zilongwang/ReadingBank huggingface dataset:
Date Event Venue 3rd April Aberdeen AAC Spring Open ASV 17th April SAAC Spring Open Sponsored by TL Dallas Clickimin 22nd April Friday Night Series I 100m and High Jump Clickimin 24th April YDL Match 1 Dundee 14th May North District Championships Inverness 20th May Friday Night Series II 200m and Long Jump Clickimin 4th/5th June Junior Inter County Kirkwall 10th/11th June Scottish Schools Championships Grangemouth 17th June Friday Night Series III 300/400m and Shot Put Clickimin 2nd/3rd July Scottish Masters Championships Tbc 22nd July Friday Night Series IV Sprint Hurdles and Triple Jump Clickimin 5th August Friday Night Series V 300m/400m Hurdles and Hammer Throw Clickimin 13th/14th August Scottish Under 17 and Senior Championships Grangemouth 20th/21st August Scottish Age Group Championships (U13, U15, U20) Grangemouth 26th August Friday Night Series VI 800m and Javelin Throw Clickimin 9th September Friday Night Series VII 1500m and Discus Throw Clickimin 11th September SAAC Club Championships Sponsored by TL Dallas Clickimin
control failures noted in those reports. Obtaining and monitoring SSAE -18 reports is a way to limit VA’s risk if the Vendor’s own lack of controls over financial operation and information security may lead to substantial misrepresentation of VA’s financial information, impairment of security controls or breach of privacy data. If a service organization’s activity is significant to VA’s financial statements, requiring a Service Organization Controls (SOC) 1 Type 2 audit and report may be warranted. If a service organization’s activity related to information systems (including information security and privacy data controls) could seriously jeopardize VA achieving a substantial mission objective, requiring a SOC 2 Type 2 audit and report may be warranted. Examples include services such as the ability to access electronic health records or ability to pay VA employees in a timely way, etc. The American Institute of Certified Public Accountants (AICPA) Statement on Standards for Attestation Engagements No. 18, Attestation Standards: Clarification and Recodification (SSAE 18) suggests that management should work with their supporting (VA) contracting officer to establish contractual requirements to obtain independent audit reports attesting to the controls of service organizations and for those organizations performing services that are material to either VA’s financial statements or mission objectives. Service Organization Controls (SOC) (recently renamed System and Organizational Controls (SOC) for Service Organizations) reports most relevant to VA contracts include: 1. SOC 1, Type 2 – Reports on the design and operating effectiveness of controls for a service organization significant to VA’s internal controls over financial reporting throughout a specified period. These reports, prepared in accordance with SSAE 18, section 320, Reporting on an Examination of Controls at a Service Organization Relevant to User Entities’ Internal Control Over Financial Reporting, are specifically intended to meet the needs of entities that use service organizations (user entities) and the CPAs that audit the user entities’ financial statements (user auditors), in evaluating the effect of the controls at the service organization on the user entities’ financial statements. 2. SOC 2, Type 2 – Reports on the design and operating effectiveness of a service organization relevant to Security (of Information and Systems), Availability (of Information and Systems), Processing Integrity, Confidentiality, and Privacy throughout a specified
Independent Practice Task Sheet Salt to the Sea by Ruta Sepetys, page 231 2016, Philomel Books I pulled off my hat and wound my fingers through the pink crocheted holes in the yarn. I sang through All the little duckies in my head. A sharp pain came. I clenched my hat and teeth to keep from crying out. The pain spread, splitting through my abdomen. And then, amidst the agony, the locked door in my mind suddenly opened and I was no longer on a cot in the ship’s infirmary. I sat on the cool wooden floor outside Mama’s bedroom, a bowl of black currants resting quietly in my lap. When it was oer, I would sit on the edge of the bed and feed them to her. I would finally have baby brother or sister. I had been waiting, asking for years. Put a box around the flashback scene. Underline the 2 sentences before the flashback. Which sense does the author use to introduce the flashback? (sight, sound, touch, taste, or smell?) What device did the author use to introduce the flashback? What did the speaker compare her mind to? How is this better than just saying, “I remembered…” Teacher Guide: Writing Lesson
The dependent variable in the clothespin lab is _________________ _________________ The independent variable in the clothespin lab is __________________ __________________ Controlled variables in the clothespin lab include: _________________ _________________ _________________ _________________
The samurai class was transformed into a new aristocracy The emperor was the symbolic head of the country The emperor was a mere figurehead who reigned but did not rule as the Shogun held the political power Facts about Patriarchal Gender Systems In patriarchal gender systems, women are inferiors and must be protected Patriarchy is a social organization marked by the supremacy of the father in the clan or family, the legal dependence of wives and children, and the reckoning of descent and inheritance in the male line In a patriarchal society, there is control by men and men have a disproportionately large share of power A patriarchal society consists of a male-dominated power structure throughout organized society and in individual relationships A patriarchy, from the ancient Greek patriarches, was a society where power was held by and passed down through the elder males When modern historians and sociologists describe a “patriarchal society,” they mean that men hold the positions of power: head of the family unit, leaders of social groups, boss in the workplace and heads of government The Significance of the Industrial Revolution The Industrial Revolution began in