zilongwang/ReadingBank huggingface dataset:
five years prior to the CDS high school interview and are more likely to measure inherent ability than tests administered during high school. We control for several family characteristics, including the number of other household children under age 20, average real family income over the five years prior to the time diary and its square, and indicators for whether the mother has a college degree, mother’s degree is missing, whether the student lives with a single mother, and whether the student lives in some other family arrangement that is not a two-parent family. We also control for three school-level characteristics: the fraction of the respondent’s high school that was white (averaged over the respondent’s high school years), the fraction of the respondent’s high school that was free- or reduced-price-lunch eligible (also an average over the respondent’s high school years), and the respondent’s high school’s student-teacher ratio (also an average over the respondent’s high school years). In the instrumental variable specifications, we need a variable to identify homework in the outcome equations, in other words, a variable that is expected to affect how much time is spent on homework but that is otherwise uncorrelated with high school GPA and college attendance. It must predict a long-run measure of homework, that is, one that affects total time spent studying in high school, not just studying on a specific day, in order to address the potential measurement issue as well as the endogeneity issue (Frazis and Stewart 2012). Therefore, we use an indicator for whether or not a student was older than the state minimum driving age at the time of his or her weekday diary report. Eligibility for a driver’s license provides a student with more opportunities for work and socializing, which could leave less time for homework. Due to different birth dates and state driver’s licensing rules, students will encounter this eligibility at different points in their high school careers. Therefore, this is an
Enclosure G Schedule 541 - Sample Proposal Price List Preparation (See Schedule 541 Portal for Proposal Price List Preparation in Excel Format) Contractors Name: Labor/Service Pricing (see Enclosure H for instructions) SIN(s) PROPOSED SERVICE/ PROPOSED (e.g. Job Title/Task) COMMERCIAL PRICE LIST (CPL) OR MARKET PRICES UNIT OF (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) DISCOUNT OFFERED TO MFC (%) MFC PRICE DISCOUNT OFFERED TO GSA (off CPL or Market Prices) (%) PRICE OFFERED TO GSA (excluding IFF) PRICE OFFERED TO GSA (including IFF) Supporting Invoice number 541-1 Project Manager $150.00 Hourly All Commercial Customers 5% $142.50 10% $135.00 $136.02 xxxxx Other Direct Costs (See Enclosure I for instructions) Products, Services and Labor acquired from a third party. Other Direct Costs are established at Not-To-Exceed Amounts. SIN(s) PROPOSED SUPPORT PRODUCT/ (ODCs) COMMERCIAL PRICE EXCLUDING MARKUP UNIT OF (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) COMMERCIAL MARKUP (%) COMMERCIAL INCLUDING MARKUP MARKUP OFFERED TO GSA (%)* CEILING PRICE/RATE OFFERED TO GSA (excluding IFF) CEILING PRICE/RATE OFFERED TO GSA (including IFF) SUPPORTING INVOICE NUMBER 541-1000 and/or 541-2000 Photographer $100.00 Hourly All Commercial Customers 10% $110.00 5% $105.00 $105.79 123456
Enclosure G Schedule 541 - Sample Proposal Price List Preparation (See Schedule 541 Portal for Proposal Price List Preparation in Excel Format) Contractors Name: Labor/Service Pricing (see Enclosure H for instructions) SIN(s) PROPOSED SERVICE/ PROPOSED (e.g. Job Title/Task) COMMERCIAL LIST (CPL) OR MARKET PRICES UNIT OF ISSUE (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) DISCOUNT OFFERED TO MFC (%) MFC PRICE DISCOUNT OFFERED TO GSA (off CPL or Market Prices) (%) PRICE OFFERED TO GSA (excluding IFF) OFFERED TO GSA (including IFF) Supporting Invoice number 541-1 Project Manager $150.00 Hourly All Commercial Customers 5% $142.50 10% $135.00 $136.02 xxxxx Other Direct Costs (See Enclosure I for instructions) Products, Services and acquired from a third party. Other Direct Costs are established at Not-To-Exceed Amounts. SIN(s) PROPOSED SUPPORT PRODUCT/ LABOR (ODCs) COMMERCIAL PRICE EXCLUDING MARKUP UNIT OF ISSUE (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) COMMERCIAL MARKUP (%) COMMERCIAL PRICE INCLUDING MARKUP MARKUP OFFERED TO GSA (%)* CEILING PRICE/RATE OFFERED TO GSA (excluding IFF) CEILING PRICE/RATE OFFERED TO GSA (including IFF) SUPPORTING INVOICE NUMBER 541-1000 and/or 541-2000 Photographer $100.00 Hourly All Commercial Customers 10% $110.00 5% $105.00 $105.79 123456
Detection of movement and 3 ERC/REC 70-03 D-GPS 2 ECA Table Digital cellular 2 ECA Table DME 3 ECA DRM 3 ECA Table DSB/SSB AM CB / CEPT PR 27 3 ECC/DEC/(11)03 DSC 3 ECA Table DVB-T 3 ECA Table Earth exploration-satellite 2 ECA Table Earth exploration-satellite (military) 3 ECA Table ELT 3 ECA Emergency detection 3 ERC/REC 70-03 EPIRBs 3 ECA ESV 3 ECC/DEC/(05)09, ECC/DEC/(05)10 Eurobalise 3 ERC/REC 70-03 Euroloop 3 ERC/REC 70-03 Feeder links 2 ECA Table 1 T/R 13-01 Fixed radio relay (military) 3 ECA Table Flying model control 3 ERC/REC 70-03 FM sound analogue 3 ECA Table FSS stations 2 ERC/DEC/(00)07 GALILEO 3 ECA Table GBAS 3 ECA Table GBSAR 3 ERC/REC 70-03 GLONASS 3 ECA Table GMDSS 2 ECA Table GNSS Pseudolites 2 ECC/REC/(11)08 GNSS Repeater 2 ECC/REC/(10)02 GPS 3 ECA Table GPR/WPR 3 ECC/DEC/(06)08 GSM 3 ERC/DEC/(97)02 GSM-R 3 ECC/DEC/(02)05 GSO ESOMPs 3 ECC/DEC/(13)01 HAPS 2 ECA HEST 3 ECC/DEC/(06)03 IFF 3 - ILS 3 ECA Table IMT-2000 satellite component 3 ECA Table
Narrow band analogue voice devices 3 ERC/REC 70-03 NAVTEX 3 ECA NGSO ESOMPs 3 ECC/DEC/(15)04 NGSO FSS 3 ECC/DEC/(17)04 Non-specific SRDs 2 ERC/REC 70-03 NP2M 3 ECA Table and ECC/DEC/(06)06 Oceanographic 2 ECA Table On-board communications 3 ECA Table On-site paging 3 ECA Table Other 1 - Paging 2 ECC/DEC/(06)06 PAMR 3 ECC/DEC/(06)06 Passive sensors (satellite) 3 ECA Table Personal hearing aids 3 ERC/REC 70-03 PLB 3 ECA Table PMR 3 ECC/DEC/(06)06 PMR 446 3 ECC/DEC/(15)05 PMR/PAMR 2 ECC/DEC/(06)06 PMSE ERC/REC 70-03 POCSAG 3 - 2 ECA Table Point-to-Point 2 ECA PPDR 2 ECC/DEC/(08)05, ECC/DEC/(16)02, ECC/REC/(16)03 Primary 3 ECA Table Private fixed networks 3 - Public fixed networks 3 - Radio astronomy 1 ECA Table Radio LANs 3 ECC/DEC/(04)08 Radio microphones 3 ERC/REC 70-03 microphones and ALD 2 ERC/REC 70-03 Radiodetermination applications 2 ERC/REC 70-03 Radiolocation (civil) 2 ECA Table Radiolocation (military) 2 ECA Table Railway applications 2 ERC/REC 70-03 RFID 2 ERC/REC 70-03 RTE 3 ECA Table SAP/SAB and ENG/OB 3
