zilongwang/ReadingBank huggingface dataset:
11. Bibliography Books: Becker, G.S. (1991). A Treatise on the Family. Cambridge: Harvard University Press. Card, D. Krueger, A. (1994) Minimum Wage and Employment: A Case Study of Fast-Food Industry in New Jersey and Pennsylvania. American Economic Review, vol. 84, s. 772-784. Gujarati, N. Dawn. Porter, C. Dawn. (2009). Basic Econometrics. Fifth Edition. New York: McGraw-Hill Education. Lundberg S. & Pollak R A. (1993). Separate Spheres Bargaining and the Marriage Market. Journal of Economic Perspectives, Vol. 101, No. 6, s. 988-1010. Chicago: University of Chicago Press. Streissler, E (2008). Wieser, Friedrich Freiherr, (Baron) von (1851–1926). The New Palgrave Dictionary Of Economics, New Palgrave Dictionary of Economics Online. Retrieved 4 April 2018. Electronic dissertations and thesis: Appelbaum, Eileen. (2011). Leaves that Pay. Employer and Worker experiences with Paid Family leave in California. Professor., Rutgers University. Retrieved 25 April 2018 from:. Bartel, Ann, Rossin-Slater, Maya, Rulm, Christopher. Stearns, Jenna and Waldfogel, Jane. (2015). Paid Family Leave, Fathers Leave-Taking and Leave-Sharing in Dual-Earner Households. The Institute for the Study of Labor, DP No. 9530, s.2-41. Retrieved 16 April 2018 from: . Becker,G S.(1974). A Theory of Social Interactions. National Bureau of Economics Research, No.4, s. 2-54. University of Chicago. Retrieved 16 April 2018 from: Bertrand Marianne, Duflo Ester and Mullainattha Sendhil. (2004). How much should we trust difference-in-difference estimates? The Quarterly Journal of Economics, February 2004; 119 (1): 249-275. Retrieved on 15 April 2018 doi: Gault, Barbara, Hartmann, Heidi, Hegewisch, Araine, Milli, Jessica & Reichlin, Lindsey. (2014). Paid Parental Leave in the United States: What the Data Tell Us about Access,
Environmental and social benefits Summarise the benefits. Benefits may relate to operational outcomes, environmental/social outcomes, sector benefits. Provide as much quantification as possible, making maximum use of normalised measures (e.g. energy per student or square metre of floor space) and be consistent in use of units. Be sure to highlight distinctive features (e.g. levels of energy and water efficiency saving, success in reducing car usage). Summarise the sustainable procurement practices – covering initiatives you used and any obstacles you encountered. What procurement practices were put into place as a result of your project? Has this resulted in a positive shift in attitude? Or in future procurement activities? Describe any financial implications as a result of your procurement practices? What are your project’s legal requirements versus what you have done over and beyond these standard requirements? Benefits What are the positive unexpected outcomes from your project? What sustainable procurement practices did you utilise with your project? How were circular economy principles used? How has this/has this benefited other areas of the institution? Describe how your initiative has gone over and beyond the standard legal requirements (where applicable)?
Certificate of Excellence 2003 Billie Wright Adams, M.D. Scholar, Pediatrics Section National Medical Association 2005-2006 Research Fellowship Grant Lawson Wilkins Pediatric Endocrine Society 2005 First Place Poster National Cooperative Growth Study, Genentech 2006 Outstanding Research Poster Institute for Diabetes, Obesity and Metabolism Spring Symposium and Kroc Lecture 2009 Best paper published in 2008 in the section “Novel Insights from Clinical Practice” Hormone Research 2010 Poster Award Translational Medicine and Science Retreat 2011 Poster Award Translational Medicine and Science Retreat 2012 Dedman Family Scholar in Clinical Care University of Texas Southwestern Faculty Academic Appointments Year(s) Academic Title Department Academic Institution 2006-2007 Instructor Pediatrics University of Pennsylvania School of Medicine, Philadelphia, PA 2007-2012 Assistant Professor Pediatrics University of Massachusetts Medical School, Worcester, MA 2012-present Assistant Professor Pediatrics University of Texas Southwestern Medical Center, Dallas, TX Appointments at Hospitals/Affiliated Institutions Past Year(s) Position Title Department/Division Institution Current Year(s) Position Title Department/Division Institution Other Professional Positions [Industry, foundation, private practice]
What’ the most important Indian invention? How does ‘slavery’ in India compare to: GREECE: B: ROME C: CHINA ASSIGNMENT #2: LONG RESPONSE QUESTIONS (INSTEAD OF AN ESSAY) LONG RESPONSE QUESTION #1: WHAT’S BETTER, ARRANGED MARRIAGES, OR MARRIAGES OUT OF LOVEEEEEEE? LONG RESPONSE QUESTION #2: DO WE HAVE A CASTE SYSTEM IN THE U.S.? IF SO, WHAT DOES IT LOOK LIKE? LONG RESPONSE QUESTION #3: HOW MANY OF YOU BELIEVE IN KARMA? WHY OR WHY NOT? LONG RESPONSE QUESTION #4: HOW MANY OF YOU BELIEVE IN REINCARNATION? WHY OR WHY NOT? LONG RESPONSE QUESTION #5: COMPARE THE ‘TREATMENT OF WOMEN’ IN ROME, CHINA AND INDIA LONG RESPONSE QUESTION #6: HOW WOULD YOU COMPARE THE CASTE SYSTEMS IN CHINA AND INDIA? HERE’S A VERY SERIOUS QUESTION: Imagine you come from a VERY poor family in India. Your daughter’s ONLY chance at financial security is to marry an older rich man. Isn’t marrying her off the RIGHT decision? ASSIGNMENT #3: EXTRA CREDIT SEE BELOW
