zilongwang/ReadingBank huggingface dataset:
Beattie, volunteering to lead a discussion at lunchtime the following day and which is further described hereafter in these proceedings. Why - What are the benefits of an international federation? Voice of an international stage Sense of urgency – feel like something is being done Cross training and cross cultural experiences Bringing people together, creating community, sharing of ideas, resources, and reaching out Potential to connect more closely with international organizations such as UNESCO Ability to link with other global networks and organizations (e.g. AAM) Creating a commonality of language Sharing financial resources and combining efforts on activities such as: Translation Printing Outreach efforts and civic engagement Joint international projects Global charitable efforts Global advocacy Build on groundswell Reciprocity “open source” information sharing What – Goals of an international federation Create an understanding of interpretation Principles/ethics Recognition at highest (all) levels Support network for all International membership would bring leverage and respect Legitimacy Pursuit of excellence We don’t like the word “standards” or don’t care Involvement of commercial section Other disciplines – seek allies Open to all including organizations and individuals Lessons learned – analysis and promotion Identify exemplars (people, places, practices) Lobbying and advocacy Policy directives Challenges/Opportunities Multiple languages and cultures Different cultural perceptions What is interpretation Politics/Lots of organizations (not all interp, but similar) Cross cultural exchange Mentorship Infrastructure Answering why – why do we need this? Why us? Link different agencies/organizations and increase flow of resources Problems and challenges of top down planning Could be unmanageable due to size Could use online communication/social media Challenge of online accessibility not being equal Likely to be western centric Economic inequality Exchange programs Pull in new and emerging interpretation groups Opportunity for open access and grassroots Funding – cost to run Create global
Access and communication Coordination of larger projects Promote sense of belonging, identity, community Develop association members Categories – practice, academic, and values Coalition vs federation or consortium What can be answered soon or not Materials production and sale Promote international representativeness and global sites Art vs science vs craft Gather and distribute resources Develop association members Research, conferences, standards, publications Facilitation and dialogue community Growing internet, online access and online translation Definitions are different (how orgs see/define themselves) Establishing core values Running an organization (paid/unpaid) Over ambition “Founder syndrome” Coming up with common standards Sharing research
slightly for both countries, though more so for Kenya than for Uganda. However, examining the index of food production over the same time period, shows that Kenya has made more progress than Uganda. In per capita terms, Kenya’s food production index increased by 5 index points, while that of Uganda decreased by 20 index points during 1982 and 2011. Clearly, taking the future challenges (like continuing high population growth and climate change) into account, both countries need to make major investments in agriculture if they want to be able to feed their population in the future. References BBC (2013). Kenya Aquifers Discovered in Dry Turkana Region. Internet resource of: BBC News of September 11, 2013; available at: . Wenner, Carl-Gösta (1983). Soil Conservation in Kenya. Ambio, Vol. 12, No. 6, pp. 305-307; available at: . Kenya Institute for Public Policy Research and Analysis (KIPPRA) (2014). Achieving Food and Nutrition Security in Kenya: The Role of Irrigation (Nairobi, Kenya: KIPPRA); available at: . National Agricultural Research Organization (NARO) (2012). Establishment of a Farmer-based Seed Multiplication and Delivery System for Improved Varieties of Cassava, Beans, Groundnuts and Rice in West Nile Zone, Uganda (Westlands, Kenya: Alliance for a Green Revolution in Africa (AGRA)). National Irrigation Board (2013). Expanded Irrigation Programme. Internet resource of the National Irrigation Board; available at: . Okoboi, Geofrey and Mildred Barungi (2012). Constraints to Fertilizer Use in Uganda: Insights from Uganda Census of Agriculture 2008/9. Journal of Sustainable Development, Vol. 5, No. 10, pp. 99-113; available at: . Owino, Otieno (2012). Scientists Torn over Kenya’s Recent GM Food Ban. Internet resource of: SciDev.Net (November 30, 2012); available at: . World Bank (2013) World Development Indicators / Global Development Finance database (Washington, DC: The World Bank); as posted on the World Bank website: (downloaded on February 27th, 2013).
Lara Jakiel 4 Boom or Bust: Urbanization in Brazil and Indonesia Cole Burdell 18 Crowded House: Analyzing Overpopulation and Poverty in Bangladesh and Indonesia Sarina Kirpalani 28 Patriarchal Power and Gender-Based Violence in Guatemala and El Salvador Ambar Pardilla 38
Schuler, Sydney Ruth; Lisa M. Bates; Farzana Islam; and Md. Khairul Islam (2006). The Timing of Marriage and Childbearing among Rural Families in Bangladesh: Choosing between Competing Risks. Social Sciences and Medicine, Vol. 62, No. 11, pp. 2826-2837. Van der Eng, Pierre (2010). The Sources of Long-Term Economic Growth in Indonesia, Explorations in Economic History, Vol. 47, No. 3, pp. 294-309. Worker, Dwight (1996). Crowded House: Bangladesh’s Agonizing Human Problems Are Caused, in Part, by It’s Incredible Population Density. E: The Environmental Magazine, Vol. 7, No. 1 (January/February), p. 15. World Bank (2015). World Development Indicators / Global Development Finance Database (Washington, DC: The World Bank); as posted on the World Bank website: (downloaded on March 12, 2015).
