP CLOSED 6 COMMUNITY WEEK Library Visit (5-6yrs old) 7 8 Library Visit (7-8yr olds) 9 10 PIZZA PARTY 11 CAMP CLOSED 12 CAMP CLOSED 13 NATURE WEEK 14 Brunswick Zone 15 16 South Amboy Arena 17 PIZZA PARTY 18 CAMP CLOSED 19 CAMP CLOSED 20 CULTURE WEEK 21 Chuck E Cheese 22 23 24 PIZZA PARTY 25 CAMP CLOSED 26 CAMP CLOSED 27 CARNIVAL/WATER WEEK 28 29 30 31 LAST DAY PARTY! This schedule is subject to change
form or interview Experience Has provided support to adults and/or children with disabilities either in a personal, voluntary or employed capacity. E A, I Skills Good at balancing a variety of tasks and commitments and organising own workload. E A, I Able to record information accurately that is accessible to those reading it. E A, I Able to energise and motivate people and encourage them to work together. E A, I Has at least basic skills in the use of IT (is familiar with Word, Excel, email etc.) E A, I Able to find solutions to problems. E A, I Is a car driver. E A Able to speak Welsh. D A Able to use online social media forums. E A, I Personal Qualities Enthusiastic about supporting adults and children with disabilities to connect with their communities. E I Committed to operating in a way that is inclusive, and promotes equality in everything you do. E I Good at communicating with a variety of people. E A, I Calm and resilient under pressure. E A, I Knowledge Has an understanding of the issues sometimes faced by people with disabilities when accessing community activities and using transport services. D A, I Has knowledge of working in a person centred way and possible tools to support people to plan for the support they will need. D A Has a good knowledge of the Flintshire area. E A, I Aptitude Self aware and open to change. E I Committed to your own continuous professional and personal development. E A, I
Keys to Embracing Aging Evaluation As a participant of the Keys to Embracing Aging program, we would appreciate your feedback. Please take a moment to complete this survey. As a result of this program, do you have a better understanding of how the choices you make today affect your health and well-being in the future? □ Yes □ No As a result of this program, do you better understand how various life style choices affect each other and why is it important to practice healthy lifestyle behaviors across multiple domains? (e.g., financial problems affect health status and vice versa.) □ Yes □ No Which of the following healthy lifestyle behavior practices do you currently practice on a regular basis? (check all that apply) □ Positive Attitude □ Eating Smart and Healthy □ Physical Activity □ Mental Activity □ Social Activity □ Tuning-in to the times □ Safety □ Know Your Health Numbers □ Stress Management □ Financial Affairs □ Sleep □ Taking Time for You As a result of this program, which of the healthy lifestyle behaviors do you intend to embrace? (check all that apply) □ Positive Attitude □ Eating Smart and Healthy □ Physical Activity □ Mental Activity □ Social Activity □ Tuning-in to the times □ Safety □ Know Your Health Numbers □ Stress Management □ Financial Affairs □ Sleep □ Taking Time for You Gender: □ Male □ Female Age in years:
□ 0-18 □ 19-34 □ 35-44 □ 45-54 □ 55-64 □ 65-74 □ 75-84 □ 85+ Are you a Baby Boomer (born between 1946-1965)? □ Yes □ No Are you of Hispanic, Latino or Spanish descent? □ Yes □ No Which of the following best describes you? □ White □ Black/African American □ American Indian/Alaska Native □ Asian □ Hawaiian/Pacific Islander □ Two or more mixed race/color State where I live ______________________________________________ County in which I reside _________________________________________ Please list things that you do to embrace age and longevity (living a long time): Additional Comment
As a result of this program, have you changed your financial behavior? □ Yes □ No As a result of this program, have you tried to obtain more sleep? □ Yes □ No As a result of this program, have you made time for you? □ Yes □ No Gender: □ Male □ Female Age in years: □ 0-18 □ 19-34 □ 35-44 □ 45-54 □ 55-64 □ 65-74 □ 75-84 □ 85+ Are you a Baby Boomer (born between 1946-1964)? □ Yes □ No Are you of Hispanic, Latino, or Spanish descent? □ Yes □ No Which of the following best describes you? □ White □ Black/African American □ American Indian/Alaska Native □ Asian □ Hawaiian/Pacific Islander □ Two or more mixed race/color 18. State where I live _______________________________________________ 19. County in which I reside _________________________________________ Additional Comments:
