zilongwang/ReadingBank huggingface dataset:
Pantoum Poem Rubric Rubric Topic: Dystopic Pantoum Poem Poor Fair Good Excellent Format – Written in Pantoum Format Not in pantoum format 4 points In pantoum format but with a few errors (i.e. – quatrains, etc.) 6 points In pantoum format but with one error in format 8 points Written in strict pantoum format 10 points Rhyme Scheme and Repetition No consistency in stanzas or repetition 1 point More than one error in rhyme or repetition 3 points One in rhyme or repetition 5 points Poem follows ABAB format in quatrains AND first and last lines are repeated 10 points Literary Devices (in addition to Rhyme and Repetition) No use of literary/poetic devices 0 points Unclear or ineffective use of literary / poetic devices 5 points One literary / poetic device 10 points At least two examples of clear literary / poetic devices 15 points Spelling, Grammar, Punctuation Over five errors 0 points Three or four errors 1 point One or two errors 3 points No errors in spelling, grammar, or punctuation 5 points Content Content now connection to dystopian literature 10 points Limited / no evidence of dystopian content/connection 15 points Dystopian reference is evident but faulty or unclear 20 points Connection to dystopian literature is clear and creative 25 points Artistic Representation On plain paper – sloppy 5 points Lacking in neatness or originality 10 points Somewhat neat and original 15 points Neat, original, creative 20 points
“Examining the Combustion Behaviors of Nanocomposite Thermites in Aqueous Environments,” Department of Energy via Idaho National Laboratory, PI: Michelle Pantoya, Project Duration March, 2007 – March 2009, $162,000. “Combustion Performance of Energetic Materials in Microgravity,” M. Pantoya, M. Texas Space Grant Consortium, Project Duration 9/1/02 – 8/30/03, $50,000, Program Manager: Dr. Mark Fischer. “Development and Implementation of Propellant Fire Particulate Sampling Techniques,” M. Pantoya, Department of Energy - Sandia National Laboratory, $28,000, Project Duration 10/1/04 – 9/30/05. “Energy transfer studies of pyrophoric iron for food heating applications,” Texas Emerging Technology Fund, PI: Brendan Coffey (Ironbridge Inc.), Co-PI: Michelle Pantoya (TTU), TTU portion $29,999, Duration 11/5/2008-11/4/2009. “Energy transfer studies using thermite thermal batteries for food heating applications,” National Science Foundation, SBIR program, PI: Brendan Coffey (Ironbridge Inc.), Co-PI: Michelle Pantoya (TTU), TTU portion $15,540, Duration 1/2009-7/2009.
Latest matches of MD 3.0 60+ Time Duration Court Fri 9/15/2017 9:40 AM - Fri 9/15/2017 9:40 AM - Fri 9/15/2017 9:40 AM - Fri 9/15/2017 9:40 AM - Fri 9/15/2017 10:20 AM - Fri 9/15/2017 10:20 AM - Fri 9/15/2017 10:20 AM - Fri 9/15/2017 11:00 AM - Fri 9/15/2017 11:40 AM - Fri 9/15/2017 11:40 AM - 11-10 11-3 0:03 11-7 11-8 0:37 11-9 11-4 0:47 11-8 11-9 11-6 11-5 11-10 11-6 8-11 11-7 11-9 11-8 11-6 15-7 11-15 15-11 17-15 17-14
B I N G O Read a book from the Recommended Fiction List (cannot be a book you read for another square) Read a book from the Recommended Non-Fiction List (cannot be a book you read for another square) Complete the Composers Word Search Listen to an album on the Recommended Music List Put a hold on an item available from another library Turn in a book review (and enter the drawing!) Complete the Musical Instrument Word Search Read a fiction book of your choice (cannot be a book you read for another square) Watch a movie from the Recommended Movie List (cannot be one you watched for another square) Complete the Classic Children’s Song Crossword Complete the Famous Songsters Scramble Read a magazine of your choice Read a biography of a famous musician or composer (cannot be a book you read for another square) Read a book of your choice (cannot be a book you read for another square) out a music CD from the library or download an album from Hoopla Read an article from a newspaper a movie from the Recommended Movie List (cannot be one you watched for another square) Attend a library program or read a book of your choice (cannot be a book you read for another square) Complete the Famous 1950s Songsters Scramble Read a book from the Recommended Fiction List (cannot be a book you read for another square) Read a book of your choice (cannot be a book you read for another square) Attend a concert (a list of free local concerts is in your packet) or read a fiction book of your choice (cannot be one you read for another square) Participate in the “Kindness Rocks” Project (info in your packet) or read a non-fiction book of your choice (cannot be one you read for another square) Turn in an album review (and enter the drawing!) Read a fiction book of your choice (cannot be a book you read for another square) Name: ___________________________________________
Guy Peters, "The Problem of Policy Problems, Journal of Comparative Policy Analysis (2005) Section 3: Forecasting Expected Policy Outcomes Tuesday, April 14 • Dunn, Chapter 4, pp.404-421 ♦ Policy Memorandum #1 Due Section 4: Prescribing Policies I: Effectiveness, Efficiency, and Adequacy Tuesday, April 21 Dunn, Chapter 5 Ronald Coase, "The Problem of Social Cost", Journal of Law and Economics (1960) United States Environmental Protection Agency, "Benefits and Costs of the Clean Air Act: Second Prospective Study - 1990 to 2020: Summary Report" (2011) Policy Memorandum #2 Due Section 5: Prescribing Policies II: Social Choice Tuesday, April 28 Dunn, Chapter 5 (Continued) Katharine Farrell, "Snow White and the Wicked Problems of the West: A Look at the Lines between Empirical Description and Normative Prescription", Science, Technology & Human Values (2011) [Section 6: Writing a Policy Analysis Tuesday, May 5 Dunn, 386-391.422-432. Policy Memorandum #3 Due Section 7: Monitoring Observed Policy Outcomes Tuesday, May 12 Dunn, Chapter 6 Robert Lalonde, "Evaluating the Econometric Evaluations of Training Programs with Experimental Data", American Economic Review (1986) Section 8: Evaluating Policy Performance Tuesday, May 19 Dunn, Chapter 7 McConnell, "Policy Success, Policy Failure, and Grey Areas Journal of Public Policy (2010) **No Class**** Tuesday, May 26 ♦ Policy Memorandum #4 Due Sections 9&10: Developing Policy Arguments &Communicating Policy Analysis Tuesday, June 2 • Dunn, Chapter 8 • Dunn, pp. 381 -386, 391 -404, 440-447