Introduction The optic nerve, part of the central nervous system (CNS), connects the eye to the brain. In anamniotes when the optic nerve is injured, it regenerates and restores the axonal connections. The molecular mechanisms underlying this phenomenon are only partially understood. This makes members of the anamniotes a useful group in which to study these mechanisms (Sperry, ). The South African claw-toed frog, Xenopus laevis has been the model organism of choice to study optic nerve regeneration for many years (Gaze, ). CNS regeneration is an area of interest because in amniotes, damage to the axons of the optic nerve is permanent. The CNS axons of amniotes, including mammals, do not regenerate after damage. In non-regenerative axons, the portion of the injured neuron that is part of the greater cell body makes the axon retract. The retracting region of axon is the retraction bulb, which inhibits axonal outgrowth. A glial scar forms a physical barrier to regeneration and the local glia express growth inhibitory compounds (Vajn et al., 2013). In X. laevis, after sustaining damage to the optic nerve, retinal ganglion cells (RGCs) begin generating new axons at 3 days (Zhao and Szaro, 1994). The axons grow along the periphery of the optic tract until they reach the brain approximately 18 days after the nerve injury. The process ends after several months, when normal vision has been restored (Szaro et al., 1985). Previous experiments have implicated Suppressor of Cytokine Signaling 2 (SOCS2) as part of the CNS axonal regeneration process in tadpoles (Gibbs et al., 2011). SOCS2 is one of the eight members of the SOCS protein family (Hilton et al., 1998). Its expression in the cell is induced by stimulation from hormones and other cytokines. SOCS2,
Table 2. Normalized Ct Data for TaqMan qPCR at 7 Days after Optic Nerve Crush Detector Sample Normalized Ct Sample Avg Normalized Ct Avg Normalized St Dev SOCS2 Exon 2 Unoperated Eye 19.30 18.23 1.12 17.08 18.32 Operated Eye 15.83 15.91 0.13 16.05 15.85 Brain 17.76 18.12 0.64 17.74 18.86 No Template N/A SOCS2 No Exon 2 Unoperated Eye 19.76 19.07 0.72 18.32 19.12 Operated Eye 21.10 20.46 1.04 19.26 21.01 Brain 16.48 16.92 0.39 17.24 17.04 No Template N/A Table 3. Normalized Ct Data for TaqMan qPCR at 3 Days after Optic Nerve Crush
Detector Sample Normalized Ct Sample Avg Normalized Ct Avg Normalized St Dev SOCS2 Exon 2 Unoperated Eye 16.41 16.09 0.30 15.81 16.05 Operated Eye 18.48 18.42 0.28 18.67 18.11 Brain 18.98 21.07 3.53 19.07 25.14 No Template 44.13 SOCS2 No Exon 2 Unoperated Eye 15.04 15.05 0.05 15.10 15.01 Operated Eye 12.99 13.19 0.28 13.51 13.08 Brain 15.28 14.89 0.37 14.86 14.53 No Template N/A
EVAT Version Control Document Version: Date: Policy Owner: Amendments made by: Details of amendments made: Reviewed by: Approved by: V0.1 21.9.16 Alison Sinclair Fiona Metcalfe Policy updated to reflect current practice in school Alison Sinclair V1.0 3.10.16 Alison Sinclair Alison Sinclair Links to other relevant policies identified within SRE Policy SLT
and list symptoms that may or may not require another doctor’s visit, but would require the student to remain home from school. Avoiding school could be an indicator of an undetected health condition or learning disability. This may require a referral for development of a Section 504 Accommodation Plan or Individualized Education Plan (IEP), following assessment by school psychologists. Each school district should have a Board policy with administrative regulations that address excessive absences due to illness. Many districts use a 10 percent rule/policy that a student who accrues absences due to illness, equal to or surpassing 10 percent of the school days since enrollment that school year, must have each subsequent absence verified by a physician, school nurse or other school personnel. Absences must then be cleared daily, unless other arrangements are made with the school principal or designee. Additional absences are recorded as unexcused, if the student fails to provide verification from the physician, school nurse or other school personnel. The decision to place a student under the requirement of the 10 percent absence verification policy, or to remove the student from its requirements before the school year ends, will be left to the discretion of the school principal. School personnel need to be alert to warning signs of possible mental health issues, learning disabilities, or signs that a student may have been abused. The symptoms may be temporary or may indicate the need for in-depth attention. Common symptoms requiring further assessment include the following: Difficulty in learning and failure to achieve. Defiance of authority. Excessive sensitivity to criticism. Withdrawn behavior, nail-biting, frequent crying, constant tension or fears of unknown origin. Frequent emotional outbursts, temper tantrums or obstinate behavior. Extreme restlessness or impulsivity. Speech, hearing, or vision difficulties. Excessive dependence on adults, or anxiety at being separated from parents. Immaturity, poor peer relationships. Unhappiness or depression. Frequent disruptive and/or aggressive behaviors in class. Sleeping in class, disheveled appearance, or poor hygiene. Bruises or evidence of physical trauma. Sensitivity to being touched by another person.
