zilongwang/ReadingBank huggingface dataset:
After graduating as a Second Lieutenant in June 2001, Adams became an officer in the 3rd Infantry Division, and upon his deployment to Iraq, where he took part in the initial ground invasion, Adams was assigned as commander of his battalion’s Quick Reaction Force. Following his honorable discharge from the Army in 2006, Adams studied film production at Florida State University, receiving a Masters of Fine Arts degree in 2008. He began his career writing and directing short films such as Paternity Test (which he also edited), Precious Cargo (which was his MFA Florida State thesis) and Saint Nick. He also worked as the cinematographer and editor on the shorts, Harvest Moon and Exposure. Adams also worked as a writer’s production assistant and personal video playback assistant to filmmaker Martin Scorsese for the pilot episode of the critically acclaimed HBO® series “Boardwalk Empire”. Adams continued to work on the series as a camera assistant for episodes 2-12, and credits its award-winning creator, writer-producer Terence Winter (“The Sopranos”) and writer-director-executive producer Timothy Van Patten mentors. CREDITS LIONSGATE PREMIERE GRINDSTONE ENTERTAINMENT GROUP and EMMETT FURLA OASIS FILMS Present In Association with THE FYZZ FACILITY An EMMETT FURLA OASIS FILMS Production In Association with TWIRLY FILMS LIMITED In Association with APERTURE ENTERTAINMENT KELLAN LUTZ BRUCE WILLIS GINA CARANO D.B. SWEENEY DAN BILZERIAN OLGA VALENTINA LYDIA HULL TYLER J. OLSON Casting by ANNE McCARTHY and KELLIE ROY Music Supervisor MIKE BURNS Music by
PM less than 2.5µm (PM2.5) 24 hours Health and wellbeing 25 - Annual Health and wellbeing 8 - Carbon monoxide 8 hours Health and wellbeing 11,000 9 Dust deposition as insoluble solids Annual Protecting aesthetic environment 4g/m2/month - 1,3-butadiene Annual Health and wellbeing 2.4 0.001 Acetaldehyde 1 hour Odour 42 0.023 Ammonia 1 hour Health and wellbeing 330 0.46 Antimony and compounds 1 hour Health and wellbeing 9 - Arsenic and compounds (as total metal content in PM10) 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.09 - Annual Health and wellbeing 6ng/m³ - Benzene Annual Health and wellbeing 10 0.003 Benzo(a)pyrene (as marker for PAH) Annual Health and wellbeing 0.3ng/m³ - Beryllium and compounds 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.004 - Cadmium and compounds (as total metal content in PM10) Annual Health and wellbeing 5ng/m³ - Carbon disulfide 1 hour Odour 183 0.0055 24 hours Health and wellbeing 110 0.032 Chromium III compounds 1 hour Health and wellbeing 9 - Chromium VI 1 hour IARC Group 1 0.09 -
compounds carcinogen (known human carcinogen) Copper dusts and mists 1 hour Health and wellbeing 18 - Copper fumes 1 hour Health and wellbeing 3.7 - Cumene (isopropyl benzene) 1 hour Odour 21 0.004 Dioxins and furans (as TCDD TEF) 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.000002 - Ethylbenzene 1 hour Health and wellbeing 8000 1.8 Formaldehyde 1 hour Protecting aesthetic environment 96 0.07 24 hours Health and wellbeing 54 0.04 Hydrogen chloride 1 hour Health and wellbeing 140 0.09 Hydrogen cyanide 1 hour USEPA extremely toxic 200 0.18 Hydrogen sulfide 24 hours Health and wellbeing 160 0.11 1 hour Odour 6.5 0.0043 Lead and compounds (as total metal content in TSP) Annual Health and wellbeing 0.5 - Manganese and compounds (as total metal content in PM10) Annual Health and wellbeing 0.16 - Mercury inorganic 1 hour Health and wellbeing 1.8 - Annual Health and wellbeing 1.1 - Mercury 1 hour Health and 0.18 -
ng – nanograms Table 8.2.10.3.C—Noise (planning) criteria Location where the criteria applies inside a Adjusted equivalent continuous sound pressure level (LAeq,adj,T) to be achieved during day, evening and night time periods Maximum sound pressure level (LAmax) to be achieved during the night time period Day 7am–6pm LAeq,adj,11hr Evening LAeq,adj,4hr Night LAeq,adj,9hr Night 10pm–7am 35dB(A) 35dB(A) 30dB(A) 45dB(A) Other 35dB(A) 35dB(A) 35dB(A) N/A Low-frequency noise criteria for specified sources Noise intrusion into 60dB(C) 60dB(C) Sleeping areas: 55dB(C) Other habitable rooms: 60dB(C) N/A Note— LAeq,adj,T: The adjusted A-weighted equivalent continuous sound pressure level of the development during the time period T, where T is an 11-hour day (7am-6pm), 4-hour evening (6pm-10pm) and 9-hour night (10pm-6am), determined in accordance with the methodology described in the . LAmax: The A-weighted maximum sound pressure level determined in accordance with the methodology described in the . dB(A): A-weighted decibels dB(C): C-weighted decibels
Investigator’s Brochure (For any drug/product under investigation) For studies that involve administration of investigational drugs/products, this section should include: Investigator’s Brochure(s) (IB), or equivalent Or Package Insert. Include labeling for approved medications. The purpose of this document is to provide information on the mechanism of action, possible risks and adverse reactions, and the “expected” adverse reactions associated with the previous use of the drug/product. If the package insert or the Investigator’s Brochure is amended during the trial or is updated, it should be included here. Required for clinical studies regulated by FDA under IND FDA Form 1572 and 1571 FDA Form 1572 for IND studies when: A study involves an investigational drug
