zilongwang/ReadingBank huggingface dataset:
Thank you for your interest in doing business with X-Rite. Please complete the following questionnaire so we may understand your company’s capabilities and perform our own due diligence. Please complete all questions. If a portion of this does not apply, please fill in “N/A” or check “Unknown”. Please supply documentation where requested. All replies are confidential. Table of Contents Contact Information……………………………………………………………………….3 Facilities and Employee Information……………………………………………………...3 General Questions…………………………………………………………………………4 Date:
design include specifying measurement & test methods? Yes No Unk Expound: performance characteristics, attributes and tolerances specified? Yes No Unk If Yes, define: there documentation for final acceptance/approval of a design? Yes No Unk Expound: Statistics used to verify compliance to specifications? Yes No Unk If Yes, define: Do you have in house tooling capability? Yes No Unk If Yes, define: you provide no-cost initial samples from new tooling/fixtures? Yes No Unk If Yes, define: engineering platforms (file types) are you able to work with? Define: ICQ Inspection & Testing – how customer rejected materials are processed? Expound: raw materials checked for conformance to specifications? Yes No Unk If No, define: there written procedures in place for inspection of incoming material? Yes No Unk If No, define: material certificates of compliance periodically checked for conformance to specifications? Yes No Unk If No, define: controls in place to prevent un-inspected materials from getting to manufacturing? Yes No Unk Expound: raw materials properly stored and segregated? Yes No Unk If No, define: records established and maintained that give evidence that product has passed inspection? Yes No Unk Expound: there procedures in place for disposition of incoming non-conforming material? Yes No Unk If No, define:
X-Ray for BGA: initial setup board in lot all BGA boards inline offline Reply: Yes No Unk Yes No Unk Yes No Unk Yes No Unk Yes No Unk Yes No Unk Solder Paste AOI/measurement: inline offline other Reply: Yes No Unk Yes No Unk Reply: Post Placement AOI:: inline offline other Reply: Yes No Unk Yes No Unk Reply: Post reflow AOI: inline offline other Yes No Unk Yes No Unk Reply: Manual inspection Reply: Through hole assembly Number of lines Reply: Equipment type Auto insertions Reply: Hand assembly: # of assemblers Avg. yrs exp Reply: Reply: Reply: Through Hole inspection capabilities:
Oxfam Australia, Oxfam welcomes Just Group ban on sandblasted jeans, 23 Sep 2011, https://www.oxfam.org.au/media/2011/09/oxfam-welcomes-just-group-ban-on-sandblasted-jeans/, accessed on 14 December 2012 Oxfam Australia ‘Indonesia Protocol Private Sector case example’, <Case study Indonesia protocol.docx> Oxfam Australia ‘Labour Rights’, <11. 2011_Labour Rights Evaluation.docx> Oxfam Australia ‘Protocol shows promising signs for workers in Indonesia’, [Media Release], <121031_FOA Protocol Report.docx> Oxfam Australia ‘Labour Rights Work in Indonesia’, <12. 2012_04_Labour Rights Work in Indonesia.docx> Oxfam Australia, Labour rights and gender justice program in Indonesia: Supporting decent work for women, 2012 (mimeo) Oxfam Australia, ‘Valuing citizen led change’ Case study: Indonesian Labour Rights project, May 2013 Audio Visuals Negotiating Freedom (2010) Women Inspiring Change (2011) The human face of adidas production: Hamdani’s Film (2010)
(11).001 1.5 Process Periportal to pericentral ratio in the model. Zonation of key enzymes (experimental) References Zonation Constant () kn=0 – no zonation 0<kn<1 – periportal -1<kn<0 – pericentral Glucose Uptake (Glucose -> G6P) 1:2.5 Glucokinase (GK) 1 : 1.5-3.5 [] Glucose Output (G6P -> Glucose) 1.9:1 Glucose-6-Phosphatase (G6Pase) 2.3-1.5 : 1 [, ] Glycogenesis (G6P-> Glycogen) 3:1 Glycogen Synthase Periportal – no quantitative data found [] 0.5 Glycogenolysis (Glycogen -> G6P) 1:1 Conflicting data in literature – perhaps dependent on feeding conditions. [, ] (no zonation) Glycolysis 1 (Glucose –> GADP) 1:1 6-Phosphofructo-kinaseL (PFKL) 1 : 1-1.3** []** reported as statistically insignificant difference between sections (no zonation) Glycolysis 2 (GADP –> Pyruvate/Lactate) 1:2.1 Pyruvate KinaseL (PKL) 1 : 1.66-2.5 Cited in [] []
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Participation in two town hall meeting simulations, one at the beginning of the class and a second one at the end of semester when students will have acquired the entire course information. In each town hall meeting, each student will have to represent a different stakeholder sector (i.e. commercial fisheries, recreational fisheries, dive tourists guide, restaurant industry, residents, and other important sectors) then, discuss and come with solution to real problems faced by the Marine Protected Area in place such as the request of establishing a 5 stars hotel in a turtle nesting area. Evaluation Process: Observation checklist of student’s performance. Minimum Criteria for Success: Improvement from first to second exercise Sample: All students are assessed To be entered each time course is taught Course Learning Outcome Students will be able to participate in a town hall meeting to solve real problems faced by Marine reserves. Each student will have to represent a different stakeholder sector (i.e. commercial fisheries, recreational fisheries, dive tourists guide, restaurant industry, residents, and other important sectors) then, discuss and come up with a solution to real problems faced by the Marine Protected Area in place, such as the request of establishing a 5 star hotel in a turtle nesting area. Students will be able to demonstrate their willingness to engage in local problem solving and interact with different cultural sectors. Use of Results for Improving Student Learning To be entered each time course is taught
