zilongwang/ReadingBank huggingface dataset:
AIM for Seva – Because every child is precious child in India deserves quality education, food, shelter, love and affection. Not everyone is so fortunate. There are 17.7 million children out of school according to the latest UNESCO study. The challenge: With a family income less than Rs. 20,000 annum, under nourished and vulnerable to abuse, it’s a battle for survival for young boys and girls. AIM for Seva provides a home to these children – sons and daughters of a coolie, farm laborer, construction workers, domestic help - through our Free Student Hostels (FSHs). The FSH Concept: The twin problems in rural education in India are access to schools and high dropout rates. Located near a local school, the FSH provides all that a school-going child needs and more: A place to stay, uniforms, extra tuitions, health care, educational materials and above all, an enabling environment for a student to flourish. AIM for Seva provides an atmosphere of learning at these FSHs. Typically each FSH has ample space of 3000 sq. feet for 35-45 students. Each FSH is managed by a warden, cook, and a watchman. A coordinator who manages several FSHs plays a mentor role in inculcation of values, personality development, and character building. Features of a FSH: After-school support Values and cultural education Yoga Sports Computer literacy, English language training, Creativity Environmental friendly practices Employability skills A FSH is a home away from home for these boys and girls. They participate in the regular chores as in keeping their dormitories clean, help in the kitchen work, enjoy a game of chess or carom after school, take to the field for a game of cricket, mentor those younger with their studies and more. Size of our operations AIM for Seva manages nearly a hundred FSHs spread across 16 states of Currently we serve 3,424 boys and girls. Overall 14,000 children have benefitted from our FSHs since 2000.
little hope of rehabilitation if a fine is imposed. Some time away from society might give the appellant an opportunity to re-evaluate his life and decisions and perhaps return a reformed citizen. [17] The trial court was mindful of the appellant’s personal circumstances, the interest of society and the offence committed and sentenced the appellant to twelve years’ imprisonment of which four years were conditionally suspended. [18] This court is not satisfied that the sentence imposed by the trial court was shocking or startlingly inappropriate or that the learned magistrate failed to exercise her discretion judiciously. [19] In the result, the appeal against the conviction and the sentence is dismissed. ____________________ G N NDAUENDAPO Judge ___________________ N N SHIVUTE Judge APPEARANCES
Fri. Activity Sat. Activity Sun.27 Activity 2:00pm 2:15pm Meet at SCIS front gates 5:15 ?? Wake up (warm ups to be announced) 5:15 ?? Wake up (warm ups to be announced) Bus leaves SCIS to go to station 5:30 ?? Breakfast (warm ups to be announced) 5:30 ?? Breakfast (warm ups to be announced) 16:14 Train departs 18:15 Arrive in Nanjing 6:30 ?? Bus to Nanjing International School 6:30 ?? Bus to Nanjing International School 18:15 Travel to hotel 19:00 Arrival at hotel 7:00 – 7:45 ?? Warm-ups 7:00-7:45 ?? Warm ups 19:00 Eat at hotel buffet 8:00-8:30 Parade Starts 8:00 8:15 Marshaling Meet Starts 20:00 Check in to rooms and get ready for next day 17:00 17:15 Meet finishes Bus to mall close to school for dinner 13:00 13:00-13:30 13:45 Meet finishes Awards Bus to station & eat at train station 20:30 Lights out juniors 17:15 – 19:00 Dinner / Team Meeting 15:38 17:28 Train departs from Nanjing Train arrives in Shanghai 21:30 Lights out seniors 19:00 20:30 21:30 Bus back to hotel Lights out juniors Lights out seniors 17:30 18:00 Bus back to SCIS Arrival back to SCIS gates (approx.) – updates via WeChat group (see above) EMERGENCY TELEPHONE NUMBERS OF COACHES: CHERYL PHILP 186-1621-4082 CARSON SHEN 138-1718-2664 SEVEN QI 137-6135-9647 JANE MAO 136-3659-9669 WECHAT GROUP FOR NANJING:
Place: ______________________ Date: ______________________ _____________________________ (Signature) Name _____________________________ (Signature) Name PARTNER2 Place: ______________________ Date: ______________________ _____________________________ (Signature) Name _____________________________ (Signature) Name INDUSTRY PARTNER Place: ______________________ Date: ______________________ _____________________________ (Signature) Name _____________________________ (Signature) Name
a certain extent. Cholesterol is fat like substance (lipids). These are chemical compounds of glycerol and unsaturated acid. Cholesterols found in the human body are of two types. They are Low Density Lipids (LDL) High Density Lipids (HDL) HDLS: Harmless, highly stable and are disposed off from the body effectively. They don’t stick to the walls of the blood vessels. Actually HDLs help in carrying the bad cholesterols from the blood stream to the liver from where it gets disposed. contain more of proteins and less fat. LDLS: Contain more fat and less protein. What determines the blood level of LDL and why is the level dangerous? Answer emerge from the study of specified proteins called LDL receptors that projects from the surface of animal cells. The receptors bind LDL particles and extract them from the fluid that bathes the cells, the LDL is taken into the cells and broken down yielding its cholesterol to serve each cells need. THE CHOLESTEROL: Assists in manufacture of hormones or vitamin D. Break down carbohydrates and proteins. Help from a protective coating around nerves. cell walls and to produce bile. RECOMMENDED STANDARD FOR THE DESIRED BLOOD: Cholesterol of low risk contains: Total HDL to be 40 mg/dl or higher blood cholesterol level (TBS) to be less than 200mg/dl HIGH CHOLESTEROL: Level ranges for TBC>240mg/dl PRESENT DAY TREATMENT (angiogram and angioplasty): LDL on lump of deposition closes into the diameter of the blood vessel. So as the concentration increases, the diameter of the blood vessel decreases. Hence the blood transportation to or from the heart is affected. The above problems intensity is measured by a method known as angiogram. Here a small tube of diameter of about few micrometer with a catheter (flexible tube inserted into the body for injecting or draining away fluid) at the end is used. This is introduced into the veins at the thigh and up to the pericardium.