Bothwell, Laura. E., Jeremy A. Greene, Scott H. Podolsky, and David S. Jones. 2016. “Assessing the Gold Standard – Lessons from the History of RCTs.” The New England Journal of Medicine 374:2175–2181. doi: 10.1056/NEJMms1604593 Bouwmeester, Samantha, and Peter P. J. L. Verkoeijen. 2011. “Why Do Some Children Benefit More from Testing than Others? Gist Trace Processing to Explain the Testing Effect.” Journal of Memory and Language 65:32–41. Calfee, Carolyn S., Kevin Delucchi, Polly E. Parsons, B. Taylor Thompson, Lorraine B. Ware, and Michael A. Matthay. 2014. “Subphenotypes in Acute Respiratory Distress Syndrome: Latent Class Analysis of Data from Two Randomised Controlled Trials.” The Lancet Respiratory Medicine 2:611–620. Cartwright, Nancy. 2007. “Are RCTs the Gold Standard?” BioSocieties 2:11–20. Cumming, Geoff. 2012. Understanding the New Statistics: Effect Sizes, Confidence Intervals, and Meta-Analysis. Melbourne: Routledge. Danziger, Kurt. 1987. “Statistical Method and the Historical Development of Research Practice in American Psychology.” In The Probabilistic Revolution: Vol. 2. Ideas in the
Sciences, ed. Lorenz Krüger, Gerd Gigerenzer, and Mary S. Morgan, 35–47. Cambridge, MA: MIT Press. Deaton, Angus, and Nancy Cartwright. 2018. “Understanding and Misunderstanding Randomized Controlled Trials.” Social Science and Medicine 210:2–21. doi: Elster, Jon. 1998. “A Plea for Mechanisms.” In Social Mechanisms: An Analytical Approach to Social Theory, ed. Peter Hedstrom, and Richard Swedberg, 45–73. Cambridge: Cambridge University Press. Gerring, John. 2010. “Causal Mechanisms: Yes, But ...” Comparative Political Studies 43:1499–1526. doi: 10.1177/0010414010376911 Grice, James W. 2015. “” Frontiers in Psychology 6:1007. doi: 10.3389/fpsyg.2015.01007 Guala, Francesco. 1998. “Experiments as Mediators in the Non-Laboratory Sciences.” Philosophica 62:901–918. ———. 2003. “Experimental Localism and External Validity.” Philosophy of Science 70:1195–1205.
Reiss, Julian. 2018. “Against External Validity.” Synthese (online first) Rothwell, Peter M. (1995). “Can Overall Results of Clinical Trials Be Applied to all Patients?” Lancet 345:1616–1619. Rothwell, Peter M. 2005. “Treating Individuals 2. Subgroup Analysis in Randomized Controlled Trials: Importance, Indications, and Interpretation.” Lancet 365:176–186. Rousselet, Guillaume A., Cyril R. Pernet, and Rand R. Wilcox. 2017. “Beyond Differences in Means: Robust Graphical Methods to Compare Two Groups in Neuroscience.” European Journal of Neuroscience 46:1738–1748. doi:10.1111/ejn.13610 Sears, David O. 1986. “College Sophomores in the Laboratory: Influences of a Narrow Data Base on Social Psychology’s View of Human Nature.” Journal of Personality and Social Psychology 51:515–530. doi: 10.1037/0022-3514.51.3.515 Schmidt, Stefan. 2009. “Shall We Really Do it Again? The Powerful Concept of Replication is Neglected in the Social Sciences.” Review of General Psychology 13:90–100. doi:
results in a stable and appropriate final landform; provides suitable drainage and hydraulic conditions; and achieves a suitable degree of revegetation consistent with potential post-extraction land uses. Editor’s note—the Council may require rehabilitation works to be bonded to ensure the effective return of disturbed areas to acceptable land use suitability. PO12 Rehabilitation allows for suitable use of any water bodies created through the extraction process, having regard to water quality, hydraulic conditions, land form and vegetation. AO12.1 Rehabilitation is carried out to provide water quality of a standard that can support aquatic vertebrates and invertebrates. AO12.2 Fringes of water bodies are planted with wetland species such that a sustainable aquatic plant community is established. Click and provide your representations.
Name: ____________________________ Date: ________________ Expository Extra Credit DIRECTIONS: Below are 2 writing prompts that we have talked about in class. You will receive extra credit for each essay you type and complete! You will not receive credit simply for doing the work. It must be QUALITY. See Mrs. Crandall in tutorials for help. PROMPT 1 Read: “Parents can only give good advice or put them on the right paths, but the final forming of a person's character lies in their own hands.” – Anne Frank Think: Sometimes kids struggle as they try to become young adults. Children want independence but aren’t ready for the responsibility. Write: Explain how growing up can be difficult. PROMPT 2 Read: “Respect is earned; you do not simply get respect from living long than anyone else.” Think: In your grandparents’ generation, respecting your elders was simply expected. The current generation has challenged that norm by demanding that respect be earned. You must give respect to get respect. Write: Explain how challenging authority can be positive.