Charity’s work. This policy sets out how the Charity seeks to protect personal data and ensure staff understand the rules governing their use of personal data to which they have access in the course of their work. In particular, this policy requires staff to ensure that the Managing Director should be consulted before any significant new data processing activity is initiated to ensure that relevant compliance steps are addressed. Scope. This policy applies to all staff, which for these purposes includes employees, temporary and agency workers, other contractors, interns and volunteers. All staff must be familiar with this policy and comply with its terms. The Charity may supplement or amend this policy by additional policies and guidelines from time to time. Any new or modified policy will be circulated to staff before being adopted. Definitions. In this policy: Business purposes means the purposes for which personal data may be used by the Charity, e.g. personnel, administrative, financial, regulatory, payroll and fund-raising purposes; Personal Data means information relating to identifiable individuals, such as job applicants, current and former employees, agency, contract and other staff, interns, volunteers, beneficiaries, partners and donors. This includes expression of opinion about the individual and any indication of someone else's intentions towards the individual. Sensitive Personal Data. Means personal data about an individual's racial or ethnic origin, political opinions, religious or similar beliefs, trade union membership (or physical or mental health or condition, sexual life, criminal offences, or related proceedings. Any use of sensitive personal data must be strictly controlled in accordance with this policy Processing Data. Means obtaining, recording, holding or doing anything with it, such as organising, using, altering, retrieving, disclosing or deleting it General principles. The Charity’s policy is to process personal data in accordance with the applicable data protection laws and rights of individuals as set out below. All employees have
Best Practices for Motivating Students to Read John T. Guthrie University of Maryland College Park September 2, 2013 To appear in: Morrow, L. & Gambrell, L. Eds. (in press 2013). Best Practices in Literacy Instruction. Fifth Edition. Guilford Press. New York. Dr. John T. Guthrie, Jean Mullan Professor of Literacy Emeritus Department of Human Development and Quantitative Methodology University of Maryland College Park, USA
North Penn High School Mr. Gutsche Social Studies Department gutschrw@npenn.org World History 5.0 Grading Policy 2016-2017 School Year Your letter grade represents a total of points accumulated over each marking period. To determine your grade, points for various activities and evaluations are totaled and converted to a letter grade using district guidelines as follows: Grading Scale for Marking Periods Final Course Grades A+ 97 – 100% A+ - D course averages parallel the marking period grades. A 90 – 96% E 50 – 64% (Remediation permitted) B+ 87 – 89% F Below 50% (Remediation not permitted) B 80 – 86% C+ 77 – 79% C 70 – 76% D 65 – 69% F Below 65% Final Course grades for the year will be determined as follows: Each marking period will count as 21% of your final grade The Final Exam will count as 16% of your final grade All numeric averages will be rounded to the nearest whole number. Throughout the year, point totals will be converted into a percentage to determine your quarterly grades. A mid-term exam will be given and will count as 10% of your 2nd MP grade. Check your grade via Home Access on a regular basis. Let Mr. Gutsche know of any problems as soon as you find them AND then provide the graded assignment. Factors used in determining your quarterly grade include: quizzes homework projects group work writing assignments tests research class work presentations readings Quizzes and Tests will vary in point value according to content and scope. Unless noted, homework will be worth 10 points. Work must be complete, done correctly, and handed in on time. Partial credit may be given – 10% deduction for each day it is late. Every so often, you will have opportunities to earn extra credit. You may NOT earn EXTRA CREDIT if you have multiple (more than 1) missing assignments. Notebooks are an essential tool for successful classwork, but there will be no notebook checks or requirements. Notebooks should allow for materials to be permanently inserted and organized. A successfully completed research project is a course requirement. Written expectations and requirements will be given well in advance. Not completing the research project will result in an "F" for the quarter in which it is due.
Helled, R. (2013). Atmospheric confinement of jet streams on Uranus and Neptune. Nature. (497), pp. 344-347, of PDF (caption offers good description) – really should have been an appendix or two Robert A. Sanford et al. (2012) Unexpected nondenitrifier nitrous oxide reductase gene diversity and abundance in soils. PNAS. 109(48). pp. 19709-19714, Nitrous-ext.xml Huang Liusheng et al. (2010). A modified method for determination of lumefantrine in human plasma by HPLC-UV and combination of protein precipitation and solid-phase extraction: application to a pharmacokinetic study. Anal Chem Insights. (5) pp. 15-23, Plasma-ext.xml No current citation – forthcoming chapter on dbGaP from NCBI Handbook Use of Gap-ext.xml Use of <history> Redox-ext.xml
and stubbornness only a child could have, Zach sets out on a ... journey towards healing and forgiveness, determined to help the adults in his life rediscover the universal truths of love and compassion needed to pull them through their darkest hours. Destroy All Cars Nelson, Blake Through assignments for English class, seventeen-year-old James Hoff rants against consumerism and his classmates' apathy, puzzles over his feelings for his ex-girlfriend, and expresses disdain for his emotionally-distant parents. *Paranoid Park Nelson, Blake A sixteen-year-old Portland, Oregon skateboarder, whose parents are going through a difficult divorce, is engulfed by guilt and confusion when he accidentally kills a security guard at a train yard. *The Reluctant Journal of Henry K. Larsen Nielsen, Susin Thirteen-year-old Henry's life is turned upside down when his older brother Jesse picks up their father's hunting rifle and leaves home, leaving him and his family to move to a new city, where he keeps a journal to confide in. This is Where It Ends Nijkamp, Marieke Minutes after the principal of Opportunity High School in Alabama finishes her speech welcoming the student body to a new semester, they discover that the auditorium doors will not open and someone starts shooting as four teens, each with a personal reason to fear the shooter, tell the tale from separate perspectives.
