zilongwang/ReadingBank huggingface dataset:
Product Order Form Description Unit Price Quantity/ Size Cost Guild Tartan lambswool scarf £12.00 Guild Tartan lightweight scarf £10.00 Guild Tartan shawl £40.00 Guild Tartan stole £30.00 Guild Tartan tie £10.00 Balloons (10 pack) £2.00 Blue Apron £6.00 Briefcase Bag £5.00 Bunting (10m – tartan design) £15.00 Button badge £0.50 DVD Annual Gathering 2017 £16.00 Heart Key Ring £1.00 Guild Fleece (S, M, L) £15.00 I love the Guild mug £2.50 Iron on transfer £1.50 Jute Bag £5.00 Logo stickers (strip of 5) £0.50 Mobile Phone Sock £1.00 Greeting cards (6 pack) £2.50 Pen £1.00 Pen (Stylus) £1.50 Remembrance card (10 pack) £6.00 Serviettes (100 pack) £3.00 Speakers Exp. Env. (10 pack) £1.00 Spiral Notebook £2.50 Umbrella £6.50 Tea towel £3.50 Travel mug £2.50 Badges and pins Description Unit Price Quantity Cost Logo badge, long pin £2.00 Generic long service badge £3.00 25yr long service badge £3.50 50yr long service badge £3.50 60yr long service badge £3.50 Resources Order Form Description Unit Price Quantity/ Size Cost Seeking the Way Theme and Discussion pack £5.00 Constitution and Guidelines £1.50 Big Book of Gui(l)d ideas £5.00 Total Please send order to: Name (block caps) Address Postcode Telephone Please note that shawls and stoles have a 2 week order
About Phillips Foundation In 2005, local business leader Kermit Phillips created the Kermit G. Phillips II Charitable Trust to provide funding to non-profit causes as elected by the Phillips family. The trust’s endowment recently gained the majority of its funding and now operates as the Phillips Foundation. The current board is regionally focused on the Greensboro community with five target areas: housing and homelessness; economic development; arts and culture; child and family services; and education and learning enrichment. For more information, visit PhillipsFoundationNC.org. Phillips Foundation currently does not accept unsolicited grant applications. About Sesame Workshop Sesame Workshop is the nonprofit educational organization behind which reaches 156 million children across . The Workshop’s mission is to use the educational power of media to help children everywhere grow smarter, stronger, and kinder. Delivered through a variety of platforms, including television programs, digital experiences, books and community engagement, its research-based programs are tailored to the needs of the communities and countries they serve. For more information, visit us at . ###
Guinea Health System Quality Profile Processes of Care Quality impacts Competent care & systems (%) Better health Blood pressure, urine and blood samples among ANC clients (SR) 52 Deaths amenable to high quality health systems in 2016 (poor quality and non-utilization)* 30855 Counseled on complications among ANC clients (SR) 34 Amenable deaths due to poor quality care in 2016* 16892 Counseled on HIV among ANC clients (SR) 25 Amenable deaths to non-utilization in 2016* 13963 Postpartum mother checkup among facility deliveries (SR) 72 Deaths preventable from public health measures in 2016* 39526 Tetanus vacc. and iron supp. among ANC clients (SR) 79 Mortality rate (per 100,000 lives) to poor quality care in 2016* 134 ORT for child diarrhea among care-seekers (SR) 59 Fistula among women who delivered with an SBA per 1000 (SR) 5.7 Antibiotics for child pneumonia symptoms among (SR) 37 Told about side effects when prescribed contraceptives (SR) 51 Tested for HIV among ANC clients (SR) 13 Retained for DPT among children with 1 vaccine (SR) 66 Retained in ANC among women with 1 visit (SR) 65 Twelve-month retention on ART (UNAIDS estimate) 79 Timely postpartum checkup among facility deliveries (SR) 53 Positive user experience (%) Confidence in system (%) No lack of attention or respect from public facility staff (SR) 37 Thinks government handles improving basic health services well 65 Foundations
GUITAR ASSIGNMENT 2O1 TERM 1 #2 p.23 Prelude No. 3 KNOWLEDGE Stool/Chair 12 RH/LH | 13 Posture 100-80% 79-70% 69-60% 59-50% Demonstrates the components of good posture Demonstrates the components of good posture with a high degree of effectiveness. Demonstrates the components of good posture with considerable effectiveness. Explains the of good posture with some Demonstrates the components of good posture with limited THINKING Rest 13 Free 12 Explain rest & free stroke 100-80% 79-70% 69-60% 59-50% Differentiates rest (thumb) and free stroke (index and medius) Differentiates rest/ free stroke with a high degree of effectiveness. Differentiates rest/ free stroke with considerable effectiveness. Differentiates rest/ free stroke with some effectiveness. Differentiates rest/ free stroke with limited effectiveness. APPLICATION Pitch 13 Rhythm 12 Correct Pitch/Rhythm 100-80% 79-70% 69-60% 59-50% Applies correct pitch and rhythm when performing the piece Applies correct pitch and rhythm with a high degree of effectiveness Applies correct pitch and rhythm.with considerable effectiveness Applies correct pitch and rhythm with some effectiveness. Applies correct pitch and rhythm with limited effectiveness. COMMUNICATION Thumb free 12 I-MK rest | 13 Articulation 100-80% 79-70% 69-60% 59-50% Alternates I-M rest stroke and coordinates thumb free stroke accurately Alternates I-M rest stroke and coordinates thumb free stroke with a high degree of effectiveness Alternates I-M rest stroke and coordinates thumb free stroke with considerable effectiveness. Alternates I-M rest stroke and coordinates thumb free stroke with some effectiveness. Alternates I-M rest stroke and coordinates thumb free stroke with limited effectiveness.