Danger-has skull and crossbones symbol and poison on label. Highly toxic, most poison or lethal dosage. Warning-moderately toxic. Caution-slightly toxic to non-toxic. How you earn a grade: Grading will be based upon the rubric on the following page. Activity 9.02.03 Name: _____________________ Rubric for Pesticide Creation Project Category Important Questions Possible Points Points Earned Overall Appearance Was container appealing to the eye? Was there use of color and pictures? Very appealing 15-30 Somewhat appealing 10-15 Appealing 5-10 Not appealing 0-5 Information Presented in Brochure Was the material useful to a customer? Did you use terms that were understandable to general public? Name and address of manufacturer. (6pts) Trade name. (8pts) Active ingredients including official common name or chemical name of each ingredient. (8pts) Type of pesticides-herbicide, insecticide, fungicide, etc. (10pts) Form of substance-dust, wettable powder, fumigant, etc. (8pts) EPA registration number. (8pts) Storage and disposal precautions. (10pts) Hazard statement including ‘Keep Out of Reach of Children”. (10pts) Directions for use-mixing, application, etc. (12pts) Net contents. (10pts) Statement of practical treatment states what to do if a person swallows or is poisoned by spilling the chemical on the skin. (20pts) Worker protection procedures including reentry time on how long before a person can enter the treated area. (20pts) Signal words-toxicity levels for humans. (10pts) Danger-has skull and crossbones symbol and poison on label. Highly toxic, most poison or lethal dosage. Warning-moderately toxic. Caution-slightly toxic to non-toxic. Spelling and Grammar Any major spelling or grammatical mistakes? No mistakes 10 Few mistakes 5-9 Multiple mistakes 0-5 Total Points Earned Maximum Points = 180
Monday Tuesday Wednesday Thursday Friday Before School Lane Swimming – Bingham Leisure Centre - £3.05 KS4 Lunch Years 9,10,11 (12.45 - 1.20) Dance COE After School (3.30-4.30) Archery Club External Coach 3.30pm Junior Pump Fitness Sports Centre Gym £2.15 Athletics DMO,WKN, LYN, JSW, AHL Badminton BAN Rounders CHL/WRD/COE Football Forest Academy, AHL (until May half term) Basketball SLN Tennis WKN Cricket MJS, SHD 2.30pm Junior Pump Fitness Sports Centre Gym £2.15
Directions: Write an equation based on the given graph. 4. ______________________________________ 5. ______________________________________ 6. ______________________________________ From Description to Equation Directions: Write an equation based on the given transformation. 7. Absolute value function made 5 times as narrow and shifted 2 units up. 8. A radical function is reflected over the y-axis and made twice as wide. 9. A cubic function is reflected over the x-axis, made three times as narrow, and translated up 3 units. 10. A quadratic function is half as wide, shifted 2 units up and 3 units to the left, then reflected over the x-axis. 11. A cubic function translates 3 units down and 7 units to the left. 12. A quadratic function has its vertex at (4, 6).
Mineral or mud? Question 1: choose from the pair below. Write a story about travelling through the earth into the core. Include the temperatures experienced, rock types expected, pressure, and environment. OR Explain in your own words the processes of Tectonic movement in the Earths’ crust. Include divergence, convergence and transformation of plates. What impact does each have on the physical environment? Question 2: What is subduction? Where does it occur? What effect does it have on the earth? Question 3: Most people are familiar with precious and semi-precious gemstones because of the popularity of birthstones. Select your birthstone from the chart below and find out information about it such as how and where it is formed, mined and processed. Month Modern (as of 1912 USA) Traditional January Garnet Garnet February Amethyst Amethyst March Aquamarine Bloodstone April Diamond Diamond May Emerald Emerald June Pearl, Moonstone Alexandrite July Ruby Ruby August Peridot Sardonyx September Sapphire Sapphire October Opal, Tourmaline Tourmaline November Yellow Topaz, Citrine Citrine December Blue Topaz, Turquoise Zircon, Turquoise, Lapis Lazuli
Fabrics like wool and fleece are great insulators and will keep your body warm over an extended period of time. Fabrics like lace and cotton don't hold heat well, and won't keep your body warm very long. Why? To insulate something means to use a material that allows the least amount of heat to escape. Wool fibers are woven tightly together, and are much thicker than other materials, such as cotton. They don't allow much heat to escape, which means they are great insulators. Fabrics like cotton and lace are breathable fabrics, meaning they allow a great deal of heat to escape. They may be comfortable to wear, but they won't keep you from turning into an icicle on a cold day. Pat 2: Dressed for the Cold: Layering for the Best Combination Now that you know which fabrics keep water warm the best, try another insulation experiment to see how different combinations might work. Use the planning sheet on the next page to help plan your investigation. Then record your results in the space below. Try three of four combinations such as fleece and wool. Combination Rank from Best To Worst Start Temperature Final Temperature Rank from best to Worst What have you learned from this investigation?
and, maybe, visually recorded. In a story, the story teller will likely tell you: Where the event occurred; When the event occurred; What caused the event; The outcome of the event; that is, what happened in the end; and, possibly, What was learned from the event, which means, how might have this situation be prevented, or, if the experience occurred again, what might be done differently to prevent this from happening. Ask this person to share their story. In their story look for these details. If they don’t tell you these details, you might ask for these details. One you have listened to the story, you are required to retell the story through a medium of your choice as discussed with your teacher. Options include, a written narrative with illustrations; a diorama – a physical model representation; or a digital production. Your account of the event will be presented to your class, and, then, a different audience. From the presentations, as a class identify what the important messages and themes emerging from the presentations. Eating and Drinking for Survival Go back and read the stories from Angie Joseph-Rear and Victor Henry about what foods to eat in the northern extreme environment. In the space below make a list of the foods they eat and drink.