Lead on and draw up support plans and action plans, and develop Senior Case Worker, Case and Support Workers in their delivery. Take responsibility for day to day management of the local budget, ensuring that decisions are made which balance cost with quality and service user benefits. Ensure service users are actively involved in shaping the support they receive and the wider activities of the organisation. Lead on, draw up and review risk assessments and management plans, involving Senior, Support and Case Workers, service users and external professionals. Develop strong relationships with external partners and commissioners which benefit service users, using skills of communication and negotiation where required. Actively assist service users’ ability to access other services, to promote their independence. Actively seek opportunities to collaborate with agencies in the development of the service. Ensure all service user information is recorded accurately and where relevant shared with colleagues inside and external to Gofal. Devise and implement reporting systems, and work within organisational guidelines, providing regular reports on statistics, needs and views of people accessing the service. Lead the team is using organisational IT systems, including case files, internal communications and external reporting, and regularly review the quality of reports. Participate fully in the on call management rota. Line Management Ratio You will lead a team of a maximum of ten line reports Organisation Expectations To out all duties in a way that reflects Gofal’s aspirations: Work with integrity and dignity Inspire and support people to exceed their expectations Develop a culture that is embracing and respectful of difference Communicate honestly and openly Be an organisation that is ambitious, creative and determined Create environments that are collaborative, supportive and empowering Be respected for our knowledge and expertise
Department of Information Technology Project Certification Committee (PCC) Agenda Wednesday, July 25, 2018, 8:30 – 9:30 Location: NM State Capitol, Room 321 8:30 Darryl Ackley, Chair Call to Order 8:30 – 8:50 Karen Baltzley, CIO GSD-PROOF-NM (Closeout) 8:50 – 9:10 Joseph Barros, CIO Bill Range, Project Manager DFA-Albuquerque Police Department E-911 Upgrade (Closeout) DFA- Clovis Police Department E-911 Upgrade (Closeout) DFA-Hidalgo County Central Dispatch E-911 Upgrade (Closeout) DFA- Portales Communications Center E-911 Upgrade (Closeout) DFA- Quay/Tucumcari E-911 Upgrade (Closeout) DFA- Valencia County Regional Emergency Communications Center E-911 Upgrade (Closeout) 9:10 – 9:30 Terry Reusser, CIO Gina Romero, Project Manager DOH-Administrative Services Division-Network Infrastructure Upgrade (Closeout) 9:30 Adjourn
DATE PRESENTER TOPIC November 3, 2017 Rosoff MD [Duke] Ethics/End-of-Life Decisions November 10, 2017 February 9, 2018 23, 2018 March 30, 2018 April 6, 2018 Talal Khan MD [MSU] Opioid Addiction Jessica Haloskie MD Road Map to Better Health/ Lisa Long MD Intro to Integrative Medicine Mark Ensberg MD [MSU] Palliative Medicine in Primary Care Stephanie Rutterbush MD Resident/Behavioral Health In Primary Care Cassie Bluhm DO Resident - TBD May 4, 2018 Jason VanAntwerp MD Resident - TBD May 25, 2018 June 1, 2018 June 8, 2018 Kaity Lazet DO Resident - TBD David Bidle MD Resident – TBD Chris O’Connor MD Resident/Adolescent Concussion
INSTITUTION/DEPARTMENT EMPLOYEE’S NAME CLASSIFICATION TITLE EVALUATION PERIOD FROM TO EVALUATION DATE Annual Review Probationary: 3 month 6 month 10 month Unscheduled PERFORMANCE FACTORS PERFORMANCE EVALUATIONS: COMMENTS AND/OR EXAMPLES (ATTACH EXTRA SHEETS IF NEEDED) RATING QUALITY OF WORK COMPETENCE, ACCURACY, NEATNESS, THOROUGHNESS. EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT* UNSATISFACTORY * QUANTITY OF WORK USE OF TIME, VOLUME OF WORK ACCOMPLISHED, ABILITY TO MEET SCHEDULES, PRODUCTIVITY LEVELS. EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT* UNSATISFACTORY * JOB KNOWLEDGE DEGREE OF TECHNICAL KNOWLEDGE, UNDERSTANDING OF JOB PROCEDURES AND METHODS. EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT* UNSATISFACTORY * WORKING RELATIONSHIPS COOPERATION AND ABILITY TO WORK WITH SUPERVISOR, CO-WORKERS, STUDENTS, AND CLIENTS SERVED. EXCEEDS EXPECTATIONS EXPECTATIONS NEEDS IMPROVEMENT* UNSATISFACTORY * ORGANIZATIONAL SKILLS (As appropriate) TRAINING AND DIRECTING HOURLY/UNCLASSIFIED WORKERS, DELEGATION, PLANNING AND ORGANIZING WORK, PROBLEM SOLVING, DECISION MAKING ABILITY, ABILITY TO COMMUNICATE. EXCEEDS EXPECTATIONS MEETS EXPECTATIONS IMPROVEMENT UNSATISFACTORY * DEFINITIONS OF PERFORMANCE RATING CATEGORIES EXCEEDS EXPECTATIONS – The employee regularly beyond a majority of the performance factors and has made many significant contributions to the efficiency and success of this organization. MEETS EXPECTATIONS – The employee has met the performance factors and has contributed to the efficiency and success of this organization. NEEDS IMPROVEMENT – The employee has failed to meet one or more of the significant performance factors. A plan for improvement must be completed. UNSATISFACTORY * – The employee has failed to meet the performance factors. A plan for improvement must be completed. * Give specific examples of this employee’s performance.