4. Payment Procedure • 30% of the total booth fee is due with this application and is non-refundable. Space will not be assigned unless the payment is remitted with contract. No refunds will be made for space cancelled after June 1s t, 2017. • See the cancellation policy on this form. • Payment should be made by wire transfer Direct funds to 5. Signature Exhibitor agrees to abide by and be bound to all terms and conditions set forth in this contract, including those on the above. Date : ____(Month) ____(Day) _____(Year) President : __________________ www.nanokorea.or.kr
Titrate the orange juice samples and download the graph image and data and paste them into a document for later analysis. Titrate the sports drink samples and download the graph image and data and paste them into a document for later analysis. Ensure that each person in the group gets a chance to do at least one full titration. Ensure that each person in the group downloads and saves all the graph images and data sets. POST-LAB ANALYSIS (Can be done offline if you run out of time) Each drink sample you titrated was composed of 5.0 mL of the original drink (orange juice or sports drink) and some water to provide enough volume to do the titration. Use the data you collected to determine the moles of citric acid in each sample you titrated. Use the data you calculated in the first step to determine the average concentration of citric acid in the original drinks. Report the experimental error in each average value. Does the titration curve match the expectation you had in the pre-lab assignment? Do some research (cite your sources) and try to explain why the titration curve of citric acid has the shape that it does. For more information NANSLO, visit . All material produced subject to: Creative Commons Attribution 3.0 United States License 3 This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
Camera 1, Camera Preset 2 shows the screen on the GC itself which tells you the current temperature of the column. Figure 13: Camera 1, Camera Preset 2 GC temperature. The “GC Status” field will indicate when the GC has reached the proper pressure and temperature settings. At that point, the “Inject Needle” message appears in the GC Status window. When the “Insert Needle” button is clicked, it causes the robot to move the pump forward and insert the needle into the GC column. Select Camera 2, Camera Preset 2 to view this needle. Figure 14: Select the “Insert Needle” button. After the needle has been inserted, the “Input and Collect” button is available. When this button is selected, the robotic pumping system will deliver the correct amount of sample compound. The needle will be withdrawn from the column automatically. Figure 15: Select the “Inject and Collect” button. Data is now being generated. Figure 16: GC is running data. Viewing the Data Generated by the GC in a Graphic Format (Chromatogram) Select the “Graph” tab on the lab interface to view the data being generated. At first, the data on the chromatogram will be noisy as shown in Figure 17. This will smooth out as soon as the chemicals begin to work their way out of the end of the GC column and impact on the detector. Figure 17: Data is “Noisy” When this happens, you will see a dramatic change in the on the left side of the chromatogram as shown in Figure 18. It often takes 5 to 6 minutes for the run to occur from the beginning to the end of the column. You will see separate peaks for separate chemicals as they exit the chromatograph column. Figure 18: Real data is captured.
