zilongwang/ReadingBank huggingface dataset:
Eric Olson Thinks that each adult human being is identical to some fetus that did not have any psychological states. Says that it is implausible that a being will suddenly cease to exist by acquiring new abilities, so the fetus would not disappear when the person’s mind comes into being. Says that it is implausible that the fetus still exists after the person is born, but is not identical to the person. Endorses the view that numerical identity involves biological continuity. Susan Brison Looks at the testimony of survivors of trauma, which shows that: Trauma can prevent persistence. Sometimes, the person who occupies a body after a traumatic experience is not numerically identical to the person who occupied the body prior to the trauma. Talking about one’s trauma with others can restore a person’s identity. Sometimes, the person who occupies a body after talking about a traumatic experience is not numerically identical to the person who occupied the body before talking, but is identical to the person who occupied the body prior to the trauma. What is her view of personal identity? She does not say. But it probably has something to do with some of the following: A’s sense of who they are (self-narrative). Other people’s sense of who A is (narration to others). A’s ability to envision their past or future “self.” A’s control over their own psychology. Elizabeth Schechter Thinks split brain cases involve two minds, but one person. So, a person is not just their mind. One person can have multiple, separate consciousnesses and psychologies. What makes the split-brain person one person rather than two? (this is relevant to numerical identity) Inability to see self as two people; taking responsibility for decisions made by either mind. Seen by others as one person (connection to narration). Deborah Tollefsen Groups have mental states. These are distinct from the mental states of their group members: the group can believe or desire things that no group member believes or desires. Are these emergent properties? Evidence that groups have mental states: We say they do. We hold them responsible for their actions. What are mental states? When do we have them?
Introduction to GAA Membership System Member Registration Clubs must register their players and members for the 2016 season on the GAA Management System which can be accessed by visiting people.gaa.ie/admin. When logged on, the designated Club Administrator (Secretary or Registrar) should go to the 'Register Members' page and complete the necessary steps. This page will contain the details of all of those people who have been registered with the Club in previous years. To add new members to the Club, go to 'Add and View Members', click on the 'Add' button, select 'Member' and complete the necessary steps. Please note that anyone whose name is in red on either the 'register' page or the 'add and view member page', is unregistered for the current year. Please ensure that all members, including all players, are registered. The deadline for registration to allow voting rights is March 31 2016. E-mail and Telephone Support For any queries on access to the system, or on the system functionality, please e-mail or call the GAA Management System Helpdesk on: E-mail Contact: Phone ROI: 04890 313 845 Six Counties & Britain: 02890 313 845 International: +44 2890 313 845 Support Times Usual Support Times Out of Hours Support Monday to Friday: 9 – 5 p.m. Out of hours support will be in operation for a 6 week period between the 18th of February and 31st of March. Out of hours support times will be as follows: Monday to Friday: 5 p.m. – 10 p.m. Saturday and Sunday: 10 a.m. – 6 p.m. Online Training Documents The GAA Learning and Development Portal contains a GAA Membership Training Manual and videos explaining the system. To access this information, visit -
Characteristics STRAIGHTFORWARD Literary Narratives STRAIGHTFORWARD Informational Texts Purpose/Levels of meaning •Have a simple purpose (chiefly literary nonfiction) •Contain literal and inferential levels of meaning (chiefly stories) Have a straightforward purpose Structure •Use a simple and heavily signaled structure; clear transitions •Use simple subplots, flashbacks, and flash-forwards when possible (chiefly stories) •Conflicts are straightforward and often external (chiefly stories) •Employ a single narrator; offer basic insights into character (e.g., simple motives); main and minor characters showing some depth (chiefly stories) •Narrator offers basic insights into people, situations, and events (chiefly literary nonfiction) •Use a straightforward structure with clear transitions •Exhibit norms and conventions of a broad field of study (e.g., science) Language •Use mostly contemporary and familiar words and phrases (chiefly stories) •Use some general academic (tier 2) and domain-specific (tier 3) words and phrases (chiefly literary nonfiction) •Sentence structures are somewhat varied and more or less formal than in everyday language •Use mostly literal language and some simple nonliteral and figurative language and literary devices •Observe language conventions (e.g., standard paragraph breaks) •Use some domain-specific [tier 3] words and phrases, with sparse use of general academic [tier 2] vocabulary •Use somewhat varied sentence structures Abstractness •Some abstract ideas and concepts depicted (literary nonfiction) •Depict some abstract ideas and concepts Density •Moderately low information/concept density (literary nonfiction) •Have moderately low information/concept density Knowledge Demands •Assume readers can read on literal and inferential levels •Assume readers can handle simple themes, morals, or situations •Assume readers can relate to common experiences, fantasy settings and characters, and some experiences outside their own •Call on everyday knowledge and familiarity with genre conventions •Have low intertextuality (i.e., make no/few or unimportant connections to other texts); drawing connections between texts at the level of theme may enhance understanding and appreciation Demands •Assume readers can read on literal and inferential levels •Assume readers can handle perspectives, values, and ideas close to their own •Assume readers have everyday knowledge and some broad content knowledge •Have low intertextuality (i.e., make no/few or unimportant connections to other texts); drawing connections between texts at the level of general concept may enhance understanding
5 – Binomial Random Variable and Probability Distribution 5.1 - Motivating Example and Definitions: 5.2 - Binomial Distribution and Random Variable A binomial random variable, X, is defined to be the number of “successes” in n independent trials where the P(success) = p is constant for each of trials. In the definition above notice the following conditions need to be satisfied for a binomial experiment: 1. There is a fixed number of n trials carried out. 2. The outcome of a given trial is either a “success” or “failure”. 3. The probability of success (p) remains constant from trial to trial. = q 4. The trials are independent, that is the outcome of a given trial is not affected by the outcome of any other trial. Binomial Probability Function The factorial expression in front counts the number of ways it is possible to obtain x successes in n trials while the remainder of the formula gives the probability of getting a particular sequence with x “successes” and n – x “failures”. Mean # of successes  = np Standard deviation of the # of successes The JMP spreadsheet does all the probability calculations for the following: P(X = x) = probability of obtaining x “success” in n trials. P(X < x) = probability of obtaining x or less “successes” in n trials. P(X > x) = probability of obtaining x or more “successes” in n trials.