course credit within program Transfer of credit Transfer of credits between institutions with no limit Transfer of credits between programs in the same institution only Only degree prerequisites are transferrable Not observed in policy Request procedure Procedure user friendly Procedure clear Request procedure unclear Not observed in policy Review procedure Procedure standardized Procedure clear Review procedure unclear Not observed in policy Communication of advanced standing findings Communication clear and timely Communication clear Observed in practice Not observed in policy Appeal procedure Procedure clearly articulated Procedure generally articulated Procedure exists Not observed in policy Policy on Students’ Access to Qualified Instructors Outside the Classroom A policy that articulates access to qualified instructors outside the classroom is of particular importance to adult learners. Characteristics common to the success of adult learners include open feedback and sharing of experiential/prior learning components of current learning; consolidation of learning through conversation and interactive processes; and time to digest new information. These characteristics often lead learners to seek out access to qualified instructors beyond the classroom setting. MTCU 15 Access Outside Classroom Policy: Observed Not observed DOMAIN 3 2 1 0 Office Hours of Instructors in proximity to class time Extensive hours in proximity to class time Limited hours in close proximity to class time Limited hours not in close proximity to class time No policy observed Non-office hour access Multiple opportunities for multiple points of access Multiple opportunities for single point of access Limited opportunity for single point of access No policy observed Flexible access (e.g., e-mail, Extensive flexibility Flexible access Inflexible access No policy observed
Cartridge 140 The cartridge mod. CC/CC 140 with outside diameter 140 – h 400 mm is available on request. The air flow is 220 m3/h and carbon capacity is 2.4 kg. This cartridge cannot be installed on PCC5 and PCC9 plates. Plate dimension diagram 160 cartridge dimension diagram 140 cartridge dimension diagram Headloss diagram Type Plate front dimensions Air flow m3/h Headloss Pa Cartridge type Number of cartridges installed Weight of carbon kg PCC5 610x305 1500 200 CC/CC 165 5 15 1250 130 1000 1000 PCC9 610x610 3000 200 CC/CC 165 9 27 2500 150 2000 100
Payment schedule (single payment, quarterly etc) Bid elements Service/Initiative Amount requested £ £ £ £ Total funded requested £ Joint bid elements (if applicable) Service/Initiative Amount requested £ £ £ £ Total funded requested £ and End Dates Exit Strategy – Can you secure alternative funding or to have plans to scale down your proposal if required? (in no more than 300 words) Section 4 – Meeting the Police and Commissioner’s Objectives of the following Police and Crime Plan objectives will your initiative contribute towards? Investing in Our Police A Better Deal for Victims Tackling Re-Offending
15. Primary Care Services – Financial Summary Attached 16. Any Other Business All 17. Date and Time of Next Meeting: 12.30pm, Tuesday 17th January 2017 in Meeting Rooms 1 and 2, Blackburn Central Library, Town Hall Street, Blackburn, BB2 1AG. Mr Graham Burgess Item: Agenda Item Member Responsible Report PART 2 A/4. A/4.1 Draft minutes of: Part 2 of the meeting held on 20th September 2016 Mr Graham Burgess Attached B/5 Action Matrix Matters Arising Mr Graham Burgess Attached C/5 Practice List Sarah Danson Attached D/5 Any Other Business Mr Graham Burgess
Strategic & Institutional Objectives 2015-2016 The following are the Peralta Community College District’s Strategic Goals and Institutional Objectives for the Academic Year 2015-2016 which will be evaluated prior to the start of the next academic year. Strategic Focus for 2015-2016: The focus this year will be on student success in the core educational areas of basic skills/ESOL (English for speakers of other languages), transfer, and CTE (career technical education) by encouraging accountability, outcomes assessment, innovation and collaboration while spending within an established budget. Strategic 2015-2016 Institutional Objectives A: Advance Student Access, Equity, and Success A.1 Student Access: Increase enrollment for programs and course offerings in the essential areas of basic skills/ESOL, CTE and transfer to achieve the District target of 20, 609 RES FTES. A.2 Student Success: Using the total 2014-2015 data as a baseline, increase students’ participation in SSSP eligible activities by at least 50%, with specific emphasis on expanding orientations, assessments, academic advising and student educational plans. A.3 Student Success: implement an Early Alert process for all students. A.4 Student Equity: Address the achievement gap through fully implementing the student success and equity plans at each campus. A.5 Student Success: Using 2014-2015 data as a baseline, increase student engagement in activities such as student governance, student life activities, student leadership development, service learning programs, learning communities and student employment. B: Engage and Leverage Partners B.1 Partnerships: Develop a District-wide database that represents our current strategic partnerships and relationships, both locally and abroad. Identify the individual responsible for this objective by October 1, 2015. B.2. Partnerships: Expand and document domestic and international partnerships with K-12 institutions, community based organizations, four-year institutions, local government, and regional industries and businesses. C: Programs of Distinction C.1 Student Success: Develop a District-wide first year experience/student success program (such as Peralta Scholars). C.2 Student Success: Develop and fully implement an innovative student success program at each college that feeds into the first year experience/student success program. D: Strengthen Accountability, Innovation and Collaboration D.1 Service Leadership: Provide professional development opportunities for faculty, staff and administrators that lead to better service to our students and colleagues and community partners. D.2 Institutional Leadership and Governance: Evaluate and update policies and administrative procedures, the overall PCCD
This training documentation must be mailed to PCCG – Continuing Education Report, PO Box 1922, Lawrenceville, GA 30046. Attendance information is required for persons seeking credentialing or re-certification to receive appropriate credit. Failure to submit complete attendance information in a timely manner will result in the loss of PCCG credit for that training event. Repeated failures to submit complete attendance records as required may result in a loss of training provider privileges. Continuing Education Provider Application Organization Name: Contact Name: Address: City: State: Zip Code: Telephone: Email: Estimated number of times you will offer training this year: Would you like this conference listed on the PCCG Training calendar? ___Yes ___No Prevention Course(s) Details: Prevention Course Name Lead Trainer Name/Credential Hours Domain(s) Addressed Core Course? Ex: Fundamentals of Prevention Sue Sample/ICPS 12 I, III Yes Total Hours/Total Core Hours When submitting this application via email, please also attach training details including title, description, goals, objectives for each course applying for credit and promotional flyer (if applicable). Application will not be considered complete until this supplemental information is received.