_____ Reflects on value or purpose of the assignment Evaluation Rubric 1 2 3 4 Assignment Completion Exhibits a pattern of not meeting assignment criteria. Does not meet assignment criteria. Adequately assignment criteria. Successfully meets assignment criteria. Paragraph development Paragraphs are undeveloped. Connections between ideas are unclear. Paragraphs inconsistently developed and/or organized. Paragraphs are adequately developed; connections between ideas are clear. Paragraphs are organization is and logical. Organization Serious problems with organization and cohesion. Organization is inconsistent and causes confusion. Overall organization is adequate and presents no obstacles for the reader’s understanding. Organization is logical and shows clear awareness of the reader’s needs and expectations. Sentence craft Exhibits poor sentence focus, overly simplistic sentences, serious problems at sentence level. Writing is inconsistent at the sentence level; sentences may be overly simplistic or poorly organized. Sentences may be clearly written but not sophisticated. No significant or frequent problems in focus, clarity, or development. Sentences are syntactically varied, complex, and sophisticated in their development. Source Use Sources are not used, cited or are inaccurately cited. Source use may be infrequent; citation may be inadequate. The writer has used and cited sources adequately. The writer has made excellent use of sources, correctly cited.
Proofreading The number and type of errors make the text difficult to read. Four or more errors per page. Errors are occasionally disruptive; fewer than 4 errors/page. Errors are minimal and do not affect the overall clarity of the text. The text is virtually free of errors.
So the earliest possible proclamation date is Monday 30th April 2018 for polling on Monday 23rd July [leaving an 84-day period from proclamation to polling] And the latest possible proclamation date is Monday 9th Sunday 8th July 2018 for polling on Wednesday 21st August [leaving a 44-day period from proclamation to polling]. Consultation with the Zimbabwe Electoral Commission [ZEC] Section 144(3) of the Constitution lays down that the dates for the election must be fixed by the President “after consultation with the Zimbabwe Electoral Commission”. Section 339(2) explains that this means ZEC must be afforded a reasonable opportunity to make recommendations or representations about proposed dates and that the President must give careful consideration to any such recommendations and representations although he is not obliged to follow them. The need for this consultation with ZEC is repeated in section 38(1) of the Electoral Act. Note: The President is under no legal or constitutional obligation to consult with Cabinet. Section 110(2)(e) of the Constitution as read together with section 110(6) makes it clear that the President’s responsibility for calling elections is an executive function in the exercise of which he is not obliged to act on Cabinet advice. The President is, however, free to consult Cabinet if he wishes to. Dissolution of the Present Parliament It will not be for the President to dissolve Parliament, in the election proclamation or by any other means. The dissolution of Parliament will occur automatically in terms of section 143(1) of the Constitution, which provides as follows— “Parliament stands dissolved at midnight on the day before the first polling day in the next general election called in terms of section 144”. Exceptional Circumstances Although the Constitution no longer allows for ordinary dissolution of Parliament by Presidential Proclamation, and provides that normally Parliament should serve out its five-year terms, Section 143 of the Constitution provides for an early dissolution of Parliament in the following exceptional circumstances: a refusal by Parliament to pass an annual Appropriation Bill [the Budget] [section 143(3)] the passing by a least two-thirds of the members of the National Assembly and the Senate, sitting separately, of resolutions to dissolve Parliament [section 143(2)]
Note: use additional pages as necessary. Attachment D FY 2018 CTE GRANT FUND SCORING RUBRIC Post-Secondary Career and Technical Education Programs Plan Criteria 3 All Criteria Level 2 Meets Some Criteria 1 Meets Few or No Criteria A. Local Plan The local plan clearly addresses the twelve (12) specific requirements identified in Perkins 134(b). The local plan addresses the some specific requirements identified in Perkins 134(b). The local plan does not clearly addresses the specific requirements identified in Perkins Section 134(b). 20 Points 20-15 14-7 6-0 B. Project description, need for the project and plan of operation The proposed project is clearly and thoroughly described, the need is clearly evident and it aligns with the school system/college goals. A letter of support is attached. A detailed timeline including all specific steps in the implementation process is included. All dates are appropriate and reasonable. Key persons responsible are listed. There is a limited description of the proposed activity, and the need is not well supported. No letter of support was included. A timeline that includes some specific steps in the implementation process and appropriate dates are included. Most key persons responsible are listed. The proposed activity is not clearly identified and there is no evidence of need. No letter of support was included. The timeline is limited and includes few steps for implementation and/or specific dates. Key persons responsible are not listed. 35 Points 35-24 23-13 12-0 C. Evaluation The application clearly addresses how the program/activity will be evaluated for success. It addresses specific data points, such as Perkins Core Indicators and includes The application somewhat addresses how the program/activity will be evaluated for success. It addresses some data points, such as Perkins Core Indicators and includes The application does not include an evaluation plan, or the plan to evaluate is weak, or does not include specific measurable data points.