In order to ensure equal opportunities please give details of your ethnic origin by indicating the relevant number in the box below. 1. English/Welsh/Scottish/Northern Irish/British 2. Irish 3. Gypsy or Irish Traveller 4. Any other White background, please describe ethnic groups 5. White and Black Caribbean 6. White and Black African 7. White and Asian 8. Any other Mixed/Multiple ethnic background, please describe Asian/Asian British 9. Indian 10. Pakistani 11. Bangladeshi 12. Chinese 13. Any other Asian background, please describe Black/African/Caribbean/Black British 14. African 15. Caribbean 16. Any other Black/African/Caribbean background, please describe Other ethnic group 17. Arab 18. Any other ethnic group, please describe Ethnic origin number: Further description (where appropriate):
13 3.2.6 Change Management 3.2 Scope Management They believed that Change Management should be ‘referenced’ or ‘integrated into the text’ of Governance as this is such an important aspect. The linkage should be there into the relevant section. Agreed – for consistency authors. Suggested question for autumn consultation = should there be any more references? 14 3.3.1 Time Scheduling, 3.3.2 Resource Scheduling 3.3 Schedule Management Time scheduling and resource scheduling need to be brought together. Functionally may be done by separate people. 15 3.4.1 Investment Appraisal 3.4 Cost Management Investment Appraisal does not sit comfortably under cost management. Would reposition it to section 3.1 with or following business case. It should also clarify where on the lifecycle gateway this should occur and be explicit on go/no go decision criteria and link back to governance. Would you do an investment appraisal outside of business case? Whether pm does investment appraisal or not does not matter; this has to be done for a ppp; defining boundaries of p3. Can include business case, or funding. Does not have to have own topic. Should be under business case and referenced in funding. Cost is too narrow a definition – should be financial and cost management, which would then include funding and investment appraisal. Danger in having under business case as limited in words can dedicate to it. Financial management: investment appraisal, funding, budgeting and control. Not all business cases are based on financial management, however will still require affordability, therefore should be retained in 3.1 Management. Implication – move 4.2 Accounting. No – not project accounting, and more awareness of accounting terms. Look at whether to move Business Case.
A B C D [4 marks] Q2 [AO2 - language] Look in detail at this extract from lines 11 to 18 of the source: A sudden chill came over me. There was a loud shriek from a woman behind. I half turned, keeping my eyes fixed upon the cylinder still, from which other tentacles were now projecting, and began pushing my way back from the edge of the pit. I saw astonishment giving place to horror on the faces of the people about me. I heard inarticulate exclamations on all There was a general movement backwards. I found myself 15 alone, and saw the people on the other side of the pit running off, Stent among them. I looked again at the cylinder, and uncontrollable terror gripped me. I stood petrified and staring. How does the writer use language here to describe how the narrator feels? You could include the writer’s choice of: • and phrases • language features and techniques • sentence forms. [8 marks] Q3 You now need to think about the whole of the source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? You could write about: • what the writer focuses your attention on at the beginning • how and why the writer changes this focus as the extract develops • any other structural features that interest you. [8 marks] Q4 [AO4 - evaluate with reference] Focus this part of your answer on the second half of the source, from line 19 to the end. A student, having read this section of the text said: “The writer brings the horror of the creature's appearance to life for the reader. It is as if you are there with the narrator.” To what extent do you agree? In your response, you should: • write about your own impressions of the creature • evaluate how the writer has created these impressions • support your opinions with quotations from the text. [20
Reproductions: What is asexual reproduction? What is sexual reproduction? What are gametes? Name the two types of cell division. Which type of cell division makes two identical daughter cells? How many chromosomes each? Which type of cell division makes egg and sperm cells? How many chromosomes each? Describe the structure of DNA. What is the genome of an organism? What are alleles? Define the following terms: Homozygote b) heterozygote c) genotype d) phenotype What is a dominant allele? What is a recessive alleles? Complete this punnet square: Gametes X Y X X What are the sex chromosomes in females? What are the sex chromosomes in males? Define ‘’carriers’’ What is Polydactyly? What is Cystic fibrosis? What is genetic engineering? What is embryo screening? Why is it important?