Appendix: Elections Process Nominations from the floor will be handled as per the Standing Rules. Notifications of intent to run from the floor that meet the criteria set forth will be acknowledged via email by the President and copying the Nominating Committee Chair and Secretary, noting that the notification was received and further information regarding the process will be forthcoming within 2 business days of the deadline to file notification to run from the floor. Acknowledgement should be made within 24 hours by Nominating Chair of receipt of a qualified notification. All notifications of intent to run from the floor that do not meet the criteria as set forth in the Standing Rules will be acknowledged via email by the President with a copy to the Nominating Committee Chair and the Secretary, noting that the notification is rejected as it does not meet the criteria. Acknowledgement should be made by Nominating Chair within 24 hours of receipt of the disqualified notification. The Nominating Committee Chair will contact (by phone) the candidate from the proposed slate of officers whose office is now being contested and provide the following information: That the nominating committee has been provided with notification of intent to run from the floor The opposing candidate’s name That the nominating committee will be providing further information regarding the process within 2 business days of the deadline to file notification to run from the The Nominating Committee Chair will notify the President and Secretary as soon as the candidate has been reached. No later than 2 business days after the deadline to file notification to run from the floor, the President will send an informational email to both candidates and will copy the Nominating Committee Chair and Secretary. The email will include the following information: Names of all candidates for this office. This position will be pulled from vote and be voted via ballot. Each candidate will have 2 minutes to address the general assembly to the vote. The candidate(s) running from the floor will speak first. If there are two or more candidates running from the floor for the same office, those candidates will speak in alphabetical order by last name. The candidate from the proposed slate of officers will speak last.
Hargrove, Joyce Early Childhood Instructor Year 2007 M.ED. (Early Childhood/Special Education) University of Arkansas at Monticello B.A. (Elementary Education) University of Arkansas at Monticello to Early Childhood, Art/Music for Preschool, Special Education, Child Guidance, Fundamentals of Child Care, Environments for Early Childhood Hartsell, David Biology Instructor Year Hired: 1992 MS. (Botany) Louisiana Tech B.S. (Wildlife Biology) Louisiana Tech Zoology, Microbiology, Biology, Anatomy, Keough, Sandra History and Social Science Instructor Year Hired: 1983 Ph.D. (History) University of Mississippi M.S.S. (History) University of Mississippi B.S.E. (History) University of Central Arkansas Western Civilization, American Federal Government, Arkansas History. Kim Carl Perkins Grant Coordinator Academic Skills, Psychology & Physical Education. Year Hired: 1998 MA. (School Psychology) University of Memphis BA. (Education) University of North Carolina Psychology, Fundamental Math, Basic Writing, Human Growth and Development,, Abnormal Psychology, Soccer, Reading. Maloney, Chris Physics Instructor Year Hired: 2000 M.S. (Physics) University of Memphis BA (Physics) Texas A&M University Physics, Trigonometry, Calculus, Math Structures, Astronomy, McKinney, Cathy Behavioral Health and Psychology Instructor Year Hired: 2004 MSSW (Master’s of Social Work) University of Tennessee BA. (Social Work) Delta State University Psychology, Sociology, Health Care and Delivery, Chronic and Infections Disease. Michael, Social Science Instructor Year 2009 M.Ed. (History) Delta State University B.S. (History) Delta State University History of Economics, U.S. History I and II, Western Civilization I and II, American Federal Government. Moss, Thomas Physical Science Instructor Year 1998 M.S. (Chemical Engineering) University of Arkansas at Fayetteville B.S. (Chemical Engineering) University of Arkansas at Fayetteville Chemistry, Physical Science, Physics, Applied Math Orlicek, Phyllis English Instructor Year Hired: 1999 MLS (Library and Information Science) University of Arkansas at Little Rock BSE. (English) Arkansas State University Composition I and II, Speech, World Literature I and II. Robertson, Yvette Early Childhood Director M.Ed. (Elementary Education). State University Ed.S. (Elementary Education) Education, Application of Child Care, Foundation of Early
Appendix B: Revision of PCC RDA Frequently Asked Questions Recommendations for changes to PCC RDA FAQs: 3.5 What does “hybrid” mean in phrases like “hybrid environment”? Consider incorporating definitions of “hybrid record” and “hybridization” as found in the introduction of the report: Hybrid record. A non-RDA bibliographic record (i.e. a bibliographic record created according to cataloging codes that existed prior to RDA (e.g. AACR2) or a bibliographic record not coded as cataloged according to RDA) to which RDA cataloging elements have been added, either manually or via machine manipulation. The resulting bibliographic record is a considered a hybrid record, as it blends elements of previous practices with the current RDA practices, not an RDA record. Hybridization. The process of adding RDA cataloging elements to a non-RDA bibliographic record (i.e. a bibliographic record created according to cataloging codes that existed prior to RDA (e.g. AACR2) or a bibliographic record not coded as cataloged according to RDA), either manually or via machine manipulation. The result of hybridization is a hybrid record, rather than an RDA record. 4.1 In a hybrid record as described in , won’t it be difficult to code the correct “descriptive cataloging rules?” How will we know when a record crosses the line from AACR2 to RDA? Suggested change: The Leader/18 in a record is not changed unless a cataloger is completely re-describing according to RDA. The final report of the PCC Post-Implementation Task Group on Hybrid Bibliographic Records provides guidelines for catalogers who wish to add or edit, either manually or via machine conversion, RDA elements in non-RDA bibliographic records for monographs and serials. For integrating resource records, the may also be consulted. 4.3 Should AACR2 PCC bibliographic records be re-cataloged to RDA? Suggested change:
of oaths (regulatory body for Licensed Conveyancers, no representative body) AR LA The of oaths Patent (CIPA) (Regulatory body for both CIPA and ITMA) AR LA The of right of The of The of Trade Mark (ITMA) Costs AR The of right of The of
The of (regulatory body for Notaries, no representative body) AR The of oaths There is no separate regulatory body; all decisions relating to legal activities are delegated to the independently chaired Probate Committee AR LA The following are also approved regulators for probate activities only but do not currently authorise anyone to offer this service: The following representative bodies are not part of the Legal Services Act 2007 designated approved regulators framework and therefore do not fall under our remit: and
Nuestro producto está vivo ya! La plataforma PCORN está ya construida y lanzada para operar. La plataforma permite el lanzamiento de diferentes servicios para el entretenimiento de adultos. Nosotros hemos invertido ya en el desarrollo de la plataforma con una operación de cientos de miles de dólares. El actual valor de PCORN y su infraestructura está sobre 2 000 000 USD. Lo siguiente funciona ya con éxito: PORNCORN.VIDEO web site Trabajando desde Mayo, 2016. Cientos de miles personas están usando ya la página web. PORNCORN Android App Trabajando desde Diciembre, 2016.Actualmente hay aproximadamente 20 000 instalaciones en móviles Android por todo el mundo. PORNCORN Telegram Bot A día de hoy hay unos 30 000 usuarios PCORN es un proyecto real, con un equipo real, una infraestructura IT (Industrial Techonology), un producto en vivo, gente real usando los servicios y una hoja de ruta que pretende ser construida para ser mucho más grande. Hay estadísticas reales sobre los usuarios: © 2016-2017, PORNCORN, PCC WHITE PAPER Page 7 of 19
literature, which sets up the hole that your theory will seek to fill. It’s quite likely that few have attempted to connect your IV with your DV, which sets up a very easy and interesting critique of the literature. This is what the student did in the excellent example, though it’s certainly not the only way to conclude a good literature review. Technical Requirements All parts of the cumulative assignment should be double-spaced, 12pt font, Times New Roman, 1 inch margins. See below for guidelines specific to each part. Min. # of academic sources Minimum page length Maximum page length Part 1 2 1 1.5 Part 2 4 1.5 2.5 Part 3 2 2 3 Part 4 1 1.5 3 RESEARCH ASSIGNMENT PART 2: DEVELOP A LITERATURE REVIEW Criteria Score (1-5) Did the student adequately revise the previous assignment (research question) based on your feedback? Comments: [professor/TA comments here] ___ Does the literature review flow seamlessly from the research question (i.e., is the project culminating into something coherent)? Comments: [professor/TA comments here] ___ Does the literature review do a good job in reviewing the relevant work for the chosen topic? Are the most relevant pieces covered? Comments: [professor/TA comments here] ___ Is the literature review organized properly? Does it simply introduce a ‘laundry list’ of work (bad), or is it organized thematically (good)? Comments: [professor/TA comments here] ___ Did the assignment meet the technical requirements (length, font, writing style)? Comments: [professor/TA comments here] ___ Does the assignment represent undergraduate-level work? Comments: [professor/TA comments here] ___ RESEARCH ASSIGNMENT PART 3: DEVELOP A THEORETICAL ARGUMENT Overview: The purpose of this assignment is to develop a theoretical argument for your research assignment. You’ve seen examples of how previous students have developed theories. You’ve also learned about several of the major theoretical approaches to studying peace. The purpose of this project is to develop your own theory, which will provide a potential solution to your research question. Directions: by revising the earlier parts of the research assignment (question and literature review) based on your previous grading rubric. Next, develop a theory. The theory you develop should transition nicely from the earlier sections of this project, including the research question and the literature review. The paper you submit for this assignment will include the
Section 4: Cases of Protest Movements and Conflict Resolution in the International Context Week 11: Indigenous Rights Quiz 3 covering Weeks 8-10. This will be taken at the beginning of class. Readings: Stocks, Anthony. 2005. “Too much for too few: Problems of indigenous land rights in Latin America.” Annual Review of Anthropology 34:85-104. Castillo, Rosalva Aída Hernández, and Victoria J. Furio. 2006. “The indigenous movement in Mexico: Between electoral politics and local resistance.” Latin American Perspectives 33(2):115-131. Week 12: Anti-colonial Movements Faculty Mentor Meeting 3 summary due. Readings: Hacker, Susan. 1972. “Violent and non-violent approaches to revolution: A cross national study.” Economic and Political Weekly 7(2):119-126. Dasgupta, Atis. 1986. “Early trends of anti-colonial peasant resistance in Bengal.” Social Scientist 14(4):20-32. Week 13: Ethnic Minorities Policy memo: Revised Analytical Overview of the conflict plus the revised Analysis of Options for Managing the Conflict plus new Policy Recommendations due on [DATE] at [TIME]. The paper must be submitted on BlackBoard. Readings: Tsutsui, Kiyoteru. 2004. “Global society and ethnic social movements in the contemporary world.” Sociological Forum 19(1):63-87. Gurr, Ted Robert. 2000. “Ethnic warfare on the wane.” Foreign Affairs 79(3):52-64. Section 5: The Path Forward for Conflict Resolution: Reconciliation and Long-term Peace Week 14: Peace and Reconciliation Quiz 4 covering Weeks 11-13. This will be taken at the beginning of class. Readings: Meernik, James. 2003. “Victor’s justice or the law? Judging and punishing at the international criminal tribunal for the former Yugoslavia.” Journal of Conflict Resolution 47(2):140-162.