___________8. The table gives the average per capita income, d, in a region of the country as a function of the percent unemployed, u. u 1 2 3 4 d 22,500 22,000 21,500 21,000 Which equation represents this data algebraically? A. d = 20,000 + 1,000u B. d = 22,000 + 500u C. d = 23,000 – 500u D. d = 25,000 – 1,500u ___________9. A graph of a linear equation is shown. Which equation described the graph? A. y = 0.5x 1.5 B. y = 0.5x + 3 C. y = 2x – 1.5 D. y = 2x + 3 ___________ 10. A ball rolls down a hill with a slope of . At one point the ball is 10 feet high and at the other point the ball is 4 feet high, as shown in the diagram below. What is the horizontal distance (x), in feet, that the ball traveled as it rolled down the ramp from 10 feet high to 4 feet high? A. 6 B. 9 C. 14 D. 15
Examine the code in firMain.c. There are five cases, but only case 1 is not commented out. DSP 0 generates input data (inputData) and a set of filter coefficients (filterCoef) Depending on the case, a set of fir filters is applied to the data and the results are written to the out file (outputFilter). A set of timer registers (TSCL and TSCH) measure the execution time of the fir filter. The standard printf function prints the results on the console. Task 2: Define the Target In this lab, the DSP code is run from no-boot mode. The no-boot mode requires setting the dipswitch SW1 of the EVM to: 1 Off 2 Off 3 Off 4 On. Since no-boot mode is chosen, the device configuration (DDR configuration, PLL configuration and so on) must be done in a gel file. Create a New Target in CCS NOTE – the paths and other variables that are defined in this document may not reflect exactly the directory structure on your system. Use common sense and search to find the exact paths. Create a new target configuration: Select the CCS menu option View Target Configurations. Select User Defined. Right-click and select New Target Configuration. Enter the name of the new target configuration in the File Name: text box. Set the File name based on the EVM model, <model>.ccxml For example, ‘TCI6638.ccxml’ Leave the Location the default value: “C:\Documents and Settings\student\ti\CCSTargetConfigurations” Click the Finish button. The .ccxml file will now open in a GUI-based view with the Basic tab active. Define the new target configuration by selecting the connection type in the Basic Tab. The Connection drop-down menu identifies the emulator type. For example, ‘Texas Instruments XDS2xx USB Emulator.” Board or Device identifies the TI processor device, set it to 6638 and select TCI6638K2H Under Save Configuration, click the Save button.
Can’t ignore the reality that the traffic volumes will continue to increase due to external factors. Okay, but not the answer to waste money with signs cluttering our roads and people not obeying them. Not enough cops on roads enforcing the street signs as it is now. Enhancing with signs and lines would help possibly, but Gunn Highway needs to be widened. How would the “enhancements’ be funded? Minimal enhancements are okay, but this alternative opens the door for future Gunn Highway widening. No good. Utilize roundabout design for Gunn Highway intersections at Lutz Lake Fern Road, Tarpon Springs Road at Van Dyke Road. Traffic is only difficult for a few hours in the morning and evening. Enhancing Gunn Highway would make it easier and faster for Pasco traffic to cut through Odessa. Enhancements would also encourage commercial development on Gunn which is not desired. Only if: No widening of Gunn Highway. Gunn Highway will become just like Dale Mabry is widened. You can’t stop businesses, signs, lights from polluting if “enhanced”. Would have consider +3 if enhancement types were listed. In any event, no 4 laning of Gunn. Must remain rural roadway. Enhancements at Gunn Highway major intersections only. Turn lanes, sidewalks and bike paths. These roads needed improvements yesterday or as soon as possible. Would seriously compromise the rural aspect and natural surroundings if the two roadway. Naturally would encourage condensed developemnt. Do not widen Gunn Highway – send traffic over to Suncoast Parkway.
2. According to the theory of natural selection, which of the following organisms is most likely to survive in the given environments? A. a bird with a short beak in an area where insects live deep within the ground B. a lizard that exhibits the same coloration as its surrounding plant life C. a large, leafy plant with shallow roots in a hot and dry desert biome D. a rabbit with short, brown fur in a cold, snowy, arctic environment 3. If a cat has 38 chromosomes in each of its body cells, how many chromosomes will be in each daughter cell after mitosis? A. 11 B. 76 C. 19 D. 38 4. Organisms interact with each other in several ways. What interaction exists between a lion and the zebra in the picture above? A. consumer/decomposer B. consumer/producer C. predator/prey D. parasite/host 5. Which of the following best describes the way that genes, chromosomes, and DNA are related? A. Chromosomes contain several genes, which are made up of sequences of DNA.