benchmark (if applicable) and targeted goals. benchmark (if applicable) and targeted goals. 20 Points 20-15 14-7 6-0 D. Financial Plan and Budget The financial plan clearly addresses the required uses of funds in Perkins 135(b) and details each expense, need and impact on student performance. Budget is clear, reasonable and cost effective. Budget calculations are correct. Budget does not exceed limits as stated on the application. The financial plan somewhat addresses the required uses of funds in Perkins 135(b) and provides some detail for each expense. Budget is reasonable and cost effective. Budget contains a few errors. Budget does not exceed limits as stated on the application. The financial plan does not address the required uses of funds in Perkins 135(b) and provides limited detail for each expense. Budget is not clear, reasonable and/or cost effective. Budget contains errors and/or is completed incorrectly. Budget exceeds limits as stated on the application. 25 Points 25-19 18-9 8-0
Question 2 En los últimos tres meses, ¿cuántas veces ha consumido [FIRST DRUG, SECOND DRUG, ETC]? Una o dos veces Una vez por mes Una vez por semana A diario o casi a diario [FIRST DRUG] 0 2 3 4 6 [SECOND DRUG] 0 2 3 4 6 [THIRD DRUG] 0 2 3 4 6 [Etc.] 0 2 3 4 6 Patients who answer “never” for all drugs on question 2, or who do not provide any answers, should skip to Question 6. All other patients proceed to Question 3. Question 3 Durante los últimos tres meses, ¿con qué frecuencia ha tenido el deseo o urgencia de consumir [FIRST DRUG, SECOND DRUG, ETC ]? Nunca Una o dos veces Una vez por mes Una vez por semana A diario o casi a diario [FIRST DRUG] 0 3 4 5 6 [SECOND DRUG] 0 3 4 5 6 [THIRD DRUG] 0 3 4 5 6 [Etc.] 0 3 4 5 6 Question 4 Durante los últimos tres meses, ¿con qué frecuencia su consumo de [FIRST DRUG, SECOND DRUG, ETC] condujo a problemas de salud, sociales, legales o financieros? Nunca Una o dos veces Una vez por mes Una vez por semana A diario o casi a diario [FIRST DRUG] 0 4 5 6 7 [SECOND DRUG] 0 4 5 6 7 [THIRD DRUG] 0 4 5 6 7 [Etc.] 0 4 5 6 7 Question 5 Durante los últimos tres meses, ¿con qué frecuencia no hizo lo que se esperaba normalmente que hiciera debido a su consumo de [FIRST DRUG, SECOND DRUG, ETC]? Nunca Una o dos Una vez por mes Una vez por semana A diario o casi a diario [FIRST DRUG] 0 5 6 7 8 [SECOND DRUG] 0 5 6 7 8 [THIRD DRUG] 0 5 6 7 8
[Etc.] 0 5 6 7 8 Question 6 ¿Tiene un amigo o familiar o alguien que alguna vez le haya expresado preocupación por su consumo de [FIRST DRUG, SECOND DRUG, ETC.]? No, nunca Sí, en los últimos 3 meses Sí, pero no en los últimos 3 meses [FIRST DRUG] 0 6 3 [SECOND DRUG] 0 6 3 [THIRD DRUG] 0 6 3 [Etc.] 0 6 3 Question 7 ¿Alguna vez ha intentado, sin lograrlo, controlar, reducir o de consumir [FIRST DRUG, SECOND DRUG, ETC.]? No, nunca Sí, en los últimos 3 Sí, pero no en los últimos 3 [FIRST DRUG] 0 6 3 [SECOND DRUG] 0 6 3 DRUG] 0 6 3 [Etc.] 0 6 3 Question 8 ¿Alguna vez ha utilizado cualquier droga inyectada (Sólo para uso no medico)? No, Sí, en los últimos 3 Sí, pero no en los últimos 3 meses Patients who answer “Yes, in the past 3 months” for Question 8 should be asked the two extra drug injection questions below. All other patients are finished. Extra drug injection questions Durante los últimos tres ¿con qué frecuencia se ha inyectado drogas? Una vez por semana o menos Más de una vez por semana Durante los últimos tres ¿alguna vez se ha inyectado drogas tres o más días seguidos? Sí No Score sheet and indicated responses
Modified Paper Roller Coaster Grading Checklist Your final roller coaster grade will be determined by the following checklist: Assignment Task Description Possible Points Full Credit (√) Comments Coaster blueprint Both individual and group plans drawn with reasonable detail 5 Record Keeping Debit card signed for all purchases, predicted and actual costs accurately calculated, all other work in the folder for each member. 10 Successful completion of ride Marble completes the course and lands in bucket. Five trials allowed. 10 Height Between 30 and 100 cm 5 Record final cost → 5 Loop requirement One Required 5 Turn requirement 3 required 15 Construction quality Coaster stands alone; attached to base; construction is sound and neat 10 Additional Element dual-track, funnel, additional loops, switch, merge, jump, uphill section 5 Video Recorded and uploaded 10 CER evidence and reasoning clearly presented. 15 Self Reflection All questions complete and thorough 5 TOTAL SCORE
Scopus Indexed Mentor/ Others (Author) OCCAS Committee Institute CAS Committee 1. 2. 3. 4. 5. 6. 8. A. 2.Publications with SCI-E or SSCI or AHCI of Thomson Reuters (Latest to older) 8. A. 2. (i). National Sl. No. Title of publication with Page nos. Date of publication Name of Journal Volume ISSN/ISBN No. Whether SCI-E or SSCI or AHCI Impact factor by No. of Mentor/ Others (Author) API Claimed API as Verified by DCAS/ OCCAS Committee API as Verified by Institute CAS Committee Page No. 1. 2.