Appendix B: Neighbourhood plans and other areas reflected in the land use and yield assumptions Adopted neighbourhood plans Acacia Ridge—Archerfield neighbourhood plan Algester—Parkinson—Stretton neighbourhood plan Ashgrove—Grange district neighbourhood plan Aspley district neighbourhood plan Australia TradeCoast neighbourhood plan Banyo—Nudgee neighbourhood plan Bowen Hills neighbourhood plan Bracken Ridge and district neighbourhood plan Bulimba district neighbourhood plan Calamvale district neighbourhood plan Capalaba West neighbourhood plan Carina—Carindale neighbourhood plan Carindale centre neighbourhood plan Centenary suburbs neighbourhood plan Chermside centre neighbourhood plan Clayfield—Wooloowin district neighbourhood plan Darra—Oxley district neighbourhood plan Doolandella neighbourhood plan East Brisbane—Coorparoo district neighbourhood plan Eastern corridor neighbourhood plan Enoggera district neighbourhood plan Everton Park neighbourhood plan Ferny Grove—Upper Kedron neighbourhood plan Fig Tree Pocket neighbourhood plan Forest Lake neighbourhood plan Fortitude Valley neighbourhood plan Holland Park—Tarragindi district neighbourhood plan Indooroopilly centre neighbourhood plan Ithaca district neighbourhood plan Kangaroo Point peninsula neighbourhood plan Kangaroo Point south neighbourhood plan Kelvin Grove urban village neighbourhood plan Kuraby neighbourhood plan Lake Manchester neighbourhood plan Latrobe and Given Terraces neighbourhood plan Lower Oxley Creek south neighbourhood plan Lutwyche Road corridor neighbourhood plan McDowall—Bridgeman Downs neighbourhood plan Milton neighbourhood plan Milton Station neighbourhood plan Mitchelton centre neighbourhood plan Mitchelton neighbourhood plan Moggill—Bellbowrie district neighbourhood plan Moorooka—Stephens district neighbourhood plan Moreton Island settlements neighbourhood plan Mt Coot-tha neighbourhood plan Mt Gravatt corridor neighbourhood plan New Farm and Teneriffe Hill neighbourhood plan
Attachments/References Application of charges to growth categories The following table identifies the uses and adopted charges from Councils resolution which have been used to estimate charges revenue. It should be noted that due to the level of detail available in the development types a number of uses under the resolution may be applicable, and a use has been chosen as a best fit. Although a growth category may have a number of uses that could be applied, the adopted charge itself is constant across these uses. Table 6.1.1 – assumed resolution uses and charges applied to development types LGIP development type Adjusted development type for modelling purposes Assumed resolution use Applied adopted charge (1) Residential Multiple dwelling Attached Dwelling - Number of dwellings: 1 or 2 bedroom dwelling Residential (Material Change of Use/Building Work) - Dwelling house - 1 or 2 bedroom dwelling $10,000 Attached Dwelling - Number of dwellings: 3 or more bedroom dwelling Residential (Material Change of Use/Building Work) - Dwelling house - 3 or more bedroom dwelling $14,000 Dwelling house Detached Dwelling - Number of dwellings: 1 or 2 bedroom dwelling Residential (Material Change of Use/Building Work) - Multiple dwelling - 1 or 2 bedroom dwelling $10,000 Detached Dwelling - Number of dwellings: 3 or more bedroom dwelling Residential (Material Change of Use/Building Work) - Multiple dwelling - 3 or more bedroom dwelling $14,000 Retail (2) Short term accommodation - Number of bedrooms: Bedroom that is not within a suite Residential Accommodation (short term) - Hotel (residential component) - Bedroom that is not within a suite $4,000 Short term accommodation - Number of suites: Suite with 1 or 2 bedrooms Residential Accommodation (short term) - Hotel (residential component) - Suite with 1 or 2 bedrooms $4,000 Short term accommodation - Number of suites: Suite with 3 or more bedrooms Residential Accommodation (short term) - Hotel (residential component) - Suite with 3 or more bedrooms $6,000 Long term accommodation - Number of bedrooms: Bedroom that is not within a suite Residential Accommodation (long term) - Community residence - Bedroom that is not within a suite $8,000 Long term accommodation - Number of suites: Suite with 1 or 2 bedrooms Residential Accommodation (long term) - Community residence - Suite with 1 or 2 bedrooms $8,000 Long term accommodation - Number of suites: Suite with 3 or more bedrooms Residential Accommodation (long term) - Community residence - Suite with 3 or more bedrooms $12,000 Non-residential
Unique Identification Number (UIN) CS 20 The UIN of the assessment record provided by the test vendor. May not be blank. ASSESSMENT RECORD SSID CS 10 The SSID for the student associated with the assessment record as of the date selected. May be blank. ASSESSMENT RECORD Local Student ID CS 16 The student’s Local Identifier associated with the assessment record. May be blank. ASSESSMENT RECORD Student Legal Last Name CS 50 The Legal Last Name of the student associated with the assessment record. May be blank. ASSESSMENT RECORD Student Legal First Name CS 30 The Legal First Name of the student associated with the assessment record. May be blank. ASSESSMENT RECORD Student Legal Middle Name CS 30 The Legal Middle Name of the student associated with the assessment record. May be blank. ASSESSMENT RECORD Gender Code CS 1 The Gender Code of the student associated with the assessment record. May be blank. ASSESSMENT RECORD Student Birth Date DT 8 The Birth Date of the student associated with the assessment record. May be blank. ASSESSMENT RECORD Grade Level Code CS 2 The Grade Level of the student associated with the assessment record. May not be blank. ASSESSMENT RECORD Assessment Program Code CS 1 The Program/Assessment. May not be blank ASSESSMENT RECORD
Australian Government _______________________________ Department of the Prime Minister and Cabinet between the Commonwealth of Australia as represented by the Department of the Prime Minister and Cabinet (ABN 18 108 001 191) AND [insert Provider name] (ABN [xx]) Grant System Agreement number (System ID) [Agreement ID provided by grant management system] Provider reference number (System ID) [Org ID provided by grant management system] © Commonwealth of Australia 2015 This work is licenced under a Creative Commons Attribution Non-commercial No Derivative Works licence (CC the full terms of which are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/au/legalcode. Requests for other licence rights to this work should be directed to the Department of the Prime Minister and Cabinet. Version: 6 March 2015
Force me to keep you as a prisoner, Not like a guest: so shall you pay your fees When you depart and save your thanks. How say you? My prisoner? Or my guest? In asking Polixenes if he will “force” her to keep him as a prisoner, she poses as the forced subject of her guest’s will even while flexing the muscles of her own. She forces him to choose between alternatives that will, in either case, keep him from doing what he has repeatedly said he wants to do: leave. In response, Polixenes promptly surrenders his will to hers: “To be your prisoner,” he says, “should import offending; / Which is for me less easy to commit / Then you to punish.” Polixenes knows very well that he need not be either her prisoner or her guest, that he is free to leave without saying another word. But she artfully suspends his will to do so. Finally, jumping from Shakespeare’s time to the modern era, consider what happens to a pair of guests in a celebrated American play of the early sixties. During the long party dramatized in Edward Albee’s
