zilongwang/ReadingBank huggingface dataset:
FRIDAY, May 29, 2015 Conference Registration – 1st Lobby, Gaige 8:00 AM – 12:00 PM 2:00 PM – 4:00 PM Continental Breakfast – 248 7:30 AM – 10:30 AM Session F1: Friday, May 29, 2015 9:00 AM – 10:15 AM Session F1A: International Trade Gaige 120 (9:00 – 10:15 am) Chair: Frew Hailou, West Virginia State University Factor Heterogeneity and International Frew Hailou, West Virginia State University Ready Made Garments Trade of USA and Bangladesh Abdul Pathan, Pennsylvania College of Technology Balance of Trade: An Evolution of International Trade Theories Justin Pendel, Youngstown State University Investigating the Benefits of Currency Union on Trade: A Case Study for the WAMZ Countries Tamsir Cham, Islamic Development Bank Discussants: Michael Morrison, Edinboro University of Pennsylvania Frew Hailou, West Virginia State University Tamsir Cham, Islamic Development Bank Abdul Pathan, Pennsylvania College of Technology
Conference Registration – 1st Floor Lobby, Gaige 7:30 AM – 10:30 AM Continental Breakfast – 2nd Floor Hallway, Gaige 7:30 AM – 9:00 AM Session S1: Saturday, May 30, 2015 9:00 AM – 10:15 AM Session S1A: Economics and Incentives 244 (9:00 – 10:15 am) Chair: Gayle DeLong, Baruch College CEO/President Forced Resignations: Types and Impact on Corporate Performance Khaled Abdou, Penn State Berks Varela, University of Texas at El Paso Why Do People Keep Their Promises? A Further Investigation Steven Schwartz, Binghamton University Eric Spires, the Ohio University Richard Young, the Ohio State University Is “Delitigation” Associated with a Change in Product Safety? The Case of Vaccines Gayle DeLong, Baruch College Discussants: Gayle DeLong, Baruch College Kosin Isariyawongse, Edinboro University of Pennsylvania Steven Schwartz, Binghamton University Session S1B: Public Finance Gaige 245 (9:00 – 10:15 am) Chair: Mehdi Hojjat, Neumann University Projection of the U.S. Balance of Payments
9. Cost per Participant - i.e. total programme cost divided by number of participants Cost per Participant 10. Please provide a detailed breakdown of what is included in the project costs. 11. DECLARATION I certify that the information contained in this application is correct and confirm that this project will be carried out as described in the application. I certify that no bad debts or judgements have been made against us over the past five years, (please give details below where relevant). I understand that providing wrong or misleading information is an offence and such information may be used against us in any subsequent criminal investigation. I understand that information contained in this form may be released under the Freedom of Information Act, 2014. Signed: _________________________________ Name of Applicant (in capitals): _________________________________
Bobby: Hey, now that you're feeling a little better, do you think you'd be up for a little basketball? Reuben: Yeah, I guess so. Let's go. Discussion Questions: From this skit what did you about God's peace? (When you are going through a bad situation, God's peace can cheer you up, because you know that God cares for you.) How can Jesus love and presence really make a difference when you are experiencing something bad? Does anyone have an example to share from their own life? How do you know that Jesus cares for people who have lost loved ones, like their grandmother? (Jesus was sad for Mary and Martha when Lazarus died.) Skit #2 SCENE: LaTasha calls Maria on the telephone. She is very frightened. LaTasha: (Holding the telephone, it rings, there is an answer.) Hello, is Maria there? Maria: Yeah, this is Maria. LaTasha is that you? LaTasha: Yes, its me. Something terrible just happened. You have to come over here quick. I'm really scared. Maria: Okay, but first you have to tell me what happened. LaTasha: Maria, our house has been broken into. I just came home from the plaza. I knew my grandma was going over to her friend's house for the day, so I didn't expect anyone to be home. When I got off the bus and walked up to my porch, I realized that the front door was open a little bit. When I opened it and went inside, I saw that the house was all torn up. Someone has broken in. Maria: You're sure that they are still not there, right?
A just war is a war that is acceptable under certain circumstances. Colour code the boxes below to show the six just war rules that St. Aquinas came up with: The war must be started… …good instead of evil comes from the war. There must be a good… …of success. Everything must be done to make sure… ….by the sovereign authority, e.g. the government. The war must be the last… …more than is necessary to win – innocent civilians shouldn’t be targeted. The force used must be no… …reason to go to war e.g. to protect people. There must be a reasonable chance… …resort; every other way of resolving the situation must be tried. Do you think it is ever acceptable to go to war…why? List some (just) acceptable reasons to go to war.