GlosGirlsCan: Female Coaching Bursary Application Form Applications open 9am Wednesday 10th January & closes at 9am Monday 12th February 2018 Section 1: About You First Name Surname Do you have a disability? YES / NO If yes, please detail: Date of Birth Email Address T-shirt size (Unisex: XS, S, M, L, XL, XXL) Home Tel. No Mobile Tel. No Home Address Twitter account Instagram account Ethnic Background A: White British B: Mixed White and Black Caribbean Irish White and Black African Any other White background White and Asian Any other mixed background C: Asian or Asian British Indian D: Black or Black British Caribbean Pakistani African Bangladeshi Any other Black background Any other Asian background E: Chinese or other ethnic group Chinese F: Not Stated Not Stated – please write below Any other Section 2: Your Coaching/Leading
Kyanna Alleyne 4 Gender-based Education Inequality in China and India Abigail Murphy 15 Tilling the Earth: Improved Seed Use in Ethiopia and Brazil Michael O’Neill 29 The Girls of Our Future: Gender Inequality in Pakistan and China Sophia Paynter 45
Irony The expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. A state of affairs or an event that seems deliberately contrary to what one expects and is often wryly amusing as a result. “Don’t go overboard with gratitude” – to someone who hasn’t said thank you. You laugh at a person who slipped stepping on a banana peel and the next thing you know, you’ve slipped too. Juxtaposition The fact of two things being seen or placed close together with contrasting effect. It was the best of times, it was the worst of times. Rhetorical Question A question that's asked merely for effect with no answer expected. The answer may be obvious or immediately provided by the questioner. It’s too hot today, isn’t it? Simile A figure of speech involving the comparison of one thing with another thing of a different kind, using ‘like’ or ‘as.’ As bright as a button As fierce as a lion Like the wild sea Metaphor A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable – where you say something is something else. He is winter. The house was a pocket of tension. Monosyllabic words Where a word consists of one syllable Yes No Onomatopoeia The formation of a word from a sound associated with what is named Bang Crash Sizzle Opinion Someone’s viewpoint. The cake tastes delicious. Parallelism The use of components in a that are grammatically the same; or similar in their construction, sound, meaning Like father, like son. Easy come, easy go. Parenthetical remark A parenthetical remark is one that explains or qualifies something. “I’m hungry, but I only want to eat chips.” Personification The attribution of human characteristics to something “The clock face stared at me menacingly.” Sarcasm “The use of irony to mock or convey contempt.” “That’s okay, you have the last cake. I’m sure you needed it more than me.”
| | D Devolution: The handing over or "downloading" of social housing administration and funding, from the Province to the Service Managers The exception is providers transferred to Ministry of Health (MOH)/Long-Term Care (LTC) or Ministry of Community and Social Services (MCSS). District Social Service Administration Board (DSSAB): Special agencies created by the Province of Ontario and given the funding and administrative responsibilities of a Service Manager. DSSABs were created in northern Ontario, where there is no existing municipal government with the legal jurisdiction to act as a Service Manager. Domiciliary Housing: Permanent residences for people with special needs in Ontario. Operators of this type of housing enter into an agreement with the Service Manager and receive a per diem to provide residents with permanent accommodation and supports for daily living. Residents include: individuals with developmental disabilities, mental health or addiction issues and the elderly. Unlike emergency hostels, domiciliary housing is permanent housing for the residents. The program is cost shared 80/20 (provincial/municipal). | | E Eligible Capital Expenditure: Expenditures that are incurred by the housing provider for the repair or replacement of major building systems and/or appliances. They also include reasonable expenditures incurred by the housing provider in planning and budgeting for those expenditures. Emergency Housing: Short-term housing for individuals and families who have no shelter (e.g. emergency housing facilities, motels). Emergency Housing for Victims of Violence: Short-term facilities for women (with or without children) who are victims of violence and as a result are in emergency need of accommodation. | | F F/P Program: A Federal/Provincial social housing program, in effect from 1986 to 1992, under which the Province of Ontario took the lead role in building and administering social housing in Ontario. Sixty percent of the cost of the program was paid by the federal government through the Canada Mortgage and Housing Corporation. Federal Unilateral projects: Non-profit housing providers, whose mortgage is held or whose subsidy was administered by the Canada Mortgage and Housing Corporation under Section 26, 27 or 95 of the . does not affect the mortgages and operating subsidies of these providers.
A Age at Entry: Years since participant’s date of birth upon entry into AEMIS. AEMIS will auto calculate. Assessments: WVAdultEd Instructors are required to provide an entry assessment prior to the 12th instructional hour using the approved assessments (i.e. TABE, CASAS, and BEST). Subsequent assessments should be administered in accordance with publishers’ guideline. Information regarding assessments can be found in the West Virginia Adult Education Assessment Policy and a quick reference can be found in Section 6 page 40 of the WVAdultEd Instructor’s Handbook. B Benefits at Entry: Instructors are required to ask participants at time of entry which services the student or anyone in their household has received within the last 6 months prior to entry into the Adult Education program. SNAP: Provides monthly benefits to help eligible households buy food. WIC: Supplemental Nutrition Program for Women, Infants and Children. WV CHIP: A program that provides health insurance to children who meet the specified requirements and qualify. WV Rent and Housing Assistance Vouchers/HUD: Housing and Urban Development assists with renting, home ownership, and homelessness. Medicaid: Health coverage for eligible low-income adults, children, pregnant women, elderly adults and people with disabilities. Emergency Assistance Program (EAP): EAP is used to assist individuals and families in meeting a financial crisis when they are without available resources. The program is designed to provide short-term emergency financial assistance with which eligible individuals and families may obtain certain items or services needed to eliminate an emergency or crisis. School Clothing Allowance (SCA): A program that provides vouchers for children to receive clothing for school. Children receiving WV Works cash assistance or in Foster Care are issued vouchers in July. Other families are welcome to apply provided they meet the eligibility requirements. TANF/WV WORKS: A program that provides monthly cash assistance to eligible families. Child Care Resource and Referral Agencies: A program that provides resource information and financial assistance to eligible families. Financial assistance covers the majority of the cost of direct care and protection of children while parents work, attend training, or are otherwise unable to provide care.