Who’s Afraid of Virginia Woolf?, a party that runs from 2:00 AM to dawn, an older couple named George and Martha furnish endless drinks to a young couple named Nick and Honey while also raging at each other. At the same time, the host and hostess gradually make Nick and Honey the victims of a game called Get the Guest. In particular, George ridicules Honey for her mousiness and phantom pregnancies, and Nick for his witlessness, his latent fascism, and above all for the boozy impotence that aborts his impulse to Hump the Hostess: an impotence that turns this would-be “stud” into a “houseboy.” By the time Nick and Honey are pushed out the door as dawn breaks, they have been nearly exterminated. In a recent essay on hospitality in Shakespeare’s plays, Julia Lupton contends that “the guest is always a prisoner, not fully able to determine his own departure, fundamentally at the mercy of his host” (Thinking with Shakespeare [2011] 175). I wouldn’t go so far as that. But how many people can honestly say that they’ve never in their lives felt trapped by a hostess or host? As Luis Buñuel and now Thomas
JOHNNY Ain’t even any goddamn wires on here THEO Your outta your mind..! JOHNNY At least twice a day! It’s the only way to live, if you tell yourself you’re already dead THEO I remember now… JOHNNY …Then why the fuck, are you still pointing that gun at me friend? THEO I ain’t who you think I am Johnny boy Theo raises the gun at Johnny JOHNNY What, are you fucking kidding me! You betray us like that FUCK IT! Doesn’t matter anymore who the FUCK you are! From where I’m standing, I read victory, and It’s reading out loud in big fuck’n numbers. HERE COMES THE BIT WE ALL WANNA KNOW ABOUT! THEO And blow a hole in the fuck’n sand!? Talk about pick your targets you know you gotta be a fuck’n somebody for a martor to work these days, don’t go wasting it
2. A function is defined by the formula g(x) = 12 5x (a) Evaluate without a calculator the value of g(5) + g(2) (b) If g(k) = 14, find k. 3. Two variables are connected by the relationship y = ax + b. Given that both a and b are negative, sketch a possible graph of y against x to illustrate this relationship. 4. Factorise (a) 9x2 – 16y2 (b) 3y2 – 2y – 1 (c) a2 – 5ab + 6b2 (d) 1 – 16y2 5. Solve the inequality (x – 3)2 – (x – 5)2 < 0 6. Simplify expressing your answer with positive powers. 7. Write down the equation of the graphs shown below, which have the form y = kx2. 8. Write down the equation of the graphs shown below, which have the form y = ax2 + b. (a) (b) 9. Write down the equation of the graphs shown below, which have the form y = (x + a)2 + b. (a) (b)
If the exercise lasts longer than 10 seconds the body switches to glycogen which is stored in liver and muscles. Converted to Glucose 6 phosphate before it is broken down to form Pyruvate This is done by Phosphofructokinase (PFK) and Glycogen Phosphorylate (GP) This system produces a net gain of 2 molecules of ATP. In the absence of oxygen pyruvate is converted to Lactic acid via lactate Dehydrogenase
What it is? Side Effects? Who uses it? EPO Synthetic product that mimics the naturally occurring hormone of EPO produced by the kidneys and stimulates the body to manufacture red blood cells. So enhanced oxygen carrying capacity of the blood. Proven benefits, increased haemoglobin content, increased VO2max Fatal consequences increased red blood cells increased the viscosity of the blood which can lead to clotting and heart failure Affects the body’s ability to produce it naturally Cycling Endurance based sports Anabolic Steroids Group of synthetics hormones related to testosterone. Taken orally or injected facilitate the growth or lean muscle mass. Performers can train harder and for longer, recover quicker EG THG and Stanozolol Liver damage Heart failure Increased aggression Masculine effects e.g. facial hair, deeper voice Testicular atrophy Reduced sperm count Baldness Brest development in males Strength and power based performers Human Growth Hormone Synthetic hormone that mimic’s the bodies naturally occurring growth hormone- facilitates protein synthesis and lean muscle mass. So used to get stronger Enlargement of internal organs i.e. heart High blood pressure Acromegaly- abnormal bone development Cancers Weightlifting Rugby Beta Blockers Group of hormones used by performers to lower metabolic Low blood pressure Chronic fatigue Archer Snooker
Develop optimal competition performance. Volume of training is decreased but intensity of training is increased. Phase 3 (6-8 weeks) Competition period. Trials and qualifying period Phase 4 (4-6 weeks) Mini transition period recover and prepare for phase 5. Phase 5 (3-4 weeks) Culmination of the training year!! Training tapered for peak performances. 10-21 days, can vary. Transitional Period (Phase 6) Very important. Active recovery, recharge the batteries. Key Terms: Peaking: the planning and organisation of training so a performer can be at the height of physical and psychological conditioning during major competitions. Tapering: reduction in the volume of training prior to a major competition. It enables an athlete to reach peak performance. Mesocycle- short term training goal
2- 8 weeks in duration. With the focus of a particular component of fitness i.e. strength. Microcycle- the training week Details of intensity, volume and sequence of training programmes. 3:1 ratio. Work to rest days. Training unit Single training session. Ie improve lactate tolerance 5 x 100m on 4 minutes, max effort 3 x 200m on 5 mins max effort 8 x 75m on 3 mins, max effort. Double periodisation ….. Thermoregulation during exercise
Provider: Session Plan Sunny Days Nursery Child’s Name: Helena Brown DOB: 12.10.14 Current Ratio: 1:1 Please note on plan when Inclusion Funding will be used (minutes specified) and for what purpose AM MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AM 9.15-9.45 support for registration and transition to choosing 10.15 – 11 Transition to snack time and focussed MAO activities (1-1 and 1-3) 11-11.30 modelling and scaffolding in areas of provision (1-1 and 1-3) 9.15-9.45 support for registration and transition to choosing 10.15 – 11 Transition to snack time and focussed MAO activities (1-1 and 1-3) 11-11.30 modelling and scaffolding in areas of provision (1-1 and 1-3) Lunch 12-12.30 support with hand washing and 1:1 supervision during lunch time. (1-1) 12-12.30 support with hand washing and 1:1 supervision during lunch time. (1-1) PM 12.30-3.00 Forest Schools - modelling and scaffolding of play and reinforcing concepts (1:1). Supervision of safety including not putting objects in mouth.