England in 1750; it involved the use of machines in factories to produce goods – it increase the production of manufactured goods and reduced the prices of manufactured goods and ultimately led to increased standards of living as more people had more goods Most world historians would agree that the key to European predominance in the world economy during the nineteenth and early twentieth centuries was the Industrial Revolution The Industrial Revolution led to better weapons and a greater ability to dominate the world economy Industrialized nations were able to conquer other lands and acquire the natural resources of other lands to produce more manufactured goods Britain, with its head start in manufacturing, its many world markets, and its dominant navy, would dominate industry for most of the 19th century, however, towards the end of that century, the United States and Germany would begin to challenge Britain's industrial power Extraterritoriality “Extraterritoriality” can best be described as exemption of foreigners from the laws of the country in which they live Extraterritoriality is exemption from the application or jurisdiction of local law or tribunals After the Opium War, British citizens in China were exempt from punishment in Chinese courts – they were tried only in British courts in China Thus, the Chinese government had no control over Europeans in China
Yes, in Han China, merchants and traders were placed in a lower social class than farmers and artisans Confucian scholars believed that the only proper ways of life were scholarship and government service or administration for the upper classes and agriculture for the poor Merchants did not farm and merchants did not study – merchants moved goods and sold good – merchants sold the goods others made – merchants had low status Similarities – Hinduism and Buddhism Siddhartha Gautama was the founder of Buddhism – he had been raised a Hindu prince and came to the conclusion that life was suffering – suffering caused by desire – but suffering could end As Buddhism emerged from Hinduism, there are many beliefs that are shared by both belief systems Both Hindus and Buddhists believe in reincarnation or samsara – that the soul is born, lives, and then is reborn at the physical death of the body Yes, both religions accept that souls reach spiritual perfection through a cycle of life, death, and reincarnation Moksha is union with Brahman and the end of samsara (reincarnation) for Hindus and nirvana is the end of suffering and end of samsara for Buddhists Judaism Judaism is the world’s oldest lasting monotheistic religion Judaism influenced Christianity and Islam – and all three religions are known as the Abrahamic religions – as Abraham came to believe in one God or monotheism Judaism is an ethical and moral religion – in that according to Judaism, God gave his Commandments or ethical rules to God’s people The Jewish people believe that they have a covenant or agreement with God – that they must obey God’s Commandments and then God will bless them In the Jewish faith, the Torah or first five books of the Bible are very important as these books convey God’s rules for his people In the Jewish faith, there is a belief that a Messiah would appear and free the Jewish people from oppression In Judaism, the Tanakh refers to the Jewish Scriptures comprising the books of law, the prophets, and collected writings – Tanakh is an acronym of the first Hebrew letter of Torah (First Five Books of Bible), Nevi'im (Prophets) and Ketuvim (Writings) Of course, Judaism is a monotheistic or one God faith However, the Eightfold Path is NOT related to the Jewish faith – the Eightfold Path is related to Buddhism Daoism Daoism is a Chinese philosophy that developed during the Zhou Dynasty Daoism encourages people to live naturally and to live in nature – away from cities and civilization
Of course, it was difficult for a poor men to pass the examination as private tutors were expensive but a village might support a promising young peasant man (after all, it is good to have friends in government service) Chinese Concept of Mandate of Heaven The Mandate of Heaven was a Chinese belief that the emperor was given the right to rule or the Mandate of Heaven by the gods As long as the emperor ruled wisely and justly, he kept the mandate If, however, he ruled poorly, he lost the mandate and the people were allowed to overthrow the dynasty Thus, the Mandate of Heaven justified rebellion The people would know if the emperor lost the mandate if there were floods, epidemics, famine, or warfare The Rise of the Mongol Empire Contributed to An empire that extended across parts of Europe and Asia An unsuccessful attempt to conquer Japan The spread of the plague The growth of trade across Central Asia Psychological warfare conducted by skilled warriors on horseback Religious toleration for the members of the Empire But also a “Surrender and Be Spared or Resist and Perish” form of conquest Rights of Islamic Women In the eyes of Allah, women and men are equal In Islam, women have an equal chance of entering Heaven as men do Female infanticide (the killing of female infants) is forbidden Women can sue for divorce Women can inherit property; however, daughters inherit half of what sons inherit Women can testify in court; however, a woman's testimony in court only counts as half of a man's testimony A woman can only marry one husband whereas a man can marry up to four wives Women can engage in business ventures Sufis Sufism is the mystical branch of Islam Mystics seek to experience God and to love God as opposed to merely follow the rules of the religion Sufis were very effective missionaries as they tolerated observances of some customs Sufis sought an emotional and mystical union with Allah Sufis used emotional sermons and song and dance to encourage devotion