Panel of external experts and evaluator EURO-3-2014: “European societies after the crisis. 8th EU research and innovation framework programme 'Horizon 2020', Societal Challenge 6 call H2020-EURO-2014 “Overcoming the Crisis: New Ideas, Strategies and Governance Structures for Europe”. EU Council for Research, Brussels (2014). Professional Profile Clinical Activities: Individual and group Psychotherapy and Counseling for victim of mobbing workers – private activity (2005/2006). Individual, marital and family Psychotherapy – private activity (2002/2006) Marital and Family psychotherapy with C.T.F. (Public Family Therapy Centre) .S.L. Milano – volunteer (2004/2006). Individual, marital and Family Psychotherapy, with credited consulting centre “Parents Today” with “Mangiagalli” Clinic, (2005-2007). Individual, marital and Intercultural Family Psychotherapy with consulting centre for the relationship “Shinui”, (2006-now). Emergency Psychology, intervention on the in crisis family sulla famiglia during the Israeli/Lebanese (July 2006) with “Al Galeele” Centre, Institute for Adolescent and Family Therapy, Nazareth (IR). Emergency Psychology and psychotraumatology with Psychologist for Human Rights Italy. Training with Educational Services Israel, Ministry of Health, Family Therapy tools and intervention. . October, 2008.
Nominee’s years of service List relevant job positions the Nominee has held and years in each position. (2000 character limit) Nominee’s career achievements Describe in detail the Nominee’s notable performance and accomplishments; especially those related to field work. (3000 character limit) Nominee’s demonstration of outstanding leadership Describe the Nominee’s leadership qualities and instances that best represent them. (2000 char. limit) Nominee’s unique professional contributions (going above the call of duty) Describe how the Nominee has demonstrated exceptional performance beyond the duties required by his/her job. (2000 character limit) Nominee’s innovation (program starter) Describe any programs or projects that the Nominee has initiated or improved. (2000 character limit) Nominee’s impact on the community Describe how the Nominee is/has been instrumental in initiating or leading efforts to benefit the local community (e.g. public outreach, community engagement, etc). (2000 character limit) Nominee’s mentoring activities Describe the contributions made by the Nominee to peers and junior officers. (2000 character limit) any other information you would like to include about your nominee Please submit any additional documentation you think would strengthen this nomination form in support of the Nominee. submission & Submission assistance Please email your completed form to program manager, Kimberly Shriner ().
Name: ______________________________ Miss Jordan English 11 – Period _____ Date: ____________________ Fahrenheit 451 Character Analysis: Guy Montag as a Changing Character Writers use characterization to develop how the character looks, acts, and thinks. A dynamic character changes in the course of the novel. Oftentimes, authors create dynamic characters to review the effects of society on the character’s development as a human being. In this exercise, you define Montag’s initial stage of character development before he changes. Directions: In the chart, write out Montag’s responses to Clarisse’s questions. Then, explain what each response reveals about his initial character. Clarisse’s Question Montag’s Response What is Revealed? “Does [kerosene] seem like [perfume], really?” Example: “Of course. Why not?” Example: This reveals that he has never considered his comparison of the smell of kerosene to perfume as anything but normal. 1. “How long’ve you worked at being a fireman?” 2. “Do you ever read any of the books you burn?” 3. “Why are you laughing?” 4. “Have you ever watched the jet cars racing on the boulevards down that way?”
Request for Official Transcript Grantham will issue an official transcript only if: 1) the student completes at least one course at Grantham; 2) all financial obligations to the University have been satisfied. Name: Student Number: SSN: E-mail address: Home phone: Work phone: Hold until degree is awarded Yes No Please send an official transcript to the following address (es): There is a $10.00 fee for EACH transcript. ACH BANK INFORMATION – All Fields are Required (This option will take an additional 7-10 business days to process.) Name (s) as it appears on Checking Account: Payment Date: Bank Name: Payment Amount (US Dollars): $ Routing Number: Account Number: I have read and agree to all terms of this bank draft authorization form. Student Signature (Required): X Date: Account Holder signature (if not student): X Date: My signature below authorizes release of my official transcript. Student Signature (Required): _____________________________________________ Date: _________ Please return form by mail to: Grantham University, Attention Registrar, 16025 W. 113th Street, Lenexa, KS 66219
The easiest way to use this cover sheet is to paste your assessment item here - just delete ALL red text. Make sure you fill out all necessary fields, and ‘sign’ the document where asked by typing your name. Ensure you check your page numbering and headers/footers once you have merged the two documents. IMPORTANT: Don’t copy and paste this document into your assessment item – copy and paste your assessment item into this document. Please start your assessment item here (delete ALL RED TEXT FIRST)