MERTZ, J ‘Romanze’ (Andante – Cantabile) in Guitar Works, volume 4, pp. 18-19, beginning with open e minor chord or Chanterelle (420) Le Gondolier , opus 65 any edition SOR, F From Twenty Selected Minuets, any one of minuet nos 1, 3, 13, 17, 18 or 19 Schott (GA 15) SOR, F, ed. SEGOVIA From Twenty Studies for Guitar, any two of ‘Studies 1–6’ or any one of ‘Studies 7–20’ Marks Publishing SOR, F, ed. VINSON, H ‘Rondo’ from Minuet and Rondo – Grand Sonata, op. 22 from World’s Favourite Solos for Classical Guitar, Series No 43 Hal Leonard (Ashley) SOR, F Les Adieux op.21 Or Valse No 24 op.44 Or Sonata op 15, complete Any edition TARREGA, F From SAVIO (ed.) Doce Composiciones Par Guitarra either of ‘Adelita (Mazurka)’ and ‘Lagrima (Preludio)’ played as one work or ‘Marieta (Mazurka)’ or ‘Maria (Gavota)’ or Capricho Arabe or Danza Mora G. Ricordi (BA 11248) Any edition Sample programs
Handouts created by teacher and industry Academic articles Supplementary materials: Acoustic guitars Chairs Stands Cases Carts Piano CD and DVD recordings CD and DVD equipment Recording equipment/software, mixing board, microphone, and cables Chalkboard/Whiteboard Assessment Methods: Source Diagnostic (Diagnose) Formative (Monitor) Summative (Evaluate) Teacher Developed Assessments Tests/Formal Assessments Participation Individual and Group Performance Quizzes/Informal Assessments Guided practice Rehearsal and Performance Attendance Written Assignments Section Rehearsals Final Assessment and Evaluation Performance Standards Criteria: Defines how good is good enough on which measures to demonstrate achievement of content standards. Category Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Accuracy Virtually no errors; consistent accuracy of notes, rhythms, dynamics, and phrasing Most notes, rhythms, dynamics, and phrasing are accurate and secure, isolated error or two Frequent and repeated errors Very few accurate notes, incorrect rhythms, dynamics, and phrasing; confusion Written: Playing: Musicianship Exemplary and Consistent demonstration of excellent technique, skills, and musicality. Excellent understanding of Artistic and Creative Expression Good demonstration of technique, skills, and musicality. Good understanding of Artistic and Creative Expression Demonstrates a basic understanding of technique, skills, musicality, Artistic and Creative Expression Demonstrates very little understanding of technique, skills, musicality, Artistic or Creative Expression Written: Playing: Participation Consistent contribution to ensemble; always musically prepared, listens and cooperates, respects others, responsible and always punctual Adequate contribution to ensemble; musically prepared, listens and cooperates, respects others, responsible and punctual Contribution to ensemble is lacking, shows some effort with respect to others, somewhat responsible and punctual Very little attempt to contribute to ensemble, argumentative or disinterested Performance Exemplary, consistent Consistent and Inconsistent and Very little effort exhibited
Sr. No. State Nos of districts No. of success stories received up to last month No. of success stories received during the current month No. of success stories received during the current week Total Nos. of success stories received Remarks, if any 1 2 3 4 5 6 7 8 1 Gujarat 33 24 0 0 24 Proforma for monitoring weekly progress of Success stories in the State State- GUJARAT up to dated-22-04-2017 Year-2016-17
How will your organisation benefit from this initiative? How do you propose to evaluate the initiative? (How will you know if your project was effective or not? Eg outcomes achieved, by survey, focus groups, observation, statistics) SECTION 3 – Project Budget Proposed Budget PLEASE NOTE: ALL QUOTES AND RELEVENT DOCUMENTS ARE TO BE ATTACHED FOR THE APPLICATION TO BE CONSIDERED Budget Items $ contribution from the Gulf Trust $ contribution by applicant organisation (may be value in kind) $ contribution by other sources/other funding (may be value in kind)
Coastline Analysis by Subregion and Subbasin: The coastline is a difficult feature to maintain in the NHD. In the Gulf coast area, every hurricane that blows through the area rearranges the coastline, sometimes dramatically! In addition, most of the coastline in the NHD has not been updated to newer imagery, rather most coastlines in the NHD are represented as shown on the older topographic maps. In some cases this information may be 20 – 25 years old. The following calculations were generated using ArcMap version 9.3, service pack 1. NHD data was downloaded from the USGS High Resolution FTP download site (). The NHD data was loaded into a new ArcMap session, the NHDFlowline table was opened, and a query was built searching for every feature representing a coastline. The selected features were then queried through a field named ‘LengthKM’ to determine the total length of the coast in each subregion and in each subbasin. Subbasins that did not contain any coastline features are not listed. The conversion factors used: 1.609 km/statue mile and .6214 statute mile/km. In all cases, a Geographic project in North American Datum (NAD) 1983 was used to calculate all distances and areas. This is the native projection/datum for NHD. 0317 – Pascagoula Coastline features LengthKM Statute Miles 1,364 1,050.041 km 652.495 miles 03170006 Coastline features LengthKM Statute Miles 32 25.2 km 15.659 miles 03170009 Coastline features LengthKM Statute Miles 1,332 1,024.841 km 636.836 miles 0318 – Pearl Coastline features LengthKM Statute Miles 17 15.778 km 9.804 miles 03180004 Coastline features LengthKM Statute Miles 17 15.778 km 9.804 miles 0808 – Louisiana Coastal Coastline features LengthKM Statute Miles 692 841.417 km 522.856 miles 08080101 Coastline features LengthKM Statute Miles 142 154.723 km 96.145 miles 08080102 Coastline features LengthKM Statute Miles 128 65.276 km 40.563 miles 08080103 Coastline features LengthKM Statute Miles 384 446.043 km 277.171
Exploratory Grants -- Award Year 2016 2. Letter of Intent Please remember to view the complete instructions on . February 17, 2016, 5:00pm ET: Letter of Intent Due Before the form is completed, you may click "Save & Continue" at the bottom of the page at any time to save your work or "Next" to move onto the next page of this form. When the form is completed, you may click "Save and Exit" at the bottom of the page to save your work and return to the dashboard. * denotes required fields Request for Application Topic* I am submitting a letter of intent in response to the following request for applications topic: Scenario Planning to Advance Safety Culture and Minimize Risk in Offshore Oil and Gas Operations Informing Coastal Community Planning and Response to Environmental Change in Regions with Offshore Oil and Gas Operations Project Director: Affiliation: Before the form is completed, you may click "Save & Continue" at the bottom of the page at any time to save your work. When the form is completed, you may click "Save and Exit" at the bottom of the page to save your work and return to the dashboard.