James Lawrence – 07764 922339(M) Treasurer Bob Cowper - 01933 386991(H), 07905 536848(M) Club Secretary – 01234 363979(H), 07832 165695(M) Membership Secretary Kevin McGrath – 07714 191167(M) Fixture Secretary & Head Coach Jim Wingfield – 07771 575450(M) Referees Contact Callan Lishman – 07786 069655(M) Social Secretary & Webmaster Bradley Williamson – 07722 172079(M) 1st XV Captain Kevin McGrath – 07714 191167(M) Vice Captain Tom Faulkner – 07780 644043(M) Committee Members Karl Campbell – 07956 425653(M) Mark Furneaux – 07887 518517(M) Adam Griffin – 07821 67905(M) Steve Gutsell – 07801 914655(M) Much of the Club’s activity relies on the time and goodwill of its members. For us to be successful your support and help is always appreciated before, during and after matches. Sharnbrook & Colworth UNION FOOTBALL CLUB FORMED 2001 Formerly Colworth House Union Football Club Founded in 1963
1970 - 71 Dave Needham 1993 - 94 Paul Stuart 1970 - 71 Terry Lockett 1995 - 96 Darren Brown 1971 - 72 Brian Fletcher 1995 - 96 Andy Souten 1972 - 73 Fred Trussell 1996 - 97 Denver Bennett 1973 - 74 Brian Allison 1997 - 98 Micky Bowyer 1974 - 75 Eric Thompson 1998 - 99 Warwick Bennett 1975 - 76 Graham Wheeler 1999 - 00 Barry Stuart 1976 - 77 Ian Kewell 2000 - 01 Marc Nicholson 1977 - 78 Trevor Beard 2001 - 02 Sim Edwards 1978 - 79 Brian Luff 2002 - 03 Paul Slaughter 1979 - 80 Bob Cowper 2003 - 04 Greg Frost 1980 - 81 Barry Cooper 2004 - 05 Jim Wingfield 1981 - 82 Steve Williamson 2005 - 06 Ray Kester 1982 - 83 Mike Groom 2006 - 07 Stephen Judge 1983 - 84 Phil Lant 2007 - 08 Matthew Webber 1984 - 85 John Martin 2008 - 09 James Lawrence 1985 - 86 Clive Harding 2009 - 10 David Day 1986 - 87 Dave Simms 2010 - 11 Steve Gutsell 1987 - 88 Pete Roberts 2011 - 12 Mark Furneaux 1988 - 89 Barry Beever 2012 - 13 Shaun Wake 1989 - 89 John Ackerman FIXTURE LIST 2013-2014 SCRUFC Date Home / Away Opposition * = Courage Best League 2013 Results 7.9.13 A Swifts (f) 14.9.13 A Rushden 2nds * 21.9.13 H Oundle 2nds * 28.9.13 H Vauxhalls (f) 5.10.13 ? TBA
1834 Permanent Indian Frontier 1836 Oregon Trail opened 1843 The ‘Great Emigration’ on Oregon Trail 1846 Donner Party 1846 Mormons travel to Great Salt Lake 1848 Gold discovered in California 1849 Californian Gold Rush 1851 Fort Laramie Treaty (1) 1851 The Indian Appropriations Act 1858 – 59 Gold discovered in the Rocky Mountains 1859 Gold mines opened in Colorado & Nevada 1861 – 65 The American Civil War 1862 Homestead Act 1862 Little Crow’s War 1862 Pacific Railway Act passed
1864 Sand Creek Massacre 1865 Slavery abolished in the USA 1866 Goodnight & Loving reach Fort Sumner with a herd of cattle 1866 Fetterman’s Trap 1866 – 68 Red Cloud’s War 1867 Abilene becomes the first cow town 1868 The ‘Winter Campaign’ 1868 President Grant’s ‘Peace Policy’ 1868 Fort Laramie Treaty (2) 1869 First Transcontinental Railroad completed 1870 Cattle ranching begins on the Plains, leading to the ‘Open Range’ 1873 Timber Culture Act 1874 Barbed wire begins to be mass-produced 1874 Wind-powered pump introduced 1874 Custer leads expedition to the Black Hills
* Beware of potentially spurious “causal” relations! “He who believes he knows, doesn't know that he believes…” The painful Long March…* September 18, 2015. CN: SHCOMP, Shanghai Composite Index XAU: PHLX Gold/Silver Index Source: , monthly data, 01/01/2007- 17/09/2015 Question: Is China’s future growth worth that much gold ?… * Beware of potentially spurious “causal” relations! “He who believes he knows, doesn't know that he believes…” Blowin’ in the wind…* September 30, 2015. VIX, CBOE Volatility Index Source: , three months, daily
Evaluation and Assessment: Categories 50 – 59% (Level 1) 60-69% (Level 2) 70-79% (Level 3) 80-100% (Level 4) KNOWLEDGE AND UNDERSTANDING *demonstrate an understanding of the core concepts, techniques and skills to produce a product in flash Demonstrates limited knowledge and understand of techniques and skills required Demonstrates some knowledge and understand of techniques and skills required Demonstrates considerable knowledge and understand of techniques and skills required Demonstrates thorough knowledge and understand of techniques and skills required THINKING *demonstrate problem solving to technical steps (analysing and interpreting information, reasoning, evaluating solutions, forming conclusions Used processing skills and creative thinking processes with limited effectiveness Used processing skills and creative thinking processes with some effectiveness Used processing skills and creative thinking processes with considerable effectiveness Used processing skills and creative thinking processes with a high degree of effectiveness APPLICATION *demonstrate the ability to follow instructions to produce a final flash product (transfer of knowledge and skills in familiar contexts and new contexts) 1)Applies knowledge and skills in familiar contexts with limited effectiveness 2) transfers knowledge to new contexts with limited effectiveness 1)Applies knowledge and skills in familiar contexts with some effectiveness 2) transfers knowledge to new contexts with some effectiveness 1)Applies knowledge and skills in familiar contexts with considerable effectiveness 2) transfers knowledge to new contexts with considerable effectiveness 1)Applies knowledge and skills in familiar contexts with a high degree of effectiveness 2) transfers knowledge to new contexts with a high degree of effectiveness
Slope and Y-Intercept of a Linear Equation For the linear equation y = a + bx, b = slope and a = y-intercept. From algebra recall that the slope is a number that describes the steepness of a line and the y-intercept is the y coordinate of the point (0, a) where the line crosses the y-axis. Three possible graphs of y = a + bx:
may create a separate enclave or state – affecting the stability of the Kurdish minorities in Syria, Turkey, and Iran in the process. For example in Iran the calls for Kurdish and Arab separatism have escalated with demands gaining more media coverage than ever before. A potential Iraqi federal state has had a knock on effect in Iran – with ethnic grouping making stronger political demands than before. Therefore it no longer sufficient for Shiite demands to be neglected, with the Shiite in power in neighboring Iraq – it has raised the bargaining power of Shiite communities in the Middle East and made ruling regimes more willing to listen. So, the human rights situation facing minorities in Iraq remains in dire straits on all levels: political, civic, and cultural. Iraq’s ethnic and religious minorities, along with other vulnerable populations, continue to face threats of violence, religious discrimination, exclusion, and denial of their property rights. The consequences are far-reaching for Iraq’s social cohesiveness, national unity, and ability to overcome sectarian violence. The scale and gravity of the abuses and the urgency of the situation demand a swift and robust response – not only to provide humanitarian assistance to those displaced and otherwise affected by the conflict but also to ensure the protection of vulnerable communities who risk being wiped off the map of Iraq. A quick resolution is unlikely and impossible, but an increased understanding of the regional scope of these problems is an important step towards addressing them. In this case, as many experts underline, the U.S. should not follow withdrawal from Iraq with disengagement from the region – productive efforts with regional allies are still possible and will be vital to preventing the further deterioration of an already bad situation. It should be very clear that increasing sectarian polarization and violence is in the interests neither of the regional players and their allies nor the whole international community. 6/25/2016
Samant SS, Dhar U, Palni LMS. Medicinal plants of Himalaya: diversity, distribution and potential values. Gyonadaya Prakashan, Nainital, 1998. Shah NH, Syeeda M, Shamim AA. Plants used against Rheumatism by the Gujjar, Bakerwal and Pahari Tribes of District Poonch (J & K). Ad. Plant Science, 2009; (11):587-588. Sharma PK, Singh V. Ethno-botanical studies in north-west and trans Himalaya- V. medicinal plants used in Jammu and Kashmir, India. Journal of Ethnopharmacology, 1989; 27: 63-70. Sharma J, Gaur RD, Paiuli RM. Conservation status and diversity of some important plant in the Shiwalik Himalaya of Uttarakhand, India. Int. J. Med Aron Plants, 2011;1(1): 75- 82. Singh MP, Srivastava JL, Pandey SN. Indigenous Medicinal Plants, Social Forestry and Tribals. Daya Publ. House, 2007. Stickel F, Schuppan D. Herbal medicine in the treatment of liver diseases. Digestive and Liver Disorders, 2007; 39: 293-304. WHO. World Health Organization Traditional Medicine Strategy 2002-2005. WHO Geneva, 2002; 11. 10/19/2017
Hariri, Gisue and Mojgan. (2006). Hariri and Hariri Houses, Rizzoli Publishers, New York, pp. 17- 128. Wael Salah Eldin Bahlool Khalil, The Effects of Digital Evolution on the fields of job and architectural formation (Cairo, Scientific Pamphlet of Urban Researches Magazine (Issue 10.2013) Pages 1-11. Asaad Hasan Ali, Gorge Mahfouz, Modern Materials in Modern Covering, Reality & Horizons, Damascus engineering sciences university-Volume 22 issue first Damascus2001 page 11. Omar Hashem, The Effect of Contemporary Technology on Facades Architectural Formation in the Arab World. (Unpublished Master Degree Paper –Faculty of Engineering –Cairo University 2000), page 151. Mohamed Mohamed Aweyda, Future Architecture. structure world. issue 84 Cairo (2000) Page 31. Nuby Mohamed Hassan, Values of Creativity in Architectural Design (Asyut: The Fourth International Architectural conference. faculty of Engineering, Asyut University 2000) Page 10. Nuby Mohamed Hassan. Information Architecture view of obscure Architectural creativity in the twenty first century (Asyut: The Fourth International Architectural conference, Faculty of Engineering, Asyut University 2000) Page 11. Electronic Websites on the Internet: http://en.wikipedia.org/wiki/% http://en.wikipedia.org/wiki/City_Hall_ (London)/4-4-2017.-5. 30_St_Mary_Axe/8-4-2017. A8ncies/12-4-2017. http://www.eisenmanarchitects.com/21-4-2017. /22-4-2017. http://en.wikipedia.org/ /Hearst_Tower_%28New_York_ City%29 15-. http: . . . . http://www.flickriver.com.22-4-2017. 7/17/2017
A scatter plot shows the direction and strength of a relationship between the variables. A clear direction happens when there is either: High values of one variable occurring with high values of the other variable or low values of one variable occurring with low values of the other variable. High values of one variable occurring with low values of the other variable. You can determine the strength of the relationship by looking at the scatter plot and seeing how close the points are to a line, a power function, an exponential function, or to some other type of function.
5.0 Proposed Budget Task Name Position Amount Cost per Hour Duration (hrs) Total Land Survey Permitting for Onsite Visit N/A 0 $0.00 500 $0.00 Research Land Information Sr. Engineer 1 $150.00 16 $2,400.00 Mobilization and Demobilization Engineer 4 $75.00 6 $1,800.00 Establishing Elevation Crew man 2 $45.00 2 $180.00 Topographic Survey Crew man 2 $45.00 10 $900.00 Drafting Sr. Engineer 1 $150.00 12 $1,800.00 Grading Develop a Grading Plan Engineer 2 $75.00 8 $1,200.00 Drafting of Grading Plan Engineer 2 $75.00 8 $1,200.00 Building Footprint Design Building Footprint Sr. Engineer 2 $150.00 16 $4,800.00 Draft of Building Footprint Sr. Engineer 1 $150.00 8 $1,200.00 Storm Water Drainage Design Precipitation Analysis/ Research Sr. Engineer 2 $150.00 5 $1,500.00 HEC RAS Modeling Sr. Engineer 1 $150.00 5 $750.00 Sizing Hydraulic Structures Sr. Engineer 2 $150.00 8 $2,400.00 Parking/ Pedestrian Accommodations Traffic Flow Count Engineer 2 $75.00 8 $1,200.00 Compile Traffic Count Data Engineer 1 $75.00 4 $300.00 Sizing Parking Lot Engineer 2 $75.00 8 $1,200.00 Drafting Parking Lot Plans Engineer 1 $75.00 6 $450.00 Teaching Garden Walkway Design Sr. Engineer 2 $150.00 8 $2,400.00 Drafting of Walkway Plans Sr. Engineer 1 $150.00 6 $900.00 Total $26,580.00