A security file controls who can access the database. Each database is associated with a security file. When you log on, you log on to a specific security file and that file then becomes current. Semantic Type A category that defines the real-world meaning of the data and therefore how applications should interpret that data. For example, Person is a semantic type that could be assigned to entity types such as Male, Victim, and Witness. The semantic type allows the application to understand that each of those entity types are a different way of depicting people in the real world. The semantic types are organized into three hierarchies: Entity semantic type Link semantic type Property semantic type See also: , , . Semantics The way in which IBM products can analyze and manipulate data according to its real-world meaning. Set A user-specified list of entities, links, or both. Entities and links can belong to more than one set. Sets can be combined into other sets. Show To display the fields of an entity or link on a form on the screen. Single Connection A connection in which all the links are represented as a single link, preserving the direction. See also: . Source Reference An identifier indicating the origin of the information such as a document reference number. Source Type A description of the information supplier such as Officer, Witness or Record. Standard Field
Information about you Surname* Forenames* Today’s date* Date of birth* Gender* Sexual orientation* Civil status* Nationality* Language* Employment status* NI Number Religion* Address* (including postcode) (Please tick box if appropriate) No Fixed Abode Type of address Permanent Hostel Sofa surfing Staying with friends & family Prison Move on address Other if other, please specify Correspondence Address (If different) Landline & mobile* Email Any children or dependents? No. of children under 18 No. children living: at home in care family member Other Next of Kin* Relationship: Contact no: Do you have a disability?* Yes No Nature of disability: Mobility problems? Yes No Do you have a learning difficulty? Reading Writing Learning new skills Understanding complex information Any cultural or religious needs? Tell us about your ethnicity White Black/Black British Asian/British Asian Mixed White British White Irish African Asian – Bangladeshi Asian – Pakistani White & Black Caribbean White & Black African Any other white background Any other black background Any other Asian Background Asian – Indian White & Asian Any other mixed background Chinese Any other ethnic group Specify Not Stated Would it be OK for us to contact you, tick all that apply Call mobile Text mobile Call landline Visit you at home Write to you Is it OK to say we are from the Women’s Centre? What is your GP Surgery? Are you currently/have you had support for a mental health issue? Yes No If you had support in the last 2 years, what was it for and who was it from? an
Table 3: Stakeholder evaluation methods and sample Target audience Description Data collection Total n Providers Purposive (to ensure geographical diversity) including: Practice Managers (n = 14) Practice Nurses (n = 6) Health Care Assistants (n = 2) GPs (n = 2) Administrator (n = 1) Standardised survey questionnaire administered via telephone 25 Stakeholders Purposive and snowball sampling (to identify knowledgeable participants) including: Lifestyle service managers (n = 2) Health Trainer (n = 1) Exercise Referral Coordinator (n = 2) Individual telephone interviews Face-to-face interviews 5 Findings 4.0 Introduction
Table 12: Actual versus expected CVD / diabetes diagnoses Condition Actual Expected +/- % (n) % (n) Hypertension 7.9 1,663 27.8 7,549 -19.9 CKD 1.2 258 2.1 580 -0.9 Diabetes 0.9 188 0.86 233 -0.04 Source: Service Audit
Excellent Student Service – an individual or team who provide consistently high quality service to students (excluding teaching and other academic support staff who are covered in the other categories) Support for Employment – an academic or professional services individual or team who have gone above and beyond to support students to improve their employability prospects Student Rep of the Year– a course rep or school rep who has made a difference to students’ studies. Someone who has gone beyond their role to help make learning experiences better. The committee felt that these six categories would encompass every member of staff and student rep, allowing nominations across the activities of the University. By choosing these awards we are able maximise the impact in the future as lecturers are able to read the case study on each of the award winners, which is sharing best practise and may enhance their teaching styles. Results In total we had 477 nominations across the Staff Awards and SLTAs – an increase of 190% from the previous year. Nominations by category: Response Count Inspiring Lecturer (voted by students) 200 Best Academic Support (voted by students) 87 Most Engaging Module (voted by students) 40 Colleague (voted by staff) 37 Excellent Student Service (voted by students) 25 Student Rep of the year (voted by students) 22
CONTENTS Page Introduction …………………………………………………… 1 Guiding Principles ………………………………………….... 2 Current Context …………………………………………….…. 3 Legal Position/Statutory Responsibility …………………….. 5 Definitions and Legal Framework …………………………… 6 The Planning Duty ……………………………………………. 7 Access Audit and Review ……………………………………. 12 Consultation/Contributors ……………………………………. 13