B. Sequences of DNA contain several genes, which are made up of chromosomes. C. Genes contain several chromosomes, which are made up of sequences of DNA. D. Genes contain several sequences of DNA, which are made up of chromosomes. 6. Which diagram best represents the relationship of the items in the list below? 1. cell 2. organ 3. organelle 4. organ system 5. tissue 6. whole organism W. X. Y. Z. A. X B. Z C. Y D. W 7. The Earth's carbon cycle consists of the flow, cycling, and recycling of all of the carbon on the Earth. Every living organism's composition includes the element carbon. How does carbon become part of living organisms? A. Carbon is a part of sunlight and enters through the skins of all organisms. B. Producers take in carbon dioxide from the air, and consumers eat the producers. C. Consumers take in carbon dioxide from the air, and producers eat the consumers. D. Producers take in carbon directly from the soil through their roots, and consumers eat the producers. 8. In many eukaryotic cells, DNA stored in the nucleus is transcribed into messenger RNA. The mRNA is then transported into the cytoplasm where ribosomes assist in their translation into proteins. Finally, these proteins are packaged and sorted in the Golgi apparatus for use in other
C. In order for a female offspring to be a hemophiliac, her father must be a hemophiliac. D. In order for a male offspring to be a hemophiliac, his father must be a hemophiliac. 25. Which statement describes the diagram above? A. DNA transcription is producing messenger RNA. B. DNA translation is producing ribosomal RNA. C. DNA translation is producing messenger RNA. D. DNA transcription is producing ribosomal RNA. 26. Suppose that the central C-G base pair in the DNA molecule below is substituted by an A-T base pair. What is the most likely result of this mutation? A. incomplete translation B. identical offspring C. genetic clones D. genetic variation 27. Examine the structural formula below. Which of the following biomolecules is best represented by this formula? A. carbohydrate B. nucleic acid C. lipid D. protein
26.) Use the table below to answer the question. Blood Types Genotype(s) Phenotype ii O IAIA, IAi A IBIB, IBi B IAIB AB Blood type is inherited through multiple alleles, including IA, IB, and i. A child has type A blood. If the father has type AB blood, what are all the possible phenotypes of the mother? Phenotypes O or A. Phenotypes A or AB. Phenotypes A, B, AB. Phenotypes O, A, B, AB. 27.) A cattle farmer genetically crosses a cow (female) with a white coat with a bull (male) with a red coat. The resulting calf (offspring) is roan, which means there are red and white hairs intermixed in the coat of the calf. The genes for coat color in cattle are co-dominant. Part A: Although a farm has cattle in all three colors, the farmer prefers roan cattle over white or red cattle. Use the Punnett square to show a cross that would produce only roan offspring. ___________ ____________
RFcr – Reduction Factor for Long Term Tension Creep. RFcr shall be determined from 10,000 hour creep testing performed in accordance with ASTM D5262. RFcr = 1.45 minimum. RFd – Reduction Factor for Durability. RFd shall be determined from polymer specific durability testing covering the range of expected soil environments. RFd = 1.10 minimum. RFid – Reduction Factor for Installation Damage. RFid shall be determined from product specific construction damage testing performed in accordance with ASTM D5818. Test results shall be provided for each product to be used with project specific or more severe soil types. RFid = 1.05 minimum. FS – Overall Design Factor of Safety. FS hall be 1.5 unless noted for the maximum allowable working stress calculation. The maximum design tensile load of the geogrid shall not exceed the laboratory tested ultimate strength of the geogrid/facing unit connection divided by a factor of safety of 1.5. The connection strength testing and computation procedures shall be in accordance with ASTM D6638 Connection Strength between Geosynthetic Reinforcement and Segmental Concrete Units. Ci – Coefficient of Soil Interaction. Ci values shall be determined per ASTM D6706 at a maximum 0.75 inch (19 mm) displacement. The geogrid manufacturer shall have a Manufacturing Quality Control program that includes QC testing by an independent laboratory. The QC testing shall include Tensile Strength testing, Melt Flow Index testing for HDPE geogrids and Molecular Weight testing for polyester geogrids. Drainage Pipe If required, drainage pipe shall be perforated or slotted PVC pipe manufactured in accordance with ASTM D3034 or corrugated HDPE pipe manufactured in accordance with AASHTO M252. Geotextile Filter Fabric When required, geotextile filter fabric shall be a needle-punched nonwoven fabric that meets the requirements of AASHTO M288. PART 3: EXECUTION Excavation Contractor shall excavate to the lines and grades shown on the construction drawings. The Owner or Contractors QA/QC representative shall inspect the excavation and test the foundation soils and approve prior to placement of the leveling pad material or fill soils. Any over-excavation required to remove unsuitable soils shall be oversized from the front of the leveling pad and back of the geogrid reinforcement. Over-excavation and replacement of unsuitable soils and replacement with approved compacted fill will be compensated as agreed upon with the Owner.