The Ramp Controls tab allows you to set a temperature profile and run it on the cuvette holder. This will not be used for most lab activities. You can set up to 6 set points and how long to hold at each point “Clicking Start Temperature Profile” will then ramp the temperature up and/or down through those points (Figure 24.) Figure 24: Ramp Controls tab. For more information about NANSLO, visit . All material produced subject to: Creative Commons Attribution 3.0 United States License 3 This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
Attendance is important for academic success. Parents should make every effort to ensure students are at school and on time. Students are acknowledged each grading period for perfect attendance. To be considered, students must meet the following criteria: No absences (excused or unexcused), and No more than (3) tardies per grading period HOMEWORK Homework is an extension of daily lessons and is designed for the student to work independently toward mastery of the curriculum objective. Students will be assigned homework at the discretion of individual teachers. The assignment of independent practice activities (homework) is at the individual teacher’s discretion. However, there is a reasonable expectation that the homework will be relevant, appropriately rigorous and will be graded and reviewed in an acceptable timely manner. ACADEMIC INTEGRITY Students are expected to exhibit honesty at all times. Students caught participating in a dishonest act will be subject to academic and behavioral discipline. Students are expected to conduct themselves honestly and with integrity in their work. Violations of academic integrity include, but are not limited to cheating, plagiarism and a lack of acknowledgement of research sources. Cheating shall mean either receiving or giving unapproved aid on a written lesson, test, examination, or other work that is assigned to be the effort of one student. Permitting a classmate to copy one’s work is held to be equally disruptive of the principles of academic integrity as the copying itself. Plagiarism and failure to provide citations and reference to sources of information that is neither general knowledge nor knowledge one possessed prior to researching a topic are serious violations of academic integrity. Downloading of an online research paper or cutting and pasting of portions of an online research paper are forms of plagiarism and will be treated with severity. On the college and university level, such behavior can result in expulsion from the institution. On the professional level, one’s job can be lost and civil lawsuits can be filed if one engages in this behavior. It is essential that k-12 students understand this reality. BULLYING Bullying is a form of harassment. Bullying means the repeated intimidation of others by the real or threatened infliction of physical, verbal, written, electronically transmitted or emotional abuse or through attacks on the property of another. Bullying may include, but is not limited to, verbal taunts, name-calling and put-downs, extortion of money or possessions, implied or stated threats, and exclusion from peer groups.
“In Africa, marriage is the focus of existence. It is the point where all members of a given community meet the departed, the living and those yet to be born. All dimensions meet here and the whole drama of history repeated, renewed and revitalized. Marriage is a drama in which everyone must participate and he who doesn’t, in it is a curse to the community. He is a rebel and a law-breaker; he is not only abnormal but also under human.” (Mbiti, 1969) Nyambura (1980) also agrees with Mbiti and states that to marry was to play a part in perpetuating the circle of life. Traditionally in most African communities like Makonde and Nyamwezi, Mbunda (1991) notes that adolescents were not given any information on sexual matters, with discussion of these issues being considered taboo unlike today where most have been put in school curriculums. Such instruction as was given was traditionally left to a child's parents and relatives, and often this was put off until just before a child's marriage or during initiation ceremonies and rites of passage following through planned socialization. Mbunda (1991) continually observes that all what was known on sexuality was obtained from friends and this information was of doubtful value especially during the period following puberty when curiosity on sexual matters was the most acute. This suggests that in African communities, the practice of handing sexual information to young people was delayed until right before marriage. 2.2 Origin of the Term ‘Bridal Shower’ in Europe Montemurro (2006) notes that bridal shower is a custom that came about in the 16th and 17th century in Netherlands when a girl from a poor family could not afford dowry or when a father disapproved of his daughter’s marriage and refused to provide dowry for the couple. The villagers and friends assembled to provide the bride with a variety of household items for her new home. Dowry was the money or possessions a bride took to her husband in marriage so as to start a new home.
Daisuke Houri (Tottori University, JP) 11:00-11:15 Coffee break 11:15-12:45 Session II: Economic Cooperation in Northeast Asia Moderator: You Lee (Kangwon National University, KR) Mongolia-Korea Trade Relations and Opportunities for Cooperation Nyamdaa Otgonsaikhan and Mandshir Doljin (National University of Commerce and Business, MN) The Problems and Economics of Pole Route Youngsik Kim (Gangneung-Wonju University, KR) Northeast Asian Study: Opportunities and Constraints on E-Commerce growth of Mongolia Jargalsaikhan Tungalag and Ryenchin Sharbandi (National University of Commerce and Business, MN) 12:45-14:00 Lunch 14:00-17:30 Plenary Session: KEA-KMI Forum “Mapping International Logistics Integration beyond the Korea Peninsula” (organized by the Korean Economic Association and the Korea Maritime Institute) Moderator:, Hyun-Hoon Lee (Kangwon National University, KR) Welcoming Remarks Chung Mo Koo (President, Korean Economic Association, KR) Myung Saeng Chung (Vice President, Korea Maritime Institute, KR) Congratulatory Remarks Heonyoung Kim (President, Kangwon National University, KR)
a votehead in the FPE funds to cater for purchase of IE teaching and learning resources 75% said that parents and other stakeholders should also be actively involved while 12.5% were for improvisation by teachers and motivation of publishers to publish. 4.9.3 Training of teachers in special educational The researcher aimed at seeking the suggestions of the participants on training of teachers to handle special needs learns in an IE set up. The result is tabulated on Table 33. 25: Teachers response on training in special needs education Responses N= 63 Frequency % All teachers be trained in special needs education Promote the trained teachers for motivation Integrate special education curriculum in teachers training colleges Frequent inservicing of teachers Government sponsor training of teachers Teachers seek higher qualification 38 30 32 25 27 19 60.3 47.6 50.7 39.6 42.8 30.1
More recent pension standards have moved steadily closer to a balance sheet focus. IAS19 was reissued in 1993 as Retirement Benefit Costs, following the IASC’s ‘comparability/improvements’ project (Ernst & Young 2004: 4), but substantial revisions to this document were made in the current version of IAS19 Employee Benefits, issued in 1998. This is not a pure ‘balance sheet’ standard, as elements of more traditional pension accounting survive. For example, various ‘actuarial gains and losses’ that are small in relation to the size of the pension assets and obligations need not be recognized (IAS19: para. 92 – this is referred to as the ‘corridor’ and will be discussed below), while ‘past service costs’, arising from changes in the benefits due in respect of service in years before the current period, may in some circumstances be spread over several future periods (IAS19: para. 96). In 2000, the ’s Accounting Standards Board published Financial Reporting Standard (FRS) 17 Retirement Benefits. This standard comes closest to a fully-fledged balance sheet approach for pension accounting. The standard defines a pension surplus as the excess of plan assets over the present value of plan obligations and a pension deficit as any shortfall of plan assets below plan obligations. Deficits are recognized as liabilities on the employer’s balance sheet and surpluses as assets, to the extent that the employer can recover the surplus through future reduced contributions or refunds (FRS17: para. 37). There is no deferral or spreading of costs arising from actuarial gains and losses, though these items are not reflected in the income statement but rather in the statement of total recognized gains and losses (FRS17: para. 57). Plan assets are measured at fair value, while plan obligations are measured using an actuarial approach.