Quotation from Bible What does the quotation mean? War/violence acceptable? “Then the Lord said to Joshua, ‘Do not be afraid…Take the army with you, and go up and attack Ai’” “Love your enemies and pray for those who persecute you.” “An eye for an eye, a tooth for a tooth, a life for a life.” “Blessed are the peacemakers” “…live at peace with everyone. Do not take revenge, my friends, but leave room for God’s wrath…” “Those who live by the sword, will die by the sword.” “Thou shalt not kill”
Background Bible Quote (Evidence) Explanation Jesus’ teaching ‘ Love your enemies and pray for those who persecute you’ Jesus’ teaching ‘Forgive, and you will be forgiven’ Jesus’ teaching ‘If someone slaps you on the right cheek, turn and offer them the other cheek’’ Said by Jesus during his crucifixion ‘Father forgive them because they don’t know what they are Jesus’ teaching when a women is due to be punished by stoning for adultery ‘Those who have not sinned may cast the first stone’
Address gender that increase risk, including violence (GBV) Facilitate community conversations around gender norms and their impact on HIV risk, including in-and out-of-school youth groups, faith-based groups, and institutions (e.g., schools, health care facilities) Facilitate assessments to help communities identify and support girls and boys who are at increased risk of gender-based violence (such as bar maids, house maids, etc.) Use participatory approaches to map and identify safe spaces within the community, as well as placed where girls and women are at risk, and develop interventions that target the risk factors in these places Facilitate community conversation to promote women's legal rights and protections: Recruit and “positive deviant” couples Recruit and male champions Work with service providers/social services to support GBV survivors Work with community to expand male engagement in SRH and HIV prevention activities (including Men As Partners and Africa Transformation resources) P12.5.D Number of people reached by an individual, small group, or community-level intervention or service that explicitly addresses gender-based violence and coercion (Gender-Based Violence Initiative pilot indicator) P12.6.D Number of GBV service-encounters at a health facility (Gender-Based Violence Initiative pilot indicator) P12.7.D Percentage of health facilities with Gender-Based Violence and Coercion (GBV) services available Violence Initiative pilot indicator) Reduce sex (IGS/TS) Conduct education sessions targeting community about dangers of IGS/TS Facilitate community conversations around gender norms that contribute to IGS/TS Recruit and train champions among young women and older men to address IGS Support partners to engage men in preventing GBV Ensure access to condoms for young women Collaborate with other PCVs to target economic empowerment activities to young women P8.1.D: Number of the targeted population reached with individual and/or small group level HIV prevention interventions that are based on evidence and/or meet the minimum standards required P8.2.D: Number of the targeted population reached with individual and/or small group-level HIV prevention interventions that are primarily focused on abstinence and/or being faithful, and are based on evidence and/or meet the minimum standards required
3 Specifics 3 Definitions 3 Standard of Value 3 Premise of 4 Control Characteristics 4 Marketability Characteristics 4 5 Assumptions 6 Scope Limitation 6 6 History 6 Capital Structure 8 Sales Records and Management 8 10 National Economy 10 Regional/Local Economy 19 Industry Outlook 30 47 COMPANY SIZE BALANCE SHEET 48 & 50 COMPANY COMMON SIZE INCOME STATEMENT 51 RMA 52 56 Balance Sheet Adjustments 56 Income Statement Adjustments 57 59 Adjusted Book Value Method – Going Concern 59 Capitalization of Cash Flow Method 60 Direct Market Data Method: 66 69 A: 72 B: 73 C: 76 76 D: 77 ECONOMIC COMPANY
©2008 Center for Economic & Industry Research, LLC 1111 Brickyard Road, Salt Lake City, Utah 84106, ALL RIGHTS RESERVED. Bibliography Federal Reserve Districts; The Beige Book, June 13, 2006. Atlanta, GA; Wikipedia Plumbing Fixtures & Fittings: Industry Profile, Freedonia, May 2006. The Complete Economic and Demographic Data Source; Woods and ; 2006 Plumbing industry in '06 — 'a 7 or an 8'; Contractor Magazine.com; 2005 Commercial Contractor Survey; Contracting Business, June 8, 2006. Battle cry for licensed plumbers; Contracting Magazine; May, 2006. Construction & Engineering in the United States; Datamonitor; May 2006
Guidelines for PEA Conference (Full papers) Abstract This is a sample file demonstrating the style for PEA Conference full papers. The length of the full paper is limited to 4-6 pages. It must consist of an abstract, a list of key words, an introduction, one or more main sections, a conclusion, and a list of references KEY WORDS: Formatting, Font 1. GENERAL GUIDELINES PEA Conference full paper should be formatted in the same way as this sample file. (You can use this sample file if you use MS-Word 2007) Please follow the same layout and do not change margins, font styles or sizes, or heading numbering schemes. For English version, please use TH Sarabun font. The length of the full is limited to pages. The full paper must be submitted in both PDF document and MS-Word file. The complete paper should be prepared in accordance with the format described here and e-mailed to http://peacon2018.pea.co.th. The deadline for submission of full papers is July 17th, 2018. 2. STRUCTURE OF THE PAPER 2.1 Paper size and page layout Your paper must use a page size corresponding to A4. The details of Authors’ name and affiliations should be put in one column format and the body of the paper should be put in two column format with single line spacing. The first line margin should be 0.75 cm. Page margins should be 2.9 cm for the top and bottom and 2.1 cm for left and right accordingly. 2.2 Font TH Sarabun, font size 14 2.3 Title The title of the full paper must be written in TH Sarabun 16, bold. 2.4 Author A comma-delimited list of authors must be given, with full affiliations in the form Department, Company/Institution, City and Country, and a comma-delimited list of email addresses. It should be written in TH Sarabun, font size 14 point. 2.5 Abstract The title of the Abstract must be written in Times New Roman 14, bold. The maximum word count should not exceed 500 words 2.6 Key words Include a concise list of key words (not more than ten), for example: Bridge Aerodynamics; Pedestrian Comfort; Wind Energy; Tall Buildings. 2.7 Main sections
Definition This factor assesses the degree of responsibility for providing guidance, direction, training and supervision to others in their work. Notes Others includes: co-workers, other staff, students, faculty, volunteers, and users of University services who rely on the expertise of the position in order to operate equipment, use facilities or carry out activities. Those supervised may be regular, temporary, full-time, part-time or casual employees, student employees, interns, contractors, consultants, or staff assigned to a specific project. Guidance and direction include: orientation assistance mentoring advice, suggestions, recommendations technical or functional support informally assigning, monitoring, checking, reviewing work Training includes: instructing new employees in the functions of their jobs instructing others on the use of equipment, systems, processes, procedures Supervision may include any or all of the following: assigning, monitoring, checking, reviewing work conducting performance appraisals organizing, co-ordinating work interviewing for promotion or hiring scheduling staff selection of approving vacations, leaves, overtime recommending discipline motivating staff disciplining coaching input into recruiting, hiring discussing expectations and outcomes recommending termination input into performance appraisal evaluating impact of staff absences FACTOR 8 – RESPONSIBILITY FOR HUMAN RESOURCES (Cont’d)
[5] D. Santoianni, “Defining true flexibility – a comparison of gas-fired power generating technologies,” Detail Wärtsilä Tech. J., vol. 1, pp. 10–15, 2015. [6] Wartsila, “Kiisa ERPP I & II.” [Online]. Available: https://www.wartsila.com/energy/references/europe/kiisa-erpp-i-ii. [Accessed: 08-Feb-2018]. [7] T. Mahlanen, “Elering Emergency Reserve Power Plant located in Kiisa,” 2011. [8] R. Drew, “Flexibility, footprint and reliability advance aeroderivative turbines in a challenging market,” International Turbomachinery, 2017. [Online]. Available: https://www.turbomachinerymag.com/aeroderivative-gas-turbines/. [Accessed: 08-Feb-2018]. [9] Energy Brainpool, “Fexilbility needs and options for Europe’s future electricity system,” 2017. [10] M. Welch and T. Kroll, “Flexible Power Generation for Grid Support utilizing Aero-derivative Gas Turbine Technology.” [11] T. Data and P. Plants, “Technology Data for the Indonesian Power Sector,” no. December, pp. 1–140, 2017. [12] Fingrid, “Fingrid’s new reserve power plant inaugurated in Forssa,” 2013. [Online]. Available: [13] ColGrass, “Forssa Power Plant.” [Online]. Available: [14] Sandbag, “Capacity payments and 550g - Why is a carbon-intensity threshold needed for Capacity Payments?,” 2017. [15] Wärtsilä Corporation, “Wärtsilä Plants Solutions 2016,” 2016.