Factors Adding Time Cause/Effect Contrasting Moreover Also As well as Furthermore On the other hand Next Then Finally Meanwhile Eventually Because Therefore So Consequently As a result of However Alternatively Although Except Unless How answer different types of questions Command word Meaning Structure Assess Make an informed judgment Use evidence to determine the relative significance of something. Give consideration to all factors and identify which are the most important P.E.E. connective P.E.E. connective P.E.E.L Compare Identify the similarities and differences Find the similarities and or the difference of two elements P.E.E connective P.E.E Describe / Outline Set out characteristics or features Give an account of the main characteristics of something or the steps in a process P.E. Define Give a clear statement of the word Give the meaning of a term P.E. Discuss Present key points about different ideas or strengths and weaknesses of an idea Talk or write about (a topic) in detail, taking into account different issues or ideas P.E.E connective P.E.E.L Evaluate Set out purposes or reasons Review information and then bring it together to form a conclusion drawing on evidence such as strengths and weaknesses P.E.E. connective P.E.E. connective P.E.E.L Explain Give a reasoned answer why Provide a reasoned response of how or why something occurs P.E.E Identify / State / Name Indicate who or what Recall or select one or more pieces of information P Justify Support your opinion with evidence Show or prove to be right with evidence P.E.E. connective P.E.E. connective P.E.E.L Suggest Put forward for consideration Provide a reasoned response of how or why something occurs with a justification P.E.E.L
Please use the following text as a template for your Final Version Cover Letter. Dear Professor Glaz, In this paper, I am trying to... In my first draft, I... Given the feedback I received on that draft, I decided to...because... I concentrated most of my efforts for this final version on... I think that the strongest parts of this paper are... I'm especially proud of... What I struggled with most was... As you read this please keep...in mind. a few sentences explaining your thoughts on writing. Has your writing changed as a result of this class, and if so, how? Sincerely,
Outline one of the geographical idea(s) on which your fieldwork enquiry was based (2 marks) PHYSICAL Name one geographical theory and explain it. e.g. Sediment size decreases… Hydraulic energy… Selective sorting.. smaller sediment picked up and moved further distances… H Explain the advantage(s) of the locations(s) used for your fieldwork enquiry (4 Identify one advantage about each site (human and physical) and explain it. …site was ideal as it…this was an advantage because…
Fig .5 Matlab/Simulik Model used in simulation of photovoltaic panel The Electricals Parameters of UDTS 50 The Parameters in STC condition of UDTS 50 Modules are given from data sheet presented in the Table 2 below. 2 PV Parameters Values Short-circuit current Isc (A) Open-circuit voltage Voc (V) Maximum current Imp (A) Maximum voltage Vmp (V) Maximum power Pmax numbers Ns Fill factor FF Efficiency η 3.18 21.6 2.9 17.5 49.4 36 72 % 12.83% Extraction of the photovoltaic module parameter In this part we use the method presented in previous section for determination of PV module parameters (UDTS50). following show the parameters of PV module after the extraction algorithm TABLE 3 Parameters Values Isc (A) Voc (V) Imp (A) Vmp (V) I0 (A) Ipv(A) Shunt Rp (Ω) Series Rs (Ω) 3.18 21.6 2.9 17.5 5.021x10-8 3.184 198.10 0.25 Simulation of I-V and P-V Characteristics under STC condition Fig .6 I-V and P-V curve under STC condition Evaluation performance of PV Module The table below contain the main parameters of some tested modules (PVm1, PVm2) under STC condition with the parameters of reference module (PVref) presented section 2 c [13] TABLE 4 VALUES (STC Parameters PV ref PVm1 PVm2 pmax Isc (A) Voc (V) Imp (A) Vmp (V) Rp Rs FF % η % 49.4 3.18 21.6 2.9 17.5 198.10 0.25 72 12.83 23.2 2.06 18.83 1.71 13.56 70.11 1.29 59.9 5.47 44.52 3.20 21.19 2.81 15.82 97.05 0.78 65.6 10.43 Table 5 shows the evaluation of photovoltaic module using the degradation factor TABLE 5
supplementation, and safe abortion Provide routine maternal health care components (e.g., ANC, uterotonics and emergency response for urgent problems (eg. Hemorrhage and newborn resuscitation) to reduce major direct causes of mortality Improve service quality with provider training, including respectful treatment of women, ready access to basic equipment and supplies, supportive supervision, and other key supports Focus on equitable demand creation (UHC) infections, malnutrition and mental health, triage and referral Employ quality of care improvement methods (including clinical practice guidelines), timely data collection and use for decision making and programme improvements Increase demand for services, with specific focus on the vulnerable, through: --respectful satisfactory care provision on women’s needs and perspectives, --- address transport/location needs, and --effective use of financial initiatives (UHC), Improve quality of care and decrease over-medicalization Increase satisfaction with care and sense of wellbeing delivery)
Table 4. Competitive Intensity (H5-H7) Euclidean Distancea A Focal US MNE in Competition with: [N] Friedman test of difference (Q statistics)b Nationality (H5) US MNEs worldwide [614] 1.41 Non-US MNEs worldwide [149] 1.54 23.17 Geographic Scope (H6) US MNEs in the US [614] 1.15 US Domestic firms [823] 1.31 16.91† Location (H7) Non-US MNEs in the US [149] 1.22 Non-US MNEs outside the US [149] 1.61 12.15** † p<.10 * p<.05 ** p<.01 aLarger values = less similarity and less intense competition. b Friedman Two-Way Analysis of Variance test compares dependent samples that are repeated on the same subjects. The samples we compare are both measured in relation to a focal US MNE. The Q statistics approximate Chi-sq. distribution.