3. 4. 5. 6. 8. A. 2. (ii). International Sl. No. Title of publication with Page nos. Date of publication Name of Journal Volume ISSN/ISBN No. Whether SCI-E or SSCI or AHCI Impact factor by No. of Mentor/ Others (Author) API Claimed API as Verified by DCAS/ Committee API as Verified by Institute CAS Committee Page No. 1. 2. 3. 4. 5. 6.
8. B. Research Publications in Conference Procedures as full papers etc. 8. B. (i). National Sl. No. Title with Page nos. date/year/ Publication Details of Conference No. No. of Mentor/ Others (Author) API Claimed API as Verified by Committee API as Verified by Institute CAS Committee Page No. 1. 2. 3. 4. 5. 6. Note: This shall not be included again in Category III. 12. B.
9. I. Books Sl. No. of the book Publication date Publisher & ISSN/ISBN No Whether Peer Reviewed No. of Main / Co-author International /National API Claimed API as Verified by DCAS/ Committee API as Verified by Institute CAS Committee Page No. 1. 2. 3. 4. 5. Note: The publisher shall be selected from the list of International and National publishers. 9.II. Chapters in books Sl. No. Title of the book with Page Nos. and title of the chapter Publication date Publisher & ISSN/ISBN No Text/ Reference Whether edited or not Whether Peer Reviewed No. of Main / International /National /State/Local API Claimed API as Verified by DCAS/ OCCAS Committee API as Verified by Institute CAS Committee Page No. 1.
11. Research Guidance during the assessment period 11. A. Guidance of PG Thesis of minimum duration of 1 year in full time (Degree awarded) Sl. No. Session ME/ M.Tech/ M.Phil Title of Thesis Name of students Date of award Name of the Co-guide if any API Claimed API as Verified by DCAS/ Committee API as Verified by Institute CAS Committee Page No. Note: In case of Guidance of PG thesis. If single guide - 3 points If two guides - Guide - 2 points Co-Guide - 1 point 11. B. Guidance of Ph.D. degree
No. No. of weeks Claimed API as Verified by DCAS/ OCCAS Committee API as Verified by Institute CAS Committee Page No. from to 1. 2. 3. 4. 5. 6. API claimed under Category III. 12. A. (Maximum 30 points) API API as verified by API as verified by Institute Claimed DCAS/OCCAS Committee CAS Committee 12. B. Papers in Conferences /Seminars/Workshops etc. Sl. No. Conference/ Workshop/ Seminar Organized by Title of the Paper Main Author /Co- Author Presented /State/Local Duration API Claimed API as Verified by DCAS/ OCCAS Committee API as Verified by Institute CAS Committee Page No. from to 1. 2. 3. Participated
The special features of the FRITSCH Particle Sizer ANALYSETTE 28 ImageSizer and how it works – please have a look: www.youtube.com/embed/3ttOHBurRnQ?rel=0 See for yourself: ACHEMA 2018 • Hall 4.1 • Booth J49 Our experts are looking forward to your questions and gladly advise you in all laboratory technology related enquiries. Up-dated information on FRITSCH high-tech particle technology – from Dynamic Image Analysis to Static Light Scattering at . 3.363 characters with 106 lines Please send author's copy contact: FRITSCH GmbH • Milling and Sizing Selina Krieger Industriestrasse 8 • 55743 Idar-Oberstein • Germany Phone +49 67 84 70 155 • Fax 0 67 84 70 11 E-Mail: krieger@fritsch.de Internet: www.fritsch-international.com
Identifying patterns of change in the equatorial Pacific: precipitation We can understand changes in the way that the ocean and atmosphere move by looking at changes in the ocean and atmosphere over several years. You’re going to look at some ocean and atmosphere data collected from the equatorial Pacific to try to understand how conditions in the Pacific Ocean change over time. You have 10 years of precipitation estimates from the equatorial Pacific (1992-2001). Focus on the top maps first. The top maps illustrate average precipitation rate (in millimeters/day) for the months of December, January, and February (DJF). There are two symbols on the map: The colors represent amount of precipitation in mm/day. The lines are called contour lines and also represent precipitation. For example, any point that lies on the line that says “14” is a point where the precipitation was 14 mm/day. (1) In 1991-92, where do you find the highest precipitation rate? (Specify with a range of latitude and longitude.) How high is the precipitation here (in mm/day)? (2) Scroll through the top maps for 1993-2001. Do these data look similar to the 1992 data with respect to precipitation? Now, focus on the bottom maps. For each year, the bottom map shows the anomalies in precipitation. As you thought about in preparation for today, an anomaly means a deviation (change) from “normal”. There are two symbols on the map: The colors represent precipitation anomalies in mm/day. For example, an anomaly of 6 means that there were 6 mm/day more precipitation than average. An anomaly of -6 means that there were 6 mm/day less precipitation than average. The lines are called contour lines and also represent precipitation anomalies. For example, any point that lies on the line that says “6” is a point where there were 6 mm/day more precipitation than average. (3) Which color on the map is used to represent an anomaly of zero? (4) Which color on the map is used to represent a strongly positive anomaly?