Situation Although Peak Support is a small business, it consistently tackled projects that required the staff to work together to accomplish milestones. Employees spent a great deal of time emailing documents back and forth, which hampered their efficiency and caused version control issues. Another challenge the company faced was securing sensitive documents during the life span of a project. Peak Support’s employees spent an inordinate amount of time managing their email inboxes, sifting through their inbox and sent folders to track down various components of an email thread. Scheduling was also inefficient; technicians had no easy way of setting up meetings directly from an email, requiring them to close the email, open up a new meeting invitation, and paste in the information. Solution To overcome its challenges, Peak Support deployed Microsoft Office Professional 2010. The new suite offers dozens of features designed to promote easier sharing of information and more efficient task management, as well as advanced scheduling and email capabilities. By allowing users to more efficiently manage their emails, work together on large projects, and create more impactful presentations, Office Professional 2010 has allowed Peak Support to get more done in less time and with fewer resources. This has increased the company’s service capabilities considerably. “The new Office Professional 2010 features have maximised our time to interact with our customers,” says Guy Gregory, Technical Specialist for Peak Support. Benefits Since deploying Microsoft Office Professional 2010, Peak Support employees have experienced more effective collaboration and an increase in productivity. Seamless Collaboration With Office Professional 2010, the days of emailing different versions of documents are gone. Now, users can easily collaborate with vendors, colleagues, and supervisors in the same easily accessible interface, eliminating the need for multiple approval/revision cycles, and reducing the chances of version issues. The new Microsoft SharePoint Workspace 2010 has also made it easier to set up security rules to determine who can access sensitive documents. “Without effective collaboration, each of us would have different parts of the jigsaw puzzle,” says Gregory. “With the new SharePoint Workspace 2010, we have the full picture.” SharePoint Workspace 2010 allows Peak Support users to collaborate both internally and with other associates, such as a Microsoft support provider in Birmingham, with ease and without excessive travel time. "If we didn't have SharePoint Workspace 2010, we would probably have to have a
Our vision is to provide focused, creative and innovative learning experiences for all students. We emphasize lifelong learning, development of community partnerships and prepare our students to succeed in the 21st century. Administration Michael Moore, Superintendent Brenda Duran, Principal Santiago Bobian, Dean of Students Vallejos, Athletic Director of Education Jaye Sudar President Julia Marchant Vice President Elisha Meadows Treasurer Dorothy Martinez Secretary Sherry Gomez Member Tesitor Member Eva Vigil Member Faculty Pre-School………………………..Margaret Bobian Kindergarten…………………………..Andrea Shull Christina Elwell First Grade……………………………Michelle Isom Donna Galvan Second Grade……….……………….Karri Brawner Third Grade………….……….…….......Tara Dotter Carolyn Brown Fourth Grade………………………….Diego Bobian Dr. Stephanie Moyers Grade……………….Maureen Upthegrove TitleI/Interventionist…………..…………..Brenda Morgan Special Education ………………….Kristen Aiello Special Education ………………Suzanne Ireland Counselor……………..……………..……..Anne Yahl Physical Education-K thru 8.…Eric Vialpando Art-K thru 8….……………….……..…Katie Keeling Music-K thru 6……………….………Jenna Inscho Band-7/8………………………..…………Ben Pollack Reading/Lang. Arts -6/7/8…Patricia Johnson Mathematics-6/7/8……Annette Lambersom Science 6/7/8……………………..……Deborah Nott Social Studies-6/7/8………………...Aaron Vallejos
other students, and dispose of gum properly. Students should respect the guidelines of the school and teachers as they move from area to area. Students are expected to dispose of chewed gum, candy wrappers, and other garbage in the proper trash containers. School Hours/Days Peakview Office 7:30 AM – 5:00 PM Please call to report absences before 10:00 AM at 719-738-2190 Messages for students need to be received before 3:45 PM NO Phone Calls between 3:45-4:10 PM* calls may not be answered during this 25 minute time period due to the various duties of office staff. Pre-School 8:10 AM – 11:00 AM 12:30 PM – 3:45 PM Elementary School (Kindergarten – Grade 5) 7:55 AM – 3:05 PM Middle School (Grades 6,7,8) 7:50 AM – 3:05 PM 3:05 Dismissal each Wednesday for ALL STUDENTS Pre-Kindergarten through Eighth Grade Monday through Thursday Early Release Thursday (3xs) at 2:00 PM for Parent/Teacher Conferences: October 19th, February 15th (Optional PTC), April 5th.