Handout 3. Key Questions for Using PDE 4092 to Evaluate SAP Team Function Questions 2015-16 How many students were referred? How many policy violations for Tobacco? How many policy violations for Controlled Substances Who are the top three referral sources? How many special education students were referred? How many gifted education students were referred? 7. What are the top three recommendations from SAP for school based services? 8. How many parents DID NOT provide written informed consent? How many DID? 9. What are the top three recommendations from screening? 10. Did parents/students follow through with recommendations from screening? 11. Since referral has student attendance: Improved Declined __________________________ 12. Did students violate school policy since current referral? Yes No __________________________ 13. this referral to the SAP Program students grade point average has: Declined Improved Remained the same __________________________ __________________________ 14. Were students suspended since current referral? Yes No __________________________ 15. Indicated policy violation: Violated D&A Policy Violated Weapons Policy Violated School Policy __________________________ __________________________ 16. Students were: Graduated high school Promoted to next level Retained __________________________ __________________________ __________________________ Comments:
Mean of squared residuals: 0.4278436 % Var explained: 90.23 > plot(Solu.train$log10sol,predict(solu.final),xlab="Actual Solubility", ylab = "Predicted Solubility") > abline(0,1,lwd=3,col="blue") As there are 227 predictors in our model, it would be helpful to know which are important. The function varImpPlot in the randomForest library will plot the most important predictors in the forest. > varImpPlot(solu.final) How does solubility change as a function of the top four numeric predictors? The command partialPlot in the randomForest library will display relationship between the response and the predictor of interest. > par(mfrow=c(2,2)) > partialPlot(solu.final,Solu.train,MolWeight) > partialPlot(solu.final,Solu.train,NumCarbon) > partialPlot(solu.final,Solu.train,NumNonHBonds) > partialPlot(solu.final,Solu.train,SurfaceArea1) The plotmo package is a general plotting package for plotting models of various types including random forest. > plotmo(solu.final) Finally we predict the of the test cases. > ypred = predict(solu.final,newdata=Solu.test) > PredAcc(Solu.test$log10sol,ypred) RMSEP =============== 0.6470864 MAE =============== 0.4559606
2a. Goal Statement Narrative articulating the “Big Idea” upon which the SLO is based. 2b. PA Standards References the PA Standards that align with the Goal Statement. Numeric references to PA Standards are found at: References additional professional organization standards that align to the Goal Statement. 2c. Rationale Narrative providing reasons why the Goal Statement and the aligned Standards address important learning for this class/course/content. Section 3: Performance Measures (PM)) Element Definition Comments/Notes 3a. Name List the name of each Performance Measure for which a Performance Indicator is established in Element 4a. 3b. Type Identify the type(s) of Performance Measure(s) listed in Element 3a. From the given list, select all types that are applicable. 3c. Purpose The purpose statement for each Performance Measure that addresses who, what, and why. 3d. Metric The metric used by the Performance Measure to evaluate the performance indicator. 3e. Administration Frequency The timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated. 3f. Adaptations / Accommodations Identifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure. 3g. Resources / Equipment Identifies any unique resources, including equipment and personnel, associated with each Performance Measure. 3h. Scoring Tools Identifies the scoring “tools” for each Performance Measure. For objective measures, scoring keys and SCR (Short
SAP Team Meeting Agenda - CONFIDENTIAL Date: ____________ Facilitator: _____________Recorder:_______________ Time Keeper: ____________ Persons present [sign-in]: 1. Review Agenda; determine whether changes are needed (2 minutes) 2. New student referrals: (10 minutes) Student’s name/referral source Problem area[s] identified Case Manager Target date for parent contact, data gathering, referral acknowledgement Susan a anxiety peter ? shani Change in behavior jan ? 3. Update on prior referrals/status of tasks: (15 minutes) Student’s name Case Manager Progress/parent contact made? Issues, decisions goals and target dates Are students meeting goals? Yes/No If not, determine problem and next steps 1. Academic monitoring with teachers 2. Tutoring (peer or 1:1 with educator) 3. 1:1 with school counselor/social worker 4. 1:1 monitor/connection with team member or _______________________________ 5. Develop list of positive motivators 6. Offer study skills and organizational strategies & monitoring/support 7. Provide teachers with feedback on how to successfully address behaviors and other learning barriers 8. Develop a behavior plan 9. Involve in a skill-building group 10. Meeting with parent/student/staff to discuss next steps 11. Referral for behavioral health assessment 12. Other (please specify: FBA, Convene IEP team, CICO, etc….