Business Meeting – Educational Sessions Wednesday, May 11th Session Chair: Claudia Rodriguez 1:30 pm – 1:45 pm Opening Claudia Rodriguez, PCEA President 1:40 pm – 1:50 pm Anti-Trust Reading David Rosenbaum, Attorney at Law, McDowell/Cotter 1:50 pm – 3:15 pm PCEA Member and Past Claudia Rodriguez, Facilitator Presidents Introductions/Reflections Group Participation 3:15 pm – 3:40 pm Break 3:40 pm – 5:00 pm Crashed, Burned, and Wounded: Jason Taylor, Verisk Ins. Solutions What will change in Auto, Property, Joe Louwagie, Verisk Ins. Solutions and Work Comp in the next 10 years? Chris Gall – ISO Claims Partners Thursday, May 12th Session Chair: Peter Schifrin 8:30am – 8:50 am General Business Meeting Claudia Rodriguez, PCEA President 8:50am – 10:00 am Jumper claims, Big Data, Bill Zachary, Albertson’s Companies Loss Prevention, Reducing W/C Costs 10:00am – 10:15 am Break 10:15am- 11:30am Litigating Soft Tissue Injuries Matthew Wood, Dynan & Assoc. and Austin McMillin, D.C. 12:00pm – 1:00pm Hosted Lunch for Meeting Attendees 1:00pm – 2:15pm Property Subrogation: Robert Stutman, Stutman Law Group What you Paid vs. What you Recover 2:15pm – 2:25pm Break Session Chair: Harvey Lightstone 2:25pm – 3:30pm Howell/Expedited Jury Updates David Rosenbaum, McDowell/Cotter 3:30pm - 3:40pm Break 3:45pm – 4:55pm Claims Customer Satisfaction Gregory Hoeg, JD Power 4:55pm – 5:00pm President’s closing remarks Claudia Rodriguez, PCEA President
Name of Parent/Relative Contacted of Parent/Relative Sent Home: __________________ Not sent home: Additional Information: Signatures required Signature Date Signature of Supervising Adult: Signature of Principal: __________________________
including any costs due to cancellation- full refund 4 weeks before the event) Do you require transportation from the hotel to Astex Pharmaceuticals on the 13th-14th March? (note that the driving distance is 5 miles, while walking distance is 1.5 miles) Will you be driving to Astex Pharmaceuticals?
APPLICATION FOR PCFA NURSES ANZUNS CONFERENCE NAME POSTAL ADDRESS CURRENT POSITION WORKPLACE ADDRESS NAME OF CONFERENCE ATTENDING ANZUNS ASM 2015 VENUE Adelaide Convention and Exhibition Centre 3 OBJECTIVES FOR ATTENDING 1. 2. 3. Please submit this form along with proof of residency, proof of registration, your CV and your confirmation letter from your manager that they support your application OFFICE USE Evidence of Australian residency / citizenship provided Yes □ No □ Evidence of nursing registration provided Yes □ No □ Evidence of employer support provided Yes □ No □ Employed in prostate care Yes □ No □ Meets criteria Yes □ No □ Objectives adequately stated Yes □ No □ Successful Yes □ No □ If no specify reason Date response sent to applicant
Palliative Care GGC Website Editorial September 6th 2017, 09:00 – 10:30 Clutha House Meeting Room 1 (Level 2 buzz South HQ) AGENDA Minute of previous meeting Editorial Group Membership & meeting schedule Reporting Structure / Content Strategy User Experience Testing Palliative Care Education Website – Health Care Professionals area Social Media and Website Promotion Website – Content for Patients / Carers AOCB
careProvisionCode Parameter – required, this value is passed to the pcgm helper function by the careProvisionReason Not used by PCGM careRecordTimePeriod Not used by PCGM clinicalStatementTimePeriod Not used by PCGM maximumHistoryStatements Not used by PCGM patientAdministrativeGender Not used by PCGM patientBirthTime Not used by PCGM patientId Parameter – required, this is passed to the pcgm helper function by the patientName Not used by PCGM Table : Child Elements of QueryByParameterPayload Element Element Value Source queryId Plugin helper function creates a timestamp for message instance that may be used as the query identifier OR Plugin helper function creates a unique identifier for message instance that may be used as the query identifier statusCode Plugin configuration file contains the default code specific for the message type responseModalityCode Not required – not used, however a default value may be added to the plugin configuration file responsePriorityCode Plugin configuration file contains the default code specific for the message type careEventId Not used by PCGM encounterStatus Parameter – optional, plugin configuration file contains default encounterTimeFrame Not used by PCGM patientId Parameter – required, this value is passed to the pcgm helper function by the user-developer patientLocationId Not used by PCGM responsibleOrganization Not used by PCGM typeOfEncounter Parameter – optional, plugin configuration file contains default Both queryByParameter and queryByParameterPayload contain optional elements listed in the tables above. These elements are used to constrain the query search. PCGM only uses the minimal constraint on the request search and only asks the user-developer to provide those values as parameters. This allows the user-developer to quickly query the underlying EHR with minimal information. Then once results are returned determine if further constrains are necessary for a given use case. Any further filtering of the returned data can be done locally.