SYNONYMS = ______________ ANTONYMS = _____________________ “Gary? Help me! Help! They’re after me!” Lou shouted into the house as he slammed the front door shut and locked it. Footsteps rang throughout the house as he frantically searched for the one person that could help him. “Lou? I’m in the living room!” Gary yelled. In hysteria, Lou raced to meet his big brother. Tears streamed down his face. His unkempt black hair was sticking up every which way, and his shirt was wrinkled and wet with sweat. Layers of mud covered his backside like frosting. “Lou! What happened to you? You look awful!” Lou could only gasp and shake in reply; sobs racked his body. “They’re—after—me,” he whispered. “Who’s after you? You’ve got to calm down, man. Take a deep breath.” Gary placed his hands on his brother’s shoulders. “Look at me. Calm down. Who’s after you?” “The McCallen brothers. You’ve got to help me, Gary! Please!” Lou broke down again and fell down to kneel at his brother’s feet. Mud, sweat, and tears streamed down onto the hardwood floors. A shadow fell over Gary’s face at the mention of the McCallen brothers, the most feared men in the neighborhood. What did Lou do to anger them? “Quit groveling, Lou! Of course I’ll help you. I’m your big brother, ain’t I? Now get up and quit acting like such a baby!” Lou’s insane behavior was beginning to exasperate him. Gary pulled Lou back up and pushed him down into a chair. “Now tell me exactly what’s happened. Don’t leave a thing out.” 1. Which is an antonym for the word unkempt as it is used in the passage?
AFFIXES = ________________ & ________________ ROOTS = _____________________________________ NAME: 1. The word "incredulous" means A. in a manner of disbelief. B. without disbelief. C. having qualities of disbelief. D. one who is disbelieved. 2. From the words kingdom and freedom you can tell that the suffix "-dom" means A. having the qualities of. B. in a way or manner. C. an action or process. D. a place or state of being. 3. The principal deemed the athletes' behavior disdainful and suspended them for a week. What does the word disdainful mean in this sentence? A. full of disdain B. before disdain C. below disdain D. without disdain 4.
The judge ruled that the apartments were substandard and fined the landlord. What does the prefix "sub-" mean in this sentence? A. without B. before C. wrong D. below 5. From the words "magnificent," "magnitude," and "magnify," you can tell that the root word "magni-" relates to A. bearing or carrying. B. being small in size. C. being large in size. D. the study of. 6. Which of these suffixes means "the study of"? A. logy B. biblio C. bio D. lect The singer expressly told the photographer he didn't want his picture taken, and then he smashed the camera. 7. In this sentence, the word expressly means A. in a specific manner. B. the process of being express. C. having qualities of being express. D. without being specific. Hampton's biennial Rosebud Contest is always held at the Coliseum.
15. Francie Stickingham, co-author of the how-to book, "How to Win a Game Show (and Show Off Your Money)" will be reading a chapter from her book and signing copies at the Barnes and Noble Bookstore on University. The appearance will take place on Tuesday, April 7 at 7pm. Stickingham's book will be available for purchase at that time. What does the term "co-author" mean in the passage above? A. Francie Stickingham is an assistant to an author. B. Francie Stickingham used to be an author. C. Francie Stickingham is one of two authors. D. Francie Stickingham is not really an author. 16. What is the root of the word "multilayered"? A. lay B. multiple C. layer D. layered 17. Which of the following suffixes means "having qualities of"? A. -ward B. -ous C. -logy D. -less 18. Which of the following suffixes means "the study of"? A. -ous B. -ly C. -ation D. -logy
Employee Name Position Title Date of Hire Care Level of Classroom (INF, YOT, OLT, PRE, YSA, OSA or MXD) Earnings (Child Care Annual Salary & Bonuses) # Hours Worked Per Week Career Lattice Level Current Level of Education & Major Attained (as it appears on diploma) Does this staff work with school aged children? Yes/No and, if yes, list number of hour per week Does this staff work in a classroom that receives funding through Head Start, Pre-K Counts or Early Intervention? (please specify) Award Amount Requested Example: Jane Doe OO 3/2/2000 MXD $15,000 40 CL5 BA in Human Development No No $3,605 $ $ $ $ $
MECHANICS 4 3 2 1 SENTENCE FORMATION Exhibits consistent control of sentence formation, avoiding fragments, run-ons, and comma splices. Exhibits reasonable control of sentence formation, avoiding fragments, and comma splices. Exhibits inconsistent control of sentence formation, including occasional fragments, run-ons, and comma splices Exhibits little or no control of sentence formation, including fragments, run-ons, and comma splices. USAGE Exhibits consistent control of usage, including subject/verb agreement, pronoun agreement, pronoun case, adjectives and adverbs, verb tenses, plurals and possessives, homophones, and avoidance of double negatives. Exhibits reasonable control of usage, including subject/verb agreement, pronoun agreement, pronoun case, adjectives and adverbs, verb tenses, plurals and possessives, homophones, and avoidance of double negatives. Exhibits inconsistent control of usage, including subject/verb agreement, pronoun agreement, pronoun case, adjectives and adverbs, verb tenses, plurals and possessives, homophones, and double negatives. Exhibits little or no control of usage, including subject/verb agreement, pronoun agreement, pronoun case, adjectives and adverbs, verb tenses, plurals and possessives, homophones, and double negatives. MECHANICS Exhibits consistent control of mechanics, including punctuation, capitalization, formatting, and spelling. Exhibits reasonable control of mechanics, including punctuation, capitalization, formatting, and spelling. Exhibits inconsistent control of mechanics, including punctuation, capitalization, formatting, and spelling. Exhibits little or no control of mechanics, including punctuation, capitalization, formatting, and spelling.