MWhat item is the best choice to assess general reading vision? Document with standard 12 pt. font Large print book Newspaper Handwritten note Macular degeneration causes: Halos around lights Eye pain Reduced peripheral vision Loss of central vision Glaucoma causes: Blurred, hazy vision Reduced peripheral vision Loss of central vision Yellowing of the lens Ptosis is the: Drooping of the upper eyelid which impedes the visual field Drooping of the upper eyelid resulting in presbyopia Turning inward of the lower lid causing irritation to the cornea Dry condition of the eye caused by decreased tear production Which of the following are symptoms of tinnitus? Ringing in the ears Clicking noise in the ears Hissing noise in the ears All of the above Presbycusis involves ___________ damage. Conductive Sensorineural Optic nerve Which techniques should NOT be used when communicating with someone hard of hearing? Raising voice to a shout Avoid speaking with your back turned Reduce/eliminate background noise Write down essential information Pain threshold is: Lowest intensity of stimulus at which pain is experienced Maximal level of pain someone can tolerate before seeking relief Which of the following is true? Pain is a subjective experience and cannot be quantified Documentation of location and intensity suffices for a pain assessment Pain intensity documentation should include the numerical rating of pain with the scope of the pain scale Which of the following can be expressions of pain? Favoring a body part Restlessness Aggressive behavior B & C only All of the above
3. Assess Employer-Defined Talent Needs Key Strategies Potential Action Steps Needed Partners Potential Target Populations Timeframes Responsible Partners Notes/Comments 4. Develop Strategies and Align Resources Key Strategies Potential Action Steps Needed Partners Potential Target Populations Timeframes Responsible Partners Notes/Comments 5. Operationalize in Job Seeker/Student and Business Service Delivery
LP Statement 4: Specify from the statement: (Add more LP statements as needed) STEP 7: Determine the Acceptable Evidence for Learning Performance Assessment Q: What assessment (formative and summative) will provide evidence of the understanding and/or ability to perform learning performances? [Paste each statement into the left column below. Then complete the information in the right column.] LP1 What claim and evidence would students need to provide to show that they meet the learning performance? Give an example of an assessment item. How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)? LP2 What claim and evidence would students need to provide to show that they meet the learning performance? Give an example of an assessment item. How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)? LP3 What claim and evidence would students need to provide to show that they meet the learning performance? Give an example of an assessment item. How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)? LP4 What claim and evidence would students need to provide to show that they meet the learning performance? Give an example of an assessment item. How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)?
- Responses to interviews with Head Start Director and Policy Council or Committee - Information related to the use of Child Outcomes Data Clearly describe strengths, concerns, and the general level of performance in this area. Ensure that OHS and the grantee can glean from your summary a description of the system and its effectiveness. Interview: Head Start/Early Head Start Director (Community Assessment and Program Planning) * Explain how the information contained in the Community Assessment is used in program planning and implementation, including selection of program options. ERSEA - Program Options 3A Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) 3A Does the program operate one or more of the approved program options in accordance with applicable regulations? 1306.33(a)(1), 1306.33(a)(2), 1306.36, 1306.31(a), 1306.34(a)(2), 1306.32(b)(3), 1306.32(b)(2), 1306.35(a)(1) Interview: ERSEA Coordinator (Program Planning) * Describe how the program determined the types of program options to offer and what information guided these decisions? … * Describe how information from the community assessment (and its updates) is incorporated into your program planning and implementation.