PEAK Conference February 15 & 16, 2018 Thursday, February 15, 2018 8:30 a.m. Check In 9:00 a.m. Welcome & Introductions Speaker: Kyle Moore – Associate Vice Provost for Enrollment Management, University of Wyoming 9:15 a.m. Counselor Session A: Save the Humanities! Why a Degree in Humanities is important and worth consideration. Speakers: Alyson Hagy – Professor, University of Wyoming Jacquelyn Bridgeman – Director, College of Law, University of Wyoming Admission Session A: WAO Meeting 10:15 a.m. Break sponsored by Western Wyoming Community College 10:30 a.m. Counselor Session B: Service Academies: What Students Need to Know Speakers: Chuck Scott – Director, Academy Prep Program, New Mexico Military Institute Admission Session B: WAO Meeting 11:35 a.m. Counselor and Admission Session C: High School Counselor and College Admission Collaboration: High School Visits, applications, recruiting and more. Speaker: Shelley Dodd – Director of Admissions, University of Wyoming Adrienne Loveland – Assistant Director of Admissions, University of Wyoming Katie Watson – Assistant Director of Admissions, University of Wyoming 12:40 p.m. Lunch, sponsored by Wyoming Admissions Officers (WAO) Join us for lunch and learn more about “what’s new” at UW, Wyoming’s Community Colleges and WAO.
Explain the metaphor of the drain plug and how it relates to the character Peak. What is the meaning of the saying, according to Peak? Go back in your book and look at the references to circling the drain. List the FOUR elements of realistic fiction. (At home, review the handout you completed that contains textual examples.) Present time. Characters could be real. Their problems seem real. Why do you Roland Smith wrote this novel? This isn’t asking you for the message. This is…so he sat down and thought, “I’m going to write a novel about Mt. Everest.” Why? Discuss these with friends. For me to tell you gives away ideas a bit too close to the actual answers— What is HAPE? How would this book be different if it had been written without the Moleskine? How would this novel be different if Peak had taken himself seriously all the time? What is Peak like at the start of the novel? What is he like in the middle? What is he like at the end? Plot –You’ve covered most of these elements on your pink plot structure homework. Review it. Be sure you also review the other handouts; they were created to help you!
Peak Vocabulary Log- As you read Peak, keep track of these vocabulary words. Moleskine 1 Word Page # Part of Speech Definition Sentence from Peak Audacious 8 Demeanor 16 Remorseful 19 Duress 20 Begrudgingly 24 Mellowed 27 Pandemonium 48 Auspicious 49, 93 Flourish 51 Disheveled 62 Surly 65 Pristine 73 Poignant 114 ___________
___________ ___________ Moleskine 2 Word Page # Part of Speech Definition Sentence from Peak Cairn 93 Belligerently 133 Garish 143 Daunting 154 Debilitated 170 Vigil 175 Disperse 175 Blindsided 176 Devastated 178 Enmeshed 189
Character’s Name Evidence from Text Page # Explanation of evidence Method of Characterization Trait #1 #2 #3 Character’s Name Evidence from Text Page # Explanation of evidence Method of Characterization #1 #2 #3 Character’s Name Evidence from Text Page # Explanation of evidence Method of Characterization Trait
Position Description - Stepping Into Program Position Title BHP – Planning and Technical Intern Location Adelaide, SA Position Duration 152 hours Dec 2018/ Jan 2019 Position Overview The successful candidate will have the opportunity to work within the Planning and Technical function in an area most suited to their skills and interests. Areas include Mine, Geotech, Spatial, Processing, Water, Closure, Logistics, Infrastructure, , Geoscience and Exploration Planning and enabling Technology or our site based Geotech and Spatial teams. Task and Responsibilities You will be assigned a project appropriate to your experience and targeted development, we will support you with coaching and mentoring to help you succeed. Mine, Processing, Water and Closure Planning You will be exposed to a team focused on enabling delivery and value. The team is comprised of technical mining specialists through to technical translators who are charged with developing strategic direction for the mines. The team is involved with the strategic planning of BHP so cover all spectrums of mining and processing engineering and hydrology. Logistics and Infrastructure Planning The focus is to complete outbound logistics and off mine site infrastructure planning. You will influence portfolio-wide strategies while applying your technical and modelling expertise. The role requires a strong ability to challenge and facilitate change and optimisation for execution by accommodation, aviation, bulk power, and rail and port operations. You will work alongside infrastructure and logistics engineers and planners in a dynamic team that measures success by the long-term value created. Geoscience and Exploration You will improve geological confidence in our resources, unlocking value through the acquisition, interpretation and communication of geoscience knowledge and risk. Coal Geosciences provide input at all phases of the mine cycle; mine site support to improve recovery at the coal face, enabling the development of optimised mine plans and geotechnical designs, reducing risk through
Leave this site and Google “The Ship That Weeps For Her Dead”. Choose the America in WWII website. Why is the fate of the USS Arizona so tragic? What are the “Black Tears of the Arizona”? Google, locate and read FDR’s War message to Congress dated December 8, 1941. What does FDR highlight over and over about the attack the Japanese carried out? does FDR attempt to get the nation willing to accept the terrible conflict that lied ahead?