Tuesday February 27 Enrichment 7:40-9:10 (90 min) 2nd 9:16-11:06 (extra 20 minutes to get testing started) 4th 11:12-1:15 27 min, class 90 min) A – Lunch 11:12-11:45 (Dismissed to Class 11:39) Class 11:45-1:15 B – Class 11:12-11:57 Lunch 11:57-12:30 (Dismissed to Class 12:24) Class 12:30-1:15 C – Class 11:12-12:45 Lunch 12:45-1:15 6th 1:21-2:51 (90 min)
Laura Davies Brenier 1999-2005 Princeton University: PhD, Slavic and Theoretical Linguistics, Department of Slavic Languages and Literatures; Program in Linguistics Dissertation: A Construction-Grammatical Analysis of Impersonalization in Russian 2003-2005 University of Colorado, Boulder: Visiting Scholar in the Department of Linguistics Summer 2000 Jagiellonian University, Krakow, Poland: Polish Summer Language Institute 1997-1998 Palacky University, Olomouc, Czech Republic: Fulbright Scholar, Department of Special Education 1994-1997 Beloit College: B.A., Russian Language and Literature; B.A., Interdisciplinary Slavic Studies. Phi Beta Summa Cum Laude. Departmental Honors. Farnell, Brenda and Laura Davies Brenier. Sign Language. Oxford Bibliographies in Anthropology. Oxford University Press. Forthcoming. Brenier, Laura Davies. “Sign Languages.” International Encyclopedia of Linguistic Anthropology. Wiley-Blackwell Press. Forthcoming. Daise, Debra and Laura Davies Brenier. 2016. "Incorporating Culture in the Foreign Language Classroom." GaTESOL: Atlanta. Fouts, Susan, Laura Davies Brenier, Connie Davis, and Kathleen Michel. 2013. "ESL for Visually Impaired Students." CoTESOL 37th Annual Fall Convention: Denver. Daise, Debra and Laura Davies Brenier. 2013. "When Native Speakers Break the Rules." CoTESOL 37th Annual Fall Convention: Denver. Daise, Debra and Laura Davies Brenier. 2012. “Tips Our Mentors Gave Us.” CoTESOL 36th Annual Fall Convention: Denver. Brenier, Laura Davies and Charl Kay Norloff. 2011. “Kazoo You! Macro-Level Accent Reduction Techniques.” CoTESOL 35th Annual Fall Convention: Denver. Davies, Elaine. 2005. “Redefining the Russian ‘Adversity’ Impersonal: A Construction-Based Account.” Annual Workshop on Formal Approaches to Slavic Linguistics: The Columbia Meeting. Davies, Laura Elaine. 2004. “A Construction-Based Approach to Russian Impersonal Predications Denoting Uncontrolled Events.” West Coast Conference on Formal Linguistics, 23. Davies, Laura Elaine. 1998. “Znakovat či neznakovat: An overview of Deafness in the Czech Republic.” Paper presented at the Fulbright Research Conference in Telč, Czech Republic. Davies, Laura Elaine. 1997. “Shattering the Silence: Sign Language and Deaf Culture in Russia.” 21st Annual Beloit College Student Symposium.
(Functions described on page 2 below) Function 2 Function 3 Function 4 VAT Number (Pease include the two letters at the beginning of the code to indicate the country, followed by the digits) EIC Functions for X Type Codes Balance Responsible Party Grid Operator Metered Data Aggregator Production Responsible party Balance Supplier Grid Access Provider Metered Data Collector Profile Maintenance Party Capacity Trader Imbalance Settlement Responsible LNG Operator Resource Provider Consumer Information Provider Metered Data Responsible Storage System Operator Control Block Operator Interconnection Responsible Metering Point Administrator System Operator Consumption Responsible Market Operator Nomination Validator Trade Responsible Party Coordinating Scheduler Meter Administrator Party Connected To Grid Transmission Capacity Allocator Coordination Center Operator Meter Operator Producer
Repairs and maintenance Platform lifts need regular maintenance and cleaning to keep them slip resistant and in good working order. Low-rise platform lifts (up to 1.5 metres high) are available on long-term loan from the Ministry of Health. You must return the lift when it is no longer needed. The Ministry of Health covers the costs of all repairs, maintenance and installation or removal of any borrowed low-rise platform lift. Such work is completed by the Ministry of Health’s equipment providers, either: Accessable (for people living in Auckland or Northland) Enable New Zealand (for people living in the rest of New Zealand). The home-owner is responsible for all costs associated with maintaining a platform lift that is over 1.5 metres high, including any repairs, maintenance, installation, replacement or removal. This type of platform lift is part of the home-owner’s property. For more information about platform lifts If you live: in Auckland or Northland: contact Accessable Freephone 0508 001 002 anywhere else in New Zealand: contact Enable New Zealand Freephone 0800 17 1981 Email: December 2015 HP 6335
Mathematics 4 – Modify a Recipe Outcomes Assessed MA4-1WM communicates and connects mathematical using appropriate terminology, diagrams and symbols MA4-2WM applies appropriate mathematical techniques to solve problems MA4-7NA operates with ratios and rates, and explores their graphical representation Chocolate Crackles Ingredients 5 Prep Time 00:15 Cook Time 00:15 Makes 28 DIFFICULTY: Easy Ingredients 4 cup rice bubbles 1 cup icing sugar 1 cup desiccated coconut 5 tbs cocoa powder 250 g copha melted Task: Modify each ingredient so that the recipe makes 42 chocolate crackles.