The guidelines will also form part of the compliance framework for the program. Feedback from providers on the current guidelines is that more information is needed in some areas. In addition, the majority of providers interviewed during the evaluation of the CDC pilot program wanted more guidance and direction from the Department on what was permitted and not permitted under the program. In practice, individual providers (and, in some cases, consumers and carers) are still likely to seek advice from the Department on an ad hoc basis if requirements are not clearly spelt out in the guidelines or other program documentation. Policy and implementation issues Phase 1 In phase 1 of the consultations, the Working Group (through NACA) provided advice to the Minister on a number of policy and implementation issues relating to the design of the program, which have been agreed. included: the development of a framework for CDC, including the requirement to provide an individualised budget to the consumer; the broadbanding of assessments by ACATs across Levels 1-2 and Levels 3-4; ACAT assessment approvals will not automatically lapse after 12 months across any of the four package levels unless there is a specific time limitation placed on the approval as part of the ACAT assessment; use of different terminology (Level 1-4 rather than Level A-D) to describe the package levels; the need for evaluation of the program and capacity building activities to support the future implementation of CDC. Phase 2
Seat No.: ________ Enrolment No.___________ TECHNOLOGICAL UNIVERSITY BE - SEMESTER– 1st / 2ndEXAMINATION (NEW SYLLABUS) – WINTER 2017 Subject Code: Date: Subject Name: Time: Total Marks: 70 Instructions: Question No. 1 is compulsory. Attempt any four out of remaining Six questions. Make suitable assumptions wherever necessary. Figures to the right indicate full marks. Q.1 Objective Question (MCQ) Mark Attribute (a) 07 1. (R/U) 2. (R/U) 3. (R/U) 4. (R/U) 5. (R/U) 6. (R/U) 7. (R/U) (b) 07 1. (R/U) 2. (R/U) 3. (R/U) 4. (R/U) 5. (R/U) 6. (R/U) 7. (R/U) Q.2 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) Q.3 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) Q.4 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) Q.5 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) Q.6 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) Q.7 (a) 03 (R/U/A) (b) (c) 04 07 (U/A) (U/A) ***********
Location: 1st page Margins: 1” Line Spacing: Double Centering: Centered between the top and bottom margins Centered between the right and left margins Font: Times New Roman Font Size: 12 1st Line of Text: Paper’s Title The first line of each word is capitalized except for words such as “and” “of” “a” & “the” If “the” begins the title, then “the” would be capitalized 2nd Line of Text: Your first and last name 3rd Line of Text: Manteno Middle School Header: On the top right side of the page. It has your last name There are 5 spaces after your last name. Use the Insert page Number button on the Header/Footer toolbar to create a page number Last Name 1
In the Tab stop position box, type .5 Make sure the “Alignment” section says Left and that the “Leader” section says None. Click “Set” Click in the “Tab stop position” box and delete the .5, then type .6 Make sure the “Alignment” section says Right and the “Leader” section says “None” Click “Set” Click in the “Tab stop position” box and delete the .6, then type 6 Make sure the “Alignment” section says Right and the “Leader” section says “2” Click “Set” Click “OK” Once you start typing your Table of Contents, you MUST press the Tab key after the section title (for example: Acknowledgements) and before you type the page number. Table of Contents Requirements Content: Listing of the section title with page numbers. Pages are in correct order. The page listed is the Acknowledgments. Format: Location: 2nd page Margins: 1” Line Spacing: double
Paper Plate Atom Rubric Skill/Proficiency 5 3 1 Element Name Element name is clearly written within the nucleus Element name is written but not per instructions Element name not written on project Protons Number of protons is correct & labeled Number of protons is correct but not labeled Number of protons is incorrect Neutrons Number of neutrons is correct & labeled Number of neutrons is correct but not labeled Number of neutrons is incorrect Electrons Number of electrons is correct & labeled Number of electrons is correct but not labeled Number of electrons is incorrect All other directions have been followed as per the instruction sheet Cutting, hole punching, and yarn instructions followed correctly and atoms looks tidy. Cutting, hole punching, or yarn instructions followed correctly and atoms looks sub par. Your atom is one big ole mess!