THE OF – FISHERIES ACT PEARL OYSTER FISHERY MONTHLY SUMMARY MONTH: December YEAR: 2011 LICENCE No.: A10/999 NAME OF LICENCE HOLDER: (operator’s name) G. Company NIL: MONTHLY MARKETING DETAILS Mother Of or Pearl Meat (Specify) STORAGE Frozen/Dried WEIGHT kg $ / kg DESTINATION INTERSTATE or OVERSEAS (Specify state or country) NT TRADERS NAME/LIC No. or PUBLIC Mother of Dried 15 $10.00 Mother of Dried 30 $11.50 NT Public Pearl Meat Dried 6 $10.00 B1/888 – Pisco’s Seafoods Pearl Meat Frozen 22 $11.50 NSW - Sydney I ____ Good Company ______________________________________________ declare that the information on this return is true and accurate. Official Use Only (print operator’s name) SIGNATURE OF LICENCE HOLDER (operator’s signature): G. Company__________________________ DATE: 13/01/2012
Pearl Oyster Fishery Monthly Summary Monthly Marketing Details Mother Of or Pearl Meat (Specify) STORAGE Frozen/Dried WEIGHT kg VALUE $ / kg DESTINATION INTERSTATE or OVERSEAS (Specify or country) NT TRADERS NAME/LIC No. or PUBLIC I (print operator’s name) declare that the information on this return is true and accurate. SIGNATURE OF LICENCE HOLDER (operator’s signature): DATE: / /
In their analysis of the change in the supply of men that drive female labor and marriage outcomes, Abramitzky et al. (2011) examine how World War I impacts the availability of men in France on the marriage market. The effect of a changed sex ratio in this context, where men were scarce or missing, was a change in marriage rates. Amongst decreases in divorce rates and in the age gap between men and women, and increases in out-of-wedlock births, men were more likely to marry while women were less likely. Charles and Luoh (2010), in the context of high male imprisonment in the U.S. for a specific ethnic group, found that the female marriage rates and the quality of male spouses decreased alongside increases in female education and labor supply. In the context of migration, Angrist (2002) studies an increase in the sex ratio and its positive effect on the female marriage rate and negative effect on female labor force participation in the United States. Most of the existing literature is set in a develop country context: we contribute to this literature with our study employing large-scale Mexican migration, where disproportionally more men leave, to understand the effect of a change in the sex ratio on subsequent outcomes in the labor and marriage market for women in a developing country. Our paper is most closely related to Raphael (2013), who using Mexican male migration, finds that a lower ratio of males in Mexico, increases the number of never married women, female educational attainment and the proportion of women employed. He does not find evidence for females marrying younger or less educated men. The main results of Raphael’s paper are on the marriage market and women’s educational attainment. Besides labor force participation, he does not explore the effects of the changing sex ratio on occupational choice or women’s type of employment, which is the focus of our paper.
Kino’s character with evidence of how it evolved over the course of the text (i.e. evidence from both the beginning and end of the text is used) Identifies a clear catalyst for Kino’s change Clearly demonstrates the catalyst’s role in character development with supporting evidence Nearly no conventional errors comparative observation of Kino’s character (i.e. does not balance before and after equally) Adequately identifies and describes a potential catalyst Utilizes only some textual evidence to demonstrate the chosen catalyst’s role in character development Some conventional errors of Kino’s character (i.e. only focuses on before or after/ presents a one-sided observation) Addresses another character in the story/confuses Kino’s experiences with another character Does not use textual evidence Does not allude to character development at all Fails to offer a possible catalyst for Kino’s change/Argues that Kino did not change Does not meet length requirement Many conventional errors Total: ______/50 = _________% Comments:
INSTRUCTIONS FOR TEACHER ACCESS TO PEARSON INSTRUCTIONAL MATERIALS Step One: Go to the Pearson Easy Bridge Sign In page. Custom URL below Step Two: Teacher Login Teacher User Name is - hisd + Novell User name Teacher Password is – hisd + Employee ID Step Three: View Classes & Add Products. Go to “Current Classes” Tab View Student Rosters Assigned to each Click on “Add Products” to select the instructional materials for this course. Step Four: Add Digital Instructional Materials. Check the Pearson Instructional Material that is assigned to this course SAVE selection. After products are selected, you may revise or edit your class products as needed. Step Five: Access
Social Content Citations: The panel identified the following social content violations: # SC Code Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Citation 1 A-2 6 SE/TE 158, 214, 306, 354, 404, 421, 436, 552 Pictures on these pages all depict men. (158: accompanying video is ok.) Change some of the pictures to women. Not an portrayal of men and women in the text. 2 B-2 6 SE/TE 214, 254, 421, 436, 514, 552 Pictures on pages all depict people of Caucasian descent. Change some of the pictures to people with more ethnically diverse backgrounds. Not an equal portrayal of ethnic diversity in the text. 3 A-3 6 Kickoff Videos Topic 1, Topic 5, Topic 7, Topic 8, Topic 9, Topic 12 Videos depict only men in professional roles and they are narrating or are interviewed in the videos. Change some of the videos to portray women in the same professional roles to narrate or be interviewed in the videos. Not an equal portrayal of men and women in a professional context. 4 L-1 6-8 Lab Materials Reference 3, 14 Alka Seltzer is part of the classroom kit list. Change Alka Seltzer to antacid. Use of brand name. California Department of Education, August 2018