7/17 修正因可能之伺服器不正常中斷連線所導致穩定性問題。 7/16 (GUI/Map)新增電子地圖連結/導覽/瀏覽之功能，允許設定將多個不同的地圖透過圖示連結在一起。 7/14 7/14 改良視窗顯示之流暢性。 7/14 新增SONY攝影機可PTZ控制。 Version 198 (Testing) 7/11 修正因可能之軟體干擾所導致之連線穩定性問題。 7/11 新增設定變更、刪除可回復之功能：包含地圖、使用者、群組、監看頻道皆可回復。 7/10 新增VIVOTEK PTZ基本控制功能。 7/10 修正畫面大小改變時調整之一小段等待時間之問題。 7/10 新增SONY JPEG HTTP串流之支援。 7/10 新增AXIS JPEG HTTP串流之支援。 7/9 新增更多地圖上之攝影機圖示之典型。 Version 197 (Testing) 7/7 簡易錄影排程介面。 7/5 (GUI/Map) 修正一電子地圖圖片快取(caching)之問題。 Version 196 (Testing) 7/4 (Engine/Vivotek) Version 195 6/26 新增地圖/監看頻道可以設定圖示典型(StereoType)。 Version 194 6/25 (Engine/Vivotek) 修正在無法連線時之穩定性問題。 6/25 (GUI/Console) 新增全螢幕模式(Full-screen)可用F10切換。 6/25 (GUI/Console) 新增介面鎖定模式，可用ScrollLock切換。 Version 193 (Testing) 6/21 (Engine/Vivotek) 新增Vivotek 6/19 (Engine/Sony) 新增Sony SDK基本錄影功能(MPEG4及JPEG)。 6/19 (Engine/Zavio) 6/18 (警報功能，此功能尚未完整)
Road, D Road, 4th & 5th Street couplets, 7th Street, 12th Street, 29 Road, and 32 Road. GVT daily boarding’s and alightings – The busiest stops in 2016 for passenger boardings include the following (in order): Downtown Transfer Facility Clifton Transfer Facility West Transfer Facility North Ave & East of 28 ¾ Rd - Walmart 1st St & North of Rood Ave – City Market North Ave & West of 28 ¾ Rd – Texas Road House - North Ave & East of 28 ½ Rd – Homeward Bound The busiest stops in 2016 for passengers’ alightings include the following: Downtown Transfer Facility Clifton Transfer Facility West Transfer Facility North Ave & Orchard Ave - West of 29 ¼ Rd North Ave & East of 28 ½ Rd – Homeward Bound North Ave & West of 29 ½ Rd – Career Center East of 28 ¾ Rd - Walmart GVT seeks Economic and Community Vitality – Provide a transit system that supports jobs, recreation, and overall community well-being. GVT seeks System Preservation – Maintain a financially sustainable transit system operating in a state of good repair. GVT seeks Education and Outreach – Strive to inform and educate the public about transit services and the mobility options they provide for all trip types and populations. Municipalities and educational institutions can partner with GVT to leverage grant funding for capital improvements. Examples of recent successes include: Pedestrian and bicycle facilities (crossing beacons, sidewalks, ADA ramps, etc.) Buildings (County Fleet addition in Whitewater, park-and-ride facilities) Compressed Natural Gas (CNG) fueling facilities Litter vacuum for Mesa County Facilities Department CMU coach bus & GVT bus pullout on 7th & Elm at new engineering building Connecting the GVT West Transfer Station on 24 ½ Road, to Patterson Road, A “Neighborhood Connection “a trail was built by O’Reilly Auto Parts providing pedestrian access from 24 ½ Road to Patterson Road.
2017 Sept. 26 Guild Theme – ‘Go in Love’ Rev Stephen Smith Oct. 10 Nursery Rhymes and the Bible – Catherine Mills 24 Project Talk – Care for the family Nov. 14 Sea Kayaking – Mr Hugh Kerr 28 Charity trek to Great Wall of China – Mr Robert Nimmo Dec. 4 (Mon) Presbytery Carol Service 2.00pm – Stow Brae Kirk 12 Fable Concert Party 2018 Jan. 9 Leap 23 Family Treasures & Martha’s Table Feb. 13 Guest Afternoon – Entertainment by the group A.G.M. 27 Glickmans Sweets Mar 13 History of the Glasgow Police – Alistair Dinsmor 27 A.G.M.
Saturday 1/12/19 1:30PM MARSHALL @ KENNEDY 2:30PM FLINN @ RESA 3:30PM WEST @ BARBOUR 4:30PM LINCOLN @ EISENHOWER Tuesday 1/15/19 RESA @ KENNEDY BARBOUR @ MARSHALL FLINN @ EISENHOWER WEST @ LINCOLN Thursday 1/17/19 BARBOUR @ KENNEDY RESA @ EISENHOWER LINCOLN @ MARSHALL WEST @ FLINN Tuesday 1/22/19 KENNEDY @ EISENHOWER LINCOLN @ BARBOUR WEST @ RESA FLINN @ MARSHALL Thursday 1/24/19 KENNEDY@ LINCOLN EISENHOWER @ WEST FLINN @ BARBOUR MARSHALL @ RESA Wednesday 1/30/19 FLINN @ LINCOLN EISENHOWER @ MARSHALL WEST @ KENNEDY BARBOUR @ RESA Thursday 1/31/19 KENNEDY @ FLINN MARSHALL @ WEST LINCOLN @ RESA EISENHOWER @ BARBOUR Monday 2/4/19 KENNEDY @ MARSHALL BARBOUR @ WEST LINCOLN @ EISENHOWER RESA @ FLINN Tuesday 2/5/19 KENNEDY @ RESA BARBOUR @ MARSHALL EISENHOWER @ FLINN LINCOLN @ WEST Thursday 2/7/19 KENNEDY @ BARBOUR EISENHOWER @ RESA MARSHALL @ LINCOLN FLINN @ WEST Monday 2/11/19 EISENHOWER @ KENNEDY LINCOLN @ BARBOUR RESA @ WEST MARSHALL @ FLINN Tuesday 2/12/19 LINCOLN @ KENNEDY WEST @ EISENHOWER BARBOUR @ FLINN RESA @ MARSHALL Thursday 2/14/19 LINCOLN @ FLINN MARSHALL @ EISENHOWER KENNEDY @ WEST RESA @ BARBOUR
Excellent live preview and recorded video quality. Reliable and stable suitable for long time operation. High performance with low power consumption. Real-time video and audio synchronized compression without dropping frames. Configurable encoding picture type (I frame, P frame, etc) Configurable picture quality and data bit-rate. Supports hardware motion detection. Support OSD with all Unicode characters support (including traditional & simplified Chinese) Support adjustment of image brightness, hue, saturation, and contrast. (NH-267 only) Support maximum dual stream D1+CIF for all 16 channels, both in real-time hardware compression, providing total 480+480 FPS for NTSC, 400+400 FPS for PAL. Plugin for Camera Presets Concept The sophistication of IP camera configuration can be overwhelming for some people. If you are an experienced power-user or value-added-reseller, you can design frequently-used configuration presets and send to your users to import to their system. They will be able to quickly switch among the available preset configurations. Capturing Config Parameters Hold SHIFT key and invoke Camera Setup dialog, Advanced tab will be displayed. Input a description and click Capture. Everything in Video Setup page will be saved in NVR system. View them in page Plugins of System Configuration dialog. Select an item and click Export to save it as a file. Using Camera Presets After a plugin is imported in System Configuration dialog, a list of available config presets will be displayed in Camera Setup dialog. Only presets with matching driver will be listed. Select a preset and click Apply to apply the preset to this channel.