Adenine binding aptamer green (MG) binding aptamer cassette 3’ Table 1: T-box-linker-aptamer sequence. The yellow highlights are the restriction sites. Cloning cassettes into pGEM-3Zf(+) for transcription Restriction analysis and gel purification: The custom plasmids from IDT were digested using EcoRI and PstI and cleaned using Qiagen PCR purification kit. The digested product was run on a 2% low melt agarose gel and bands corresponding to each released insert were excised and the DNA purified (Qiagen gel extraction kit). Purified DNA was checked on 1% agarose gel (Figure 7; result section). Ligation and Transformation: The DNA fragments, T-box-MG aptamer, T-box-2AP aptamer, 2AP aptamer, were ligated to and PstI cut pGEM-3ZF plasmid using 200 U (in a 10 μL reaction) of T4 DNA ligase. Using the heat shock protocol, 2 µL of each ligation mix was used to transform 50 µL of XL-10 competent E. coli cells. The cells were plated on LB+ampicillin (100μg/ml) plates and grown overnight at 37 °C. DNA purification and restriction analysis to look for presence of proper insert: Picked 4 colonies from each plate and inoculated 3 mL LB+ampicillin. Grew the cells overnight at 250 rpm at 37 °C. Purified the plasmid DNA using Qiagen spin miniprep kit
Antibody Clone Type Dilution Incubation time/temp Source Beta Catenin B-catenin-1 Monoclonal 1:250 20 mins / 37 oC Dako, Carpinteria, CA MLH1 M1 Monoclonal Mouse Pre-dilute 60 min / 37oC Ventana PMS2 EPR3947 Monoclonal Mouse Pre-dilute 16 min / Ambient Cell Marque MSH2 G219-1129 Monoclonal Mouse Pre-dilute 32 mins / 37oC Ventana MSH6 44 Monoclonal Mouse Pre-dilute 28 mins / 36oC Ventana Supplementary Table 3: Clinicopathologic details of 15 primary bladder adenocarcinoma cohort included in this study.
assay in the diagnosis of multidrug-resistant tuberculosis. International Journal of Tuberculosis & Lung Disease 16:941-946. 11. Dixit P, Singh U, Sharma P, Jain A. 2012. Evaluation of nitrate reduction assay, resazurin microtiter assay and microscopic observation drug susceptibility assay for first line antitubercular drug susceptibility testing of clinical isolates of M. tuberculosis. Journal of Microbiological Methods 88:122-126. 12. Makamure B, Mhaka J, Makumbirofa S, Mutetwa RB, C. Dimairo, M. Bandason, T. Munyati, S S. Mangwanya, D. Mungofa, S. Butterworth, A E. Mason, P R. Corbett, E L., Mfupfumi L, Mason P, Metcalfe J. 2013. Microscopic-Observation Drug-Susceptibility Assay for the Diagnosis of Drug-Resistant Tuberculosis in Harare, Zimbabwe. PLoS One 8:e55872. 13. Bwanga F, Hoffner S, Haile M, Joloba M. 2009. Direct susceptibility testing for multi drug resistant tuberculosis: a meta-analysis. BMC Infectious Diseases 9:67. 14. WHO. 2011. Noncommercial Culture and Drug-Susceptiblity Testing Methods for Screening Patients at Risk for Multidrug-Resistant Tuberculosis: Policy Statement. World Health Organization, Geneva. 15. WHO. 2009. Strategic and technical advisory for tuberculosis (STAG-TB) Report of the ninth meeting. World Health Organization, 16. Caws M, Dang T, E, Campbell J, Do D, Tran T, Nguyen V, Nguyen T, Farrar J. 2007. Evaluation of the MODS culture technique for the diagnosis of tuberculous meningitis. PLoS ONE 2:e1173. 17. Tovar M, Siedner M, Gilman R, Santillan C, Caviedes L, Valencia T, Jave O, Escombe A, Moore D, Evans C. 2008. Improved diagnosis of pleural tuberculosis using the microscopic- observation drug-susceptibility technique. Clinical Infectious Diseases 46:909-912.
Hazard Sign for 18F will be laminated and will be affixed to the door by the MicroPET staff when experiments start. 1. Summary Table: Please list all agents that are potentially hazardous below. YOU SHOULD PROVIDE ALL INFORMATION IN EACH COLUMN Hazardous Agents Problem Cause if Human Exposed Animal Safety Protocol (attached) Check Appropriate Boxes Below Specific Holding time (IF ANY) for: 18F Tracer (FDG) No known biologic effects in tracer doses. RS-1B Bedding changed by: IAS Laboratory For animals: 18 hrs For cages: 18 hrs 2. Standard Operating Procedure (SOP): SOP for 18F Trader (FDG) is attached. 3. Hazardous Sign: Hazardous sign for 18F Tracer (FDG) is attached.
2K. How long will animal survive after surgery? Respond below. 2L) Will multiple survival surgery be performed? No. Yes. Complete information below. 21L(i) Description of multiple survival surgeries: 2nd Surgery Explain procedure: Interval between each successive surgery: Scientific justification for performing more than 1 procedure in a single animal: Location procedure will be performed. (Provide building & room location) Building: Room Number: 3rd Surgery Explain procedure: Interval between each successive surgery: Scientific justification for performing more than 1 procedure in a single animal: Location where procedure will be performed. (Provide building & room location) Building: Room Number:
MicroPET If something other than those items listed above, please describe below. Other. Describe: Indicate location where procedure will be performed. Provide Building and Room Number. Respond below. Provide frequency of test sessions. Every day. Every two days. Every other day. Other. Indicate frequency below. Frequency: Provide duration of each test session. Respond below. Indicate maximum number of test sessions on each animal. Respond below. Total duration of other experimental procedures. Days Weeks Months (indicate other): Describe the parameters of each procedure and expected outcome. (Test parameters include the stimulus, stimulus intensity, stimulus duration). Include the “readouts”, the physical or behavior modifying characteristics of the stimulus or material administered or withdrawn. Respond Will any procedure cause more than momentary pain or discomfort? No. Yes. Complete items and b below. 11A. Describe below the procedures or methods used to minimize pain and discomfort or explain why such methods cannot be used. You must include this search for alternatives in item 21 of main protocol form. Respond below.