M 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36 0-11 8-20 22- 36
Section 3 How can I deliver a flexible offer provision? The Government want schools to offer more flexible patterns for parents. Schools and childcare providers have to find a balance between making their service flexible while also ensuring that they have appropriate facilities, space and staffing, whilst generating a sustainable income from the activity. Here are some of the most frequently asked questions from providers (this is a working document that will be updated) However, you need to ensure any changes you make refer to the EYFS statutory requirements. Frequently asked questions What does the EYFS say Good practice guidance What is the minimum m2 per child? If we want to expand our space what should we do? 3.57 - Children aged three to five years: minimum 2.3 m2 per child. These calculations should be based on the net or useable areas of the rooms used by the children, not including storage areas, thoroughfares, dedicated staff areas, cloakrooms, utility rooms, kitchens and toilets. 3.64 - Providers must ensure that they take all reasonable steps to ensure staff and children in their care are not exposed to risks and must be able to demonstrate how they are managing If you are an academy or maintained school you need to contact the LA who will assess the sufficiency of places in the area
Local Authority Designated Officer Contacts The LADO Team deal with allegations against staff who work with children either in education or the wider workforce If you need to speak to the LADO Team regarding an allegation against a member of staff please call any member of the LADO Team number. Your details will be taken and passed to the intake officer. The same intake officer will support you through the process until the matter has been resolved. Please note that the team no longer works on an area basis. LADO Team contact number: 03000 410 888 Now it’s just one number for the whole LADO Team covering Kent Local Authority Kate Davis Interim Manager for LADO and Care Standards Sessions House PA to LADO Manager Robin Brivio (from 26th January 2015) LADO Jinder Pal Kaur LADO Admin Support Thabi Hollingsworth Nicola Anthony (from 5th January 2015 – not Monday or Tuesday) LADO Admin Support Vacant Angela Chapman LADO (not Friday) Becky Cooper LADO (not Monday or Tuesday) Admin Support Jane Francis If a call is urgent i.e. a child is in immediate danger, and the call cannot go through to the officer on Duty, the call should go through to the Central Referral Unit on: 03000 41 11 11 Urgent child protection issue outside of office hours, Call the Central Duty Out of Hours Number: 03000 41 91 91
APPENDIX B DATA AUDIT Description of data held Type of data Where does The data come from Where is data stored Where is data processed (location) Why is this data held i.e. purpose Lawful basis for holding data: (choose one): Consent Contract Legal obligation Vital interest Public task Legitimate interest If legal quote piece of legislation: If Consent has consent been obtained – where is this? Do existing policy/ procedure cover individual rights including how the Early Years Setting delete or provide data on request Who is the data shared with Who has access to this and how is it secured Retention period Risks GDPR compliant Data required
COPY FOR YOU TO KEEP APPENDIX C EARLY YEARS SETTING PRIVACY & CONSENT NOTICE PART 1 This privacy notice and consent applies to children, parent/carer and staff data held by this Early Years setting in relation to data held for: PARENTS/CARER parent/carers data tick PARENTS//CARER child data (for under 13-year-old children) tick CHILD child data (over children only) tick STAFF staff data tick WHY IS THIS NOTICE BEING SENT? The General Data Protection Regulations (GDPR) replaces the Data Protection Act 1998 on 25 May 2018. The Early Years setting is now required to tell all data subjects about the data that is collected about them. This form may also be used to collect certain data. Early Years setting must tell parents, children and staff: what data is being collected what purpose data is used for whom the data is shared with the lawful basis for holding your data how long we will keep your data your individual rights under GDPR PURPOSE FOR HOLDING DATA please see Part 2 for a full list of data the Early Years setting holds/collects/shares WHAT ARE YOU REQUIRED TO DO? please read this Early Years Setting Privacy and Consent Notice carefully please complete all the details about additional data the Early Years setting needs to collect from you in Part 3 in all cases you will be asked to sign BOX A to confirm that you have received this information. If your consent is required then you must also sign BOX B to demonstrate your consent to certain data being held or used. all signed copies of Part 1 should be returned to the Early Years settings administrator as soon as possible. You should keep the remainder of this notice. YOUR CHOICES You have the right to see the information that we have about you and to get any mistakes corrected. see section requesting access to your personal data BOX A I the undersigned have received this Early Years Setting Privacy and Consent Notice template. PRINT NAME …………………………... SIGNATURE ………………………………….. ON BEHALF OF CHILD’S NAME (IF UNDER 13) …………………………… DATE ……………………………………. BOX B I the undersigned give permission to the collection and processing of my personal information to the third parties listed in this document PRINT NAME SIGNATURE