Specialist Post 16 Provision attached to special schools 3 For students(aged 16-19) with severe or profound learning difficulties including complex difficulties from across the county Alternative Provision Schools 3 For CYP who have been excluded from their mainstream schools either on a permanent or fixed time basis Provision is also made for pupils with long-term attendance issues and for pupils who move into the County awaiting special school placement The APS also support pupils on a short time basis who are at risk of being excluded. Free School 1 Alternative provision school for CYP aged 11-18 Hospital Education Service 1 For CYP aged 5-19 with short and long term medical needs in addition to support for pregnant teenagers and young mothers Specialist centres for communication and interaction needs including autism 5 For CYP with communication and interaction difficulty that has a severe/profound impact on the student’s ability to access the social and academic curriculum but who benefit academically and socially from a mainstream setting comprising 4 Primary Centres/1 Secondary Centre 3. The Legal Position - Statutory Responsibility 3.1 GCC has a legal duty to prepare an accessibility strategy for the schools and settings for which it is responsible under the Act and sets out how the Local Authority will support schools, for which it is the responsible body, to comply with these duties and has elected to extend this duty to other educational settings including those for Early Years and Post 16 within the context of suitability and efficient use of resources. 3.2 Academies and free schools, maintained schools, Early Years settings, Post 16 settings, independent schools and non-maintained special schools must produce their own accessibility plan. 3.3 This accessibility strategy builds on previous Gloucestershire Accessibility Strategies from 2003 onwards (see Appendix 1). It aims to: increase the extent to which disabled CYP can participate in the school curriculum improve the physical environment to increase the extent to which disabled CYP can take advantage of education and associated services improve the access to disabled CYP of written information which is provided to CYP who are not disabled and where necessary alternative communication to written information 3.4 Schools and settings are required to have an accessibility plan, provide adequate resources for implementing their accessibility plan and must regularly review them every 3 years; this is the responsibility of the governing body. An accessibility plan may be published as part of another document such as the school development plan. It must be freely available to parents/carers. 4. Definitions and Legal Framework
Glowing Talk by Susan J. Tweit A glowworm on tree bark On warm summer nights, our 1 backyard looks as though it’s been invaded by creatures from outer space. Tiny, glowing lights appear at dusk, some blinking quickly as they drift through the air, others flicking on and off from the ground. These “aliens” are fireflies searching for mates. We watch, fascinated, as they talk in flashing code. Fireflies are not flies, nor do they 2 burn. They are beetles, and their light comes from special light-producing organs at the end of their bodies. Their family name, Lampyridae, means “shining tail” in Greek. If you live in the eastern or midwestern United States, you probably have fireflies, also called lightning bugs, in your neighborhood. They live on the edges of woods and in grassy places all the way from Florida to southern Canada, and west to the edge of the Great Plains. Only a few kinds of fireflies live in the dry, mountainous western states, and they’re usually found in moist places—in woods along streams or lakes, or near marshes. Four Stages Fireflies, like butterflies, develop in four distinct stages: eggs, which can take about a month to hatch; larvae—pale, soft-bodied, wormlike creatures, which spend about two years eating and growing; pupae, a quiet stage where firefly bodies change from larvae to adults; and adults—dark, hard-shelled beetles, which live only to mate. Through all these stages, from egg to adult, fireflies “talk” with light. Other forms of life can glow, like some bacteria and certain kinds of mushrooms and molds. And some sponges, corals, clams, snails, squid, and fish may light up dark ocean depths. Other insects can shine or flash. But only fireflies have a whole light vocabulary. Firefly larvae are also called glowworms. Even before they hatch, they shine inside the eggs. This glow is a dual-purpose warning signal. It tells would- Adult firefly on leaves be predators that the larva tastes bad, and it warns other larvae that predators are nearby. The tiny larva (the size of a rice grain) is toothless and wingless, but not
- an internal telephone number, and a dedicated e-mail address for in-charge First Aid operators: (#911) (this can also be found on First Aid boxes) (to report small accidents and to notify lacking of materials on First Aid boxes). and - an internal telephone number and a dedicated e-mail address for in-charge Emergency Evacuation /Fire Protection personnel: (#555) (Emergency Team) (to report issues related to fire starting and situations that you feel abnormal or potentially dangerous). Each group includes about twenty people. A call to the 911 or 555 reaches all the operators. The phone of the operator shows the number of the calling user and the time of the call, so the operator knows who has called, even if the user has cannot terminated its call. In case of non-response the call is diverted to the SISSA Control Room. The activation time of 911 and 555 numbers has been set from 9:00am to 5:00pm, working days. During other times they are forwarded to the SISSA Control Room. During the activation time of 911 and 555 you should not call 118 (the National Health Service) or 115 (the Fire Department). Only trained personnel belonging to the First Aid and Emergency groups can carry out an initial assessment or any intervention that could prevent unnecessary calls to 118 or 115. Remember that throughout the the abuse or simple call "as a joke" of these numbers is considered illegal and punishable by law for . The following is a list of actions to be taken during a chemical spill. If you have any concerns or questions, please contact SPP at #739. Small Spills, Local Clean-up In the event of a minor spill or release that can be cleaned up by local personnel using readily available equipment (absorbent, available from SPP in Small Spill Kit): Alert nearby personnel in the area and restrict access. Avoid breathing vapors from spill. Turn off ignition and heat sources if spilled material is flammable. Review the MSDS for the spilled material, or use your knowledge of the hazards of the material to determine the appropriate level of protection. Wear appropriate protective equipment, such as safety goggles, suitable gloves, and long sleeved lab coat.