Fy18 priorities matrix FAS University-wide Faculty Improve IT experience for faculty – user journeys, UX, etc. Extend research computing into more classrooms -Annie Support and advance IT for Digital Scholarship and Data Science Make it easy to reuse learning objects (DART) - Vittorio Develop IIIF workspace prototype - Randy Enhance support for research administration and compliance - Simone Expose Institutional data for teaching and research (data.harvard.edu) - Alan Research Info systems – Tracey/Suzanne Students Develop mobile strategy Improve course search - ??? Enhance wireless - Tracey Improve representation on Student advisory group – Annie? Red = high priority projects for FY18 Black = topics of interest we should watch and get briefings on thru the year Names in matrix are intended as Acad Tech group leads to indentify guest speakers, update AcadTech on news and progress, etc. Upcoming Meetings Meeting Date Topics 12/6/17 Update on Wireless improvements – Jefferson, David LaPorte Research admin and compliance – Simone IIIF update – Randy 12/20/17 Cancel? 1/3/18 Mobile strategy – how we can help – who?? 1/17/18 Research Info Systems – Tracey and Suzanne To Be Scheduled Topic Purpose Contact Date Added
Expected Participants Topics for discussion: Developing Program Wide Expectations and Teaching & Reinforcing Program Wide Expectations Notes from Discussion All provisional facilitators. Interested independent facilitators. Interested state leadership team members. Welcome and Introductions How did you share expectations from your Core Leadership Team with staff and families in your program (or how are you planning to do this)? How did you ensure buy-in with staff and families (or what are your thoughts about how you will do this) Looking at the TACSEI Make & Take, what was applicable for your program to connect expectations and rules? In your Behavior Matrix, how have you (or how might you) intentionally identified ways for adults to demonstrate program-wide expectations? Kim Tomlinson – We have an introductory newsletter to share with staff and families that are distributed throughout the school year, discuss PBIS on home visits. Still in development stages to extend the family piece. Friday: -Scott: CLT – matrix finalized with behavioral expectations- sent to print-materials- classroom level one behavioral expectations are standardized with staff development to roll out in January. Will also be using TIPS2 form. May be no longer using SWIS system. Patti Chapman: developed behavioral expectations for various classrooms and settings. Still developing information to share with parents and for staff buy-in. Article discussion: Patti: good resources and information for CLT. Will share with CLT to pull apart and gain ideas from it. -principle of behavior expectation Jamie: very helpful article but still at beginning stages. Still developing a CLT. Likes simplistic view of the three expectations. Very helpful team. Meeting in first week of January to get started! Resources will help build foundation as building CLT. CHAT BOX shared- sample lesson plan and overview of PW was helpful- Loriann Suggested to read the article for helpful information. CLT and program-wide expectations- anything come as surprise? (i.e. expectations for adults and children)-
Call for the mobility of PhD students - 2017/2018: Application form (Attachment 2) Research and/or study programme Academic year 2017/2018 Student Last Name (s) First Name (s) Date of Birth Nationality Sex [M/F] Study cycle Sending Institution Name Faculty/Department Erasmus Code Address Country Contact person name; email; phone Università - LIUC I CASTELL 01 (when applicable) Corso Giacomo Matteotti, 22 Castellanza (VA) 21053 Italy Receiving Institution Name Faculty/Department Erasmus Code Address Country Contact person name; email; phone Mobility start date: ________________________ Mobility end date: ______________________________ Supervisor at the Sending University: _____________________________________ Supervisor at the : ____________________________________ [If required] The level of language competence in _________________ [indicate here the main language of instruction] that the student already has or agrees to acquire by the start of the mobility period is □ A1 □ A2 □ B1 □ B2 □ C1 □ C2 □ Native Speaker Research and/or study programme at the Receiving Institution Component code [if any] Research and/or study program and/or Component title at the Receiving Institution Semester Number of ECTS credits [or equivalent] Recognition at the Sending Institution Component code [if any] Research and/or study program and/or Component title at the Sending Institution Semester Number of ECTS credits [or equivalent] SENDING INSTITUTION RECEIVING INSTITUTION Università – LIUC xxxxxxxxxxxxxxxxxxxxxx Date: Date: Coordinator of the Ph.D. programme xxxxxxxxxxxxxxxxxxxxxx Raffaella Manzini xxxxxxxxxxxxxxxxxxxxxx ____________________ ____________________
SAFETY MANAGEMENT SYSTEM ASSESSMENT AND MITIGATION Assessment and Mitigation of: System- Pre Mitigation Post Mitigation Sub System Hazards Likelihood Severity Risk Level Mitigation Likelihood Severity Risk Level EXAMPLE: Environment Conflicting Airspace Environment Occasional Critical Serious Local agency must provide orientation and “situational awareness” overview to SEAT pilots on Special Use Airspace, MTR, TFR, ect. Assure that dispatch and aviation personnel are trained. In dispatch procedures for SUA. Use aerial supervision when available. Remote Critical Medium Final Assessment Value: Prepared By: Date: Operation Approved By: Title: Date:
References Basics of the monsoon time scales, Academia Arena 8(5s)1-23, volume-8, special issue 5, 2016. 2. G.R.Irlapati Geoscope, Report and Opinion 2016,8(4) sciencepub net/report. 3. A New Hypothetical Model of cosmology, Report and Opinion 2016 8(3)56-81 Mooley DA, Shukla J (1987); Charecteristics of the west ward-moving summer monsoon low pressure systems over the Indian region and their relationship with the monsoon rainfall. Centre for ocean-land atmospheric interactions, university of Maryland, College park, MD. 4. Das P.K. and B.L.Bose,1958, Numerical study of movement of monsoon depression, Ind. journal of meteor.geophisics. 5. Jadhav, S.K. and A.A. Munot,2004; statistical study of the low pressure systems during summer monsoon season over the Indian region, mausam,55,15-30. 6. The global monsoon system, monsoon 7. en.wikipedia.org/wiki/big bang theory. 8. en.wkipedia.org/wiki/steady state theory. 9. state theory. 10. Nelson.J.H. Cosmic pattern, their influence on man and his communications 1974 American federation of astrologe. 11. Nelson JH, J. Geo cosmic research, summer 1974. 12. Meteorology astrology (Astrometeorology) lewis. james. R, march 2003, astrology book 2003, p453. 13. Advances in geophysics volume 28B books.google.co.in. 14. Department of meteorology and geophysics( of meteorology and geophysics. 15. Shear-wave splitting: New geophysics and earth quakes; link springer.com. 16. Operational earth quake forecasting 17. finder.com. Appendises