Detail of Faculty and Staff Members who presented Research Papers in various training Programme across India under TEQIP-III Project S.No Name Date Event Organizer 1 Er. Vicky Kumar Asstt Professor ECE 21-23.9.2017 Presented paper “Boosting Anonymity in Wireless Sensor Networks” in 4th International Conference on Signal Processing, Computing and Control J.P University, Waknaghat Solan HP 2 Er. Manjeet Singh, Assistant Professor ECE 21-23.9.2017 Presented paper “Improving WSN Operational Lifetime Using Fuzzy Logic Characterstics and Correlation” in 4th International Conference on Signal Processing, Computing and Control J.P University, Waknaghat Solan HP
APPLICATION FOR REIMBURSEMENT OF PAPER PUBLICATION EXPENDITURE Name of the faculty member: Designation: Department: e-Mail ID: Mobile No. Type of Publication: National / International Name of Publisher: Name of the Journal: Date of Submission : Date of Acknowledgement : Details of Paper i) Title of the paper: ii) Name of the co-author: iii) Letter of acceptance enclosed: YES / NO Date of Acceptance Details of financial expenses: a) Script handling Charges: Rs. b) other Expenses: Rs. c) Total amount paid: Rs. (Enclose Payment Receipt/Proof) d) Date of Payment: e) Mode : Page No. ISSN/ ISBN/ ACCN No. Publication Date. Volume No. Issue No. Month of Issue. I, hereby certify that I have not taken any amount for the above expenses from any source. (Signature of Applicant) Recommendation by signature of HOD Verified Accountant Forwarded Finance Nodal Officer Recommended Co-ordinator (TEQIP-II) Approved PRINCIPAL Expenditure Receipt Cheque No._____________ Date: ____________In favour _____________ ______________________________ Rs. /-(Rupees______________________________________________________________________only) Received Ch.No. for Rs. /- Date :_____________ Signature of the Receiver_________________________________
Inequitable Power Relations in Physical Culture (facilitators: Dr. Margaret MacNeill and co-presenters) Parallel Session 2 - Using Dialectical Behavioural Therapy (DBT) Skills to Promote Body Acceptance (facilitator: Dr. Danielle MacDonald) Parallel Session 3 - Gender and Body Image Outside the Binary: Working with Transgender and Gender Fluid Youth (facilitators: Dr. Heidi Dalzell and Kayti Protos, LCSW) Parallel Session 4 – Body Project Canada: Evidence-Based Eating Disorders Prevention and Body Image Empowerment in Action (facilitators: Alan Duffy, Colleen Conroy Amato, Patricia Nash, Cathy Skinner) Parallel Session 5 – Booty Shorts and Sexting: A Social Justice Approach to Improving Self-Esteem (facilitator: Dr. Angela Grace) Afternoon Sessions: 3:15 pm to 4:30 pm Parallel Session 6 – Intoxicating Cycles of Shame: The Missing Link to Treating Co-Occuring Eating Disorders and Substance Abuse (facilitator: Dr. Margaret Nagib) Parallel Session 11 – Invisible Women: Eating Disorders and the Pressure to be Perfect at Midlife and Beyond: A Relational Culture Approach (facilitator: Dr. Margo Maine) Session 12 – Navigating Differences within Eating Disorders and “The Other”: What the Professional Brings and What they Leave Behind (facilitators: Andrea LaMarre and Kaley Roosen) Parallel Session 13 – Understanding the Intersection of Social Justice and Body Image #BodyJustice (facilitators: Melissa Fabello and Sonalee Rashatwar) Parallel Session 14 – The m.Bodiment Project: Body Positivity Workshop (facilitators: Sookie Bardwell and Christine Hsu) Parallel Session 15 – Critical Media Literacy and Food Literacy (facilitators: Sielen Raoufi, RD and Dr. Lorayne Robertson) Afternoon Sessions: 2:15 pm to 3:30 pm Parallel Session 16 – Exploring Stigma towards Individuals with BED and MDD (facilitators: Dr. Gina Dimitropoulos, Emily Williams, and Laura Henderson)
Parallel Session 7 – Intensive Family Therapy (facilitator: Dr. Stuart Murray) Parallel Session 8 – Moving Body Acceptance off of the Mat and Into the World (facilitator: Amy Klimek Stansbury) Parallel Session 9 – Beyond Images (facilitatos: Helen Vlachoyannacos and Heather Thompson) Parallel Session 10 – Mirror Mirror: Queer men and body image in health and mental health settings (Facilitator: Rahim Thawer) Parallel Session 17 – Nourishing Connections: an Interdisciplinary Approach to Providing Care to Youth (facilitators: Dr. Ayisha Kurji, Terri Peterson, and Kayly Yablonski) Parallel Session 18 – Community Integrated Care: An Anti-Oppression and Arts-Based Approach to Addressing Marginalization in Eating Disorders Care (facilitators: Rachel Nolan and Olivia Strohschein) Parallel Session 19 – The Power of Stories (facilitator: Carrie Cox) *Please note that the full day workshops run at the same time as the parallel sessions, so you must choose either one full day session or two parallel sessions on each day you attend. Paid Amount: $_______________ Cheque # ______________________ Date: ____________ Please return form and payment to: NEDIC 200 Elizabeth Street, 7ES-421 Toronto, ON M5G 2C4
Background information: By 1900, Germ Theory was well established and microbes had been clearly linked to outbreaks of disease Doctors no longer referred to miasma, four humours or astrology when diagnosing patients, they work solely with scientific discoveries During the 20th Century, has been a move towards examinations of samples (eg. biopsies) to make diagnosis more accurate Causes of disease and illness: The Science of Genetics: In 1900, it was clear that not all illnesses were caused by microbes (eg. babies were born with conditions developed in the womb) By 1900, Mendel theorised that comes in pairs (one is inherited from each parent). However, there was not scientific proof yet In 1953, technology was able to identify DNA – Crick and Watson discovered that the structure of DNA was a double helix, which could ‘unzip’ to make copies of itself, this could identify hereditary diseases The Humane Genome Project, 1990 meant scientists could see the blueprint of human DNA and identify specific genes which can be targeted to help prevent certain diseases Influence of lifestyle: There is a better understanding of how lifestyle choices are linked to diseases. For example: Smoking has been linked to those suffering from lung cancer Diet has been linked to food related illness eg. type 2 diabetes Drinking too much alcohol can lead to and kidney diseases The fashion of tanning has led to a rise in skin cancer cases Improvements in diagnosis: The development of technology has enabled a better understanding of symptoms has made diagnosing more accurate is a wide-range of technology used for diagnosis, including: blood tests, endoscopes, x-rays, ultrasounds, CT and MRI scans