4a. All projects involving human subjects must have approval from an institutional review board (IRB), unless they qualify for an exemption from IRB review, before an award can be made. Where IRB approval is required, proposers should file their proposal with their local IRB at the same time the proposal is submitted to the Gulf Research Program, so that the approval procedure will not delay the award process. A proposal may be submitted to the Gulf Research Program without IRB approval; but if the proposal is selected for funding, award will be made conditional upon IRB approval within 60 days of the notice of conditional award. If a proposed project involving human subjects is exempt from human subjects regulations [see 45 CFR 46.101(b)], the applicant must provide documentation that an IRB (or some authority other than the project director or key personnel) has declared the project exempt the human subjects regulations. Documentation should include the specific category justifying the exemption.
Part VI - Memorandum of Understanding (MOU) Required Partner Agency or Program Expiration Date WIA Title I - Adult, Dislocated Worker, and Youth Programs NA Temporary Assistance for Needy Families Choices NA Supplemental Nutrition Program Employment and Training NA Child Care Services NA Trade Act NA Wagner-Peyser Employment and Training, as amended by WIA (includes Migrant and Seasonal Farmworkers) NA Veterans’ Employment and Training Service, as amended by the Jobs for Veterans Act NA Apprenticeship Ongoing WIA Title II - Adult Education and Family Literacy Act Ongoing National and Community Services Act Ongoing Postsecondary Vocational Education Activities under the Carl D. Perkins Act Ongoing Senior Community Service Employment Program Ongoing Coordinated Choices Case Management with the Texas Health and Human Services Commission Ongoing Unemployment Insurance NA Texas Department of Family and Protective Services 11/10/2015 Neighborhood Centers Inc Contract Interfaith of the Woodlands Contract ResCare Workforce Services Contract Optional Partners and Programs Expiration Date Vocational rehabilitation programs and services Job Corps services under WIA youth Ongoing Native Americans programs under WIA Ongoing Community Services Block Grant programs Ongoing Employment and training services provided through grantees of the U.S. Department of Housing and Urban Development (YouthBuild) Texas Department of Housing and Community Affairs or local housing authority Ongoing Community Development Block Grant recipients Local education agencies Ongoing Vocational education agencies Colleges • Lone Star Community College • Houston Community College Ongoing Ongoing Gulf Coast Workforce Board FY2012 Compliance Plan Page 51
From Gulliver’s Travels Reading Guide From Part 1: “A Voyage to Brobdingnag” Notice that again, to lend his parody authenticity, Swift returns to the detailed travel diary. When Gulliver first meets the inhabitants of Brobdingnag, he not only describes their appearance but intensity of their voices. How does this detail lend credibility to the story? What observation does Gulliver make about the first inhabitants that relates to social class? As Gulliver hides from the inhabitants, he reveals his fears. Describe Gulliver’s opnion of himself after his encounter with the Lilliputians. What aspects of English society could Swift be commenting on when Gulliver remarks “Undoubtedly philosophers are in the right, when they tell us that nothing is great or little otherwise than by comparison”? Consider the image that Swift creates of the man picking up Gulliver. What recollections from every-day life does it conjure for you? Why does the King of Brobdingnag take an interest in Gulliver? How does the king belittle England? What is ironic about Gulliver’s reference to his “noble country”? What is humorous about the Queen’s dwarf bullying Gulliver? What might Swift be showing us about society? Why does the Queen call Gulliver a “coward”? Is he? What is Swift showing us about size? What clues indicate that the king is actually lambasting English society and not praising it? Do you think the king’s criticism of England could apply to other societies? What evidence can you find in the text to indicate that Gulliver is learning little or nothing from his experiences in Brobdingnag? In this section of the text, how can you see that Swift applies recent discoveries in science to his story? In comparison to the satire in Part I of the Travels, how does the satire in Part 2 increase the urgency of Swift’s case for reformation of English society?