3 A.1 1 SE 68 Two boys are depicted playing video games. Include a girl to avoid further stereotyping that only boys play video games. Adverse Reflection 4 B.2 1 SE 100, 128 In both scenarios depicted, the same teacher appears. Add some variance in depicting teachers from diverse backgrounds. Proportion of Portrayals 5 E-2 K-5 SE n/a The majority of children depicted seemed to have no disabilities. Include images of children with disabilities Proportion of portrayals California Department of Education, August 2018
PEARSON APPLICATION FOR A CREDIT ACCOUNT PLEASE COMPLETE SHADED AREAS ONLY COMPANY NAME: TRADING TITLE (if different): STATEMENT ADDRESS: / POST CODE NAME OF CONTACT/S: ACCOUNTS STANDARD ADDRESS NUMBER (SAN): EMAIL FAX. NUMBER: V.A.T. NUMBER: COMPANY REGISTRATION NUMBER: TYPE OF BUSINESS (please describe): BACK ORDERS WILL RECORD FOR 24 MONTHS ONLY Back Orders Y/N DO YOU REQUIRE A FORM TO ENABLE YOU TO TRADE VIA EDI (Please tick box if yes and we will contact you) SPECIAL INSTRUCTIONS e.g.: date 1st order required, opening date of shop, delivery/invoicing instructions, do you take palletized deliveries? (all deliveries are booked in) COMPANY INFORMATION AND REFERENCE - PLEASE COMPLETE FULLY IS YOUR BUSINESS: HOW LONG HAVE YOU BEEN TRADING? 1 1 - 2 yrs 2 - 5 5 - + IF LESS THAN 1 YEAR, PREVIOUS OF OWNER/S: NAME/S AND HOME OF POST CODE POST CODE ACCOUNT NUMBER TRADE REFERENCES (UK WHERE POSSIBLE) I : a : A
Reteaching (continued) 1-5 Exploring Pairs Supplementary Angles and Complementary Angles Two angles that form a line are supplementary angles. Another term for these angles is a linear pair. However, any two angles with measures that sum to 180 are also considered supplementary angles. In both figures below, m1 = 120 and m2 = 60, so 1 and 2 are supplementary. Two angles that form a right angle are complementary angles. However, any two angles with measures that sum to 90 are also considered complementary angles. In both figures below, m1 = 60 and m2 = 30, so 1 and 2 are complementary. Exercises 3. Copy the diagram at the right. a. Label ABD as 1. b. Label an angle that is supplementary to ABD as 2. c. Label as 3 an angle that is adjacent and complementary to ABD. d. Label as 4 a second angle that is complementary to ABD. e. Name an angle that is supplementary to ABE. f. Name an angle that is complementary to EBF. Prentice Hall Geometry • Teaching Resources Copyright © by Pearson Education, Inc., or its affiliates. All Rights Reserved. 50
Optional units group 45 credits must be achieved from this group T/503/5380 Action research 5 15 50 J/505/0756 Action learning for teaching in a specialist area of disability 4 15 40 M/503/5376 Action learning to support development of subject specific pedagogy 5 15 50 M/505/1089 Delivering employability skills 4 6 20 M/502/9545 Develop learning and development programmes* 4 6 30 H/505/1090 Developing, using and organising resources in a specialist area 5 15 50 Y/503/5310 Effective partnership working in the learning and teaching context 4 15 50 D/502/9556 Engage with employers to facilitate workforce development* 4 6 30 Y/503/5789 Equality and diversity 4 6 25 K/505/1091 Evaluating learning programmes 4 3 15 H/502/9543 Identify the learning needs of organisations* 4 6 30 L/503/5384 Inclusive practice 4 15 50 A/601/5321 Internally assure the quality of assessment* 4 6 45 J/505/0188 Preparing for the coaching role 4 3 15 L/505/0189 Preparing for the mentoring role 4 3 15 T/505/1093 Preparing for the personal tutoring role 4 3 15 R/504/0229 Specialist delivery techniques and activities 4 9 30 J/505/1096 Teaching in a specialist area 4 15 50 Y/505/1099 Understanding and managing behaviours in a learning environment 4 6 20 L/505/1102 Understanding and managing behaviours in a learning environment 5 6 20
5. Prosperity and Protest: Literature of the Postwar Era (1945–1970) Arthur Miller, The Purpose of Theater pp. The Words of Arthur Miller on The Crucible pp. 1120–1121 pp. 1116–1117 Tallahassee Bus Boycott p. 971; Jack Kerouac: King of the Road Trip p. 972; Artistic Upstarts Past and Present pp. 1046–1049 Primary Sources pp. 1000–1008; Reading for Information pp. 1250–1255 Argumentation: Argumentative Essay pp. 1256–1263 Analyze and Evaluate Entertainment pp. 1264–1265 Idioms and Idiomatic Expressions p. 1266 Writing: Argumentative Essay p. 1268a; Research: Documentary Slide Show p.1268b; Listening and Speaking: Roundtable Discussion p. 1268b Reading Test: Prose Fiction pp. 1268–1271 Constructed Response pp. 1272–1273 6. New Voices, New Frontiers: Literature of the Contemporary Period (1970–Present) Alvarez, All-American Writer pp. 1290–1291; Julia Alvarez Introduces “Antojos” pp. 1294–1295 Essays pp. 1374–1375 Poetry and Numbers pp. 1370–1372 Primary Sources pp. 1398–1407; Reading for Information pp. 1442–1447 Narration: Short Story pp. 1448–1455 Compare Print News Coverage pp. 1456–1457 Cognates p. 1458 Writing: Argumentative Essay p. 1460a; Research: Culture Fair p. 1460b; Listening and Speaking: Nonfiction Book Club Proposal p. 1460b Critical Reading: Short Reading Passage pp. 1460–1463 Constructed Response pp. 1464–1465 NOTE: Common Core State Standards appear in red throughout the Skills Navigator.