(Question 5 continued) 6. 7. 8. 9. (b) Find the equation of the tangent to the at [3] 10. The golden ratio, r, was considered by the Ancient Greeks to be the perfect ratio between the lengths of two adjacent sides of a rectangle. The exact value of r is Write down the value of r
just be an opportunity to share experiences 2 John and Richard Richard to terms and purpose with John based on feedback After feedback gathered 3 Richard and Fraser CAS and MC to report back on the pledge when they have carried out the work Next Meeting 4 John John to send round funeral planning draft by email for comments Next Meeting 5 John John to share draft plan document with SG Next Meeting 6 John John to circulate Scottish Government funeral cost plan draft and journey document with members Next Meeting 7 Everyone Members to make representations to SG on funeral costs plan ASAP 8 John John to circulate minutes of FPA if he has them Next Meeting SWGFP Website:
Research hs been undertaken by ESA (MIDAS study), NASA etc to document the impact on the continent Any development activity banned Q- Ans UNDP report says that 40% of food produced in India gets wasted. This is alarming for a country like India where for starving millions, food is a luxury. It is imp... India has 21% population living below poverty line, most of them r stunted n malnourished The food that gets wasted can be used to feed many. India scores poorly in hunger mgmt as per Global Hunger Index that puts India at 100/119- IFPRI Wastage of food entails wastage of resources that goes into making it like water, soil nutrients, human efforts etc Need is to develop a national level strategy having broad based approach covering storage, effective forward n backward linkages, Irradiation centres etc. India is putting up irradiation centres with the help of Russia, this can contribute to above plan France has passed legislation to mk supermkt donate unsold food to charity or to be used as fertiliser Q- Ans- Genetic evidence being studied now a days has once again fuelled the debate around the migrant theory. Romila Thapar has argued that there r similarities bw Rig Veda n Avesta.- Gods’s names are similar, some rituals like Upanayan ceremony in Hindus hs a counterpart in Iranian society too. Significance: it strengthens migration theory that Aryans hv migrated from Central Asia. However, there are certain contrasts too: Ahura is their deity while Asura r demons in Indian context So, need to proceed with caution. More evidence is needed Q- The Supreme Court judgement in Rajesh Sharma and Ors v State of UP and Anr case is in keeping with Section 498A of IPC that criminalizes dowry and protects women against violence for the same. The Court has asked for family welfare committee to be constituted under NALSA, composed of local people/leaders/activists to filter the cases and check for their authenticity and genuineness prior to making any arrests. 497- Adultery The significance of the judgement – It will prevent the rampant misuse of the law, otherwise accounts for only around 20% conviction.
What are the of children and young people in Wiltshire? Conduct disorders Boys & Girls Boys Girls Emotional disorders inc depression and anxiety Boys & Girls Boys Girls Hyperkinetic (hyperactivity) disorders Boys & Boys Girls (less common disorders, such as ASD and eating disorders) Boys & Girls Boys
Audit and management overlap: The extent to which internal auditors rely on IT systems intended for management use. Management of audit function: Organizational relationship between the IT internal audit, the finance audit and other compliance departments. Analytic methods: Degree of technical sophistication of analytical procedures that internal audit performs. Table 1: The Audit Maturity Model Stage 1 Stage 2 Stage 3 Stage 4 Audit Maturity Model Stages Traditional Audit Emerging CA Maturing CA Audit Full Continuous Audit Corresponding Stage in Rogers Model R&D/Innovators Introduction/ Early Adopters Growth/Early Majority Maturity/Late Majority Audit •Assurance on the financial reports presented by management •Effective control monitoring •Verification of the quality of controls and operational results •Improvements in the quality of data •Creation of a critical meta-control structure Audit •Traditional interim and year-end audit •Traditional plus some key monitoring processes •Usage of alarms as evidence •Continuous control monitoring •Audit by exception Data access •Case by case basis •Data is captured during the process •Repeating key extractions on cycles •Systematic monitoring of processes with data capture •Complete data access •Audit data warehouse, production, finance, benchmarking and error history
Audit •Manual processes & separate IT audit •Audit management software •Work paper preparation software •Automated monitoring module •Alarm and follow-up process •Continuous monitoring and immediate response • Most of audit automated Audit and overlap •Independent and Adversarial •Independent with some core monitoring shared •Shared systems and resources where natural process synergies allow •Purposeful Parallel systems and common infrastructures of audit function •Financial organization supervises audit and matrix to Board of director •Some degree of coordination between the areas of risk, auditing and compliance IT audit works independently •IA and IT coordinate risk management and share automatic audit processes •Auditing links financial to operational processes •Centralized and integrates with risk management, compliance and SOX/ layer with external audit. methods •Financial ratios •Financial ratios at sector level/account level •KPI level monitoring •Structural continuity equations •Monitoring at transaction level •Corporate models of the main sectors of the business •Early warning system