SWBAT factor a polynomial function SWBAT write the equation of a polynomial given its roots A polynomial in the OF REAL NUMBERS is an expression of the form Based on the definition, which ones of the following are polynomials in the field of real numbers? F(x) = 2x + 1 G(x) = 5 L(x) = 2x5 – 4x + 8 The ________________ of a polynomial (in one variable) is the value of the highest exponent. A polynomial is written in standard form when written in of ______________ exponents. The __________ term of the polynomial is the term that is the coefficient of the variable raised to the zero power. The __________ coefficient of the polynomial is the coefficient of the variable with the highest exponent. Where do the words “quotient,” “divisor,” and “dividend” go in this pretty little division symbol? Pre-Calc Honors: Roots, Factors, and Polynomials Factor each of the following completely over the field of Rational Numbers: X2 – 9 x2 – 12 X2 + 9 x4 + 3x2 - 4 Factor each of the following completely over the field of Real Numbers: X2 – 9 x2 – 12 X2 + 9 x4 + 3x2 - 4
plaintiff; Y’s tell the defence story) Wed. Sept. 26 [Yom Kippur] Chapter 5 FTX 402 Cross-examination Green v. Hall and Rose: Direct examination – X’s examine Green; Y’s examine either Hall or Rose [Exercises will be and students will complete self-evaluation outside of class] Wed. Oct 3 Chapters 9 & 10 FTX 402 Introducing Exhibits Making Objections Damages Green v. Hall and Rose: Cross-examination – X’s cross-examine either Hall or Rose; Y’s cross-examine Green [Exercises will be and students will complete self-evaluation outside of class] Wed.. Oct. 10 Chapter 12 FTX 402 Opening Statements Written case analysis problem assigned Self-evaluation due v. Hall and Rose: Exhibit and objection exercises Wed. Oct. 17 Read Dixon v. Providential Life FTX 402 Tentative: Guest lecture or panel discussion Dixon v. Providential Life: Introduction and discussion Wed. Oct. 24 Chapter 6 FTX 402 Advanced Direct and Cross Examination Written case analysis problem due Dixon v. Providential Life: Opening statements (Y’s for the plaintiff; X’s for the defence) Wed. Oct. 31 Chapter 8 FTX 402 Examination of Expert Witnesses Dixon v. Providential Life: X’s examine Wilson or Crowe in chief Y’s cross examine Wed. Nov. 7 Chapter 13 FTX 402 Closing Arguments Dixon v. Providential Life: Y’s examine Sgt. Webb or Dr. Sharpe in chief X’s cross-examine Wed. Nov. 14 FTX 402 No lecture Dixon v. Providential Life: X’s examine expert witness in chief
Date: Monday Date: Tuesday Date: Wednesday Date: Thursday Date: Friday “I Can Statement (s)” “I Can Statement (s) “ “I Can Statement (s) “ “I Can Statement (s) “ “I Can Statement (s) “ “I can use the order of operations to evaluate expressions.” “I can use the order of operations to simplify expressions.” “I can solve one-variable equations.” “I can solve one-variable equations.” “I can solve absolute value equations.” Core Content Core Content Core Content Core Content Core Content ringer ringer ringer ringer ringer The weekly fee for staying at the Pleasant Lake Campground is $20 per vehicle and $10 per person. Last year weekly fees were paid for v vehicles and p persons. Which of the following exppressions gives the total amount, in dollars, collected for weekly fees last year? 20v + 10p 20p + 10v 10(v + p) 30(v + p) 10(v + p) + 20p (on the next slide) What did a student do wrong if they chose B? A car averages 27 miles per gallon. If gas costs $4.04 per gallon, which of the following is closest to how much the gas would cost for this car to travel 2,727 typical miles? $44.44 $109.08 $118.80 $408.04 $444.40 (on the next slide) What did a student do wrong if they chose B? When x = 3 and y = 5, by how much does the value of 3x2 – 2y exceed the value of 2x2 – 3y ? 4 14 16 20 50 (on the next slide) What did a student do wrong if they chose A? What is the value of x when 2x + 3 = 3x – 4? -7 -1/5 1 1/5 7 (on the next slide) What did a student do wrong if they chose A? What is the greatest common factor (GCF) of 42, 126, and 210? 2 6 14 21 42 (on the next slide) What did a student do wrong if they chose A? Instructional Activities Instructional Activities Instructional Activities Instructional Activities Instructional Activities
INTRODUCTION The School Safety Plan is the foundation the district and schools use to maintain a safe and secure educational environment. There are three components to a comprehensive safety plan. Those components are: Policies and procedures that afford a safe school environment. The Safety and Crisis Response Plan. Programs that promote a safe school environment. The Pass Christian Public School District plan utilizes components of the model developed and set forth by the Mississippi State Department of Education, Office of Safe and Orderly Schools.
Officer Summer Dunnam, DeLisle Elementary………………………………………………………………..….601-394-7348 Officer John Dedeaux, Pass Christian Elementary……………………………………………………………….228-216-3753 Officer John Dedeaux, Pass Christian Middle School…………………………………………………………..228-216-3753 Officer Clinton Jacobs, Pass Christian High School………………………………………………………………228-305-0326 Officer Summer Dunnam, The Pirate’s Landing………………………………………………………………….601-394-7348 SCHOOL NURSES Tandrea Dedeaux, DeLisle Elementary……..……………………………………………………………228-222-0402 Amber McJunkin, Pass Christian Elementary………………………………………………………….228-222-0399 Amber McJunkin, Pass Christian Middle School…………………………………………..…………228-222-0399 Meghan Pass Christian High School……………………………….…….....………………….228-234-9101 DISTRICT INFORMATION Central Services Pass Christian Public School District 6457 Kiln-DeLisle Road Pass Christian, Mississippi 39571 228-255-6200 Office 228-255-9302 Fax DeLisle Elementary School K-5 Desiree Lizana, Principal Mandy Lacy, Assistant Principal 6303 W. Wittmann Road Pass Christian, Mississippi 228-255-6219 Office 228-266-6222 Fax
PCHS PE Department Sports Clubs Term 1 - Autumn 2015 Monday Tuesday Wednesday Thursday Friday Lunch time: Table Tennis (RW) Fitness Room time: American Football (GM) Trampolining Wk2 (RPM/GH) Fitness Room time: Table Tennis Wk2 (RW) American Football (GM) Trampolining Wk1 Fitness Room – Girls only Lunch time: Table Tennis (RW) American Football (GM) Fitness Room Lunch time: Table Tennis (RW) Fitness Room After School: Trampolining (RPM) Basketball (Newcastle Eagles) Running Club (RW) Girls Fitness (GH) Circuits, Zumba, Pilates, MetaFit, Interval training etc.) Fitness Room – Girls only After School: Fitness Room – Open access After School: Football Y9 & 10 Boys (JD) 1st XI Football Fixtures (GM) Girls Football Fixtures (GH/RPM) Netball (RPM/GH) Fitness Room – Open access After School: Boys Football Fixtures Y9 & 10 (RW/GM) American Football (GM) Netball Fixtures All years (RPM /GH) Girls Football training (JD) Boys (NRFU) Rugby Girls (NRFU) After School: Multi Sports Night – open to all students and staff (RW) Badminton Basketball Football Lunch time activities start promptly so bring lunch along with you, after school activities finish 4 – 4.30pm. Everybody is welcome to attend – not just team players!!!!