Sample Formatted Keys for Miradi Figures Key Strategy Intermediate Result Conservation Target Threat Reduction Result Human Wellbeing Target Key Strategy Contributing Factor Intermediate Result Conservation Target Direct Threat Threat Reduction Result Key Strategy Intermediate Result Conservation Target Threat Reduction Result Key Direct Threat Conservation Target Contributing Factor Strategy Key
between schedulers and the clinicians whom they depend on to carry out their work speak up about issues and practices that may be inconsistent with VA and VHA policy facility to help raise awareness. Improves psychological safety of staff to feel empowered to speak up Tip Sheet Stop the Line Training Refers to a measured response from VHA staff members when detecting errors of concern in health care Post or develop similar poster to personalize with your facility staff. Discuss at clinical meetings, QM presentations, etc. Improves psychological safety of staff to feel empowered to speak up Advocacy Value of the Month Ethical Leadership Activity Brief discussion activities that include value and discussion prompts, examples and case studies Can use different activities in different settings to promote and encourage dialogue concerning ethical values and the impact they have on the organization Click on IE in left pane & choose Ethical Leadership - scroll down to Use and click on Value of the Month Ethical Leadership Activities. Please note there are additional links available here for Value of the Day & Value of Day Email Advocacy Ethical Leadership: Quick Activities Activities that can be used to highlight strong practices & behaviors Unintended message activity develops your awareness to aid in avoiding phrases that may be perceived to imply that ethics is not Click on IE in Left pane & choose Ethical leadership- scroll down to Use – locate Ethical leadership Quick Activities and click on Unintended Messages. Please note there are additional links available here for Ethics Matters Part I & II, Reinforcing Ethical Practice While Communicating Performance Respect
important. Can use other activities in different settings of the organization Expectations Part I & II Bullying Quiz PowerPoint and quiz to help participants examine their own actions with improve interpersonal communications and cultural competency Can use portions of PPT or quiz as ethics topic in staff meeting to discuss what constitutes bullying, or how some actions may be perceived as bullying. Promotes respect & civility among Click on Category: Occ Health & Wellness for Bullying quiz developed by Portland VAMC Excellence Ethical Leadership Tips Sheet provides leader with Four Compass Points of Ethical Leadership Leaders can view examples, phrases, and discussion starters to incorporate into daily work to enhance ethical environment and culture in their facility or service Click on IE in left pane & choose Ethical Leadership - scroll down to Use and click on Ethical Leadership Tips Excellence Servant Leadership Development guide that focuses on the Servant Leadership Model (Person of Character; Puts People First; Skilled Communicator; Guide contains suggestions on how you as a leader can enhance your skills in each of the pillars. For every pillar, there is information that Integrity , Commitment
T□ F■ 27. Recessive traits are very rare, because it is necessary to inherit two recessive alleles in order to show the trait phenotypically. T■ F□ 28. If a woman who has a genetic disease and is heterozygous for the disease allele marries a man who does not have the disease, there is a 50-50 chance their first child will have the disease. T■ F□ 29. In incomplete dominance, a heterozygous individual has a phenotype which is intermediate between the two homozygous phenotypes. Matching: 1. Below are results from some crosses, some of which would have surprised Mendel a bit. Match each with the term that best describes what’s going on. B Two pure-breeding parents are crossed. All offspring have a phenotype that is different from either parent. a. complete dominance b. incomplete dominance c. codominance d. overdominance e. multiple alleles f. dihybrid cross g. can’t happen C A child with blood type AB is born to a type A parent and a type B parent. E A child with blood type O is born to a type A parent and a type B parent. A In a cross between two parents with the same phenotype, ¾ of the offspring resemble the parents and ¼ do not. Fill in the blank: 1. If an individual’s two alleles for a given gene are different, we say that individual is heterozygous. If we’re interested in a recessive trait, this individual could be considered a(n) carrier, because he/she would not show the trait but could pass it on. 2. If the offspring of two pure-breeding parents have a phenotype which is intermediate between the two parent phenotypes, we say this gene shows incomplete dominance.