UNIT: GULLIVER’S TRAVELS (Approximately 12 Weeks) ANCHOR TEXT (or ), Jonathan Swift (Literary) RELATED TEXTS Literary Texts (Fiction) “” Jonathan Swift Chapter 2 of George Orwell Canto III from “,” Alexander Pope (online), teacher-selected articles Informational Texts (Nonfiction) “” Andrew Sullivan “ ,” A. O. Scott “,” Ambrose Bierce “” Nicholas Swisher Nonprint Texts (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics) Editorial cartoons (Art) Gulliver’s Travels, Charles Sturridge (1996), and Gulliver’s Travels, Rob Letterman (2010) (Film) “ ?,” The Onion (online) UNIT FOCUS Students continue to learn that people use the written word to express their thoughts and ideas about social issues and attempt to persuade others to do the same. They will explore advanced rhetorical devices, including satire and allegory, and come to understand how they can use devices and techniques to advance their own arguments. Text Use: Development of an author’s point of view and a text’s central ideas through use of rhetoric, specifically satire Reading: Writing: Speaking and Listening: Language: , CONTENTS Text Set and Unit Focus Gulliver’s Travels Unit Overview Summative Unit Assessments: Culminating Writing Task, Cold-Read Task, and Extension Task Instructional Framework Text Sequence and Sample Whole-Class Tasks
UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? Topics: Rhetoric, satire, allegory Themes: Individual versus society, social commentary Text Use: Development of an author’s point of view and a text’s central ideas through use of rhetoric, specifically satire This task focuses on: Reading and understanding complex texts Writing in response to texts Read and understand text: (sample tasks included) (sample tasks included) Express understanding of text: (sample tasks included) (use this task)
Would these initiatives benefit from greater support from the wider school community? How? What’s working well? Even better if… Culture Eg. Explore school and community attitudes towards sustainable food production – does this hinder or support what we are trying to achieve? Understanding Eg. School inquiry approach – understanding the links between local and global food production Learning Eg. Staff PD on classroom ideas and potential to link with existing projects Community Eg. Greater parent involvement – working bees and donated materials Eg. Linking and working with local community gardens. Managing Eg. greater leadership support Eg. Students driving and contributing to inquiry Energy What learning have you been doing on this theme? (e.g. How is energy generated? What forms of energy are there? etc)
Bois Forte Reservation Tribal Council Phone: (218) 757-3261 Nett 55772 Fax: (218) 757-3312 NOTICE OF INTENT TO SELL Please complete the following by filling in the blanks or circling which best pertains to your property. SELLER: arlene gulso PHONE: (952)-472-5288 ADDRESS: INFORMATION LEGAL DISCRIPTION: lot 3, st johns addidtion, nett lake village STREET ADDRESS: 5225 st johns drive nett lake, mn FIRE NUMBER: 5225 LEASE EXPIRATION: 06/30/2014 LOT SIZE: .52 LAKEFRONT: no TOPOGRAPHY: ASKING PRICE: $7,500.00 PERSONAL PROPERTY TAXES: TERMS: cash BUILDING DESCRIPTION STICK BUILT YEAR BUILT ON (circle) FOUNDATION or BASEMENT 1ST FLOOR 800 sq ft, 2ND FLOOR BEDROOM 1 BATHROOMS 1 MOBILE HOME LENGTH , WIDTH , YEAR BEDROOMS , BATHROOMS HEATING SYSTEM WATER SYSTEM: YEAR INSTALLED: SWEAGE SYSTEM: YEAR INSTALLED: OTHER BUILDINGS: none FURNISHING INCLUDED: none DATE RCVD 4/29/09 PROVIDE A PICTURE HERE:
England and Wales Cricket Board – Case Study Demonstrating Best Practice and Impact within Community Cricket Development. Gumley CC Geographic Details. County Cricket Board Leicestershire County Sports Partnership South Leicestershire College Local Education Authority Leics Project Start Date April 2015 Project Completion Date May 2015 Funding Streams Jewsons Cricket Force Location (Inner-city/Urban/Rural) Rural Author and Title Sam Smith Date 22/05/2015 Quantitative and Qualitative Detail. Background. Gumley CC has had a very successful partnership with South Leicestershire College for 4 years through Cricket Force. Aims and Objectives. This year we had to repair a broken sightscreen and paint the pavilion and replace a gate post Main achievements to date. All the above has been completed in time for our first game Main partners involved. South Leicestershire College and Jewsons Key factors for good practice. Communication was very important between the Club and the College. This has always been excellent
Data Table for Volume: Dimensions Tap Water Salt Water Initial Before Soaking Final After Soaking Initial Before Soaking Final After Soaking Length(cm) Width (cm) Height (Cm) Volume (cm³) LxWxH= ____ cm³ Data table for Mass: Mass in Grams Tap Water Salt Water Initial Before Soaking Final After Soaking Initial Before Soaking Final After Soaking Gummi Bear Mass Data Table for Weight: Weight in Grams Tap Water Salt Water Initial Before Soaking Final After Soaking Initial Before Soaking Final After Soaking Gummi Bear Mass Analysis Questions:
Conclusion written by __________________________ Read by _________________________ Per ____ Gummi Bear Lab Conclusion Category 4 3 2 1 Conclusion Conclusion includes whether the findings supported or did not support the hypothesis. Data is cited. Possible sources of error are described. Osmosis is clearly and explicitly described and related to observations from the lab. Application questions are answered thoughtfully. Conclusion includes whether the finding support the hypothesis and what was learned from the experiment. One element of the “4” conclusion is missing. Conclusion includes what was learned from the experiment. Two elements of the “4” conclusion are missing. The conclusion shows little effort, understanding, or reflection. Three or more elements of the “4” conclusion are missing. What could be done to improve this conclusion? Conclusion written by __________________________ Read by _________________________ Per ____ Gummi Bear Lab Conclusion Category 4 3 2 1 Conclusion Conclusion includes whether the findings supported or did not support the hypothesis. Data is cited. Possible sources of error are described. Osmosis is clearly and explicitly described and related to observations from the lab. Application questions are answered thoughtfully. Conclusion includes whether the finding support the hypothesis and what was learned from the experiment. One element of the “4” conclusion is missing. Conclusion includes what was learned from the experiment. Two elements of the “4” conclusion are missing. The conclusion shows little effort, understanding, or reflection. Three or more elements of the “4” conclusion are missing. What could be done to improve this conclusion?