Session Title: WHO? People Learners and Leaders What we Know: Still Need to Know: WHY? Situation The situation that calls for this course What we Know: Still Need to Know: SO THAT? Change What will change as a result of the learning? What we Know: Still Need to Know: WHEN? Time and Timing What we Know: Still Need to Know: WHERE? Place and Space What we Know: Still Need to Know:
REACH24H GLP Training Course – Application Form Please send us by 15 Aug 2017 via Fax: 0571-87007566 or Email: amd@chemlinked.com Organization: Industry Chemical Agrochemical Cosmetics Pharmaceutical Other Referrer Name Dept. Job Title Mr./Ms. Tel. Mobile Email Name Dept. Job Title Mr./Ms. Tel. Mobile Email Name Dept. Job Title Mr./Ms. Tel. Mobile Email Name Dept. Job Title Mr./Ms. Tel. Mobile Email Name Dept. Job Title Mr./Ms. Tel. Mobile Email Special note: The training course only accepts 30 participants, please send back the application form as soon as possible and we will reserve your seats. Contact: Mr. Jay Cang Tel: +86 571 8700 7548 Fax: +86-0571-8700 7566 Email: amd@chemlinked.com
GLOBAL LEGAL SKILLS CONFERENCE University of Verona Faculty of Law Verona, Italy 21-23 May, 2014 Arrival Information Verona If you are flying into Verona (VRN), you have two convenient options to get to your hotel. Take a taxi directly to your hotel (approx. 25 euro) Taxis are available outside of the Arrival Terminal and will take you directly to your hotel. After a long flight, this might be a good option for you. To save a bit of money, take a shuttle bus from the airport to the Verona train station (6 euro) and walk from there to your hotel. Most of the hotels are no more than a 15-minute walk. The last bus from the airport departs at 11:35 p.m. The bus will drop you off at the train station. Below are some pictures and further walking instructions. You might want to take note of the sign in case you decide to take the bus back to the airport: this is also where the buses depart for the return trip to Verona Airport. Tickets for the return trip can be purchased inside the train station at the ATV chiosk or the “tabaccheria” – the stall where you can purchase cigarettes, stamps, and sundry goods. The first bus to the airport departs at 5:15 a.m. and thereafter every 20 minutes until 11:10 p.m.
* 既に現地指導教員が決まっている場合はご記入下さい。 Research proposal for GLTP (Write this section in English within maximum 3 pages） ※ Kindly be informed that proper measurement of your capacity and a quality of your research plan for the selection process require minimum level of information so please avoid shortage of content. Research Title Research Objective ※ Main Research methods ※ Interview, Sampling, Research plan at abroad university Feedback plan to the community/host university ※ Expected results/outcomes
Funding for space-related development can come from government, the private sector, or a combination of the two. The simplest model is direct government investment in specific capabilities or missions. Another model is targeted investment in specific capabilities. Often, multiple governments will pursue international cooperation as a way to pool their investment in a mutually desired capability or mission. Governments also can encourage private sector investment in space through incentives such as tax breaks, access to publicly funded facilities, government expertise, and other non-cash resources. Anchor tenancy, or guaranteed government business, has been a particularly important approach to encouraging the private sector to invest in space-based capabilities. Anchor tenancy often is a key element of public-private partnerships in which the government and private sector co-invest in a certain capability. Capabilities National space capabilities may encompass the full space value chain, though most governments target capabilities in which to invest, ranging from manufacturing of various types (satellites, launch vehicles, components), ground infrastructure, services, and downstream applications. These choices will depend on available resources—different capabilities require different levels of investment—and objectives. Governance At the most basic level, space governance can take two forms: centralised and decentralised. In a centralised construct, government space functions—development, operations, regulation—are consolidated under a single agency. In a decentralised structure, these functions are the responsibility of different agencies, usually with some degree of coordination. A dedicated space agency is typical, though not an absolute, and also is not necessarily indicative of a centralised governance structure.