PERCENTAGE OF STUDENTS IN BANDS: Comparison with State/Territory 2015 2016 2017 Below NMS Middle Bands Top Band Below NMS Middle Bands Top Band Below NMS Middle Bands Top Band Reading Y3 Y5 Y7 Y9 Writing Y3 Y5 Y7 Y9 Spelling Y3 Y5 Y7 Y9 PERCENTAGE OF STUDENTS IN BANDS: Comparison with State/Territory 2015 2016 2017 Below NMS Middle Top Band Below NMS Middle Bands Top Band Below NMS Middle Bands Top Band Grammar & Punctuation Y3 Y5 Y7 Y9 Numeracy Y3 Y5 Y7 Y9 As well as the quantum of growth for the school, the distribution of growth within the cohort can provide important information. Growth in student scores for Reading, Writing and Numeracy can be viewed by comparing test scores this year with of the same students two years ago (e.g. Year 5 students this year compared with their Year 3 results).
Cohort Boys / Girls Cohort Boys / Girls Reading Y3 Y5 Y5 Y7 Y7 Y9 Writing Y3 Y5 Y5 Y7 Y7 Y9 Spelling Y3 Y5 Y5 Y7 Y7 Y9 Grammar & Punctuation Y3 Y5 Y5 Y7 Y7 Y9 Numeracy Y3 Y5 Y5 Y7 Y7 Y9 PUTTING THE INFORMATION TOGETHER The analysis of NAPLAN results for the school Leadership Team raises the following questions for further investigation: Mean Scores
YEAR 9 SPELLING LIST – 120 words from past NAPLAN tests into groups of 40 words. consumed evacuate failure overwhelmed antique applauded recipients vulnerable announcement negligence camouflage persistent frequently emptied proceed community previously surgery achievement sufficient exotic imagination substantial performance system faint building circumference pillar trauma bravery stomach beginning particles advertisement accommodate gratefully conscientious species annual densely occasionally irrelevant misrepresent whistle appropriate inevitably preventable ventilated involuntary elevates fatigue video flexible certain eruption subsequent precision volunteer business outrageous eclipsed exhibition strategically complimentary rhythm reconciliation habitat damaged agriculture proficient longitude hesitant mysteries interpreter phenomenon manageable preferred pronunciation inseparable sample extra annoyed thumbnail worst reliable catchment similar perimeter groceries responsibilities canyon deafening nurture abbreviation forfeit garbage classify weird southern deforestation considerable fulfilling schedule gourmet enzymes permanently exhilaration vacuum extendable dilemma dispensable thankful civilise disastrous stationary dependent mischievous disappointed committee
Version Control This document was developed by Christine Masters (Senior Education Officer – Curriculum) and approved by Ursula Elms (Acting AED – Learning and Teaching) in October 2010. Revision History Date Changes Author AED – Learning and Teaching 2011 Added Value Added Growth Christine Masters Susan O’Donnell
The key elements of data analysis are: Cohort analysis: This identifies this year (point-in-time), trend data (different cohorts over successive years) and value added growth (changes in matched-student scores of the same cohort, e.g. Year3, 2008 ad Year 5, 2011). Item analysis: This identifies strengths and weaknesses for school priorities and possible targeted intervention. Student Analysis: Identification of students ‘At the NMS’ and ‘Below the NMS’ and who have not achieved expected growth for possible learning support intervention. In analysing NAPLAN results at the school the following process outlines the phases undertaken to firstly identify the specific issues from the data, then to develop a literacy/numeracy plan and implement the appropriate and targeted strategies. The final phase involves critical reflection on the measurable changes in student achievement and, importantly, the impact of these on teaching practices within the school. This process is important in developing, implementing and evaluating the school's literacy/numeracy plan. A key element is to lead the integration of such information across curriculum and classroom-based pedagogy. Current Year Analyse testing results Identify issues for follow-up Formulate whole-school response involving critical mass of staff Develop specific strategies to implement Literacy/Numeracy Plan Determine adjustments to pedagogy to meet learning of students Subsequent Year Implement Literacy/Literacy Plan Explore links between NAPLAN and classroom pedagogy Integrate teaching strategies with curriculum delivery Monitor and evaluate improvements in student achievement: evidence of change Critique impact on teaching practices It is important that the school's Leadership Team:
Version Control This document was developed by Christine Masters (Senior Education Officer – Curriculum) and approved by Ursula Elms (Acting AED – Learning and Teaching) in October 2010. Revision History Date Changes Author AED – Learning and Teaching 2011 Value Added Growth Christine Masters O’Donnell 2015 Update document to include Sunlanda on line and BI Tool Christine Masters Ursula Elms