After the bath, the extract will be evaporated at 30 degrees Celsius until there is about 10 ml of water. After the root exudates have been carefully collected, they will be placed into cuvettes which will be placed into a Spectrometer. The exudates will be tested at both 405 nm and 500 nm to observe fluorescence with multiple samples collected from each trays (Fig 10). RESULTS After experimentation and observing the fluorescence of each solution we focused on the peaks of each of the wavelengths. The peaks indicated which solution of the three tested showed the most fluorescence. The more the fluorescence the less the quenching and the goal was to observe more or similar quenching by the Iron Solution as that emitted by Copper Solution. Looking at both graphs for 405 nm, it is seen that the Control which contained no solution emitted the most florescence as expected at .14 RFU (Relative Fluorescence Unit) and then below that came the fluorescence from the Iron Solution at .10 RFU and finally came the Copper which quenched the most at .08 RFU (Fig. 11 and 12). The same test was run again with a different sample of exudates from all three solution but this time they were tested on 500nm on the SpectroVis. Just like the 405 nm the results were surprisingly similar with the control test giving out the highest fluorescence of .75 RFU which is significantly higher than that observed at 405 nm (Fig. 13). The Iron again came I second with a peak of .72 RFU a little lower than the control and then the Copper, as expected quenched the most at .5 RFU (Fig. 14 and 15). The pattern continued as more samples were
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The statistics on chronic poverty and poverty dynamics The two Chronic Poverty Reports have established beyond much doubt that a significant proportion of the population of developing countries as a whole are chronically poor. If we look across the range of CPRC partner countries we find that the proportions and numbers of poor and chronically poor do vary somewhat, as do the pictures of mobility into and out of poverty (Table 2). These figures are of course not comparable: for example, they are derived over different periods of time, against different national poverty lines, some are national, some rural only; one is sub-national (South Africa). Kenya and South Africa² estimate chronic poverty over three survey waves; the rest over two. So it would be misleading to make any detailed comparisons, and this is not the purpose of including the table. Two important comments can be made, however. Wherever a serious attempt is made to study chronic poverty and poverty dynamics fairly significant figures emerge as proportions of populations in chronic poverty. And, intriguingly the ratio of escapes to entries is unfavourable in as many cases as it is favourable, suggesting that impoverishment and downward mobility is a very important process underlying the composition of any statistics on the incidence of poverty at a moment in time. Note the rare cases where data on urban poverty dynamics is available. Table 2: Chronic poverty and poverty dynamics across some CPRC partner countries (using non-comparable national poverty lines) Country (add survey dates to this column) percent below national poverty line percent chronic poor percent of rural population chronic poor percent of urban population chronic poor percent escaping poverty percent entering poverty Bangladesh 40 31 26 18 Burkina Faso (rural) 46 22 13 22 India 28 18¹ 18¹ 22¹ Rural India 23² 18² 20² Kenya 46 19 12 5 Senegal (2006-8) 54 46 75 31 17 30 S Africa Natal) (1993-1998) 53 22 11 19 S Africa Natal) (1998-2004) 28 19 15 Uganda 31 20 29 11 Sources
KEY AWARD EVALUATION Name: Maximum Points Points Awarded Comments 4-H AWARDS (page 4) 10 Section 1 4-H LEADERSHIP Club, County and State 30 Section II 4-H PROJECTS/ACTIVITIES Project Work & Growth, Leadership Responsibilities (Club & Community) 30 Section III and IV 4-H AND NON 4-H ACTIVITIES 15 Section V DISCUSSION QUESTION 5 LETTER OF RECOMMENDATION 5 PERMANENT RECORD AND PARTICIPATION REPORT 5 Total 100 Additional Comments:
Attachment 1 – Key Compliance areas by Responsible Area Office of Director-General Training and Employment Policy and Programs Education Queensland Corporate Services LEGAL AND ADMINISTRATIVE LAW Right to Information Act (Chapter 3) Commonwealth Competition and Consumer Act 2010 Copyright Act1968 Family Law 1975 TRAINING Vocational Education Training and Employment Act 2000* Commonwealth National Vocational Education and Training Regulator Act 2011(Parts 8 & 11) OFFICE OF EARLY CHILDHOOD EDUCATION AND CARE Child Care Act 2002* Childcare Regulations 2003* Community Services Act 2007 (jointly administered) * Education and Care Services National Law () Act 2011* NON-STATE EDUCATION Education (Accreditation of Schools) Act 2001* Education (Capital Assistance) Act 1993 Non-State schools only Education (General Provisions) Act 2006* (Chapters 1, 9, 10 and 12) (Parts 4 and 9) Education (Overseas Students) Act 1996 STATE SCHOOLS ONLY Education (General Provisions) Act 2006* (All chapters) * - (all parts) Education (Work Experience Act 1996* # Child Protection Act 1999 (Chapters 1, 2 and 5A) Public Health Act 2005 (Chapter 5) Work Health and Safety Act 2011 (Part 2) Commonwealth Schools Assistance (Learning Through Choice and Opportunity) Act 2004 (Parts 5 & 10) HUMAN RESOURCES Anti-Discrimination Act 1991 (Chapter 2) Commission for Children and Young People and Child Guardian Act 2000 (Chapters 1 & 8) Integrity Act 2009 (Chapter 4) Public Health Act 2005 (Chapter 5) Public Interest Disclosure Act 2010 (Chapter 2) (Parts 2-4) (Chapters 1-5 and7) Public Service Regulations 2008 Superannuation (State Public Sector) Act 1990 Taxation Administration Act 2001 Workers Compensation and Rehabilitation Act 2003 (Chapter 2) Work Health and Safety Act 2011 (Parts 2, 3 & 5) Work Health and Safety Regulation 2011(Chapter 1-3, 7 & 8) Commonwealth
Key Contacts for New Families General School Main Switchboard 01784-430800 School Secretary Carol Moggridge 01784-742003 For bus changes on the day For updating telephone numbers and address changes Transport & Housing Coordinator Alan Johnstone 01784-742067 For organizing bussing and making permanent changes to bussing Security 01784-430800 For out-of-hours enquiries eg bussing delays School Nurses Karen McCartney and Clare Thane-Woodhams 01784-742014 For medical issues Invoices/School Fees ACS Cobham 01932 869778 Any invoicing queries When your child is unwell or unable to come to school, please contact your child’s divisional secretary (below). Lower School Principal Cindy Blanes 01784-742001 Assistant Principal Melodi Jordan mjordan@acs-schools.com 01784-742009 Lower School Secretary Scramblers-Grd 5 Jenny Moules 01784-742002 For general enquiries, including when child is sick, or late PYP Coordinator Sue McCluskey smccluskey@acs-schools.com IB Primary Years Programme Coordinator Lower School Guidance Counsellor Savita Choudhary 01784-742015 For any social/emotional concerns Lower School Student Services Noreen Shah 01784-742017 For learning support Lower School Club Secretary Louise Finch lfinch@acs-schools.com For bookings for Lower School clubs and JAG Club JAG Club(After-school club) coordinator jhac@acs-schools.com For information on the JAG Club for after-school care till 6pm Middle School
Function Birmingham Solihull Black Country Payments: Contractor Services 01772 221314 PCSS - LASCA, 3 Caxton Road, Fulwood, Preston, PR2 9ZZ Payments: Enhanced Services (CSU) Medicines Management (only: Pharmacy First, Assisted Meds, Dermatology, Bank Hol Rotas) Gurjinder Samra - - 0121 612 3814 Performers List & Pharmacy Applications PCSS: Jubilee House, Bloxwich Lane, Walsall, WS2 7JL - 01922 603150 Performer List Services: Market Entry Service: Document Handling & EPS2 Disp. Tokens PCSS Logistics Services, Parkside House, Quinton Road, Coventry, CV1 2NJ. Telephone (1): 02476 526805 Telephone (2): 07713 484330 Website: PCSS Informatics Team/Website support: 01922 603198 Black Country Orders: Tel: 01922 602326 Fax: 01922 602321 Returns for Advanced Services All returns / paperwork (eg. MURs, Prem1 & 2 forms, NMS, certificates of conformity, Stoma, AUR, 100Hour Monitoring forms, Pre-Registration Applications) or Pharmacy Team, Birmingham, Solihull & Black Country Area Team, St. Chad’s Court, 2nd Floor East, 213 Hagley Road, Birmingham, B16 9RG Clinical waste: NHS Property 01902 444 695 Public Health: Local Authority EHC Smoking Supervised consumption / Needle Exchange John Denley 0121 303 4255 or 0121 303 4255 Ian Mather Dudley: Jamie Annakin Sandwell: Helen Hanson Walsall: Mandy Beaumont Wolverhampton: Steve Barlow Patient Complaints A new single national complaints line for patients as follows: 0300 311 2233 E mail address for complaints Address: NHS England, PO Box 16738, Redditch, B97 9PT