Classroom Expectations: Follow all RCS and SCHS rules including dress code, electronic devices, swearing, leaving class, and all other unmentioned rules. Be respectful which includes self-respect and -control, recognizing other students’ personal boundaries, no put-downs, following all directions, policies and procedures the first time. Be prepared for class which includes bringing all necessary materials to class and taking them with you when you leave and completing all assignments in a timely manner. Be on time. When the bell rings, if you have not asked permission, gotten your agenda signed, or not in my classroom, you are late. You must have a note or a tardy pass to enter my classroom. Severity Clause: Any cases of obscenities, fighting, or disrespectful behavior will result in immediate removal from the classroom and a referral to the office. Necessary Materials: Students may store all materials in my room! A Notebook with pockets & dividers (Used for notes & organization) Paper Minimum of 50 sheets Pencils/Pens Color Pencils Course Scope and Sequence: Sequence is subject to change! First Semester Second Semester Lab safety, scientific method, cells, enzymes, inheritance Heredity, biodiversity & change, flow of matter & energy
1 ☐ Conference Student signature: ______________________ 2 ☐ Parent Contact Circle: Phone Call / Email Other ________________ 3 ☐ 1 day Supervised Study Date Assigned: _________ Parent verification? ☐ yes 4 ☐ 2 days Supervised Study Dates Assigned: ________ Parent verification? ☐ yes 5 Administrator Referral Action Taken by Admin: ______________________ 6 Administrator Referral Action Taken by Admin: ______________________ 7 Administrator Referral Action Taken by Admin: ______________________
TEASER, SHARERS & SIDES Cheese & spinach potato skins £6 Burnt Ends £4.95 Corn on the cob with salted chilli butter £4 Salad with house dressing £3 Fries £3 Beef Chilli Cheese Fries £4.50 THE BIG SMOKE PLATTER Recommended for 2 - £44 ½ baby back ribs, beef short rib, brisket, pulled pork, burnt ends & honey roasted chicken served with fries, slaw & corn on the cob NAKED BURGERS All our burger our homemade & served with lettuce, tomato, onion, gherkins, fries & slaw. SIMPLY CHEESE £11.50 Topped with American cheese THE BIG PIG £14.25 Topped with cheese, bacon & pulled pork THE BIG DADDY £15.50 Topped with cheese, beef brisket, bacon & pulled pork THE BIG TEXAN £14 Topped with cheese & beef chilli NAKED DOGS German Krakauer Dog £11 Our premium hot dog served with fries & slaw Beef Chilli Cheese Dog £13 Our premium hot dog topped with beef chilli & cheese served with fries & slaw FROM THE SMOKER All served with fries & slaw Pulled pork in house BBQ sauce £10.95 Slow smoked beef brisket £13.50 Beef shirt rib £13.50 Spicy or BBQ pork spare ribs £13.50 ½ or full rack of baby back pork ribs smothered in house BBQ sauce £10.50/£15.50 COMBOS All served with fries & slaw Half baby back ribs, pulled pork & burnt ends £16.95 Beef brisket, pulled pork & burnt ends £16.95 Baby back, spare & beef short rib £16.95 ¼ chicken, beef short rib & pulled pork £16.95 HOME COMFORTS Homemade beef chilli topped with sour cream & jalapenos served with tomato rice £10 Striploin steak £19.50 Served with grilled tomato & mushroom, fries & dressed salad Add garlic and parsley or chilli butter for an extra £1) Slow braised pulled beef with either house BBQ or chipotle hot sauce £14.95 Served with grilled tomato & mushroom, fries & dressed salad
Standards & Conformity Assessment Program Presenters: Randy Dougherty, Vice President, ANSI-ASQ American National Accreditation Board (ANAB) Mary G. Foster, PharmD, Corporate Vice President Quality & Regulatory Affairs, Aphena Pharma Solutions, U.S. Pharmacopeial Joe Lewelling, Vice-President of Standards Development, Association for the Advancement of Medical Instrumentation ( AAMI) Bruce Mahone, Director, SAE International Michael O’Neil, Executive Director, North American Security Products Organization (NASPO) Audience Q&A 12:15pm – 12:45pm HSSP Plenary A summary of the workshop will be presented. The audience will be encouraged to participate in the dialogue on what the next steps for HSSP and which upcoming initiatives that should be supported. ANSI-HSSP Co-Chair: Gordon Gillerman, Director, Standards Services Group, National Institute of Standards and Technology (NIST) 12:45pm – 1:00pm Closing Remarks/Adjournment Workshop Co-Chairs: Sean K. Moon, Director (Acting), Transportation and Cargo, Office of Transborder Policy, U.S. Department of Homeland Security Michael O’Neil, Executive Director, North American Security Products Organization (NASPO) Appendix A – Registration List as of September 6, 2012
FORM M PROPOSER’S CHECKLIST FOR INFORMATION ONLY This checklist is provided to assist Bidders in determining that required signatures and submittals are included along with the Bid Proposal. ITEM ACTION REQUIRED CONFIRM IN A Transmittal letter Proposer complete and attach. B Information Regarding Proposer and Equity Members Proposer complete and sign C Certification of Eligibility Proposer’s authorized signature D Certification Regarding Debarment Proposer’s authorized signature E Affidavit of Compliance Proposer’s authorized signature F Affidavit of Prevailing Wage Compliance Proposer’s authorized signature G Certification of Tax Compliance Proposer’s authorized signature H Terminations and Legal Proceedings Proposer to furnish data I Safety Record Proposer to furnish data J DBE Workforce Compliance Proposer’s authorized signature K Firm’s Employee Profile (EEO Profile) Furnish firms employee profile L List of Key Personnel Furnish names, roles and duration. M Proposer’s Checklist Proposer to Complete
