zilongwang/ReadingBank huggingface dataset:
WHO’S WHO (Correct as at August 2016) General Soft Services Manager – Eamonn Murphy Responsible for the overall management of the Dr. Winterbottom Halls of Residence, on-site catering (Sodexo) and the 1861 Lifestyle Centre.
OPENING TIMES REFECTORY / EAT Monday to Friday Saturday and Sunday 11:30 – 13:15 (Lunch) Closed 17:00 – 18:30 (Dinner) COSTA MAIN Monday to Friday Saturday and Sunday 08:00 – 11:00 (Breakfast & Costa) Closed 11:00 – 15:00 (Costa) COSTA LRC Monday to Friday Saturday and Sunday 08:00 – 17:00 (Costa) 10:00 – 12:00 (Breakfast & Costa) 12:00 – 13:30 (Lunch & Costa) COSTCUTTER STORE Monday to Thursday Saturday 08:30 – 19:00 14:00 – 17:00 Friday Sunday 08:30 – 17:00 Closed MEAL ALLOWANCE & CARD BALANCES Each resident who is on a ‘catered’ residency is entitled to a daily meal allowance of £7.90. This allowance is issued on a ‘per day basis’ and is stored on your College ID Card. The balance is automatically carried over on a daily basis. This allowance can be spent as you please on all Refectory, Costa and Costcutter items including the restaurant at Marine Offshore Safety Training (MOST) site. Outstanding meal balances are not refundable. Outstanding meal balances cannot be used towards Halls fees or other services. Any remaining balance on your card upon checking out of the Halls will be wiped. Please note: If a resident moves from a catered package to a self-catered package during their stay and the resident has a remaining balance, a receipt displaying your balance must be
This applies to any resident under the age of 18 regardless of which phase of training they are in. Curfew Warning In the first instance parents, tutors and companies are not informed. In the second instance parents, tutors and companies will be informed. Following this a minimum of a verbal warning will be issued. Issued by: Duty Supervisors General Soft Services Manager May be reinforced by the confiscation of alcohol, speakers etc.; or costs for damage caused, additional cleaning etc.; or a request to take restorative action. Verbal Advice Are confirmed in writing and remain on your record at DWH. Companies and tutors are not informed. Parents of U18’s may be informed. Issued by: Duty Supervisors General Soft Services Manager Written Reprimand May be reinforced by the confiscation of alcohol, speakers etc.; or costs for damage caused, additional cleaning etc.; or a request to take restorative action. Verbal Warning A verbal warning is confirmed in writing. Shipping companies, Heads of School and the parents of under 18’s are informed. Issued by: General Soft Services Manager Written Warning Final Warning Although rare, this sanction may be used in the first instance for any serious breach where the resident is a risk to themselves or others; or is at risk; or where there is a serious risk to property. Removal from the Halls Shipping companies, Head of School, Deputy CEO and the parents of under 18’s are informed. Recommended by: General Soft Services Manager Ratified by: Deputy CEO / CEO
Glossary Words used in this Agreement and in these terms and conditions have the following meanings: “Accept” Means to formally accept the offer of the Accommodation or by signing a paper copy of the Agreement Summary and “Accepted” and “Accepting” are to be interpreted accordingly. “Access Areas” Means all stairwells, corridors, landings and entrance halls within the Hall “Accommodation” Means the room at the Hall [specified to you on the Agreement Summary] [that will be allocated to you on your arrival at the College, which includes any other alternative accommodation where we have relocated you under this Agreement “Administration Office” Means the main administration office situated at Dr Winterbottom Hall “Agreement / Contract” The contract between us and you relating to the Accommodation and comprising: the Contract Agreement these Terms and Conditions; and the Halls Handbook; and the College Regulations which can be reviewed on the College intranet “Contract Agreement” Means that page of the process headed “Contract Agreement” which contains the specific details of the Accommodation being granted to you, the Period of Residence and the Licence Fee “College” “Catering” means South Tyneside College and includes South Shields Marine School means the provision of food and drink for residents; the refectory and all services allied to this provision “Halls” Means Dr. Winterbottom Halls or any of the accommodation blocks “Halls Handbook” Means the handbook of guidance, policy and procedure for all residents as updated from time to time “Student Residence Grounds” Means the external areas of the Halls being part of the premises in which the Hall is situated including (but not limited to) any car parks, roads, gardens or landscaping
21. Explain how exposure to intense sunshine or tanning lamps can increase a person's risk of developing melanoma. 22. Some people inherit a mutation that causes their cells to have defective DNA repair mechanisms. Explain why these people have an increased risk of cancer. This figure shows how, over a lifetime, mutations can accumulate in a cell line (a cell and its descendants). The development of a cancer requires the accumulation of multiple mutations in a single cell line. Mutations that contribute to the development of cancer are relatively rare, so it typically takes decades for a cell line to accumulate the multiple mutations that cause cancer. 1 (From: Stratton, M. R. (2013), Journeys into the genome of cancer cells. EMBO Mol Med, 5: 169–172. doi:10.1002/emmm.201202388). 23. Give two examples of environmental and lifestyle exposures that can increase a person’s risk of cancer. 24. Explain how your behavior as a teenager (e.g. high exposure to the UV in sunlight or tanning beds) can affect your risk of developing cancer decades later as an older adult. 25. If a cell is unable to repair DNA damage, molecular processes within the cell may result in cell suicide (programmed cell death). When a cell in your body has DNA damage that the cell cannot repair, how could cell suicide be helpful?