2. Fact-finding: mapping the testator’s ‘Wealth & Family Tree’ (trunk – Testator; Branches = Asset Classes; leaves/fruit = assets & value (including potential growth); and roots = family & dependants), and working backwards from the IHT 400 – an ‘Estate Inventory’. 3. CLT, PET, & NRB analysis. 4. Preliminary IHT calculations. 5. IHT exemptions & reliefs analysis. 6. Assembly of records for future probate & number crunching by the client’s accountant: available annual exemption & cash gifts that qualify as normal expenditure out of income. 7. Isolate the problem: 7.1 what assets make up the rump chargeable estate?; and 7.2 what are they realistically worth now and in the future – NB potential growth & hope value? - get the facts and figures spot on for IHT valuation purposes before developing a plan. 8. Identify the planning constraints – including e.g. family & commercial issues surrounding the use, exploitation, and ultimate destination of capital assets. 9. My personal method - developing a commercial solution through logic & subtraction, i.e. enable the solution present itself. The big picture – an ‘Estate Inventory’ Please note that numerals in square brackets, e.g. [45], correspond with the box numbers on the form IHT 400. [TESTATOR ] DOB Residence DOMICILE ANALYSIS [6] ESTATE COMPONENT ANALYSIS Own assets Jointly-owned assets Inheritance Other FAMILY TREE & DEPENDENTS WILL STRUCTURE &
Audit: Review the Unused Deduction Report using Payroll Quickview prior to approving the payroll. Tip: review the last page with totals. Look for 401k and any other benefits and direct deposits that should be deducted. Identify which employees make up the totals by scanning the report and reviewing the reason codes. Direct deposit reason code “Account Prenoted” – Okay Direct deposits not deducted and no reason code would need to be reviewed. Medical benefits – could be okay if employee is on LOA 401k – This would be an issue and this employee should be reviewed 401k Loan – if reason code is “Goal Deduction is reached” – Okay If not, review why the loan was not deducted. Tip: You could just scan down the report reason code column and look for blanks and review employees pay. Make necessary corrections. Unused Deduction Report Deduction Reason Code Review Notes Direct Deposit Account Prenoted NO Direct Deposit None YES 401k Deduction None YES 401k Loan Goal Deduction Reached NO 401k Loan None YES Medical Benefits None YES Employee could be on LOA Correction: If issue was discovered prior to processing the payroll by auditing the Payroll Quickview, make necessary corrections and request another Payroll Quickview. If the issue is discovered soon after payroll has been processed, it is preferred that the check be voided and enter it correctly in the next payroll. In addition, contact the 401(k) benefits manager in order to do an adjustment before the file is sent to Vanguard. If the issue is discovered months after the payroll has been processed, after notify the 401(k) benefits manager that an adjustment to the match memo code M will appear on the next payroll. The adjustment needs to be made on the Memos panel (Autolink Payroll Processing, Entering Deduction Detail, Entering Memos). Enter memo code “M” and the appropriate adjustment. Negative number to subtract amount Positive number will add more to the match
SFY 2014-15 SFY 2015-16 SFY 2016-17 COUNTY Baseline Adoptions Payments Baseline Adoptions Payments Baseline Adoptions Payments MACON 3 4 - 3 2 - 2 7 37,800.00 MADISON 5 8 - 5 4 - 5 10 - MARTIN 1 5 14,400.00 1 3 - 3 5 - MCDOWELL 13 24 - 13 12 84,000.00 13 25 - MECKLENBURG 66 86 324,000.00 67 72 - 71 60 186,000.00 MITCHELL 2 9 - 2 10 - 5 14 43,200.00 MONTGOMERY 0 0 - 0 2 - 0 8 - MOORE 3 1 - 1 7 - 3 2 - NASH 7 0 - 7 5 - 2 3 - NEW HANOVER 38 34 - 37 43 - 39 52 126,000.00 NORTHAMPTON 1 1 - 1 2 7,200.00 0 0 - ONSLOW 5 11 36,400.00 5 14 - 7 15 - ORANGE 9 15 - 10 15 - 13 20 50,400.00 PAMLICO 0 0 - 0 1 55,200.00 0 0 (44,071.15) PASQUOTANK 1 5 - 2 1 - 2 1 - PENDER 4 1 12,000.00 4 10 81,600.00 2 3 - PERQUIMANS 0 0 - 0 0 - 0 0 - PERSON 3 7 - 4 2 - 5 6 - PITT 7 8 - 5 9 6,000.00 6 11 45,600.00 POLK 3 2 - 3 1 - 2 1 - RANDOLPH 8 22 57,600.00 7 21 - 14 19 - RICHMOND 2 1 - 1 1 - 0 0 - ROBESON 19 35 220,800.00 22 32 - 25 31 - ROCKINGHAM 15 16 54,000.00 16 25 - 19 16 55,200.00 ROWAN 12 4 - 10 15 - 7 17 116,400.00 RUTHERFORD 7 13 55,200.00 7 9 - 10 13 - SAMPSON 7 10 - 8 26 61,200.00 8 9 72,000.00 SCOTLAND 1 3 - 1 2 - 2 0 -
component of China’s economy, and an important piece in China’s economic rebalancing puzzle moving forward.*NOTE: Don’t forget to underline the reasons/warrants! Reflection: 1. Based on this experience (proof/data), what do you find difficult about this process (claim), and why (reasons/warrants): 2. Based on this experience (proof/data), what do you find interesting or fun about this process (claim), and why (reasons/warrants): 3. Based on what you think you know (experience/proof), which country, Cuba, Mexico, or Venezuela, do you think will be the most interesting to talk about this semester (claim), and why (reasons/warrants):
Sharps Needles, razors, scalpels Rigid yellow receptacle, marked to show where to fill to, with different coloured lids denoting content Incineration Drugs eg medicines and tablets Discarded medicines Toxic chemicals Yellow receptacle with blue lid Non-hazardous Also called domestic waste, which is non-harmful and can be safely recycled or will rot down in time. Packaging Food waste Vacuum cleaner dust Black or clear bags Recycle: (paper, glass, tin, cardboard, plastic) Compost: (vegetable and fruit peelings and waste cooked food) Landfill: the rest Offensive hygiene waste Non-infectious and non-hazardous, but may be unpleasant if individuals come into contact with it. Nappies Incontinence pads Sanitary wear Yellow bag with a black stripe to alert handlers to content. Picked up by arrangement with local authority. Landfill Cleaning policy Most health and social care settings will have an environmental cleaning policy that provides guidance about cleaning. This should refer to: products: appropriate chemicals for particular jobs, used in correct concentrations and stored and disposed of safely after use in accordance with COSHH; equipment: colour-coded mops and cloths that indicate which area it is intended for, such a kitchen area and bathroom area, to prevent cross-contamination. Mops and cloths must be cleaned after use and left to dry in the air. Mop-heads and cloths must be replaced as necessary; methods: correct ways to clean different items; regimes: a timetable to ensure all areas are cleaned regularly. For example, in a health care setting floors will be cleaned daily, but windows are cleaned less frequently.