Mooney, C. 2007. Storm World: Hurricanes, Politics, and the Battle over Global Warming. Harcourt, New York.Hoggan, J. 2009. Climate Cover-Up: the Crusade to Deny Global Warming. Greystone, Vancouver, B.C.; Oreskes, N., and Conway, E.M. 2010. Merchants of Doubt: How a handful of scientists obscured the truth on the issues from tobacco smoke to global warming. Bloomsbury Press, New York. Ian Sample, “Scientists offered cash to dispute climate study,” The Guardian, 2 Feb. 2007. Powell, J.L. 2011. The Inquisition of Climate Science, p. 187 Epstein, P.R., Mills, E. (Eds.) 2005. Climate Change Futures: Health, Ecological and Economic Dimensions, Center for Health and the Global Environment, Harvard Medical School, Boston, MA. About the Author DR. DONALD R. PROTHERO was Professor of Geology at Occidental College in Los Angeles, and Lecturer in Geobiology at the California Institute of Technology in Pasadena. He earned M.A., M.Phil., and Ph.D. degrees in geological sciences from Columbia University in 1982, and a B.A. in geology and biology (highest honors, Phi Beta Kappa) from the University of California, Riverside. He is currently the author, co-author, editor, or co-editor of 32 books and over 250 scientific papers, including five leading geology textbooks and five trade books as well as edited symposium volumes and other technical works. He is on the editorial board of Skeptic magazine, and in the past has served as an associate or technical editor for Geology, Paleobiology and Journal of Paleontology. He is a Fellow of the Geological Society of America, the Paleontological Society, and the Linnaean Society of London, and has also received fellowships from the Guggenheim Foundation and the National Science Foundation. He has served as the President and Vice President of the Pacific Section of (Society of Sedimentary Geology), and five years as the Program Chair for the . In 1991, he received the Schuchert Award of the Paleontological Society for the outstanding paleontologist under the age of 40. He has also been featured on several television documentaries, including episodes of (BBC), (History Channel), Entelodon and Hyaenodon (National Geographic Channel) and (BBC). His website is: . Check out at Shop Skeptic.
TEST STRUCTURE Description of Test Format and Organization The Georgia Milestones American Literature and Composition EOC assessment is primarily a test designed to provide information about how well a student has mastered the content standards that comprise the course. Each student will receive one of four proficiency levels, depending on how well the student has mastered the course content standards. In addition to criterion-referenced information, the Georgia Milestones measures will also include a limited sample of nationally norm-referenced items to provide a signal of how Georgia students areachieving relative to their peers nationally. The norm-referenced information provided is supplementary to the criterion-referenced proficiency designation and will not be utilized in any manner other than to serve as a barometer of national comparison. Only the criterion-referenced scores and proficiency designations will be utilized in the accountability metrics associated with the assessment program (such as student course grades, student growth measures, educator effectiveness measures, and the CCRPI). The American Literature and Composition EOC assessment consists of a total of 60 items, 54 of which are operational items (and contribute to a student’s criterion-referenced and/or norm-referenced score) and 6 of which are field test items (newly written items that are being tried out and do not contribute to the student’s scores). The criterion-referenced score, and proficiency designation, is comprised of 44 items, for a total of 55 points. Students will respond to a variety of item types, including selected-response, constructed-response, and extended writing-response items. Of the 54 operational items, 20 will be norm-referenced and will provide a national comparison in the form of a national percentile rank. Ten of the items have been verified as aligned to the course content standards by Georgia educators and will therefore contribute to the criterion-referenced proficiency designation. The other 10 items will contribute only to the national percentile rank and be provided as supplemental information. Only items that are aligned to the state-adopted content standards will be utilized to inform the criterion-referenced score. With the inclusion of the norm-referenced items, students may encounter items for which they have not received direct instruction. These items will not contribute to the student’s criterion-referenced proficiency designation; only items that align to the course content standards will contribute to the criterion-referenced score. Students should be instructed to try their best should they ask about an item that is not aligned to the content they have learned as part of the course.
1.6 24/7 Sanctuary number for service Users On-going Nicky Lidbetter, Self Help Services Monies Secured from NHS England to deliver a 24/7 helpline for people in crisis. 1.7 Mental Health Criminal Justice Liaison On going Sandy Bering, Lead mental Health Commissioner Monies secured from NHS England to deliver a point of contact in each area to support service users and redirect to support services at an early stage to reduce crisis point presentations. Ensuring the right numbers of high quality staff 1.8 Citywide Urgent Care System Resilience Operational Group On going Tracey Martin, NHS Manchester Review of services in Manchester and improve delivery for service users 1.9 Bolton/Salford/Trafford have established Mental Health Liaison Meeting. On going Paula Solomon, Greater Manchester West MH Outcome of meetings are reported to District Management Team Improved partnership working in X locality 1.10 Rochdale/Bury triage services Nov 2015 Umer Khan Chief Inspector Rochdale Working with NWAS, MH Commissioners and MH trust to deliver a 24/7 telephone triage service across two divisions. PC also based at hospital to create links to the MH unit. 1.11 Local Concordat Delivery Groups On going Clair Carson, Pennine MH Local groups created in Pennine MH Trusts to deliver the concordat locally. 1.12 Safe Sobering Units Preparatory stages Clair Carson, Pennine MH Units attached to A&E to support better crisis response.