Descriptor is Essential or Supporting? understanding of this Content Descriptor, and for students to achieve mastery. If a Content Descriptor is Supporting, it is still taught, but allocated less time and is not necessarily formally assessed. What is Essential? Is the Content Descriptor absolutely necessary, ‘need to know’? What is Supporting? Is the Content Descriptor ‘nice to know’? Achievement Standard Content Descriptor ENDURANCE LEVERAGE READINESS TEACHER JUDGEMENT ASSESSMENT CONNECTED Term 1 Term 2 Term 3 Term 4 Will this provide knowledge and skills that will be of value beyond a single test date? Will this provide knowledge and skills that will be of value in multiple disciplines? Will this provide students with the they need for success at the next level or grade. Do you as the content expert believe this skill/knowledge is critical for all students to know or be able to do? Will this skill/knowledge be assessed on an instrument used for instructional
about what they need to do to achieve a particular standard? Does it meet the requirements of the assessment technique? Does the task scope allow opportunities to address the assessment technique? Are we assessing them on what we are asking them to do? Does the assessment task require the creation of a product that has a real world context and realistic and targeted audiences, where applicable? Is there an annotated exemplar of the assessment item? Language Does the task provide definite instructions that clearly state what the students must do? Does the task require students to engage in a range of Higher Order Thinking skills (CCEs & Bloom’s taxonomy)? Does the task sheet identify the essential vocabulary and the appropriate language needed to complete the task? Equity & Student Voice Does the task provide opportunities for all students to achieve the standards? Can the presentation of the assessment be negotiated between teachers and students to ensure success for all students? Is there an opportunity for student voice to influence what, how, when and where the assessment is completed and the modes in which it is completed and presented? Is the assessment designed around students’ capabilities and/or interests, fostering individual talents and encouraging learning success? Layout Is the task on our school assessment template? Does it use a format that allows students to navigate the assessment? Does it include cues, visuals, sequencing and format that are clear and appropriate for the task? Conditions Are the conditions consistent with Senior Syllabus/VET Competency Standards/Australian Curriculum/QCARF requirements? Is the task able to be completed within the set conditions? Does the task provide an opportunity for the student to receive verbal and written feedback? Alignment Does the task align with the planned curriculum and requires students to engage in higher level thinking skills that address the ‘Deep Understandings’ and ‘Essential Questions’ foregrounded in the unit? Endorsement: Curriculum Coordinator HOD
Readings and Assignments Note: Readings labeled ‘In D&S’ can be found in your course textbook, Debating the Earth. All others are on Canvas or available via hyperlink. Week 1-3: The Environmental Problem Jan 25 Course Overview Jan 30 Environmental Trends: Is There a Problem? Brown, Lester. “A Planet Under Stress.” In D&S. Lomborg, Bjorn. “The Truth About the Environment.” In D&S. Burke, Tom. “Ten Pinches of Salt: A Reply to Bjorn Lomborg.” In D&S. Recommended Browse the special report from The Guardian “Is the World Getting Better or Worse?” Available at: Feb 1 Sustainable Development: A Contested Concept Carruthers, David. “From Opposition to Orthodoxy: The Remaking of Sustainable Development.” In D&S. Maryland Genuine Progress Indicator: The Economist: Special Report on Forests. 2010. “Seeing the Wood,” “Money Can Grow on Trees,” and “The Long Road to Sustainability.” Recommended Meadowcroft, James. “Sustainable Development: A New(ish) Idea for a New Century?” In D&S. Feb 6 Ecological Modernization Barry, John. “Ecological Modernization.” In D&S. Griswold, Eliza. 2011. “The Fracturing of Pennsylvania.” New York Times. Recommended Gore, Al. Earth in the Balance. [1992 edition] Feb 8 Case: Global Climate Change Intergovernmental Panel on Climate Change. 2014. “Fifth Assessment Synthesis Report: Video Summary.” Available online: (15 minutes) Biello, David. “How Far Can Technology Go to Stave Off Climate Change?” http://e360.yale.edu/features/how_far_can_technology_go_to_stave_off_climate_change Week 4-8: Actors in Green Politics Feb 13 Theories of Environmental Policy-Making Andolino, Jessica R. and Charles H. Blake. 2001. “Theories of Policy-Making.” In Andolino and Blake (eds.) Comparing Public Policies. Washington DC: CQ Press. Yale Center for Environmental Law and Policy and the Columbia International Earth Science Information Network. 2014. “The Environmental Performance Index: Summary for Policy-