My Name Early Years Setting My Key Person Important Dates for my education Date of Birth School Starting Date 2 year old funding Apply by Applied for Response 2 year progress check Due Started Completed School Application Apply by Applied for Response Transition to LAC Team Due Arranged for Completed Education Led Core Groups Dates Present PEP/IEP EY Review Contacts Date Who Outcome
Did you share anything with another parent or caregiver? Creating a summary of key points from the last discussion is an opportunity to clarify questions, reinforce key points and summarize for parents that weren’t part of the first discussion. Suggestions: What made the biggest impression? What sparked you to try something new? Did you have the chance to share this information with others? Collecting the ideas that parents felt were most important as well as ways that they have integrated ideas and responded can spark further discussion and exchange. Recording these ideas can be helpful for further reflection and is very important for monitoring the impact of the conversations. You may want to review the short video, particularly if there were parents that were not at the first conversation: as a starting point for the conversation. Note: You might show only the introductory clip, before moving on to the Serve and Return clip as an introduction to the Serve and Return Interactions Shape Brain Architecture (#7.) Reviewing the key points from “The Core Story”: Brains are born and then built, based on our experiences. While our genes determine the timing and sequencing of brain development, our experiences and environment will shape how this unfolds Brains are built from the bottom up, with early skills supporting later more complex skills, so its easier to get it “right the first time”. The “foundation” of the brain is built in the early years of a child’s life and impacts development in all areas. Stress can cause changes to the brain that leave a child at risk for behavioral and learning challenges and as well as physical health concerns throughout their life. Serve and return interactions between a child and caregiver are the bricks to build a healthy brain foundation! Development happens in the context of relationship! A child’s “air traffic control system”, their executive function and self-regulations skills need to be up and running as soon as possible. For children to reach their developmental potential they need the support of parents and caregivers, along with communities, organizations, institutions and governments. Together we can. Additional suggested resources: Alberta Family Wellness Initiative: Harvard Center on the Developing Child: From the BBC: 4. Conversation Overview
Name DOB Gender Home Address of Child/Young Person Name & Address of Parent(s)/Carer(s) (if different from above Home Phone Mobile Email Name of Setting Pupil’s UPN Address of setting Contact No Date of Admission Age in Months Home Language Other settings attended within the last 12 months Is the child/young person in Public Care? Yes No Do they have a Child in Need Plan? Yes No Is there an Early Help in place? please enclose if so Yes No Primary (main) category of need as defined in the Code of Practice (please tick one) SpLD MLD SLD PMLD SLCN ASD SEMH HI VI MSI PD C & L C & I SEMH S/P Cognition and Learning – Specific Learning Difficulty; Moderate Learning Difficulty; Severe Learning Difficulty; Profound and Multiple Learning Difficulty. Communication and Interaction – Speech, Language and Communication Needs; Autistic Spectrum Disorder Social Emotional, Mental Health Sensory / Physical – Hearing Impairment; Visual Impairment; Multisensory Impairment; Physical Difficulty. Name of Child’s GP NHS No. GP’s Address Contact No
Who is Involved with Me / Information Gathered Please list the professionals involved with the child / those who have provided information for this EYAR: Name Service Contact number Report attached Date of Report Has information been shared regarding the Local Offer, Personalisation and Personal Budgets? If no, signpost to www.wigan.gov.uk/sendlocaloffer Yes No Should the application progress to an EHC Assessment, do the family want more information regarding the Local Offer, Personalisation and Personal Budgets? Yes No Section 2 – My strengths and Current Functioning Background / My Story Please provide any background information relevant to the child’s needs or situation. Detailed information about specific strengths and needs are requested in the next section.