Discipline Code Time Limits (Minutes) Solos Duets Trios/Q’tets Groups Baby A B C D E Jun Int Sen Jun Int Sen Jun Int Sen Classical Classical Ballet CB 1.5 2.5 2.5 4.0 Classical or Stylised Ballet * CSB 2.0 2.0 2.5 2.5 2.5 2.5 4.0 4.0 Classical Greek CG 1.5 2.0 2.0 2.5 2.5 2.5 2.5 2.5 2.5 4.0 4.0 4.0 Contemporary or Modern Ballet ** CMB 2.0 2.5 2.5 4.0 National NA 1.5 2.0 2.0 2.5 2.5 2.5 2.5 2.5 2.5 4.0 4.0 4.0 Character CH 1.5 2.0 2.0 2.5 2.5 2.5 2.5 2.5 2.5 4.0 4.0 4.0 Stage Modern *** MO 1.5 2.0 2.0 2.5 2.5 2.5 2.5 2.5 2.5 4.0 4.0 4.0 Lyrical Modern*** LM 2.0 Tap TA 1.5 2.0 2.0 2.5 2.5 2.5 2.5 2.5 2.5 4.0 4.0 4.0 Song & Dance/ Musical Theatre SD 2.0 2.5 2.5 3.0 3.0 3.0 3.0 3.0 3.0 4.5 4.5 4.5
Oxford Health NHS Foundation Trust Council of Governors Minutes of the Meeting on 22 March 2018 at 18:00 at the Spread Eagle Hotel In addition to the Trust Chair, and Non-Executive Director, Martin Howell, the following Governors were present: Present: Chris Roberts (Lead Governor) Chris Mace Andy Harman Karen Holmes Madeleine Radburn Sula Wiltshire Allan Johnson Geoff Braham Andrea McCubbin Terry Burridge Kelly Bark Davina Logan Cally Birch Alan Jones Neil Oastler Abdul Okoro In attendance: Stuart Bell Mark Hancock Dominic Hardisty Mike McEnaney Tim Boylin Ros Alstead Chris Hurst Aroop Mozumder John Allison Hannah Smith Claire Page (for Martyn Ward) Donna Mackenzie (part meeting) Laura Smith Jayne Norgate Chief Executive Medical Director Chief Operating Officer Director of Finance Director of HR Director of Nursing & Clinical Standards Non-Executive Director Non-Executive Director Non-Executive Director Assistant Trust Secretary Head of Performance and Information Patient Experience and Involvement Manager Corporate Governance Officer Care Quality Commission 1. a Introduction and Welcome The Chair brought the meeting to order and welcomed all those present. Action 2. a b c Apologies for absence and quoracy check Apologies were received from: Astrid Schloerscheidt, Tina Kenny, Gill Randall, Richard Mandunya, Debbie Richards, Reinhard Kowalski, Gill Evans and Mark Bhagwandin. Absent without formal apology were: Adeel Arif, Soo Yeo, Lin Hazell and Lawrie Stratford. Apologies had been received from the following members of the Board of Directors: Lucy Weston, Non-Executive Director; Jonathan Asbridge, Non-Executive Director; Bernard Galton, Non-Executive Director; Kerry
Critical Success Factors CSF 1: Academic Performance CSF 2: Use of Quality Data to Drive Instruction CSF 3: Leadership Effectiveness CSF 4: Increase Learning Time CSF 5: Family and Community Engagement CSF 6: School Climate CSF 7: Teacher Quality List all data sources used for each CSF Discoveries
ex. If a particle is moving on a path where is it moving in a straight line? ex. If a particle moves with constant speed can it be accelerating? ex. Let point P move along curve C with constant speed c. Let point Q move along C with speed 2c. Show that the magnitude of acceleration of Q is 4 times greater than that of P.
picture of their assigned person in the middle of the large sheet of paper. Students brainstorm characteristics of that person and write the characteristics around the person. EXPLAIN – Walking with Good Citizens Suggested Day 3 (continued) – 10 minutes Students take a “gallery walk” to look at each tablet sheet. Students may carry sticky notes to add other characteristics of good citizenship to other groups’ tablet sheets. Materials: sticky notes for students TEKS: 3.1B, 3.11A, 3.11B, 3.11C; 3.12A; 3.17E ELABORATE – Comparing Citizenship Suggested Day 3 (continued) – 15 minutes Facilitate a whole group discussion on what characteristics two or more of the people on the tablet sheets have in common. Ask: What are some characteristics they all share? Who among the famous people has a unique characteristic or way of achieving tasks? TEKS: 3.1B, 3.11A, 3.11B, 3.11C; 3.12A; 3.17E EXPLAIN – Community Groups Show Citizenship Suggested Day 4 – 50 minutes Create a chart on the board like this: Students will list organizations in the community on a chart. Some possible options could be: Red Cross Salvation Army United Way Big Brothers/Big Sisters Boys and Girls Club Boy Scouts and Girl Scouts Camp Fire Boys and Girls 4-H Key Club YMCA Lions Club Rotary Club Kiwanis Club Meals on Wheels Habitat for Humanity Highway Clean up or Ecology Group Students help to list what the organization does for the community in the middle column. Using the characteristics studied earlier in the year, students then list what positive citizenship characteristic the TEKS: 3.11A, 3.11C; 3.12A; 3.17E Instructional Note: Consider an internet search for videos that describe the impact on the community of one of the organizations listed.
positively skewed. (c) For adults, the body-mass index is given by where is the mass in kilograms and the height in metres. Kevin is 1.9 metres tall and has a body-mass index of 25. Calculate Kevin’s mass. (d) Change the subject of the formula to . (e) Find the final balance of an account if $15,000 was invested earning 6.2% p.a. interest, compounded monthly over four years. Question 23 (START A NEW PAGE) (a) The diagram below represents the percentages under a normal curve in detail. What percentage of scores have a -score of: between and between and 1. less than and greater than . (b) A water trough has a uniform cross-section in the shape of half an ellipse. The width of the trough is 80 cm and the area of the shaded cross-section is 1890cm2. The trough is 300 cm long. Calculate the number of litres of water the trough will hold when it is full. Calculate the depth of the trough ( cm). Give your answer to the nearest cm. (c) The surface area of a cylinder which is open at one end is m2. If the radius is m find to two decimal places. Find the volume of the cylinder to two decimal places if required. (d) The grouped frequency table shows the number of people at a Gold Coast resort.