Facilitate person centred assessment planning, implementation and review Handout 7: A more support/less support approach Learning outcome 4, Assessment criteria 4.1, 4.2, 4.3 ‘How long is a piece of string?’ Almost by definition, individuals with care and support needs require some level of help and assistance from others. But how much help and assistance should you provide when working with an individual? This is a little like the health and social care version of ‘How long is a piece of string?’ The extent to which you should support an individual, or others, to carry out aspects of a care or support plan depends on the individual’s needs and how responsibilities for implementing care have been assigned. Being over-involved Health and social care workers are often tempted to provide more support than is necessary, or in fact beneficial for an individual. A need to feel useful, productive and involved is part of this. Concerns about not doing your job, or at least others thinking so, can also prompt some care workers to become over-involved in providing care and support for an individual. ‘More support/less support’ Health and social care workers who adopt an individual-centred approach and who encourage and enable active participation deal with the ‘piece of string’ issue by adopting a ‘more support/less support’ approach. This involves being more actively involved in providing practical, hands-on care and support when the individual is unable (or perhaps unwilling) to do so themselves. At the same time, the care worker should be assessing the individual’s capabilities, building up their self-care capacity and skills and nurturing the individual’s self-confidence and belief that they can take on more responsibility themselves.
and/or aprons between caring for different service users and between different care tasks for the same service user. not have contact with any substances contaminating the glove or apron surface. clinical waste. Do not touch the bin with contaminated gloves or hands – where possible operate with a foot pedal. Wash hands with soap as soon as gloves/aprons disposed of.
RE: The Wedding at Cana Connecting the Cana and Calvary Stories in John Jesus “Hour”: 2:4 “My hour has not yet come” 12: 23 “The hour has come for the Son of Man to be glorified…unless a grain of wheat falls…and dies” 13:1 “Jesus knew that his hour had come to depart out of this world…” 17:1 “Father, the hour has come; glorify your son…” 19:27 “From that hour the disciple took her into his home.” The Mother of Jesus: in both episodes she is present, and Jesus addresses his mother as “woman”, and Jesus redefines her relationship to him. Jesus’ Glory: 2:11 “Jesus…revealed his glory, and his disciples began to believe in him.” 12:23 “The hour has come for the Son of Man to be glorified…” 17:1 “Father, the hour has come; give glory to your son, so that your son may glorify you…” Jesus’ Disciples present at both episodes in significant ways. Water for ceremonial washing at Cana; water from side of Christ on Calvary. Wine produced at Cana; wine offered to Jesus to drink on Calvary. An “Inclusion”: Cana was “first of Jesus’ signs”, i.e. beginning of his ministry. On Calvary, Jesus says “It is finished”, i.e. it is the completion of his mission.
Community Resources Service Contact Information Resource Primary Audience Unemployment Ohio Unemployment 1-877-644-6562 .gov Register for unemployment benefits File weekly benefits Obtain general information Persons filing for or receiving unemployment benefits Food Freestore FoodBank 112 E. Liberty Street (513) 241-1064 freestorefoodbank.org Food assistance Clothing assistance Financial assistance Healthcare enrollment Hygiene and health products Housing services Homeless Prevention Programs Social services Snap assistance Eligible Hamilton County residents Jobs OhioMeansJobs 1916 Central Parkway Cincinnati, OH 45202 ohiomeansjobs.com Resource center with computers, telephone, fax machine, copier, and printers available to aide consumers in their job search. Monthly hiring events on site Monthly educational labs on site Adults seeking employment Transportation Community Action Agency 1740 Langdon Farm Road Cincinnati, OH 45237 (513) 569-1840 Freestore Foodbank 112 E. Liberty Street (513) 241-1064 freestorefoodbank.org Bus cards for individuals who come to our offices for services Eligibility requirements are determined by the individual agency policies Training Funds OhioMeansJobs 1916 Central Parkway Cincinnati, OH 45214 (513) 946-7200 Assist job seekers and workers access employment, education, training, and support services to succeed in the labor market and match employers with skilled workers. Adults over the age of 18, who are eligible to work in the US and, if applicable, registered for Selective Service. Dislocated workers who have lost their jobs thru no fault of their own. Computer Classes Cincinnati Arts and Technology Studios Longwoth Hall, Lobby C, 2nd flr 7000 Pete Rose Way Cincinnati, OH 45203 (513) 562-5500 Basic for Business I Microsoft Office Word I Internet Security & Usage I Microsoft Office Excel I Free for adults aged 18 and over
What does “antiparallel” mean if we are talking about DNA? What are the base-pairing rules (Chargaff’s Rule)? Nucleus with double helix and floating nucleotides: Which enzyme is responsible for cutting apart (or “unzipping”) the DNA? _____________ Replication: What enzyme is responsible for adding nucleotides to the growing DNA strand? ____________________ What is the other role of this enzyme? 2 new DNA double helices: What kind of bonds form between the new nitrogenous bases? ______________________ What kind of bonds form between the new sugar-phosphate backbone? _______________ What happens if an “incorrect” or “wrong” nucleotide is added? Another major enzyme discussed in lecture that is involved in DNA replication was not represented in this lab. The name of this enzyme is ________________. What is the function of the above enzyme?