Top tips for revision! Planning – be organised, make a realistic plan/timetable and stick to it! Be realistic – split revision in sections of 45 minutes, and allow yourself a 10 minute break in between (you will be more productive than if you try to do it in solid blocks of time) Be purposeful – don’t give up – even a mountain of work gets smaller once you get started! Support each other – if you can find someone to revise with and test each other it can be a big help. Ask your teacher for advice – they will have questions you can have a go at or just for general tips and suggestions
Objectives: Eliminate open defecation End manual scavenging Behavioural change towards cleanliness Tools: Construction of toilets Solid waste mgmt Monitoring n Ranking os states n districts Pluses: More than 50% urban wards in the country hv achieved door to door collection waste collection More than 90% schools hv separate toilets fr girls 5 states declared ODF, 2 lac villages Negatives: is on toilet construction, behaviour change measures though taken yet inadequate. Spend on IEC (info, edu n communic) hs cm down from 3% to 1% Continued usage remains a problem, though toilets hv been constructed Absence of water in toilets constructed makes them useless, further, ppl r nt using them fr the fear of emptying the pits once full...single pit toilets r a problem thus States r sidelined as centre is directly liasioning with the districts 6) Critically comment on the provisions and utility of the Whistle Blowers Protection (WBP) Act, 2014. Introduction – A whistleblower is anyone who discloses insider knowledge of illegal activities (fraud or corruption) occurring in an organization. Aim- to prevent victimization of Whistle Blower, bring down corruption, system of checks n balances to act as a deterrent to illegal activities Provisions of the act: 2) Whistleblower can be a public servant or any other person including an NGO and may make such a Vigilance Commission. 3) The Vigilance Commission (VC) shall not disclose the identity of the complainant except to the head of the department if he deems it necessary. 4) The Bill penalizes any person who has disclosed the identity of the complainant. 5) The Bill prescribes penalties for knowingly making false complaints to deter malicious n vindictive complaints Loopholes – Whistleblower cant mk complaints regarding items under Official Secrets Act n can be penalised fr doing so- will act as a deterrent to well meaning individuals Complaints involving qs of national security (defence n security), national interest will nt be investigated- prone to misuse No penal provisions for govt officials who threaten or victimise the complainants.
detail. The reader can feel the same disgust as the writer did when smelling and seeing the slums himself. Metaphor ‘immense tangle of streets’ Juxtaposition ‘splendid houses of the rich’ ‘palaces of the rich’/ ‘irregularly built’ ‘filthy within and without’ Question 4: For this question you need to refer to the whole of source A and the whole of source B. Compare how the writers convey different aspects of the living conditions of the poor. [16 marks] It may help you to complete this comparison in a table. The first point for each source has been done for you. Source A Source B e.g. Engels highlights the overcrowded poor areas of London and states that ‘poverty often dwells in hidden alleys close to the palaces of the rich’. He is directly comparing the homes of the poor with the homes of the rich. e.g The houses of the rich are not mentioned. Wigan is referred to as ‘mining town’ therefore only miners or mine owners are living and working there. It is assumed that all of these Northern towns Orwell visits are poor.
Section B: Writing You are advised to spend about 45 minutes on this section. Write in full sentences. You are reminded of the need to plan your answer. You should leave enough time to check your work at the end. Q5 “No country which has the death penalty can truly call itself a civilised country.” a letter to your MP, arguing in support or against capital punishment. (24 for content and organisation 16 for technical accuracy) [40
"Hiroshima and Nagasaki Missions - Planes & Crews." Atomic Heritage Foundation. N.p., n.d. Web. 23 Oct. 2016. This article centers around the bombers used to execute the atomic bombings with detailed information on the function of each plane. I utlize the article to demonstrate the hidden, more long-term plans of the bombings to do more than just end the war. "Immediate Aftermath." Hiroshima and Nagasaki Remembered. N.p., n.d. Web. 23 Oct. 2016. This article outlines the devastation caused by Little Boy and the reactions of the crew of the Enola Gay. I use this source to reveal the thoughts of at least one crew member in order to show the general feeling of those behind the bombings and open a discussion of ethics. Jones, Vincent C. "The Atomic Bombing of Japan." Manhattan: The Army and the Atomic Bomb. Washington, D.C.: Center of Military History, U.S. Army, 1985. Trust Digital Library. Web. 23 Oct. 2016. This is a rather extensive source on the military’s relationship with the bombs, but I specifically reference a section in which the author discusses the decision to not bomb Kyoto, which I use to make the appeal that thought did in fact go into the ethical side of the bombings. McNelly, Theodore, and Clark Hosmer. "General MacArthur's Pacifism [with Comment]." International Journal on World Peace 6.1 (1989): 41-60. JSTOR. Web. 06 Oct. 2016.