7. SCIENTIFIC OVERVIEW OF PROJECT (Please complete a brief scientific resume of the project. Additional information can be attached if necessary) 8. ORGANISMS AND VECTORS (Please list the organism, vectors and inserts that will be used in the project, this should include the source. This can be done in generic terms where appropriate e.g. K12 strains. For cell cultures, give strain/line information as well as species. If GMMs have been imported into the site, information on the construction of the GMM must be obtained from the supplier)
SMcL: We are willing to work with GEM, CND, Fair Rent campaign etc. Only through these discussions can we achieve anything. This meeting is very telling though, this is new to some people and submitting a motion is a new thing to some people, and people have impressed upon us opinions without evidence based on just this motion and its wording. Some of you have tarnished me with the brush of being homophobic, sexist and racist, without evidence. It is not true. We want to work with everyone and the Union to move forward with this. DK: Ok, first we will take a vote on amendment 2 For- 129 Against – 2 Abstain – 18 Amendment PASSED DK: Now, we will take a vote on the motion, as amended For- 123 Against – 2 Abstain – 24 Motion, as amended PASSED DK: That’s all for tonight folks, thanks for coming, and we’ll see you at the next meeting. MA: Can all course reps make sure they have signed in to receive their Open Badge accreditation. 8 ANY OTHER BUSINESS There was no other business 9 DATE OF NEXT MEETING Thursday 24th November 2016, 5pm in LT B4 (‘Stir It Up’ & Education Zone)
Review Panel Membership The Review Panel consisted of: Mr Malcolm Forbes (Chair) Professor Craig Simmons (IESC; Flinders University) Dr Jane Coram (IESC; Geoscience Australia) Prof Peter Cook (CSIRO; Flinders University) Mr Stuart Richardson (CDM Smith) Mr Ray Evans (Independent Consultant) Mr Damien Finlayson (URS) The Panel was assisted by Alan Wade (Principal Hydrogeologist, Aquade) as an independent expert, facilitator, and the author of the Synthesis Report (see below). The Panel also had the benefit of the presence of MDBA and the Department of Environment and Primary Industries (DEPI) Victoria officials as follows: Dr Sabine Schreiber (DEPI Victoria) Mr Simon Baker (DEPI Victoria) Mr Craig Beverley (DEPI Victoria) Mr Peter Hyde (MDBA) Dr Tariq Rana (MDBA) Background Information The MDBA, in collaboration with DEPI Victoria commenced the review for the Sedimentary Plain area by establishing the Review Panel and commissioning Alan Wade to prepare a Synthesis Report, the Goulburn-Murray Sedimentary Plain Groundwater Sustainable Diversion Limit Review Synthesis Report (the Synthesis Report). The Synthesis Report (Attachment A) is a specially prepared report synthesising existing material to support the deliberations of the Review Panel. It includes explanation of the methodology used by the MDBA and DEPI to evaluate BDLs and SDLs. It summarises currently available information on the Goulburn-Murray area including: Hydrogeological characteristics of the area; Licensed groundwater extraction in the area; General technical information of relevance to how the SDL, BDL and State extraction limit have been evaluated, including: Two numerical models used to inform the SDL; and Summaries of two independent reviews of those models Review Panel Objectives The objective of the review is “to review all available information relevant to the determination of SDLs and BDLs of the Goulburn-Murray Sedimentary Plain area.” This should include a review of the science, methods, planning and policies utilised by MDBA and DEPI to evaluate limits on groundwater take. To achieve this, the Review Panel is tasked to provide recommendations to the MDBA regarding the SDL and BDL. These recommendations are to be based on the Synthesis Report, information presented during the review meeting and other relevant information. Murray
Peer Evaluation Form (Case #1) Your name: Signature: Course: Section: Group # / Name Date: Please rate your fellow team members (excluding yourself) with respect to the five listed attributes. Please be honest, reasonable, and fair. Each student can receive a maximum of 100%. Team members’ names (excluding yourself). Attendance at team meetings (20%) Quality of work (20%) Carried fair share of team assignments (20%) Met deadlines (20%) Overall value to team (20%) Total (100%) 1. 2. 3. 4. 5. 6. 7. 8. 9.
Peer Evaluation Form (Case # ) Your name: Signature: Course: Section: Group # / Name Date: Please rate your fellow team members (excluding yourself) with respect to the five listed attributes. Please be honest, reasonable, and fair. Each student can receive a maximum of 100%. Team members’ names (excluding yourself). Attendance at team meetings (20%) Quality of work (20%) Carried fair share of team assignments (20%) Met deadlines (20%) Overall value to team (20%) Total (100%) 1. 2. 3. 4. 5. 6. 7. 8. 9.
Peer Evaluation Form (Mini Case 2) Your name: Signature: Course: Section: Group # / Name Date: Please rate your fellow team members (excluding yourself) with respect to the five listed attributes. Please be honest, reasonable, and fair. Each student can receive a maximum of 100%. Team members’ names (excluding yourself). Attendance at team meetings (20%) Quality of work (20%) Carried fair share of team assignments (20%) Met deadlines (20%) Overall value to team (20%) Total (100%) 1. 2. 3. 4. 5. 6. 7. 8. 9.
Peer Evaluation Form (Term Case ) Your name: Signature: Course: Section: Group # / Name Date: Please rate your fellow team members (excluding yourself) with respect to the five listed attributes. Please be honest, reasonable, and fair. Each student can receive a maximum of 100%. Team members’ names (excluding yourself). Attendance at team meetings (20%) Quality of work (20%) Carried fair share of team assignments (20%) Met deadlines (20%) Overall value to team (20%) Total (100%) 1. 2. 3. 4. 5. 6. 7. 8. 9.