19 Re assessment week Semester 3 Weeks Competencies Covered Teaching Focus Assessment Tasks 1 Re-Introduction to Certificate courses Setting up AICT Portal Formal Induction Process 2-6 ICTWEB301 - Create a simple markup language document Project 3 – Unit 1 1.0 Welcome to HTML 1.1 HTML Intro 1.2 Text Editor Tools to develop in HTML 1.3 Stages in Web development 1.4 Information Gathering & Planning 1.5 Design 1.6 Develop 1.7 Deploy & Verify 1.8 Launch my-aict.edu.au Project 3 U1A1 7-10 ICTWEB301 - Create a simple markup language document Project 3 Unit 2 2.0 HTML Coding using Notepad++ 2.1 First look of HTML codes 2.2 Basic HTML Tags 2.3 Dive into DIV (Part 1) 2.4 Dive into DIV (Part 2): Apply CSS to style DIVs 2.5 Play with Tables Video Tutorial: How to Zip files into a Compressed file Project 3 U2A1 U2A2 U2A3 11-14 ICTWEB302 - Build simple websites using commercial programs Project 3 Unit 3 3.0 Navigation Menu & Usability 3.1 Characteristics of Navigation Menu 3.2 What You Need to Create Navigation Menu 3.3 How to Create a Navigation Menu Project 3 U3A1 U3A2
#12 James Turrell: Pullen, Blue Audio Description Script by Fred Brack “Pullen, Blue,” by James Turrell, is easily the simplest exhibit of the You Are Here Experience. Turrell is a pioneer of using both artificial and natural light to create works of art. This is one of his earlier works from 1968. The artist’s objective here is to harness the light from a single projector in such a manner as to give the illusion of a 3-dimensional object. The projector is located in an overhang at one end of the wide opening of a 20-foot square dark room. By using a cutout in front of the projector to define the image, and a filter to color it medium blue, what we see crisply projected on the left side of the rear wall is a blue triangle. While the top and bottom of the right side align perfectly with the floor and ceiling, the bottom of the triangle slopes up a bit on the left side before completing the triangle with a line back to the top. The visual effect is one of feeling the bottom of the triangle is standing away from the rear wall. The artist is exploring “how we look, what we are capable of seeing, the unknown potential of our vision, and the ability to fool our own minds.”
Gene 3: Cytochrome C Helps neurons to survive and grow Gene 4: Adenomatous polyposis coli (APC) Sends messages to turn on genes (It is the “accelerator” for cell division) Gene 5: Lactosylceramide alpha- 2, 3 -sialyltransferase- ST3GAL5 Prevents tumor growth (It is the “brakes” for cell division) Gene 6: Ras- p21/Ras Prevents tumor growth (It is the “brakes” for cell division)
Table 2.2: Performance criteria for Outcome 1 Table 2.2 below details the performance criteria for each program associated with Outcome 1. It also summarises how each program is delivered and where 2018-19 Budget measures have created new programs or materially changed existing programs. Outcome 1 – Competition in markets that are dependent on access to nationally significant monopoly infrastructure, through recommendations and decisions promoting the efficient operation of, use of, and investment in infrastructure. Program 1.1 – The NCC’s objective is to provide advice to Governments and make decisions on infrastructure access issues that accord with statutory requirements (including time limits) and good regulatory practice, and ensuring that advice meets requirements of decision making ministers, such that Australia achieves a consistent approach to access regulation that promotes the efficient operation of, use of and investment in infrastructure thereby promoting effective competition. Delivery Program 1.1 aims to: Make recommendations to ministers pursuant to Part IIIA of the CCA in relation to applications for the declaration of services provided by monopoly infrastructure and the certification of state and territory access regimes; Make recommendations to ministers pursuant to the NGL relating to the coverage of natural gas pipelines and on price regulation and greenfields incentives; Make decisions pursuant to the NGL relating to the form of regulation and classification of natural gas pipelines; and Advise the Parliament on the operation of the National Access Regime in accordance with section 29O(2) of the CCA. Performance information Performance criteria 2017-18 2018-19 and forward year targets Recommendations on declaration applications are made within statutory time limits (consideration period of 180 days) and meet advice requirements of Ministers. All recommendations are forecast to be made within the statutory time limits. As per 2017-18. Recommendations on certification applications are made within statutory time limits (consideration period of 180 days) and meet advice requirements of Ministers. All recommendations are forecast to be made within the statutory time limits. As per 2017-18. Recommendations and decisions under the NGL made within specified time limits and recommendations under the NGL meet the advice requirements of Ministers. All recommendations and decisions are forecast to be made within the statutory time limits. As per 2017-18. Accessible information on all access regulation matters for which the NCC is responsible is provided on the NCC website. The Council website is forecast to hold all documents relevant to the Council’s functions. As per 2017-18.