The Scientific Method Pre-Experiment Observations Four points (weight, size, color, texture) Ask a Question Why, How, What……? Form a Hypothesis Make a prediction Make a Plan and Follow it Experimental procedure & materials needed Observe and Record Draw or write what your observed……Use a chart
Evidence to Support the Finding: (What is actually happening – should serve as the reason why the team came to the finding and identified in concrete terms) 1. 2. 3. 4. Statement of Practice 2.3 Guiding Question: Have school leaders used resources strategically to bring about school improvement and increased student success? Finding:
Evidence to Support the Finding: (What is actually happening – should serve as the reason why the team came to the finding and identified in concrete terms) 1. 2. 3. 4. Statement of Practice 4.3 Guiding Question: Do the teachers’ instructional practices lead to high levels of engagement and improved achievement ? Finding:
Ottoman Empire Safavid Empire Mughal Empire Political: Rise to Power: Characteristics: Military Bureaucracies Administration Key figure heads Sultan - autocrat/basis of power is religious piety Large central bureaucracies; sultan aided by vizier Millet system Land grants to aristocracy (reward for military service) Gunpowder empires - to withstand powerful nomadic invaders and enlarge territory; ghazi and Janissaries (devshirme) Powerful Navy Battle of Chaldiran - illustrated the importance of gunpowder technology - Ottomans victorious but held up due to winter; extended warfare Osman - founder Mehmed II Suleyman/Suleiman the Magnificent/the Lawgiver Sultan - autocrat/basis of power is religious piety Large central bureaucracies Land grants to aristocracy (reward for military service) Gunpowder empires - to withstand powerful nomadic invaders and enlarge territory; ghazi and Russian slaves - slave infantrymen Battle of Chaldiran - illustrated the importance of gunpowder technology - Ottomans victorious but held up due to winter; extended warfare Marker event - showed the limits of Shiite expansion (still today the Shiites are surrounded by Sunni and conflicts continue) Inland capitals - sea vessels privately owned - control of sea ports to Europeans Shah Ismail - founder Shah Abbas the Great Sultan - autocrat/basis of power is religious piety Large central bureaucracies Land grants to aristocracy (reward for military service) Gunpowder empires - to withstand powerful nomadic invaders and enlarge territory Army of the pure - attempt of the tenth guru to challenge the Mughal army and reassert Sikh beliefs Babur the Tiger invaded for plunder Founder Akbar Aurangzeb - less religiously tolerant Shah Jahan
Test Firearms No. 1, 2, 3 Test Firearm No. 4 Test Firearm No. 5 Test Firearm No. 6 Accuracy and dispersion (30) Accuracy and dispersion (30) Accuracy and dispersion (30) Accuracy and dispersion (30) Reliability and durability (6,000) Unauthorized user false positive (360) Electromagnetic interference (960) 1.5 m drop (120) 1.5 m drop (120) Quick draw scenario (720) Humidity (960) Mechanical jostling (120) High temperature (960) Water immersion (120) Low temperature (960) 1.5 m drop (120) Sand and dust (120) 1.5 m drop (120) 5.5.7 A unique test sequence may be designed. 5.5.8 The test sequence used shall be documented.
Table 1. Colour reactions of a pure cercosporin standard and the crude pigment extracted from hyphae of a three-week-old culture of Pseudocercosporella capsellae in malt extract broth using standard reagents and procedures as used in the studies listed (see references below). Reagent Colour of the pigment extract Colour of the standard cercosporin Reference 1 M KOH Green Green (; ; ) 1 M HCl Red Red (; ; ) 1 M NaOH Green Green () Concentrated H2SO4 Purple Purple (; ; ) H2O Insoluble Insoluble (; ) Concentrated H2SO4 + H2O Bluish purple precipitate Bluish purple precipitate (; ; ) Acetone Bright red Bright red () Acidic + neutral conditions (< 7.7 pH) Red Red () Basic conditions (>7.7 pH) Green Green (; )
About Gunbalanya Gunbalanya, also known as Oenpelli, is situated about 60kms north east of Jabiru, across the East Alligator River in Arnhem Land. The area around Gunbalanya is known as Stone Country, a name inspired by the spectacular Arnhem Land escarpment and rock formations that emerge from the floodplains surrounding the town. The township of Gunbalanya was first settled by the pioneering Paddy Cahill, who established a farm in the region in the early 1900s. A mission was later established in the 1920s. The main language spoken in Gunbalanya is Kunwinjku. Population In the 2016 Census, there were 1,116 people in Gunbalanya (State Suburbs) Aboriginal and/or Torres Strait Islander people made up 88.6% of the population. The median age of people in Gunbalanya (State Suburbs) was 28 years. Power and Water Electricity is supplied by diesel generators. Chlorinated and fluoridated water is supplied to the town via 15 bores, which are situated approximately 3.5km from the town boundary. A single sewage pond where wastewater is treated is also located on the town boundary. ICT Information Full telephone and internet services Broadband Satellite Internet Services – Telstra 3G Mobile Coverage Television coverage is digital. Access Land Access is via an unsealed dirt road requiring a 4WD or heavy vehicle. The main road link out of Gunbalanya to Jabiru (and on to Darwin) often closes during the wetter months as the East Alligator River becomes impassable. Dry season (April to November) road access is available. The river crossing at Cahill’s Crossing, East Alligator River is usually impassable from November to April; all-year access via air (charters only). Air The town is serviced by a tarmac airstrip. Local Government The West Arnhem Regional Council provides local government services in Gunbalanya. Its headquarters is located in Jabiru with a service delivery centre located in Gunbalanya. Land Tenure Gunbalanya is part of Arnhem Land which is Aboriginal Land under the NT Land Rights Act (NT) 1976.