They also followed a nomadic (travelling) lifestyle – lived in tipis and used every part of the buffalo for food, fuel, clothing, shelter and ornaments. Plains Indians believed that all nature and land must be treated with respect or the spirits would no longer agree to help them survive. Horses were essential –used for hunting, travelling and warfare. Beliefs: Everything in nature had a spirit and sometimes helped humans. Plains Indians danced rituals (eg. Sun to enter the spirit world. Land was seen as sacred – some tribes farmed land but believed it wasn’t owned by anyone. Other tribes believed it was disrespectful to farm land. Attitudes to war – tribes would raid each other for food, horses, weapons and people (women and children). To limit warrior loses, tribes developed the ‘counting coup’, warriors would hit or touch (instead of killing) an enemy and try to get away uninjured. US government policy towards Plains Indians: Key events: the Indian and Intercourse Act (1834) Americans saw the Plains Indians as savage who did not improve the land The US federal government struggled for a solution to ‘the Indian problem’ – they tried the following: A ‘permanent Indian Frontier’ (1830) to move American Indians west of the Mississippi river. People travelling West followed trials – US army forced Plains Indians to move away and stop them attacking the trials. Indian Appropriations Act (1851) – government paid to move Plains Indians in Indian Territory onto reservations. Migration and early settlement: Factors affecting the West: Economic – in 1837, crisis meant people wanted a new life in the West. Farmland in Oregon – the promise of free farming land in the West was a powerful ‘pull’ factor. The Oregon Trial was a practical way for migrants to get across the Rocky Mountains with wagons. Government help encouraged movement to Oregon. They provided $30,000 for an expedition to map the Oregon Trial to help migrants. Gold Rush, 1849 – 100,000 people left the East to travel to California. Thousands travelled find gold. There were several consequences:
AQA-style Language Paper 2A: Writers’ Viewpoints and Perspectives ELEPHANTS SOURCE A: George Orwell – “Shooting an Elephant” In this account, set in 1936, George Orwell is a young police officer serving in Burma, India, which was then part of the British Empire. He has been sent to deal with a troublesome elephant. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the elephant. They had not shown much interest in the elephant when he was merely ravaging their homes, but it was different now that he was going to be shot. It was a bit of fun to them, as it would be to an English crowd; besides they wanted the meat. It made me vaguely uneasy. I had no intention of shooting the elephant – I had merely sent for the rifle to defend myself if necessary – and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my heels. At the bottom, when you got away from the huts, there was a metalled road and beyond that a miry waste of paddy fields a thousand yards across, not yet ploughed but soggy from the first rains and dotted with coarse grass. The elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowd's approach.
rates, terms, and conditions for pole attachments….” (Emphasis added.) As explained previously, the California Public Utilities Code’s definition of CATV corporations’ “pole attachments” is limited to a “wire communication system”; the statutory definition does not include wireless facilities. Accordingly, the Commission’s authority under Pub. Util. Code § 767.5(c) to establish terms and conditions for CATV corporations’ pole attachments does not include wireless pole attachments. We conclude that the previously cited provisions of the California Public Utilities Code do not provide CATV corporations with a right to attach wireless facilities to utility poles. We believe it is dispositive that the Legislature included the terms “cable” and “wire” in the previously cited statutes, but omitted the term “wireless.” If the Legislature had intended to provide CATV corporations with a right to attach wireless facilities to utility poles – either by statute or by Commission regulations – the Legislature would have done so. We further conclude that CCTA’s Petition does not meet the requirement established by to demonstrate that: The Commission may apply the CMRS ROW Rules to CATV corporations’ wireless pole attachments, even though the Commission held in D.1505002 that the term “cable” in Pub. Util. Code § 216.4 does not include satellites and other forms of wireless transmission. Arguably, CATV corporations’ right under the California Public Utilities Code to attach wireline facilities to utility poles could encompass wireless pole attachments if such attachments were an integral part of a “wire communication system” that is used by CATV corporations to provide services in conformance
preparing publications and reports; developing and/or delivering relevant behavioural interventions Planning and organising Able to organise own research activities to deadline and quality standards Attention to detail in following gold standard research procedures, coordination of research CV and Interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to take the initiative to ensure the efficient and timely completion of the study Able to take the initiative in identifying relevant theoretical and methodological issues that need to be addressed Interview Management and teamwork Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Able to work well with colleagues from a variety of backgrounds and disciplines CV and Interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings and conferences Able to up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Excellent written oral and/or communication skills, including meticulous attention to detail in preparing intervention materials Able to explain clearly the research procedures to others necessary and present research findings effectively at local and national meetings Able to write up research results to high standard (preferably to publication standard) CV and Interview Other skills and behaviours Understanding of relevant Health & Safety issues CV and Interview
00190 FAA Aircraft # 6 Aircraft Number: 1570M Status: Historical Date First Seen: 8/1/2008 Date Last Seen: 12/1/2008 Registered Name: 255 EAGLES INC Registered Address: Last Action Date: 7/15/2008 Certification Issue Date: 8/18/1987 Aircraft Information: Manufacturer Name: STINSON Model: L-5E Type of Aircraft: Fixed wing single engine Type of Engine: Reciprocating Number of engines: 1 Number of seats: 2 Take-off Weight: CLASS 1 Cruising Speed: 0105 Category: Land Engine Information: Engine Manufacturer Name: LYCOMING Engine Model: Engine HP: 00190