eHealth Assessment and Capacity Building Tools and Resources for Libraries Broadband Literacy Description Source Link Description Broadband in Libraries Assessment California State Library This survey covers: staff and finance and desired/planned usage of broadband. Library Branch Needs Assessment Survey California State Library This survey covers: existing Internet connection, space and equipment, library networking equipment, power, environment, HVAC system, fire suppression, security and location permanency. The Library in the Networked World: The ALA Tool ALA - Office for Information Technology Policy Provides framework for understanding what it means to be a networked library and categories for assessment including: benefits to community, community needs & services, role of the library in the networked world, infrastructure, policy and planning. Tech Term Tip Sheet ALA - Office for Information Technology Policy Broadband technology specific terms and definitions. Broadband Map U.S. Department of Commerce, National and Information Administration The is a tool to search, analyze and map broadband availability across the United States. Building Digital Communities: A Framework for Action Institute of Museum and Library Services Resource for fostering digital inclusion. Framework is structured around a vision for the future, principles that define digital inclusion, goals to make digital inclusion a reality, and sample strategies for achieving the goals. Technology Literacy Description Source Link Description Online Technology Capacity Assessment ZeroDivide Part of ZeroDivide’s technology adoption framework, Digital Bridge, designed to identify individual and organizational “pain points” for meaningful technology use. Description Source Link Description
The field of SSE involves not only traditional ‘social economy’ or ‘third sector’ organizations and enterprises such as cooperatives, mutual associations, grant-dependent and service-delivery organizations (NGOs), and community and other forms of volunteering and giving, but also types of self-help groups organizing to produce goods and services, fair trade networks and other forms of solidarity purchasing, consumer groups involved in collective provisioning, associations of ‘informal economy’ workers, new forms of profit-making social enterprises and social entrepreneurs, and NGOs that are having to shift from a dependence on donations and grants to sustaining themselves via income-generating activities. This includes as well traditional forms of solidarity (such as the tontines) which can provide the basis for the emergence of modern types of SSE organizations. In addition, various forms of solidarity finance, such as complementary currencies and saving schemes, are also part of SSE. Main characteristics of social economy organizations Types Types Characteristics Cooperatives voluntary and open membership equal voting rights – resolutions carried by majority members contribute to the capital which is variable autonomy and independence sectors of agriculture, manufacturing, banking, retailing and services particularly important Mutual societies voluntary and open membership equal voting rights – resolutions carried by majority members' fees based on insurance calculations (where relevant) – no capital contribution autonomy and independence medical, life and non-life insurance; guarantee schemes; home mortgages Associations/voluntary organizations voluntary and open membership equal voting rights – resolutions carried by majority members' fees – no capital contribution autonomy and independence service providers, voluntary work, sports and advocacy/representative important providers in health care, care for elderly and children and social services Foundations run by appointed trustees financial resources supplied through donations and gifts financing and undertaking of research, supporting international, national and local projects; providing grants to relieve the needs of individuals, funding voluntary work, health and elderly care Social enterprises no universally accepted definition social and societal purposes combine with the entrepreneurial spirit
Rock Creek Park 10am-1pm Volunteers will meet at the Normanstone Trail head located at 2841 Normanstone Drive NW, Washington, D.C. Parking is available along the street, but limited. Day of Contact: Alex Sanders Cell: (xxx) xxx-xxxx 40-50 H=44 Normanstone Park – Invasive Plant Removal. Limited Parking along street. What to Wear: Please dress appropriately for the weather. It may be chilly so dress warmly and in layers. Wear sturdy boots or sneakers, no sandals. What to Bring: Bring water. Tools and gloves will be provided. Feel free to bring your own tools and gloves if you have them. WAIVER LINK: Min age: 16 Volunteers will cut ivy from tree trunks using hand tools. Volunteers will also be cleaning up trash from Rock Creek parkland. Tools, gloves, and training on how to identify and cut English ivy will be provided. 1 Bus Softball (21) Monica Peters - (xxx) xxx-xxxx Habitat Atlanta (19) Karyn Pieciak - (xxx) xxx-xxxx Randoms (4) Little Sisters of the Poor 10am-1pm 4200 Harewood Rd NE, Washington DC 20017 Day of Contacts: Martinique Brown or Francine Whitley (xxx) xxx-xxxx 20 H=20 Cleaning, sorting, closed toed-shoes Walk CUA PEERS (7) Stephanie Davey – (xxx) xxx-xxxx Bridget Lilley – (xxx) xxx-xxxx Bio Club (1) BSA (9) APO (3) Community of Hope *2pm-5pm 1413 Girard St., NW Washington, DC 20009 Day of Contact: Abayea Pelt (xxx) xxx-xxxx 23 H=23 Cleaning project of Girard Apartment Transitional Housing; Team will provide transportation; street parking available Waivers on site. *Bring ID Transportation provided by team Women’s Basketball (23) Brielle Crites – (xxx) xxx-xxxx Contact Information Emmjolee Mendoza Waters: (xxx) xxx-xxxx Morgan Carrillo: (xxx) xxx-xxxx Jessica Smith: (xxx) xxx-xxxx Emily Thompson: (xxx) xxx-xxxx GM Transportation: Greg Smith (xxx) xxx-xxxx