YOU SHOULD PROVIDE ALL INFORMATION IN EACH COLUMN Hazardous Agents Problem Cause if Human Exposed Animal Safety Protocol (attached) Check Appropriate Boxes Below Specific Holding time (IF ANY) for: ABSL-1 ABSL-2 ABSL-3 CSL-1 CSL-2 RS-1A RS-1B RS-2 Bedding changed by: IAS Laboratory For animals: For ABSL-1 ABSL-2 ABSL-3 CSL-1 CSL-2 RS-1A RS-1B RS-2 Bedding changed by: IAS Laboratory For animals: For ABSL-1 ABSL-2 ABSL-3 CSL-1 CSL-2 RS-1A RS-1B RS-2 Bedding changed by: IAS Laboratory For animals: For cages: ABSL-1 ABSL-2 ABSL-3 CSL-1 CSL-2 RS-1A RS-1B RS-2 Bedding changed by: IAS Laboratory For animals: For ABSL-1 ABSL-2 ABSL-3 CSL-1 CSL-2 RS-1A RS-1B RS-2 Bedding changed by: IAS Laboratory For animals: For cages: 2. Standard Operating Procedures (SOP) – MUST BE ATTACHED TO PROTOCOL You must complete and attach an SOP for each of the hazardous agent listed in the table classified as: ABSL-2, ABSL-3, CSL-2, RS-1A, RS-1B, and RS-2 which you may download from the .
Apperances count Use high -quality white paper; it is thicker than typewriter or printer paper. Avoid elaborate or colored stationery. Print a clean final copy to send , not a photocopy. Let the employer be the judge of your skills State our skills and qualifications, but do not tell the employer that you are the best person for the job. It can apear arrogant and presumptuous. Impress the employer with your skills, and let them conclude you are the best person for the job. Proofread Check grammar and the spellings of names. Have somebody else read your letter – they can pick up on things missing from your letter. Before mailing, make sure you’ve included your resume and any other requested items. Follow up with a thank-you note A thank-you note demonstrates your interest in the job and will help them keep you in mind for the position. COVER LETTER SAMPLE The following is an example of an acceptable cover letter that will accompany a resume to a potential employer. Be absolutely sure your letter is as profesiional-looking as possible. Use a laser printer to produce it, and be absolutely sure that it contains no spelling, grammatical, or punctuation errors. These types of errors will doom your application process from the very beginning. December 10, 2004 Mr. Gerald Harshman Director of Personnel Phillips Research Company 3756 Morehouse Drives Indianapolis, IN 46224 Dear Mr. Harshman, I am interested in applying for the research statistician position that was advertised in the january 8 issue of the Indianapolis Star.
Required Language for fMRI/other imaging modalities For any studies without a certified radiologist on the study team, and that involve scans that could detect anomalies beyond what is specifically being looked at for the research study, the following language is required (per consultation with the Office of the General Counsel): You will be getting a scan for research purposes only. The research does not require health professionals to read the scan. The researchers are not qualified to interpret the images for healthcare purposes. Do not rely on the scan for clinical or diagnostic purposes. However, if the researchers have a question about something they see on the scan they will tell you, and ask you if you want the scan sent to a qualified health professional for review and any further medical treatment. You or your insurance company may have to pay for the review and any such treatment. If the study team does include a certified radiologist or other member who is qualified to interpret the test being done, please modify the language to reflect your plan for discussing incidental findings with the participants. Suggestion: You will be getting a scan for research purposes only. The research does not require the scan to be read for healthcare purposes. However, if the researchers are concerned about something they see on the scan they will tell you, and ask you if you want the scan to be reviewed for healthcare purposes (possibly by other clinicians), and you may then be referred for medical treatment. You or your insurance company may have to pay for the review for healthcare purposes, and for any such treatment. Studies under Risk Evaluation and Mitigation Strategies (REMS ): A Risk Evaluation and Mitigation Strategy () is a safety strategy to manage a or potential serious risk associated with a drug or biological product. A REMS will be required if the Food and Drug Administration (FDA) determines that a REMS is necessary to ensure the benefits of the drug or biological product outweigh its risks. A REMS can include a Medication Guide, Patient Package Insert, a communication plan, elements to assure safe use, and an implementation system. Click here for more information on REMS. Things to consider for the informed consent: Does the consent document describe REMS requirements for subjects? Does the subject have to register with a REMS program? Does the REMS apply to all subjects? Does REMS require subject counseling? Does REMS address reproductive risks?
monitoring task. Privatization Occurs in Restructure under SRS Secretary Chronister 1996 In 1996, legislation was enacted to allow SRS Secretary Chronister to organize the department so that services could be delivered more efficiently. Changes she implemented included: Services for juvenile offenders were moved to the Juvenile Justice Authority (JJA); the oversight of nursing homes and community programs for aging were assigned to the Department on Aging; Family Preservation, Foster Care and Adoption Services were contracted to Community based providers.