Stand Condition Assessment Table 3 provides the results of the 2013 stand condition assessment for Gunbower Forest. Spatial extent of each condition class is presented in Map 2. In 2013, 20.3% (3,516 ha) of the forests and woodlands of Gunbower Forest are considered to be in Good condition. An additional 69.2% (11,977 ha) of the forests are considered to be in Moderate condition. The remaining areas of floodplain forests are considered to be in Poor, Degraded or Severely Degraded condition. The area of floodplain forest in these condition classes is 10.6% (1,826 ha). Table : Percentage of the total forest and woodland and estimated area within Gunbower Forest in each condition class in 2013 as predicted by the Stand Condition Assessment Tool. Good Moderate Poor Degraded Severely Degraded % of forest area in each condition class 20.3% 69.2% 9.9% 0.2% 0.5% Estimated area 3,516 ha 11,977 ha 1,712 ha 36 ha 78 ha Historical comparisons of icon site proportions in each stand condition class are provided in Table 4. Table : Historical comparison of the percentage of the total forest and woodland and estimated area within Gunbower Forest in each condition class as predicted by the Stand Condition Assessment Tool. Year Good Moderate Poor Degraded Severely Degraded % of Forest Area - 2009 21.0% 68.8% 9.5% 0.2% 0.4% % of Forest Area - 2010 17.6% 66.0% 15.4% 0.4% 0.5% % of Forest Area - 2011 Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed % of Forest Area - 2012 22.4% 67.7% 9.2% 0.2% 0.5% % of Forest Area - 2013 20.3% 69.2% 9.9% 0.2% 0.5% Estimated Area - 2009 3,631 ha 11,921 ha 1,653 ha 38 ha 75 ha Estimated Area - 2010 3,050 ha 11,438 ha 2,670 ha 78 ha 82 ha Estimated Area - 2011 Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed Estimated Area - 2012 3,876 ha 11,732 ha 1,592 ha 36 ha 81 ha Estimated Area - 2013 3,516 ha 11,977 ha 1,712 ha 36 ha 78 ha
Gunbower National Park To Koondrook 20km G U N B O W E R S T A T E F O R E S T McClure Bend 3 New BRAYS RD SPENCES BRIDGE RD 5 4 6 Cemetery 2 Bend 7 Nursery Bend No.3 8 Nursery Bend No.2 9 1 G U N B O W E R Nursery Bend No.1 Social Bend 86 Old Nursery Site To Kerang 30km To Kerang 30km PV COHUNA S T A T E F O R E S T TK 10 Bend 84 Bend 82 Bend Gravel Bend Sandbar Bend Broken River Bend Halfway Bend Scotty Bend Bonneman Bend South Kate Malone Bend Wales Mopoke Bend Bell Bend Old HILDEBRAND RD LEITCHVILLE McKay Mill Bend BOWLANDS Worthy Bend Broken River Kow Bend Swamp Kow Swamp Bend Victoria GUNBOWER RD TToo Pyramid Hill 1P2ykrmamid Hill To EchuTcoa L
2. If you have a drone, take an overhead photo of the dune system. Alternatively, take photos of the dune system. Using the guide below evaluate the condition of the dune system. Vegetation Coverage (indicate ranking with a tick) Extensive coverage of vegetation. 5 points Very good coverage of vegetation. 4 points Vegetation coverage is good but this does not apply to all of the dune system. 3 points Inconsistent vegetation coverage. 2 points Sparse vegetation coverage. 1 point Variety of vegetation species (indicate ranking with a tick) There is a wide variety of vegetation species present in the dune system. 5 points A variety of vegetation species are present in the dune system (4/5 species) 4 points A range of vegetation species exists ( 3 species are present in the dune system) 3 points Limited range of vegetation species (only 2 species present in the dune system). 2 points Only one species present in the dune system. 1 point Dune stability (indicate ranking with a tick) Highly stable dune system with no evidence of erosion. 5 points A very stable dune system with limited evidence of erosion. 4 points The dune system is generally stable but there are some signs of erosion. 3 points There are areas of the dune system that are heavily eroded and unstable. 2 points The dune system has a number of significant areas of erosion and is not stable. 1 point TOTAL POINTS
University of Georgia Press. Fiorina, Morris. P. 1974. Representatives, Roll Calls, and Constituencies. Lexington, MA: Lexington Books. Harvard, William 1972. The Changing Politics of the South. Baton Rouge: Lousisana State University Press. Hepburn, Lawrence. 1992. Contemporary Georgia. Athens, GA: Carl Vinson Institute of Government, University of Georgia. Holmes, Robert A. 2000. “The Georgia Legislative Black Caucus: An Analysis of a Racial Legislative Subgroup.” Journal of Black Studies. 30: 768-790. Hyatt, Richard. 1999. Mr. Speaker: The Biography of Tom Murphy. Macon GA: Mercer University Press. Key, V.O. 1949. Southern Politics in State and Nation. New York: Alfred A. Knopf. Key, V.O. 1959. “Secular Realignment and the Party System.” Journal of Politics 21: 198-210. Kousser, J. Morgan. 1974. The Shaping of Southern Politics: Suffrage Restriction and the Establishment of the One-Party South, 1880-1910. New Haven: Yale University Press. Lilley, William III, Laurence J. DeFranco, and William M. Diefenderfer III. 1994. The Almanac of State Legislatures. Washington, D.C.: CQ Press. Martorano, Nancy, R. Bruce Anderson, and Keith E. Hamm. 2000. “A Transforming South: Exploring Patterns of State House Seat Contestation.” Paper presented at the 2000 Biennial Citadel Symposium on Southern Politics, Charleston, SC. Manley, John F. 1973. “The Conservative Coalition in Congress.” American Behavioral Scientist. 17:223-47
PASSENGER AND CARGO MANIFEST Number Of Passengers: Page of Gunnison River # Ordering Unit: Project or Fire Name & Code: Project or Fire Order Number: C- Name of Carrier: Mode of Transportation: Pilot or Driver: Crew Boss: Report To: If Delayed Contact: Departure Intermediate Stops Destination Place: ETD: ETA: Place: ETD: ETA: Destination: Passenger M F Rookie Y/N Purchase Card Y/N Passenger Wt. Crew Position Other Qualifications Home Unit Cell # Agency Vehicles Equipment/Cell #
List the animals that can be domesticated and where they can be found. Looking at the list of animals and locations from question 5, discuss how Diamond’s theory about geographic luck applies here. How did the movement of the early civilizations of the Fertile Crescent (Middle East) further support Diamond’s idea that geography played a key role in the success of a civilization? Do you agree with Jared Diamond when he says of a civilizations ability to gain power,wealth, and strength, “…what’s far more important is the hand that people have been dealt, the raw materials they’ve had at their disposal.” Why or why not?