March 14 Enforceability Reading: In the Matter of Baby M. (1988) (On ELMS) Frozen Embryo Contract (On ELMS) March 16: No Section Meetings SPRING BREAK: MARCH 17 – MARCH 25 PART 4: TORTS March 26 What is a Tort? Readings: Railroad Co. v. Stout (1873) (ON ELMS) Kanaly v. DL&W Railroad (1959) (ON ELMS) March 28 Negligence and Duty of Care Reading: Schubert, pp. 423-435 March 30 Section Meetings Assignment Due: Wrongful Birth (on ELMS) April 2 Intentional Torts: Assault and Battery Reading: Schubert, pp. 405-408 April 4 Damages Reading: Schubert, pp.226-234 (focus on Macomber and Martin cases) April 6 Section Meetings: Exam Review April 9 Short Exam 2 PART 5: CRIMINAL LAW And PROCEDURE April 11 Criminal Law and The Wrongful Act: Actus Rea Reading: Schubert, pp. 254-260
GVPT 479L Seminar in American Politics: Local Politics and Government Spring, 2018 M, W: 2:00-3:15, Taliaferro Hall, Room 1101 Instructor Dr. Richard N. Engstrom Email: Office: Institute for Governmental Service and Research, 4321 Hartwick Road, Suite 208 Phone: 301-405-3997 Office Hours: Mondays, 12 – 1:30 (and by appointment) Course Description This course is an introduction to local government and politics in the U.S. context. We will explore the evolution of local jurisdictions, particularly cities, and the politics that goes into local level decision making. At the end of the course you will have a better idea of the challenges faced by localities, as well as the different outcomes associated with different choices about local governance. You will also be able to develop informed opinions about how local governments can and do adapt to political and policy challenges, and conduct a short research project on the topic. Classes will take place on Mondays and Wednesdays, and will involve both discussions led by the instructor and presentations by students. The subject of the discussions will be the readings for the week, the media supplements assigned most weeks, and relevant additional topics as they come up. Your active participation in this seminar is important both for both the quality of the discussions and for your grade in this class. Grades This class will assess you based on the following: Performance on two tests (25% each, for a total of 50%) Performance on a seminar presentation (10%) Performance on final paper (30%) Quality of participation in seminar discussions (10%)
Access and familiarize yourself with the Blackboard website The Economist. 2011. “Welcome to the Anthropocene.” [On Blackboard] September 1: Introduction to Global Environmental Problems Meadows et al. “The Limits to Growth.” In GPB. Castro, Joao de Araujo. 2010. “Environment and Development: The Case of the Developing Countries.” In GPB. Lomborg, Bjørn. 2001. “Things are Getting Better.” In The Skeptical Environmentalist. Cambridge: Cambridge University Press, p. 3–33 (read 1-12, 32-33). Browse the United Nations Environment Programme’s Global Environmental Outlook 5 website, especially the press release and summary: Recommended Schneider, Stephen et al. “Misleading Math about the Earth: Science Defends Itself Against the Skeptical Environmentalist.” Scientific American, January 2002, p. 61-71. September 6: Identifying and Classifying Environmental Problems Young, Oran. 1994. “International Environmental Governance.” In International Governance: Protecting the Environment in a Stateless Society. The Economist. 2012. “Atmospheric Governance.” Available online: Recommended Mitchell, Ron. 2010. “The International Emergence of Environmental Problems.” In International Politics and the Environment. September 8: Case: The Politics of Black Carbon U.S. Environmental Protection Agency. “Executive Summary: Report to Congress on Black Carbon.” [On Blackboard] Browse the Climate and Clean Air Coalition website, including the page on black carbon: and reading each of the Initiative pages (11 total): September 13: International Anarchy and Environmental Regimes CDB, p. 19-30 Patterson, Michael. 2005. “Theoretical Perspectives on International Environmental Politics.” In M. Betsill, K. Hochstetler and D. Stevis (eds.) Palgrave Advances in International Environmental Politics. New York: Palgrave Macmillan, p. 82-112. September 15: State Sovereignty and Environmental Protection Conca, Ken. 2010. "Rethinking the Ecology-Sovereignty Debate." In GPB. Peluso, Nancy Lee. 2010. “Coercing Conservation.” In GPB. September 20: States and Bargaining
Minxin Pei, “China’s Middle Class Is About to Demand Big Changes,” Forbes May 26, 2016. Find this article online December 6th - – Reconsidering: What are the Bases of Democratization vs Authoritarian Resilience? Andrew Nathan, “China’s Political Trajectory: What are the Chinese Saying?,” in Li, China’s Changing Pol Landscape, ch. 2 (pp. 25-44). . [ELMS] Keping Yu, “Ideological Change and Incremental Democracy in Reform Era China,” in Li, China’s Changing Pol Landscape, ch. 3 (pp. 44-58). . [ELMS] Note the contrasting perspectives offered by Nathan and Yu. Tsang, Steve (2009) 'Consultative Leninism: China's new political framework', Journal of Contemporary China, 18: 62, 865 – 880. [ELMS] Alice Miller, “The New Party Politburo Leadership,” China Leadership Monitor 2013 (No. 40). Online at Yu Liu and Dingding Chen, “Why China Will Democratize,” The Washington Quarterly, Winter 2012, pp. 41-63.[ELMS] Minxin Pei, “Is CCP Rule Fragile or Resilient?” Journal of Democracy, January 2012 (Vol. 23, No. 1). [ELMS] December 8th – Review, Closing Thoughts FINAL EXAM: Wednesday December 14, 8-10 a.m.