% 'Below the National Min. Standard' (bottom Band) % 'At orBelow’ the National Min. Standard' (bottom two Bands) Is the school underrepresented in the TOP band and/or overrepresented in the middletolower bands this year? Is this a trend? What are the pedagogical implications? For each Domain and year level, this shows the Mean scores for different cohorts and school groups on an annual basis. For each literacy domain and numeracy identify those areas where there is a persistent underachievement compared with the state and Diocese over time, or where this year's results are uncharacteristic of past performance. Did we know this is, or has been, occurring? What are the pedagogical implications? Use Sunlanda online to access information to assist you to analyse school and student performance in particular skill areas. Item analysis is undertaken to identify particular skill areas in which the school is doing well or poorly. When underperformance is identified, it is important to find out why wrong options may have been chosen and to identify the students involved. Which items show where the School % correct is above the State % correct by more than 5%? Is there a pattern of skills represented? Which items and skills show where the School % correct is below the State % correct by more than 5%? These show the items where the School may have some issues. Is there a pattern of skills represented? What are the pedagogical implications?
Instructions Letter pattern scrabble uses the same set of tiles as would be used in a normal game of Scrabble as well as extra tiles to help students make as many oy and oi words as possible. The extra tiles can be changed depending on the sounds you are targeting. Procedure Put students into groups (no more than 4) and give each group a set of tiles. Follow the normal rules for Scrabble except that the object of this game is to make as many oy and oi words as possible. Turn all letters face down, shuffle and draw for first play. The person with the letter nearest to the start of the alphabet plays first. Put the letters back and shuffle again. Each player selects seven letters and keeps them hidden from other players. The first player places two or more letters on the playing space, either across or down, to make a word. That player then counts the score and informs the scorer. If the player makes an oy or oi word the score is doubled. The player then chooses as many new letters as were used so that seven letters remain. The player on the left then has their turn and adds one or more letters to those already played to form a new word. New words may be formed by adding one or more letters to a word or letters on the playing space, placing a word at right angles to a word already on the playing space (the new word must use at least one of the letters already on the playing space or must add a letter to it), or placing a complete word parallel to a word already played so that adjoining letters form complete words. No letter may be shifted after it has been played. Once a word has been used by someone, it cannot be used again. The two blanks may be used as any letter and cannot be changed by players. If a player cannot make a word, they may use their turn to replace all of the letters they have. When all players have made the stipulated number of words or reach a given time lit, scores are tallied. The winner is the player with the highest score. Remember to double the score of the target words.
DEBATE RUBRIC LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Marks Knowledge & Understanding -historical accuracy -student provides exceptionally detailed and historically accurate information in opening / closing statement and in main argument -student provides proficient details and historically accurate information in opening / closing and in main argument - student provides adequate information that is accurate but needs more details in opening / closing and argument -student provides few details or inaccurate or irrelevant information in opening / closing statements and arguments /5 Thinking & Inquiry -connecting evidence - skilfully draws connections by using more than two pieces of evidence that overwhelmingly supports argument - makes connections by using two pieces of evidence that effectively supports argument - student presents some evidence to support arguments and conclusions - student offers little to no evidence to support argument /5 Communication -clarity of ideas -delivery - student exceptionally expresses ideas clearly and concisely to audience in confident manner - student skilfully varies tone, uses humour and appropriate language to convince audience - student speaks clearly and confidently to audience - student uses appropriate language, volume, tone and humour to convince audience - student to speak more clearly and confidently - adequate use of language, volume, tone to convince audience - often hard to hear student or student seem lost or confused -student needs to used volume, tone to be more convincing /5 Application -challenges -rebuttals -free for all - clear and thorough preparation for opponents points with exceptional challenges / rebuttals with evidence - student has prepared for points by opponent and responds proficiently with evidence - adequate preparation for opponents’ arguments but needs stronger rebuttals - student seems totally unprepared for opponents’ points and make few rebuttals /5 Comments TOTAL /20