9/18-9/21 KM1FL23-24 Organize and count 9 objects in linear, array and circular configurations. Write the numeral 9. KM1FL25-26 Count 10 objects in linear and array configurations. March with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write the numeral 10. KM1FL27 Count 10 objects and move between all configurations. KM1FL28 Act out result unknown story problems with equations. K.CC.A.3 K.CC.B.4 K.CC.B.5 9/25-9/28 Flex Day KM1GL29 Order and match numeral and dot cards from 1 to 10. State 1 more than a given number. KM1GL30 Make math stairs from 1 to 10 in cooperative groups. KM1GL31-32 Arrange, analyze and draw 1 more up to 10 in configurations other than towers. Draw sequences of quantities of 1 more K.CC.B.4 K.CC.B.5 10/2-10/5 KM1HL33 Order quantities from 10 to 1, and match numerals. KM1HL34-35 Count down from 10 to 1, and state 1 less than a given number. Arrange number towers in order from 10 to 1 and describe the pattern. KM1HL36 Arrange, analyze and draw sequences of quantities that are 1 less in configurations other than towers. Flex Day Module 1 test K.CC.B.4 K.CC.B.5 10/9-10/12 Fall Break No School 10/16-10/19 Last day for Module 1 Assessment
If you can’t do fill in, then 6=18, 5=15, 4=12, 3=9, 2=6, 1=3, 0=0 Overall effectiveness of communication and presentation 3 The visualization (or presentation) is delivered in a convincing way that demonstrates confidence, competency, and thoroughness. Same as prior row Delivery provides a strong argument and is well supported; minor details should be vetted and affirmed. Same as prior row The presentation and communication leaves concerns or lingering lack of clarity. Work required to review and confirm. Same as prior row The communication and presentation results in confusion and low level of confidence in the analysis, requiring a significant or complete re-do. Same as prior row Comments:
A vector is a quantity that has both magnitude (measurement) and direction. It’s represented by a directed line segment with an arrowhead on one end, where the length of the segment represents magnitude and the arrowhead represents direction. If an arrowhead is applied to point on , then the vector has initial point and terminal point . If vector has the same magnitude as vector , then we say . Two vectors and are if they have the same magnitude and direction regardless of the position of their initial points. if vectors and have the same magnitude but opposite directions. Note that in a typed format, when using a single letter to denote the name of a vector, we use a boldface letter, but in handwritten work, we do draw an arrow above the letter. When adding vectors together, we position each vector so that its initial point coincides with the terminal point of the preceding vector. The first vector can be placed anywhere. The sum (or resultant) is the vector that starts at the first initial point and ends at the final terminal point. Properties Commutative Property: Associative Property: If is a scalar and is a vector, the scalar multiple is defined as: If , is the vector whose magnitude is times the magnitude of and whose direction is the same as . If , is the vector whose magnitude is times the magnitude of and whose direction is opposite that of . If or if , then . Example 1 – Use the given vectors to graph each of the following vectors: (a) , (b) , and (c) . We use the symbol to represent the magnitude of a vector . Since equals the length of a directed line segment, if and only if
Module 17 – Questions What are the four initial phases of the fuel cycle? Uranium production, Conversion, Research and development, Spent fuel pool water cooling, Enrichment, Fuel fabrication, Post irradiation examination. (Answer: a, b, e, f) What is yellowcake? A powder form of uranium oxide (mainly U3O8), Uranium hexafluoride UF6, Uranium dioxide UO2, Ceramic pellets. (Answer: a) What are the three primary uranium milling/recovery methods? Laser isotope separation, Conventional milling, Gaseous diffusion, In situ recovery/leaching, Heap leaching, Gas centrifugation. (Answer: b, d, e) What three techniques may be used to enrich uranium? Gas centrifugation, Laser isotope separation, Conventional milling, Heap leaching, In situ recovery/leaching, Gaseous diffusion. (Answer: a, b, f) What characterises an open fuel cycle? No spent fuel is generated. The spent fuel is reprocessed. The spent fuel is disposed of directly after irradiation and storage. (Answer: c)
Point of the slide – introduce concept that it takes a team of individuals with different perspectives. PRESENTER – use content below to frame presentation of material Having a team of knowledgeable people design a student’s individual education program provides for various perspectives of the student – school and home and community. Family members and the student provide background and community experience and expectations. Educators – teachers, counselors, related service providers, administrators – provide the perspectives of school expectations and requirements. The team works together at the IEP meeting to plan a program to meet the individual needs of a specific student with disabilities. The meeting builds a communication channel between the family and school. Notes:
Point of slide – connector slide – IEP as process that leads to a product (IEP) that leads to the ultimate successful outcomes for individual students with disabilities PRESENTER – use content below to frame presentation of material The IEP is NOT a document with blank spaces to be completed. IEP Team has important responsibility to thoroughly and thoughtfully consider the educational and functional outcomes, both and long-term, of the student IEP Meeting is a process. IEP document is a product that results in meaningful information. Process - effective planning - one-year plan that focuses on goals Product – plan “reasonably calculated to result in educational benefit” for the individual student Ultimate Outcomes – prepared for college, career, life Notes:
Point of the slide – provide an opportunity for small group discussion and learning together. PRESENTER – Learner Handout packets, p. 9 PRESENTER – use content below to frame presentation of material Step 1 – Ask participants to look at Learner Handout packet page 9 and provide 1 minute for thinking and writing in silence. Step 2 – Ask participants to share the ideas with their neighbor(s) and add to their original list (3 minutes). Step 3 – Ask a few participants to share their ideas with the full group (2 minutes). NOTE to PRESENTER: Source of quote on slide: http://www.passagewayschool.net/iep.php Approximate Total Time: 5 minutes Notes:
Point of the slide – Introduce additional resources PRESENTER – Learner Handout packets, page 18 PRESENTER – use content below to frame presentation of material There are a few additional references and resources related to the four questions that have structured this module of your Learner Handout packets. Please do note the disclaimer – by listing these resources there is no endorsement or marketing of particular agencies or products. It is important to note that there is much more to Bulletin 1530 than is included in the Learner Handout packets; these were specific excerpts to support the work in this module. Notes:
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