REGULAR BELL SCHEDULE 2017-2018 1ST LUNCH 2ND LUNCH 3RD LUNCH 1st hour 7:30 – 8:23 7:30 – 8:23 7:30 – 8:23 Passing 8:23 – 8:29 8:23 – 8:29 8:23 – 8:29 Home Room 8:29 – 8:50 8:29 – 8:50 8:29 – 8:50 Passing 8:50 – 8:56 8:50 – 8:56 8:50 – 8:56 2nd hour 8:56 – 9:49 8:56 – 9:49 8:56 - 9:49 Passing 9:49 – 9:55 9:49 – 9:55 9:49 – 9:55 3rd hour 9:55 – 10:48 9:55 - 10:48 9:55 – 10:48 Passing 10:48 – 10:53 10:48 – 10:53 10:48 – 10:53 1st 10:53 – 11:23 4th hour 11:28 – 12:33 10:53 – 11:23 10:53 – 11:58 Passing 11:23 – 11:28 2nd LUNCH 11:28 – 11:58 Passing 11:58 - 12:03 11:58 – 12:03 3rd LUNCH 12:03 – 12:33 4th hour 12:03– 12:33 Passing 12:33 -12:39 12:33 – 12:39 12:33 – 12:39 5th hour 12:39 – 1:32 12:39– 1: 32 12:39 – 1:32 Passing 1:32 – 1:38 1:32 – 1:38 1:32 – 1:38 6th hour 1:38 – 2:31 1:38 – 2:31 1:38 – 2:31 Passing 2:31– 2:37 2:31 – 2:37 2:31– 2:37 7th hour 2:37– 3:30 2:37 – 3:30 2:37 – 3:30 LUNCHES 10:53 – 11:23 11:28 – 11:58 12:03– 12:33
~ December 2017 ~ Sun Mon Tue Wed Thu Fri Sat 1 Game: @Apex (JV 5:00, Varsity 6:30) (Dinner provided for JV) 2 Varsity: 7:00-9:00 a.m. 3 4 JV: 2:30-3:45 Varsity: 3:45-5:15 5 Game: @Middle Creek (JV 5:00, Varsity 6:30) (Dinner provided for JV) 6 JV: 2:30-3:45 Varsity: 3:45-5:15 7 Varsity: 4:30-6:30 JV: 6:30-8:00 8 Varsity: 4:00-5:30 JV: Off 9 Varsity: 7:00-9:00 a.m. 10 11 JV: 2:30-3:45 Varsity: 3:45-5:15 12 Game: Apex Friendship (JV 5:00, Varsity 6:30) 13 JV: 5:15-6:45 Varsity: 6:30-8:00 14 Varsity: 2:30-4:30 JV: 6:30-8:00 15 Game: Apex (JV 5:15, Varsity 8:00) (QUAD) Post-game Dinner – location TBD 16 Game: @Mt. Airy (JV 5:00, Varsity 6:30) 17 18 Game: Middle Creek (JV 5:00, Varsity 6:30) 19 Varsity: 4:00-5:30 JV: Off 20 Varsity: 2:30-4:00 JV: Off 21 Early Release Varsity: 2:30-4:00 JV: Off 22 No School! Varsity: 9:00-11:00 a.m. JV: Off 23 Varsity: 7:00-9:00 a.m. 24 25 Holiday - No School! 26 No School! Varsity: a.m. Holiday Invitational 27 No School! Holiday Invitational 28 No School! Holiday Invitational 29 No School! Holiday Invitational 30 31 Notes: Players may be asked to arrive earlier for weights or film. Practice times are subject to change.
February 2018 Sun Mon Tue Wed Thu Fri Sat 1 Varsity: 2:30-4:30 JV: 6:30-8:00 2 Game: @Jordan (JV 5:00, Varsity 6:30) (Dinner provided for JV) 3 Varsity: 7:00-9:00 a.m. 4 5 JV: 2:30-3:45 Varsity: 3:45-5:15 6 Game: Athens (Senior Night) (JV 5:15, Varsity 8:00) (QUAD) 7 JV: 5:15-6:30 Varsity: 6:00-8:00 8 Varsity: 4:30-6:30 JV: 6:30-8:00 9 EARLY RELEASE Game: Hope (JV 5:15, Varsity 8:00) (QUAD) Post-game Dinner – location TBD 10 11 12 Varsity: 2:30-4:30 JV: Off 13 Conference Tournament 14 Conference Tournament 15 Conference Tournament 16 Conference Tournament 17 18 19 20 21 22 23 24 25 26 27 28 Players may be asked to arrive earlier for weights or film. Practice times are subject to change.