3 _______________________________________________________________________________________________ 4. _______________________________________________________________________________________________ Draw four vocabulary terms from the film and define them below. 1. ________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
Lederman, Daniel, Norman Loayza, and Ana María Menéndez. 2002. “Violent Crime: Does Social Capital Matter?” Economic Development and Cultural Change 50(3):509-39. London, Ross. 2011. Crime, Punishment, and Restorative Justice: From the Margins to the Mainstream. Boulder, CO: First Forum Press (Lynne Rienner). Office for Victims of Crime, Office of Justice Programs, U.S. Department of Justice. 2000. Multicultural Implications of Restorative Justice: Potential Pitfalls and Dangers. Washington, DC. Reimund, Mary Ellen. 2004. “Confidentiality in Victim Offender Mediation: A False Promise?” Journal of Dispute Resolution. 401-427. Shaw, M., and F. Jané. 2003. “Restorative Justice and Policing in Canada: Bringing the Community into Focus.” Ottawa: Research and Evaluation Branch, Royal Canadian Mounted Police. Weisberg, Robert. 2003. “Restorative Justice and the Danger of ‘Community.’” Utah Law Review. 1: 343–74.
you can think of about how the asylum seeking process influences the pathway planning and transition? influence the transition of the YP? How does the future look like in terms of staying in the country? What exactly do you mean by that? Can you say more about that? Perception of Young People How do you personally perceive the young persons that are moving out, concerning their chances, capabilities, obstacles, independences, skills, resources etc.? Are they independent? Are they ready? Are they well-equipped? What chances do they have? How is their social network? What are the obstacles they face? Who do you think are the most significant persons in the young people’s lives? To who or with who do they have stable and persisting relationships? Is there contact to the family of origin? How important are you to the YP? Do young think that the young people have access to social capital and if, in what way? Cooperation Are there any systems/partners you cooperate with during the transition? How good is the cooperation`? Appendix 3 Quotes used from interviews in German and English translation „Also der Übergang von Jugendhilfe zu Wohnraum ist nicht per se gestaltet, sondern der muss irgendwie Int.: der muss SW 9: der muss gestaltet werden.“ (SW 9) (SW 9: 255-261)
Westerlund, H (2007) ”Det finns bruk för alla – Empowerment utanför arbetsmarknaden? In Bengt Starrin & Ole Petter Askheim (red) Empowerment i teori och praktik. Malmö: Gleerup. Wiener, J.M. (1998). ”Orphanages: An idea whose time has come again?” American Journal of Psychiatry 155:10, 1307-1308 Worldatlas (2014) “wordatlas” (electronic) <http://www.worldatlas.com/webimage/countrys/africa/bi.htm> (2014-11-03). Örebro pingsförsamling (2014) “Fadderverksamhet Burundi” (electronic) (2014-11-12).
……………………………………. Malin Wiberg, student E-post: guswibma@student.gu.se I have read and understood the information above. City: Göteborg Date: ……………………………………. Signature, participant Appendix 4: Respondent characteristics Age status Children Custody and residential custody (if separated) Housing Occupation College/ university degree R1 31 Divorced Son, 8 years old Sole custody, sole residential custody Rental apartment Student, adult education No R2 42 Cohabitating Daughters, 4 and 12 years old, son 10 years old Joint custody Rental apartment, Unemployed musician No R3 45 Married Sons, 3 and 7 years old Joint custody Detached house IT-consultant Yes R4 42 Married Daughters, 12, 10 and 6 years old Joint custody Detached house Student, University Yes R5 31 Married Son, 4 years old Joint custody Detached house Social worker in youth residential care Yes R6 40 Separated, cohabiting with new partner Daughter, 3 years old Joint custody, shared residential custody Rental apartment Out-reach worker Yes R7 40 Married Sons, 5 and 7 years old Joint custody Rental apartment Architect Yes R8 38 Single Daughter, 5 years old Joint custody, shared residential custody Rental apartment Inspector in the correctional system Yes R9 36 Cohabitating Sons, 3 and 6 years old. Joint custody Rental apartment Engineer Yes R10 36 Cohabitating Daughter, 4 Joint custody Rental Course No
years old and son, 7 years old apartment coordinator, cultural sector R11 43 Married Daughter, 3 years old Joint custody Rental apartment Student, adult education, unemployed journalist Yes R12 44 Married, divorced from mother of the oldest child. Daughters, 6, 8 and 13 years old Joint custody. shared residential custody regarding the 13-year-old house Youth worker, coordinator No
Acronym OECD: Organization for Economic Co-operation and Development PTSD: Post Traumatic Stress Disorder UNCRC: United Nations Convention on the Rights of the Child UNHCR: United Nations High Commissioner for Refugees Chapter 1:Introduction This chapter will discuss the background of unaccompanied minors and youth in relation to the problem area. The literature review integrated in this chapter will provide further information on statistics and care work with this group in Sweden. Similarly, a section of previous research is included so as to give a picture of similar and preceding studies in the area. The chapter ends with the rationale of the study followed by research aims and questions.