Specific comments on text Line number(s) of the relevant text (e.g. Lines Stakeholder number (To be completed by the Agency) Comment and rationale; proposed changes (If changes to the wording are suggested, they should be highlighted using 'track changes') Outcome (To be completed by the Agency) 231 Comment: As with the new legislation reports from healthcare professionals and consumers are treated equally it should be added at the end of the paragraph that a healthcare professional’s causality assessment cannot overrule a consumer’s causality assessment. E.g. if there are two sources and a consumer states that the event is related and a healthcare professional states that the same event is unrelated, the overall causality is related. Addition of the following sentences is proposed: Proposed change (to add a sentence): In cases of two report sources - healthcare professional and consumer - the healthcare professional’s causality assessment cannot overrule the consumer’s causality assessment. If there are two different causality assessments (related and unrelated), causality for the event is related. 239-240 242-243 Comment: In the definition of off-label use and misuse it refers to use outside of the terms of the marketing authorization – Clarification onwhich marketing authorization should be used for the determination of off-label use i.e. is it the MA in the country of origin of the report, or the EU MA would be beneficial. For simplicity EFPIA would hope that this is the MA in the country of the origin of the report . Proposed Change: “This relates to situations where the medicinal product is intentionally used for a medical purpose not in accordance with the terms of the marketing authorisation in that country.” 241 – 243 Comment: This definition is not harmonized with the one in the definition published in MedDRA® TERM SELECTION: POINTS TO CONSIDER - ICH-Endorsed Guide for MedDRA Users, Release 4.12, 1 September 2016, which defines misuse as the following: “Misuse For the purposes of term selection and analysis of MedDRA-coded data, misuse is the intentional use for a therapeutic purpose by a patient or consumer of a product – over-the-counter or prescription – other than as prescribed or not in accordance with the authorised product information.
• A Certificate of Citizenship issued by the United States Department of Citizenship and Immigration Services (USCIS) (Form N-560 or Form N-561) [O.C.G.A. § 50-36-2(b)(3); 6 CFR § 37.11] • A Certificate of Naturalization issued by the United States Department of Citizenship and Immigration Services (USCIS) (Form N-550 or Form N-570) [O.C.G.A. § 50-36-2(b)(3); 6 CFR § 37.11] • In addition to the documents listed herein, if, in administering a public benefit or program, an agency is required by federal law to accept a document for proof of or documentation of identity, that
There are 22 literature databases in our collection. Most of these databases have multiple volumes inside each database. Today, let’s select American History Through Literature, 1870-1920. Students can browse through the table of contents, the book index, list of illustrations, or view this database by volume. Or, on the right-hand side of the page students can use the search window to enter a specific search. Let’s search for articles about American History that include the influence of Samuel Clemens (Mark Twain). There are 71 articles on American History which include information about Samuel Clemens. In addition, you may narrow this search even further by using the limited search window to the right. For today, let’s select the article on the Adventures of Huckleberry Finn. Students can change the format of this article by viewing it as an eBook, or they can listen to the article being read to them. In addition, like Gale’s Opposing ViewPoints database, there are many tools students can use. Students can cite the article for their reference page, e-mail, download, print, save, download as an MP3 file, or share this article with classmates. Also, they can highlight and take notes while reading the article, or even translate the article if English is their second language. Lastly, they can search for related subjects in this database. Most teachers ask students to write a works cited or reference page for their research assignments, so let’s look at this tool. When students click on this tool they get a popup window over the article. Students can change the citation format (e.g. MLA 8th edition, MLA 7th edition, APA, etc.). They can either copy/paste the citation into their paper, or download the citation to their computer. They can even export the citation to several different online applications.
notify the Governor of the request. The Governor shall make a final determination and notify the BOARD. ARTICLE XIII RULES OF ORDER The proceedings of the BOARD shall be governed by Robert’s Rules of Order (Newly Revised), unless contrary to the By-Laws.
Gwella inspection focuses on the effect that the Christian character of the church school has on the learner. Schools will become effective by means of a variety of strategies, approaches and styles, which reflect their particular local context or church tradition. Inspectors should carefully diagnose how the impact that each church school has on the learner is achieved and how the learner’s personal and educational needs are being met. They will not apply a preconceived template of what a distinctive or effective church school should be like. 2. The key principles for Gwella inspection are: to focus on learners to relate sensitively to the self-evaluation and context of the school to apply the highest possible standards of inspection practice to focus on the evaluation of distinctiveness and effectiveness to stimulate and evaluate improvement and affirm success. 3. The relationship with the Estyn inspection Gwella inspection reports will provide a different but complementary perspective on church schools in relation to Estyn and HMI findings. Therefore, where the timing of the inspections allow, inspectors should establish an appropriate working link with a lead inspector. 4. Code of practice for Gwella inspection Gwella inspectors will maintain the highest standards of professional practice at all times. They will always seek to secure the full co-operation of everyone involved in the process, inspire confidence in the fairness and accuracy of judgements and make a valuable contribution to improvement. Inspectors are expected: to carry out their work with integrity, treating all those they meet with courtesy and sensitivity to be aware of the particular relationships the school has with its local community, church/es and diocese to do all they can to minimise the pressure on those involved with the inspection in the school, giving priority to their best interests and well-being to respect the confidentiality of information about individuals and the work they do to maintain purposeful and formative dialogue with all those being inspected, and communicate judgements clearly and frankly to evaluate objectively, be impartial and have no previous connection with the school which could compromise their objectivity to report honestly and fairly, ensuring that judgements are accurate, reliable and based on secure and sufficient evidence. 5. The principal objective of self-evaluation and inspection