Use the Table of Ion Charges to name the following compounds: eg. PbCO3 : Pb = Lead, CO3 = Carbonate ... PbCO3 is Lead Carbonate KNO3 FeSO4 NH4OH Fe2(SO4)3 How many of oxygen are there in: 1 molecule of SO2 3 molecules of H2SO4 5 "molecules" of Fe3(PO4)2 100 molecules of CH3COOH 10 "molecules" of Ca(HCO3)2 List the number and each kind of atom in each of: 3 molecules of ethanol, C2H5OH 3 "molecules" of calcium phosphate, Ca3(PO4)2 4 "molecules" of chromium (III) sulphate, Cr2(SO4)3 2 "molecules" of magnesium chlorate, Mg(ClO3)2 Use the table of Ion Charges on the previous page to write the chemical formulas for: eg. Zinc Bromide: Zinc Zn 2+, Bromide Br 1- ZnBr2 Potassium sulphate Calcium carbonate Magnesium oxide Copper (I) chloride Ammonium hydroxide Barium nitrite Silver chloride Sodium nitrate Copy out the following table and fill in the blanks using your periodic table: Atomic Number Element Symbol Possible Ion it forms 4 Beryllium Be Be2+ 13 35 37 Ba At - Strontium
Research Planning Teaching with technology NAPP Part B: One-day workshop @ UCT (in mid-term vac) 7 March 2017 01 August 2017 Design teaching events Assessment challenges Dealing with teaching challenges Teaching Projects NAPP Part C: One-day workshop @ UCT (during consolidation week) 4 May 2017 28 September 2017 Assessing student learning: rubrics Evaluating our teaching Use of educational technology Presentation of teaching projects Individual consultations on request Throughout the year Contact convenor or facilitators Emerging Researcher Programme (ERP) Workshops Throughout the year Contact the Research Office ext 4153 Range of workshops offered: Proposal writing Research planning Funding opportunities Publishing your PhD Supervision Staff Learning programme (HR) Throughout the year Contact HR ext 3812 Induction for new staff Understanding UCT benefits Workshops on using UCT Library resources Contact Library (Marilyn Wilford ext 4478 Introduction to UCT library Using Electronic resources in the library CONTACT US: NAPP convenor: Kasturi Behari-Leak, ext 3490, NAPP team: Alan Cliff, ext 5027, Jeff Jawitz, ext 3351 NAPP administrator: Avrill Dawson, ext 3478
Training 86 Exercises 87 1: GIS 88 2: 92 3: 95 4: GIS 97 5: NOAA WEATHER DEFINITIONS 98 6: EXAMPLE GIS ROLES RESPONSIBILITIES 99 7: GIS EOC 101 8: LOCAL GOVERNMENT 105 9: GIS 108 US, 1950-2013, 10 GIS EOC 16 17 GPS EF3 18 5- GIS 19 6- 20 ICS 24 8-FEMA 25 26 10- U.D.O.P. N.W.S. 28 11- 31 35 13- GIS - 40 14-GIS – 42 GIS 46 51 GIS 52 61 62 68 A A A A A A RESOURCES A A A A A AREA HOMES WITH NURSING ASSESSMENTS BUSINESS IMPACT DAMAGE FOR FOR REPORTS SUPPLY IMAGERY FOR
T-3 Month Crosscheck Tasks: Responsible/Complete Train volunteers on data collection methodology using new forms created as well as on uploading geo-referenced photographs, etc. GIS Team Leader Establish a schedule for scenario training within the GIS Team GIS Team Leader Practice delivering the scheduled GIS products within the stated time frames GIS Team Leader Develop a GIS Team Action Report GIS Team Leader Review the results with the GIS Team. Make adjustments to templates, workflows, etc. as required GIS Team Leader Work with the emergency managers and responders to insure that the “use” of GIS products is incorporated into their standard operating procedures GIS Team Leader Establish a schedule for scenario training with emergency managers and first responders to “memorialize” the use of GIS products within their workflows GIS Team Leader Compile contact data of GIS resources from State/local/ private sectors. Contact the State GIS Coordinator for assistance in this effort. GIS Team Leader Ensure all data is collected and stored in a manner that is easily retrievable by whomever needs it during an emergency GIS Database Manager Test to insure all data and tools are available and working GIS Analyst Report findings to GIS Team Leader. Make modifications where required GIS Analyst Initiate scenario based training with emergency managers and first responders GIS Team Leader Develop a “GIS Team” After Action Report GIS Team Leader Review the “GIS Team” After Action Report with the GIS Team and emergency managers and first responders; modify the templates, delivery schedule and/or the emergency management SOP’s to improve its effectiveness GIS Team Leader Conduct at least one scenario based training session with emergency managers and first responders (include after impact data collection) and work with the local NWS office GIS Team Leader T-1 Month Crosscheck Tasks: Responsible/Complete Conduct at least one scenario based training session with emergency managers and first responders (include after impact data collection) and work with the local NWS office GIS Team Leader Complete an After Action Report on GIS effectiveness; review the results with emergency managers and first responders. Modify the report as required. Review the results with the GIS Team. Devise and execute an action plan to remedy outstanding issues. GIS Team Leader Check the National Weather Service’s (NWS) Storm Prediction Center (SPC) forecasts containing areas of expected