Weller, S. (2006). Skateboarding Alone? Making Social Capital Discourse Relevant to Teenagers’ Lives. Journal of Youth Studies, 9(5), 557–574. http://doi.org/10.1080/13676260600805705 Wellman, B. (1999). The network community: an introduction. In Networks in the global village: life in contemporary communities. Oxford: Westview. Wells, K. (2011). The strength of weak ties: the social networks of young separated asylum seekers and refugees in London. Children’s Geographies, 9(3-4), http://doi.org/10.1080/14733285.2011.590710 Wernesjö, U. (2014). Conditional belonging: listening to unaccompanied young refugees’ voices. Uppsala: Acta Universitatis Upsaliensis. White, A., & Ryan, L. (2008). Polish “Temporary” Migration: The Formation and Significance of Social Networks. Europe-Asia Studies, 60(9), 1467–1502. http://doi.org/10.1080/09668130802362227 Williams, C. L., & Berry, J. W. (1991). Primary prevention of acculturative stress among refugees: Application of psychological theory and practice. American Psychologist, 46(6), 632–641. http://doi.org/http://dx.doi.org.ezproxy.ub.gu.se/10.1037/0003-066X.46.6.632 Williamson. (1998). “Unaccompanied but Not Unsupported.” In J. Rutter & C. Jones, Refugee Education: Mapping the Field. Trentham Books.
Abstract Social work education in Sweden has been characterized to provide general information about social work practice. With a new degree, social workers are able to find suitable jobs offer in many areas related to welfare services. With the increasing of work demands of Child Welfare agencies, newly qualified social workers are hired to provide services to families and children. Over the last years, Child Welfare agencies had been criticised by the media by providing poor organizational climate in their institutions. The social workers are victims of organizational changes, characterized by bureaucracy process where they are doing different administrative work while at the same time working with clients. This has provided negative effects in the organizations: stress related disorders, unhappy clients and an increase of turnovers. Therefore, the agencies developed different support systems to endorse job satisfaction. The aim of this explorative qualitative study focuses on the main challenges newly qualified social workers and qualified social workers that are new in Child Welfare agencies face; the coping strategies they develop in order to have an healthy life; and how they received support from Child Welfare in both informal and formal context. Five semi-structured interviews and a group interview were used to gather the data. A total of eight participants provided their experiences in their agencies. The results show that the workers challenges initiate from the transition of the university. With lack of practice, social workers use their discretion to address families and children. Furthermore, they are victims of administrative works, which develops many problems for them and their clients. However, with the help of resources (personal characteristics and social support) they develop coping strategies to face new challenges. The Child Welfare agencies develop an organizational climate characterized by a supportive environment. These systems are implemented in both informal and formal context where supervisor, external supervisor and colleagues develop strategies to help the social workers to address their challenges and endorse professional resilience. Nevertheless, each agency differs from another, which creates imbalance in their support systems by providing different types of services limited by the agency regulations. Title: To be new in Child Welfare Agency – A study of Social Worker’s perspectives on challenges, coping strategies and support systems. Author: Isabel Amelia Alvarez Moncada Key words: Child Welfare Agency, support, Human Services Organization, coping, supervision Acknowledgements I didn’t imagine that I was granted a scholarship. After three years of applying for different programs I was granted the opportunity to participate in this particular project. This thesis is the product of the efforts.
Domain 2: The Classroom Environment 2a: Creating an environment of respect and rapport Possible Guiding Questions: How do you model respectful behavior for your students? What barriers to appropriate behavior do you encounter and what have you done to minimize them? 2b: Establishing a culture for learning Possible Guiding Questions: In what ways have you reflected on how student learn? Student engagement is about the nature of the work and who does it. In what ways do you encourage your students to be active participants? 2c: Managing classroom procedures Possible Guiding Questions: What rituals and routines have you encouraged in your classroom to set a tone of respectful behavior? How do you encourage your students to share roles and responsibilities with routines for efficient classroom operations? 2d: Managing student behavior Possible Guiding Questions: Describe your student behavior plan. Is it clear, consistent, fair, appropriate and preventive? Have your students shared the responsibility for determining the plan? What is the most persistent behavior problem in your classroom? What are your current solutions?
Innehåll 1. Bakgrund 1-3 2. Syfte 3 3. Metod 3-9 3.1 Urvalsprocess 3-4 3.2 Datainsamling 4-7 3.3 Kvalitetsgranskning 8 3.4 Dataanalys 8 3.5 Etiska överväganden 9 4. Resultat 9-12 5. Diskussion 12-17 5.1 Metoddiskussion 12-14 5.2 Resultatdiskussion 14-17 Referenser 18-19 Bilaga 1 Bilaga 2