At that time [when the disciples return from their preaching mission] Jesus said in reply, “I give praise to you, Father, Lord of heaven and earth, for although you have hidden these things from the wise and the learned you have revealed them to the childlike. Yes, Father, such has been your gracious will. All things have been handed over to me by my Father. No one knows the Son except the Father, and no one knows the Father except the Son and anyone to whom the Son wishes to reveal him. (Matthew 11:25-27) When Jesus walks on water and comes to the frightened disciples in the boat, he says “Take courage, it is I [εγω ειμι]; do not be afraid.” (Matthew 14:27) Question of historicity Theology or History? Historical details about Jewish practices and Palestinian geography Long discourses vs. collections of parables and sayings Special characteristics High Christology Symbolism Repetition of words and themes. Spiral development? Dualism The Lawsuit motif: “Truth on Trial” Hoi Ioudaioi (See separate treatment) Outline of the Gospel Prologue: 1:1-18 “Book of (Seven) Signs” 1:19-12:50 “Book of Glory” 13:1-20:31 Last Supper Discourse Passion, Death and Resurrection Epilogue 21:1-25 Who was the Author of the Fourth Gospel and what was he trying to do? (See separate treatments) The “Other” Disciple and The Disciple Whom Jesus Loved: Authorship of the Fourth Gospel
Router Interface Summary Table Router Interface Summary Router Model Ethernet Interface #1 Ethernet Interface #2 Serial Interface #1 Serial Interface #2 1800 Fast Ethernet 0/0 (F0/0) Fast Ethernet 0/1 (F0/1) Serial 0/0/0 (S0/0/0) Serial 0/0/1 (S0/0/1) 1900 Gigabit Ethernet 0/0 (G0/0) Gigabit Ethernet 0/1 (G0/1) Serial 0/0/0 (S0/0/0) Serial 0/0/1 (S0/0/1) 2801 Fast Ethernet 0/0 (F0/0) Fast Ethernet 0/1 (F0/1) Serial 0/1/0 (S0/1/0) Serial 0/1/1 (S0/1/1) 2811 Fast Ethernet 0/0 (F0/0) Fast Ethernet 0/1 (F0/1) Serial 0/0/0 (S0/0/0) Serial 0/0/1 (S0/0/1) 2900 Gigabit Ethernet 0/0 (G0/0) Gigabit Ethernet 0/1 (G0/1) Serial 0/0/0 (S0/0/0) Serial 0/0/1 (S0/0/1) Note: To find out how the router is configured, look at the interfaces to identify the type of router and how many interfaces the router has. There is no way to effectively list all the combinations of configurations for each router class. This table includes identifiers for the possible combinations of Ethernet and Serial interfaces in the device. The table does not include any other type of interface, even though a specific router may contain one. An example of this might be an ISDN BRI interface. The string in parenthesis is the legal abbreviation that can be used in Cisco IOS commands to represent the interface.
LAB TECHNIQUE ACTIVTY SHEET Name____________________________________________ Micropipette 1. Use the display window in the following P-20 micropipettors to determine the volume they will collect/dispense. a. _______ b. _______ c. _______ d. _______ 2. If you were trying to measure the following volumes with a P-20, what would the display window show? a. 2.5 μL b. 3.0 μL c. 12.0 μL d. 20.0 μL 3. If you were trying to measure the following volumes with a P-200, what would the display window show? a. 250 μL b. 30 μL c. 99 μL d. 100 μL 4. If you were trying to measure the following volumes with a P-1000, what would the display window show? a. 350 μL b. 270 μL c. 1000 μL d. 60 μL Reminder: How to Use Micropippete 1) set the volume 2) attach disposable tip 3) depress the plunger to the first stop 4) immerse tip in sample 5) draw up the sample 6) pause 7) withdraw the tip 8) dispense the sample 9) withdraw the pipette 10) release plunger 11) discard the tip
----------------- (2017a): ‘Natural Language Ontology’. Oxford Encyclopedia of Linguistics, Online ----------------- (2017b): ‘Cognitive Products and the Semantics and Attitude Verbs and Deontic Modals’. In F. Moltmann / M. Textor (eds.): Act-Based Conceptions of Propositional Content, Oxford University Press, New York. ---------------- (to appear a): ‘Variable Objects and Truthmaking’. To appear in M. Dumitru (ed.): The Philosophy of Kit Fine, Oxford UP, New York. --------------- (to appear b): ‘Natural Language and Its Ontology’. In A. Goldman / B. McLaughlin (eds): Metaphysics and Cognitive Science, Oxford UP, New York. Schiffer, S. (1996): ‘Language-created and Language-independent entities’. Philosophical Topics 24.1., 149-167. -------------- (2003): The Things we Mean. Clarendon Press, Oxford. Strawson, P. (1959): Individuals. An Essay in Descriptive Metaphysics. Methuen, London. Twardowski, K. (1912): ‘Actions and Products. Some Remarks on the Borderline of Psychology, Grammar, and Logic’. In J. Brandl/J. Wolenski (eds.): Kazimierz Twardowski. On Actions, Products, and Other Topics in the Philosophy. Rodopi, Amsterdam and Atlanta, 1999, 103-132. Vendler, Z. (1967): Linguistics in Philosophy. Ithaca, NY: Cornell University Press