Dates for your Diary Autumn Term 2017 - BOOKING FORM Please add the name of the member/s of staff attending in the right hand column and return to: Provider Name: Name of attendee/s SEPTEMBER Twilight - Language Rich Environments (£15 per person) 20th September Start Point Sholing, 4 – 5.30 pm ECaT Phase 1 (catch up) 21st September Start Point Sholing 9.30 am - 12.30 pm ECaT Phase 1 - Childminders (Saturday) 23rd September 2017 Redbridge Fire Station, 9.30 – 11.30 am OCTOBER Early Years and Childcare Conference Saturday 7th October Oasis Academy L’hill, 9.00 am – 4.30 pm FULL Inclusion Conference (West) 16th October Ashby Centre, Shirley 9.30 – 11.30 am ECaT Signing (catch up) 17th October Start Point Sholing 9.30 am – 12.30 pm Inclusion Conference (East) 18th October Start Point Sholing 9.30–11.30 am OR 12.30–2.30pm 9.30 – 11.30 12.30 – 2.30 Toolkit for Individual SEND Support Package 18th October Start Point Sholing, 4 – 6 pm Only available to those who have subscribed to the SEND Toolkit Package NOVEMBER ECaT Club (East) 2nd November Start Point Sholing 9.30–11.30 am OR 12.30–2.30pm 9.30 – 11.30 12.30 – 2.30 Early Years & Childcare Drop In 8th November Start Point Sholing 3.30 – 8.30 pm You can book – or just turn up ECaT Lead Practitioner Training 9th November Start Point Sholing 10 – 12 noon ECaT Club (West) 10th November Pickles Coppice 9.30–11.30 am 30 Hour Provider Workshop 16th November Start Point Sholing 4 – 6 pm OR 6.45 – 8.45 pm 4.00 – 6.00 pm 6.45 – 8.45 pm
DELAWARE TECHNICAL & COMMUNITY COLLEGE CORPORATE & COMMUNITY PROGRAMS Campus/College wide: Terry Campus Department: Table Games Training Course Number and Title: EYD 338 Craps Prerequisite: EYD 345 Introduction to Table Games Course Description: The purpose of this course is to prepare students for a career as dealers in Craps by providing the necessary background, training and practice in game rules and regulations, dealing skills, game security and irregularities. Emphasis is placed on understanding casino industry policies and procedures, applying basic game rules, a fundamental comprehension of the odds, and will demonstrate basic dexterity in cheque, dice, and stick handling, as well as an understanding of game security awareness. Required Text(s): Craps Manual Additional Materials: None Method of Instruction: Hands-on demonstration and student practice; lecture Measurable Performance Objectives Upon completion of this course, the student will: Discuss the different terms and rules used in the game of Craps. Identify the different cheque values and demonstrate how to break them down. Demonstrate the proper stick calls and the physical handling of the stick. Demonstrate clear audible calls. Identify procedures for making a money change, color change, totals and conversions. Demonstrate the proper placement of proposition. Distinguish the correct placement of come, don’t come, buy, lay and place bets. Discuss explanations of all true odds. Perform placement and payoffs of place bets. Identify a dealer’s responsibility on a dead game. Discuss the proper casino policies and customer service. Describe game security. Demonstrate game irregularities and procedures. Evaluation Criteria/Policies: Students must demonstrate proficiency to the 80% level to successfully complete the course. If the student meets all objectives, a grade of “pass” is awarded; otherwise a grade of “fail” is awarded. Final grades will be based on the following criteria:
WITHERS & CO LIMITED END OF YEAR DETAIL FORMS FARMERS THIS FORM IS IMPORTANT In your own interest (to provide us with complete records to reduce your costs) PLEASE USE IT Name Balance Date TOTAL HECTARES TOTAL EFFECTIVE HECTARES MILKING PLATFORM (INCL LEASED LAND) ______________________________________________________ AVERAGE COWS MILKED ________________________________________________________________ LATEST RATING VALUATION 1. LIVESTOCK ON HAND AT BALANCE DATE CATTLE DAIRY Fr & Fr X DAIRY Jer & Jer X BEEF STUD STOCK TOTAL CATTLE SHEEP CLASS NO. MA Cows Ewes 5&6 yr R2yr Heifers Ewes 3&4 yr R3+Yr Steers Ewes 2TH R 1yr Bred Ewe Bred Lambs Bought Heifers Bought R2yr Steers Wether Bred Lambs Bought R1yr Bred Steers Bought MS Bred Lambs Bought R3yr+ Bulls MA Wethers R2yr Bulls Rams R1yr Bred Bulls Bought Breeding Bulls ALPACAS HORSES DEER Breed: CLASS NO. NAME AGE CLASS NO. Mature Female MA Hinds Yearling Females R2yr Hinds Yearling Males R1yr Hinds Breeding Males R2yr+Stags (non-breeding) R1yr Stags Breeding Stags Any other livestock – supply on a separate list.
The Eye Emergency service is in the South Wing, Ground Floor Mon – Fri 9am to 4pm (except Bank Holidays). Outside these hours this service runs from Main A&E if you feel that your eye condition needs immediate medical attention. 0207 188 4316 Please bear in mind that this service is for emergencies only. In case of missed appointments, please call the number for appointments (0207 188 8871) or for prescription queries, please ask for your consultant’s medical secretary.
Do you know an infant or a child who appears to have difficulty seeing the world around him? Have you noticed any unusual visual behaviors or difficulty in one of your students or patients? Take a minute and find out how you can help put them in touch with agencies that may be of service. Let’s help children maximize their education by maximizing their VISION! State Leadership Services for the Blind and Visually Impaired Network Center Location Region 1 Edinburg, TX 956-984-6165 Region 2 Corpus Christi, TX 361-561-8539 Region 3 Victoria, TX 361-573-0731 Ext. 237 Region 4 Houston, TX 713-744-6379 Region 5 Beaumont, TX 409-951-1746 Region 6 Huntsville, TX 936-435-8254 Region 7 Kilgore, TX 903-988-6899 Region 8 Mount Pleasant, TX 903-575-2766 Region 9 Wichita Falls, TX 940-322-6928 Region 10 Richardson, TX 972-348-1634 Region 11 Fort Worth, TX 817-740-7594 Region 12 Waco, TX 254-297-1145 Region 13 Austin, TX 512-919-5354 Region 14 Abilene, TX 915-675-8671 Region 15 San Angelo, TX 325-481-4056 Region 16 Amarillo, TX 806-677-5197 Region 17 Lubbock, TX 806-281-5712 Region 18 Midland, TX 432-567-3254 Region 19 El Paso, TX 915-780-5344 Region 20 San Antonio, TX 210-370-5433 State Leadership Services for the Blind and Visually Impaired Network “EYE” FIND Identifying Children with Visual Impairments and Blindness “According to some researchers, vision is usually involved in 90% of the learning that takes place in early development” (Ferrell, 1996, p89). Typical Visual Behaviors: Birth Focus on objects 8-10 inches away Eyes have difficulty working together 3 months Tracks moving objects Eyes are beginning to work together Beginning of a directed reach 6 months Turns head to see objects Accurate reach (depth perception) Good color vision/favorite color Sees at greater distances