Tribal Solid Waste Education and Assistance Program Greening Tribal Operations and Facilities Tulsa, OK October 20-22, 2015 Tribal Participants Name Title Address Email Phone Eve Boss Tribal Circuit Rider USEAP Region 6 1445 Ross Ave, Suite 1200 Dallas, TX 75202 boss.eve@epa.gov Michael Craig Solid Waste Technician Comanche Nation PO Box 908 Lawton, OK 73502 michaelc@comanchenation.com Marcia Eiynck Environmental Technician Grand Portage Band of Lake Superior Chippewa PO Box 428 Grand Portage, MI 55605 marciae@grandportage.com Jeremy Fincher Environmental Director Sac and Fox Nation 920883 S Hwy 99 Stroud, OK 74079 x2092 Jason Patrick Graveen Facility Manager Lac du Flambeau PO Box 67 Lac du Flambeau, WI 54538 jgraveen@ldftribe.com Sharron Henderson Administrative Coordinator Pueblo of Sandia 481 Sandia Loop Bernalillo, NM 87004 shenderson@sandiapueblo.nsn.us Jimmie Johnson Environmental Program Director Delaware Tribe of Indians 5100 Tuxedo Blvd. Bartlesville, OK 74006 jimmiejohnson@delawaretribe.org Scott McManners Sanitary Facilities Coordinator Ho-Chunk Nation Ho-Chunk Health Dpt. PO Box 636 Black River Falls, WI 54615 Scott.mcmanners@ho-chunk.com Theo Penn Maintenance II Quileute Tribe PO Box 67 La Push, WA 98350 Dennis Pennah Solid Waste Coordinator Comanche Nation PO Box 908 Lawton, OK 73502 dennisp@comanchenation.com Peggy Powell EPA Assistant Thlopthlocco Tribal Town PO Box 188 Okemah, OK 74859 ppowell@tttown.org Donna Prentiss EPA Director Apache Tribe of Oklahoma PO Box 1330 Anadarko, OK 73005 prentissdonna@yahoo.com Brandon Prince Environmental Specialist The Chickasaw Nation PO Box 788 Ada, OK 74820 Brandon.prince@chickasaw.net Terry Rye Facilities Director, Potawatomi Carter Casino Hotel Forest County Potawatomi 618 State Highway 32 Wabeno, WI 54566 trye@cartercasino.com Kandice Taylor EPA Manager Thlopthlocco Tribal Town PO Box 188 Okemah, OK 74859 ktaylor@tttown.org
Skills and Practices 2/3 skills, techniques and strategic responses in varied and changing situations in an outdoor adventure activity skills specific to outdoor activity and emergency response use of triangulation to accurately locate position description and function of global positioning systems (GPS) Penguin Island Day Trip (12th Feb) Exmouth Expedition Planner Outdoor Education Book Kayaking Assessment Booklet Demonstration of Kayaking Skills Safety 4 apply a risk analysis management system (RAMS), with the following features, to a specific outdoor activity/situation causal factors (people, equipment, environment) risk management strategies (specific to causal factors) identification of relevant industry standards recommended policies and guidelines key skills required by staff recommended course of action key aspects of the Western Australia Department of Education Outdoor Education and Recreation procedures and guidelines identifying risks supervision strategies qualifications of instructors information to be provided to parents/ guardians emergency response planning communication strategies definition and purpose of the Adventure Activity Standards (AAS) Snorkelling Session Outdoor Education Book Snorkelling Assessment Booklet Demonstration of Snorkelling Skills
Relationships with Nature 5 strategies to develop positive relationships between humans and nature experiencing nature developing skill and competence in outdoor activities methods to educate groups about ‘Leave No Trace’ principles communicating their importance demonstration/role modelling Exam Prep Outdoor Education Book 6 Environmental Management aims of World Heritage examples of Western Australian World Heritage sites criteria to achieve a World Heritage listing Exam Prep Outdoor Education Book Response: Topic Test 7-10 Exam Preparation 1 Exams Examination: Semester 2 Exam
Course Title: Industrial Cooperative Education (OJT) Course Number: 87004000 Credit: 1.00 Grade Level: 10-12 Major Concepts/Content This course must be taken with an industrial education program. The student can receive multiple credits and a salary. An individual training plan is cooperatively developed and utilized by the teacher coordinator, the employer, and the student. The plan includes identified competencies, objectives, learning activities, evaluation strategies, and provisions for regularly scheduled visits by the teacher coordinator. PRE REQUISITE: Enrolled in a Workforce Development Industrial Education program. SPECIAL NOTE: Only one credit per year may be earned. General Course Information: YES NO Other Graduation Requirement X Bright Futures (BF) Florida Academic Scholar (FAS) X Florida Medallion Scholar (FMS) X Florida Gold Seal Vocational (FGSV) X 4 YR 24 CREDIT OPTION ONLY ** State University System (SUS) X National Collegiate Athletic Association (NCAA) X BCPS “Core” Course X Course Level 1=below grade level, 2= at grade level, 3= above grade level Industry Credential Eligible X Weighted Quality Points State Honors (1 quality point) X BCPS Local Honors ONLY (1 quality point) X Pre IB (1 quality point) X Pre AICE (1 quality point) X AP (Advanced Placement) (2 quality points) * X IB (International Baccalaureate) (2 quality points) X AICE (Advanced International Certificate of Education) (2 quality points) X Technical Dual Enrollment (2 quality points) X * Must take AP exam; otherwise only 1 quality point. ** For the 3-year, 18 credit option, requirements may differ. See your guidance counselor for more information.
M1 for adding shares A1 cao 16 (a) 320 2 M1 for sight of 1:4 or 4:1 A1 cao (b) 1 373 600 3 M1 for sight of 1:8 of 8:1 M1 for 8 171700 A1 cao 17 (a) −4a +2b + 8a (= 4a + 2b) 2a + b 2 M1 A1 correct method to find in terms of a and b (b) 4a + 2a + b (= 6a + b) and 2b + 8a + 4a (=12a + 2b) or 4a + 2a + b (= 6a + b) and b + 2a + 4a (= 6a + b) or 2b + 8a + 4a (= 12a + 2b) and 2 M1 Correct vectors for and or for and or for and (need not be simplified) ft their from (a)