14 Soluri Rob Goalie 18 Walker Reese Midfield 20 Hall William Defense 23 Gunnin John Goalie 25 Tabor Jack Midfield 28 Hill Holden Defense 30 Garman Paxton Midfield 31 Wagner Teddy Midfield 38 Rodegast Marshall LSM 44 Hassell Grayson Midfield 47 Mokarow Greyson Defense 48 Johnston Aidan Defense 59 O'Neill Owen Attack 60 Young Tate Midfield 61 Stoebner Defense 62 Jones Keaton Midfield 88 Sprock David Midfield 94 Scherr Hayden LSM 97 Lardner James Defense 104 Cole Nickolas Attack 2018 Schedule: Mon 07/11/16 9:00 AM SOUTH RIVER - FIELD #9 Iron Horse Laxworld Mon 07/11/16 12:45 PM SOUTH RIVER - FIELD #8 Blue Star Iron Horse On Tuesday the playoff bracket starts. Please follow Tourney Machine for schedule. Austin 2019 Roster Jersey # Last Name First Name Position 75 Buell Attack 15 Ochs Lyle Attack
NAMES OF GOD In this new series we are going to be looking at the names of God and how it affects the way we live our lives. El Elyon (Pronounced El-Ely-Own Abraham is used by God to set Lot free but also the people of Sodom and Gomorra on his return he is met by the King of Jeru an early name of Jerusalem this King is Melchizedek . Genesis 14:18 describes Him as King and Priest this alerts us to his dual role as a type of Christ. This is an amazing meeting Melchizedek serves a covenant meal of bread and wine and then as King takes a tithe Abraham is then met by the king of Sodom who used by Satan offers all sorts of materialism but Abraham resists and the reason for this is revelation he received from Melchizedek. Genesis 14:19-20 says "He, Melchizedek blessed him and said, blessed be Abram of the most high God, possessor of heaven and earth, and blessed be the most high God, which have delivered thine enemies into thy hand. Embedded in this is the name of Jehovah God El Elyon it means literally "God, most high, creator and possessor of heaven and earth" Melchizedek is declaring to " Your God is not just God above all Gods, He's the creator of the whole universe, everything in it belongs to Him, all wealth, cattle, possessions. He's in control of everything you see around you.” It is this new revelation of who God is that has rejuvenated Abram’s faith levels.
Na2SO4 (SO4) 2‐ NaOH (OH) ‐ Na3PO4 (PO4) 3‐ Na2CO3 (CO3) 2‐ AgNO3 + Ag Pb(NO3)2 2+ Pb 2+ Ca 3+ Fe MgSO4 2+ Mg CuSO4 2+ Cu
Na2SO4 (SO4) 2‐ NaOH (OH) ‐ Na3PO4 (PO4) 3‐ Na2CO3 (CO3) 2‐ Ag2SO4 Ag2CO3 Silver Carbonate + Ag Pb3(PO4)2 Lead (II) Phosphate Pb(NO3)2 2+ Pb CaCl2 2+ Ca FeCl3 3+ Fe 2+ Mg CuSO4 2+ Cu
Required Attachments Applicants must also provide their CV and a letter of recommendation from a professor or supervisor. This letter should address your personal and intellectual qualities, ability to work with others (including intercultural skills/cultural sensitivity), and relevant interests, skills and experiences. Yes, I have attached my CV to my application submission. Yes, I have attached my letter of recommendation to my application submission. Applications must be submitted to or OR via mail to Never Again Rwanda, BP 4969, Kigali, Rwanda OR hand delivered to NAR’s office located in Kigali-Nyarutarama and Huye by 29th January, 2018 for any questions, please contact us on: 0788386688
Group Name: Booking number: Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N 2IN 2PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A N 2IN 2PH 1 2 3 4 5 6 7
Cabin Surname First Name Title Passenger Type Child Pension (incl. Pension Number) Sole Use Forward Type Return Cabin Type Make & Model Year Length Height Rego Eg Smith Jack Mr Adult N 2IN 2PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A N 2IN 2PH 24 25 26 27 28 29 30 31
Cabin Surname Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Jack Mr Adult N 2IN 2PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Jill Mrs Pension 123456789A N 2IN 2PH 32 33 34 35 36 37 38 39
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & Eg Smith Jack Mr Adult N 2IN 2PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A N 2IN 2PH 40 41 42 43 44 45 46 47
Group Name: Booking number: Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N 4IN 4PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A Smith Robert Mast Child Karen Miss Child 1 2 3 4
Cabin Surname First Name Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr N 4IN 4PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A Smith Robert Mast Child Smith Karen Miss 5 6 7 8 9
Cabin Surname First Name Passenger Type Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr N 4IN 4PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A Robert Mast Child Smith Karen Miss Child 10 11 12 13 14
Cabin Surname First Name Title Passenger Type Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N 4IN 4PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Smith Jill Mrs Pension 123456789A Smith Robert Mast Smith Karen Miss Child 15 16 17 18 19
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Jack Mr Adult N 4IN 4PH Holden Commodore 2009 4.9 1.8 ABC123 VIC Jill Mrs Pension 123456789A Robert Mast Child Smith Miss Child 20 21 22 23 24
Group Name: Booking number: Cabin Surname First Name Title Passenger Type Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Eg Jack Mr Adult N 4IN 4PH Smith Jill Mrs Pension 123456789A Robert Mast Child Smith Karen Miss Child 1 2 3 4 5 6 7
Cabin Surname First Name Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Type Eg Smith Jack Mr Adult N 4IN 4PH Smith Jill Mrs Pension 123456789A Smith Robert Mast Child Smith Karen Miss Child 8 9 10 11 12 13 14