Bruce D. Roberts Cross References: Green Revolution; International Monetary Fund; Rural Development; Structural Adjustment Programs; Subsistence Living; Sustainable Development; World Bank (?). Further Reading Barlett, Peggy F. “Adaptive Strategies in Peasant Agricultural Production,"Annual Review of Anthropology. 9 (1980). Barker, Jonathan, Communities Under Stress: Peasant Farmers and the State in Africa, New York: Cambridge University Press, 1989. Berry, Sara, Fathers Work for Their Sons: Accumulation, Mobility, and Class Formation in an Extended Yoruba Community, Berkeley: University of California Press, 1985. Cancian, Frank, Change and Uncertainty in a Peasant Economy: The Maya Corn Farmers of Zinacantan. Stanford: Stanford University Press, 1972. Foster, George, Tzintzuntzan: Mexican Peasants in a Changing World. Boston: Little Brown, 1967. Franke, Richard, “Miracle Seeds and Shattered Dreams.” Natural History, 83 No 1 (1974). Gladwin, Chistina H., Structural Adjustment and African Women Farmers. Gainesville: University of Florida Press, 1991. Hobsbawm, Eric J., Primitive Rebels: Studies in Archaic Forms of Social Movement in The 19th and 20th Centuries. New York: Norton, 1963. Johnson, Allen, "Security and Risk Taking Among Poor Peasants." In Studies in Economic Anthropology, edited by George Dalton, Washington, D.C. American Anthropological Association, 1971. Netting, Robert, Smallholders, Householders: Farm Families and the Ecology of Intensive, Sustainable Agriculture, Stanford: Stanford University 1993. Ortiz, Sutti, Uncertainties in Peasant Farming, London: Athlone Press, 1973. Richards, Paul, Indigenous Agricultural Revolution: Ecology and Food Production in West Africa, London: Hutchinson, 1985. Saul, J.S. and R. Woods, “African Peasantries.” In Peasants and African Societies, edited by Teodor Shanin, Oxford: Basil Blackwell,1987. Scott, James C., Weapons of The Weak : Everyday Forms of Peasant Resistance, New Haven: Yale University Press, 1985. Wolf, Eric R., Peasants. Englewood Cliffs, N.J., PrenticeHall, 1966. Peasant Wars of the Twentieth Century. New York: Harper & Row, 1969.
Appendix B: Types of upland swamps in the Sydney Basin—Dr Ann Young This table has been provided by peer reviewer Dr Ann Young to demonstrate the different terminology used to describe upland swamps in the Sydney Basin. Swamp types have been grouped into four main categories, however within each category there are a range of different terms and descriptions that have been used in the literature. Young's preferred typology and nomenclature is shown in bold. Table B1 Different terminology used to describe upland swamps in the Sydney Basin. Swamp type Description Source Hanging swamp Occur mainly in the Blue Mountains area, where the sandstones of the plateau alternate with extensive claystones and dissection by streams exposes both lithologies on the valley sides. They are fed by seepage through the sandstone (via the joints and bedding planes that break that sandstone into large blocks), which then emerges on the cliff face of the valley side when it reaches much less permeable underlying claystone. Hanging swamps occur on quite steep, sometimes near-vertical slopes. They have only shallow or minimal sediment and are essentially a thick mat of shrub and fern vegetation. DSEWPaC (2012) Headwater - definition 1 (Also referred to as valleyside swamps, ‘headwater-drainage divide swamps’, and ‘low slope headwater valley swamps’) The following definition is consistent for all three references listed in the right hand column, however three different swamp names as used: Occur on all plateaus in the Basin. They are found very close to the watersheds between the shallow headwater valleys on the plateau surfaces. Occasionally they overlap these ridges in areas of very low relief. They form when sandy sediment eroded from the plateau accumulates on the very gently sloping surface and on benches. They often have outcrops of sandstone within their boundaries, sometimes marked by groves of small eucalypts. Elsewhere the soils are shallow (less than 1 m deep), dark grey from accumulated organic matter and resting on coherent Young 1986a (uses 'valleyside swamp') NSW Bulli Seam PAC 2010 (uses ‘headwater swamp’) Tomkins & Humphrey 2006 (uses ‘headwater-drainage divide swamp’) DSEWPaC (2012) (uses ‘low slope headwater valley swamp’)
Does the proposed project/event/activity/works require Ministerial Consent or permission from other consent authorities? Date received: Reference No: 4. Project/Event/Activity/Works Summary Summary In no more than 300 words, summarise the proposed project/event/activity/works having regard to: (a) The significance of the project/event/activity/works (b) The effectiveness of the (c) The capacity to deliver the project/ activity/works (d) How the project/event/activity/works will benefit the community and promote raised bog conservation awareness (e) How the project meets national conservation objectives for raised bogs (see for the following publications ‘National Peatlands Strategy’, ‘the National Raised Bog Special Areas of Conservation Management Plan 2017-2022’ and the ‘Review of Raised Bog Natural Heritage Area Network’) Start and finish dates of proposed project/event/activity/works? Start: Finish: 5. Expenditure in relation to proposed Project/Event/Activity/Works Estimated Total Costs of Works: € (excluding VAT) € (including VAT)
Estimated Professional Fees: € (excluding VAT) € (including VAT) Total funding sought: € Amount of matching funds: € Source of matching funds 6. Other Grants/Funding & Reliefs Is VAT recoverable? Have you applied for other EU/Exchequer funding/Tax Reliefs? Have other EU/Exchequer funding /Tax Reliefs been received/refused? 7. Contractors/Tradespersons/ Personnel employed on the project/works/event/activity Contractor(s)/Tradesperson(s)/(Personnel) 1 Name: Position: Address: Telephone/Mobile Number: Email: Tax Reference Number: Date: Satisfactory level of subcontractor tax compliance demonstrated: (if applicable)* Yes: No: Contractor(s)/Tradesperson(s)/(Personnel) 2 Name: Position:
ACCELERATED REQUEST FOR PROPOSALS (COMPETITIVE SEALED PROPOSALS) Patient Bathrooms Renovations RFP No: HHSC 18-019 for Hawaii Health Systems Corporation West Hawaii Region Kona Community Hospital Yvonne S. Taylor, Contracts Kona Community Hospital 79-1019 Haukapila Street Kealakekua, HI Telephone (808) 322-9311 Fax (808) 322-4488 http://www.kch.hhsc.org/Procurement/default.aspx An Agency of the State of Hawaii Revision Date Author Description Rev 000 30 April 2012 N. Hida Used 12-0226 as a template Rev 001 16 May 2012 N Hida Modified after Pre-Proposal Meeting:
1A Pre-Proposal Conference at Kona Community Hospital Tour of Hospital Facilities. Reservation form (Appendix G) and signed Confidentiality Agreement (Appendix H) must be received no later than Friday, April 28, 2016 This meeting is MANDATORY for all Offerors. See Appendix F for Agenda. Friday, May 4, 2018, 9am – 11am HST 2. Closing Date for Receipt of Questions Tuesday, May 8, 2018, 12pm HST 3. Addendum for HHSC Response to OFFEROR’s Questions Thursday, May 10, 2018 12pm HST 4. Closing Date for Receipt of Proposals Monday, May 21, 2018 12pm., HST 5. Mandatory Requirements Evaluation Tuesday, May 22, 2018 12pm., HST 6. Proposal Evaluations Thursday, May 24, 2018 7. Proposal Discussions (optional) 8. Best and Final Offers (optional) 9. Contractor Selection/Award Notification (on/about) Monday, May 28, 2018 10. Contract Execution Period
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Support for Carers Ensuring that those caring for people with a learning disability receive appropriate information, advice and support on options available and entitlements, etc. Figure 10.3 : Circle of support for learning disability Support for Carers 10.4 Current Care & Support Provision Respite provision: Short breaks/respites is a key commitment in recognition that planned breaks are an essential part of supporting families 10.5 Gaps and Areas for Improvement To build community resilience and capacity across a range of services that support people with a learning disability Well-being A continued shift from traditional day services to a model that offers choice and variety, that is outcome and community based, supports access to employment and volunteering, helps people realise individual aspirations and promotes social inclusion. Mental Health 11.3 Current and Future Care and Support Needs Develop a collaborative approach with the third sector to facilitate information, advice and assistance that supports the development of population resilience. Improve support for Carers 11.5 Gaps and Areas for Development Prevention and early intervention – Especially for this in crisis Well-being Improve access to specific mental health welfare rights support and increased support for Carer and Carers need to be involved in Care and Treatment planning. Older People General census planning figures for development planning Ensure we use the same evidence base for future planning 12.4 Care and support provision Examples for development including the 3 Levels of service and “Offers” Sensory Impairment 13.4 Care & Support provision Support for Carers of people with sensory loss, including information, signposting to appropriate support and advice on Carer’s assessments Co-operation, partnership and integration Developing self-reliant individuals and resilient communities to support people to remain independent in their own communities Substance Misuse Co-production Increasing service user involvement, including Carers, Young Carers, parents or significant others in service delivery and service planning. Violence Against Women, Domestic Abuse and Sexual Violence Cooperation, co-production and integration Work together to understand and meet the of communities
A. 1. USF 2. 3. 4. 1.7 CLOSEOUT SUBMITTALS A. 1. 2. 3. 4. 1.8 MAINTENANCE MATERIAL SUBMITTALS A. 1.9 QUALITY ASSURANCE A. 1. RCDD. 2. B. NFPA 70, C. TIA/EIA-569-A. D. ANSI-J-STD-607-A. 1.10 DELIVERY, STORAGE, HANDLING A. USF USF BICSI ITSIM 1.11 PROJECT CONDITIONS A. HVAC PRODUCTS PATHWAYS CABLE CABLE CABLE WIRING CABLES FIELD SECTION
DIVISION 27 COMMUNICATIONS SECTION 27 15 00 COMMUNICATIONS HORIZONTAL CABLING PART 1 – GENERAL 1.1 USF 1.2 SUMMARY A. 1. UTP 2. 50/125 3. 4. 5. 6. 7. 1.3 DEFINITIONS A. BICSI: B. A C. A D. EMI: E. IDC: F. LAN: G. MUTOA: H. A I. RCDD: J. UTP: 1.4 ADMINISTRATIVE REQUIREMENTS A. LAN B. 1.5 ACTION SUBMITTALS A. 1. 2. 3. AND HORIZONTAL CABLING CABLE CABLE OPTICAL CABLE CONSOLIDATION MULTIUSER TELECOMMUNICATIONS OUTLET TELECOMMUNICATIONS IDENTIFICATION MANAGEMENT SYSTEM WIRING INSTALLATION OF CABLES OF
1.6 CLOSEOUT SUBMITTALS A. B. 1. 2. 3. 4. 1.7 MAINTENANCE MATERIAL SUBMITTALS A. 1.8 QUALITY ASSURANCE A. BICSI 1. RCDD. 2. 1.9 DELIVERY, STORAGE, HANDLING A. USF USF BICSI ITSIM PART 2 – PRODUCTS 2.1 DESCRIPTION A. 1. TIA/EIA-568-B.1 2. 3. 4. B. A 100 C. 295 16 HARDWARE OPTICAL FIBER CABLE HARDWARE CABLE OUTLET/CONNECTORS A SECTION
1 Wine and beer producer's licence On and from the commencement of section 6 of the Liquor and Gambling Legislation Amendment Act 2018, any wine and beer producer's licence that was in immediately before that commencement is taken to continue in force (subject to any conditions on which it was granted or any conditions as varied or imposed on it) as if it were a producer's licence. 2 Application for transfer of licence Sections 50B and 50C as in force on or after the commencement of section 10 of the Liquor and Gambling Legislation Amendment Act 2018 apply to an application for the transfer of a licence made under section 32 before that commencement in respect of which the Commission has not made a determination. 3 Alcohol advertising and from the commencement of section 20 of the Liquor and Gambling Legislation Amendment Act 2018, section 115B does not apply for a period of 2 years after 28 March 2018 to any advertising displayed under an alcohol advertising contract entered into before 28 March 2018. this clause— alcohol advertising contract means a contract or agreement entered into for the purpose of the display of any