Function Birmingham Solihull Black Country Controlled Drugs Accountable Officer: Alison Tennant Please email or phone 07860 784572 Pharmacy Incidents & Concerns For reporting all Non-Controlled Drugs related pharmacy incidents: medication/dispensing errors and general concerns Please email Enquiries to the NHS England Pharmacy Team Rukia Bibi on 011382 51685 or Sandra Mckoy on 011382 51686 Janet Smith, Primary Care Support Officer: Brian Wallis, Assistant Contracts Manager: Michelle Deenah, Primary Care Contracts Manager: Smartcards (RA organisation code Q54 – Birmingham, Solihull & Black Country Area Team) IT Helpdesk 0121 411 0411 Dudley & Sandwell: 0121 612 1470 Walsall: 01922 603 143 Wolverhampton: Application Team 01902 444 477 Electronic Prescription Service (Also Smartcards for EPS) 07792 772162 Dudley: 01384 322 000 Sandwell: 0121 612 1470 Walsall: 01922 721172 (ext. 7158) Wolverhampton: To be confirmed, queries to Application Team in first instance Safety Alerts (Stolen/Lost Prescriptions) Safety Alerts sent via emails will appear in your inbox as england.alertswm@nhs.net
Function Birmingham Solihull Black Country Payments: Contractor Services 01922 603171 (Black Country contact) Payments: Enhanced Services Central Support Unit (CSU) Medicines Management Team: Gurjinder Samra - 0121 612 3814 Performers List & Pharmacy Applications 01922 603181 Document Handling & EPS2 Disp. Tokens (Lisa Murphy) 01922 603200 (Rosanna Nolan – for Drug Tariff) 01922 603168 Returns for Advanced Services All returns / paperwork (eg. MURs, Prem1 & 2 forms, NMS, certificates of conformity, Stoma, AUR, 100Hour Monitoring forms, Pre-Registration Applications) or Pharmacy Team, Birmingham, Solihull & Black Country Area Team, St. Chad’s Court, 2nd Floor East, 213 Hagley Road, Birmingham, B16 9RG Clinical waste: NHS Property 0121 465 3825 0121 704 8440 01902 444 695 Public Health: Local Authority EHC Smoking Supervised consumption / Needle Exchange John Denley 0121 303 4454 or 0121 303 4255 Ian Mather Dudley: Karen Jackson Sandwell: Jyoti Atri Walsall: Barbara Watt Wolverhampton: Ros Jervis Patient Complaints A new single national complaints line for patients as follows: 0300 311 2233 E mail address for complaints Address: NHS England, PO Box 16738, Redditch, B97 9PT
Function Birmingham Solihull Black Country Controlled Drugs Accountable Officer: Alison Tennant Please email or phone 07860 784572 Pharmacy Incidents & Concerns For reporting all Non-Controlled Drugs related pharmacy incidents: medication/dispensing errors and general concerns Please email Enquiries to the NHS England Pharmacy Team Sandra McKoy or Rukia Bibi on 011382 51686 or 011382 51685 Cat Sheil, Primary Care Support Worker: Janet Smith, Primary Care Support Officer: Brian Wallis, Assistant Contracts Manager: Michelle Deenah, Primary Care Contracts Manager: Smartcards (RA organisation code Q54 – Birmingham, Solihull & Black Country Area Team) IT Helpdesk 0121 411 0411 Dudley & Sandwell: 0121 612 1470 Walsall: 01922 603 143 Wolverhampton: Application Team 01902 444 477 Electronic Prescription Service (Also Smartcards for EPS) 07792 772162 Dudley: 01384 322 000 Sandwell: 0121 612 1470 Walsall: 01922 721172 (ext. 7158) Wolverhampton: To be confirmed, queries to Application Team in first instance Safety Alerts (Stolen/Lost Prescriptions) Glen Ward 011382 51789 Safety Alerts sent via emails will appear in your inbox as
Function Birmingham Solihull Black Country Counter Fraud Carol Brown 0121 612 3863 Dudley & Walsall: Don Ferguson – 0121 612 3914 Sandwell: - See Birmingham Wolverhampton: Julie Mee – 01384 475006 Flu Vaccinations Annette Wood 011382 51807