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Type Eg Jack Mr Adult N 4IN 4PH Smith Jill Mrs Pension 123456789A Smith Robert Mast Child Smith Karen Miss Child 15 16 17 18 19 20 21
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Eg Smith Jack Mr Adult N 4IN 4PH Smith Jill Mrs Pension 123456789A Smith Robert Mast Child Smith Karen Miss 22 23 24 25 27 27 28
Group Name: Booking number: Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & Eg Smith Jack Mr Adult N DAY OCR Holden Commodore 2009 4.9 1.8 ABC123 VIC 1 2 3 4 5 6 7
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr N DAY OCR Holden Commodore 2009 4.9 1.8 ABC123 VIC 8 9 10 11 12 13 14 15
Cabin Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N DAY OCR Holden Commodore 2009 4.9 1.8 ABC123 VIC 16 17 18 19 20 21 22 23
Surname First Name Title Passenger Type Adult Child Pension (incl. Pension Number) Sole Use Forward Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N DAY OCR Holden Commodore 2009 4.9 1.8 ABC123 VIC 24 25 26 27 28 29 30 31
Cabin Surname First Name Title Passenger Type Child Pension (incl. Pension Number) Sole Use Forward Cabin Type Return Cabin Type Make & Model Year Length Height Rego & State Eg Smith Jack Mr Adult N DAY OCR Holden Commodore 2009 4.9 1.8 ABC123 VIC 32 33 35 36 37 38 39 40
Approach Follow up ( list dates below) Status Comment Name Contact Type Biz 1st Look 2nd Look 3rd Look 4th Look 1 2 3 4 5 ` 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 26 27 28 29 30
rewarded with more comments and more “adds”. Thus users are more likely to be connected with people who are more narcissistic than the average person” (Twenge and Campbell 111). However, as narcissistic qualities are more accepted and considered “the norm”, the less acknowledged narcissism of the “average user” becomes. “With narcissistic people seeking out ways to promote themselves on the Web and those same websites encouraging narcissism even among the more humble” (Twenge and Campbell 107). Many millennial social media users seem to accept the role and traits of a narcissist. They “are more interested in attention and admiration than closeness and intimacy. And they make special efforts to ensure that they look and feel positive, successful, and important” (Cisek, Hart, and Sedikides 205). Opposing Research There are many users that do not use social media sites to promote themselves or impress people. Plenty of research literature suggests that social networks help them keep in touch with close friends and share pictures with family living far away through the platform. Gosling claims that online social networks (OSN) “studies have linked narcissism and extraversion to objectively coded information on OSN profiles, and findings showing that OSN users’ personalities are generally seen accurately by observers provide indirect evidence that personality is expressed in Facebook profiles” (484). However, in personality tests extraversion is considered a personality correlated to narcissism, but couldn’t there be extroverts who are not innately narcissistic? The answer is yes, but, it is the exposure to the social media technologies that can cause a person to become engulfed with competitive and self-promoting qualities, just as “clinical narcissists” have.
Issuance of Naloxone: Naloxone for intranasal use will be issued to all sworn officers. Each kit will include: Instructions for administering intranasal naloxone, One (1) single-use Luer-Lock prefilled syringe system, and One (1) MAD. Procedure: Officers shall receive Department approved and authorized training on responding to persons suffering from an apparent opioid overdose and the use of naloxone prior to being issued and intranasal naloxone kit and/or being authorized to administer naloxone. Officers of this Department shall receive approved and authorized refresher training on responding to persons suffering from an apparent opioid overdose and the use of naloxone every two (2) years. Whenever an officer encounters a person who appears to be the victim of a drug overdose, the officer shall: Maintain universal precautions throughout the event, Contact and advise the dispatcher of a possible overdose and request EMS response, Keep the dispatcher apprised of the condition of the overdose victim, Perform an assessment of the victim checking for unresponsive and decreased signs, Check for Medic Alert tags or the like, which may indicate a pre-existing medical condition, around the wrist or neck of the victim, Ask witnesses, family or friends of the victim what type of drug the victim ingested, Observe your surroundings for any evidence of that may indicate what the victim ingested such as; prescription drug bottles, heroin packages, needles and syringes, Prior to the administration of naloxone, officers shall ensure that the victim is in a safe location and shall remove any sharp or heavy objects from the victim’s reach, as the sudden onset of immediate opioid withdrawal may result in physical symptoms such as agitation, rapid heart rate, nausea, seizures and difficulty breathing, Administer naloxone the approved MAD,