Handout on principles of the Act The Act is built on the following core principles: • Voice and control – putting an individual and their needs at the centre of their care and support, with voice and control over the outcomes that will help them achieve well-being; The Act gives people a stronger voice and greater control over the support and services they receive to help them achieve well-being and the things that matter most to them – whether that’s to attend a class at their local community centre or access services through the medium of Welsh or English. As a result, care and support services will need to have an even greater focus on maximising people’s independence – helping people remain or become a bigger part of their communities with the support of their family and friends. • Prevention and early intervention – being able to access advice and support at an early stage, to maintain a good quality of life, and reduce or delay the need for longer term care and support; It is important that timely advice and assistance is provided to individuals to prevent things reaching a crisis point for them. Stepping in early to help people is crucial as it can reduce or delay the need longer term care and support. The Act is designed to ensure that: people can ask for the help they need when they need it to prevent their situation getting worse carers can access support to assist them in their caring roles and maintain their own well-being • Well-being – supporting individuals to achieve well-being in every part of their lives; At the heart of the Act is people’s right to well-being. While people have a responsibility for their own well-being, it’s recognised that some people will need help to achieve this. The Act will change the way social services and health, as well as other care services, voluntary and community groups, work together to help and support people. It places an emphasis on ensuring people who need care and support, and carers who need support, enjoy in every area of their lives. There are many interpretations of well-being. The Oxford English Dictionary defines well-being as “the state of being comfortable, healthy or happy.” In supporting individuals with their well-being, it is essential to understand what this means to them. being
Veterans and Veterans Families Counselling Service (VVCS) VVCS provides counselling and group programs to Australian veterans, peacekeepers and their families. It is a specialised, free and confidential wide service. 1800 011 046 Partners of Veterans Association of (PVA) PVA is run by volunteers and offers friendship, support, information and understanding to partners of veterans, by people in similar situations. 1300 553 835 Organisation Veteran specific About the organisation Website Telephone Returned and Services League of Australia Limited (RSL) The RSL evolved as a direct result of the camaraderie, concern and mateship shown by the "Diggers" for the welfare of their mates during and after the 1914 - 1918 War. There are State and Territory Branches of the RSL and numerous sub-branches throughout and ask about the supports and services available. (national website) Veterans Association of (VVAA) The VVAA remains a wholly volunteer body, whose sole interest is the welfare of veterans and the families of veterans. It has strong representation in every , and very close ties with equivalent organisations in the and .
Pronunciation Teaching: Techniques and Practical Training TEFL Workshop, September 1, 2011 Presented by Marla Yoshida Warm-up Are these statements about the pronunciation of English true or false? Circle “T” for true, “F” for false, or “?” if you’re not sure. Talk about your answers with your group. T F ? Teaching and learning pronunciation is boring. It’s just endless “repeat after me.” T F ? Speech sounds can be divided into two types: consonants and vowels. T F ? English has five vowel sounds, or sometimes six. T F ? In some ways, pronunciation is like music. T F ? Native speakers of English can be good pronunciation teachers. T F ? Non-native speakers of English can be good pronunciation teachers. General advice about teaching pronunciation Keep it simple. Use technical language as little as possible, and only when it’s helpful. Show, don’t just tell. Use visual or tactile aids to help students understand. Choral repetition is a valuable kind of practice, but it’s not the only one. Explore other ways to practice: Dialogs, minimal pair practice, role plays, information gaps, chants, and games. Communicative practice is helpful in teaching pronunciation. You can find many good pronunciation teaching resources on the Internet, but don’t expect them to do your teaching for you. You’re still the teacher. Think about your lesson from the students’ point of view. Will it seem confusing? Will they get bored? Will they have plenty of chances to practice? Most importantly, will it really help them improve their pronunciation? Keep learning. Read about pronunciation and teaching, find new practice activities and methods, and work to improve your own pronunciation.
Hip hop or Shakespeare? Quote Your answer Correct answer “Another heart is torn as close ones mourn” “Blood will have blood” “But that’s the whole tragic point, my friends” “For, judgment day cometh, conquer, it's war” “He wants the natural touch” “I twist darts from the heart” “I was born in a season where the world was quiet and cold” “It is a tale told by an idiot” “It's calm yet wild, the style that I speak” “Learn to see me as a brother instead of two distant strangers” “My strength, my son, the star, will be my resurrection” “Out damned spot!” “Present fears are less than horrible imaginings” “Screw your courage to the “Sentence begins indented with formality” “The bell invites me” “The dumb are mostly intrigued by the drum” “The milk of human kindness” “the red sun sinks at last into the hills of gold” “Unsex me here”