Pham, L. H. (2012). Tourism impacts and support for tourism development in Ha Long Bay, Vietnam: An examination of residents’ perceptions. Asia Social Science, 8(8). Sadi, M. A., & Henderson, J. C. (2001). Tourism and foreign direct investment in Vietnam. International journal of hospitality & tourism administration, 2(1), 67-90. ISSN: 1525-6480 (Print) Tourism statistics. (n.d.). Retrieved April 23, 2016, from http://www.vietnamtourism.com/en/index.php/news/cat/20 U. (2008, August 29). Ha Long Bay, Vietnam. Retrieved April 20, 2016, from http://www.eoearth.org/view/article/153220/ Witter, S. (1996). ‘DOI MOI’ AND HEALTH: THE EFFECT OF ECONOMIC REFORMS ON THE HEALTH SYSTEM IN VIETNAM. The International journal of health planning and management, 11(2), 159-172.
2. Did all valve actuators fully extend (approximately ¼ inch) within the time limits of the time delay [Ansul/Kidde heads]? Ref (a) 18M-3R 3. [Ansul/Kidde Only] Did any of the o-ring seals leak in the valve actuators? Ref (a) 18M-3R 4. [FFG-7 with Warmald heads only] Was the correct calibrated pressure gage and all required line plugs available to perform the time delay demonstration? Ref (a) 18M-4R 5. [FFG-7 with Warmald heads only] Did the pressure gage indicate 90 PSI system pressure within the time limits of the time delay? Ref (a) 18M-4R 6. Was there any CO2 leakage from the actuation system components? Was the leakage rate sufficient to affect halon activation? Ref (a) 18M-3R 18M-4R 7. Did all primary and reserve pressure switches vent shutdown and release) activate? (Refer to Section F above.) Ref (a) 18M-3R 18M-4R Figure 1 REMARKS: ASSESSOR(S):
A and B both each control a switch. There are wires going from an electricity source to these switches and then continuing on to C. A must first decide whether to flip his switch left or right, then B must decide (knowing A’s choice). The current flows, resulting in a bulb at C turning on, iff both switches are in the same position. B wants to turn on the bulb, so flips her switch to the same position as A does, and the bulb turns on. (100) Schematically: B = A = 1; C = 1 iff A = B Figure 3. Light Switch Halpern claims “intuition suggests that A’s actions should not be viewed as a cause of the C bulb being on, whereas B’s should” (100). We cannot achieve this result with the modified HP definition alone. If we hold B constant at its actual value (1) and intervene on A, we get A is a cause. Similarly for B. So we obtain both A and B as actual causes of the outcome. Looking to the original approach to normality, we get no help. “Taking u to be the context where A = 1, both [A = 0, B = 1, u] and [B = 0, u] seem less normal than u, and there seems to be no reason to prefer one to the other, so graded causality does not help in determining a cause” (101). The third approach also fails. “Similarly, for the alternative approach, both [[A = 0 ^ B = 1 ^ C = 0]] and [[B = 0 ^ C = 0]] are less normal than either [[A = 1 ^ C = 1]] or [[B = 1 ^ C = 1]]. Again, there is no reason to prefer B = 1 as a cause.” (101). So Halpern’s concludes that his previous approaches to incorporating normality offer no help in this scenario.
If the reader is lost in the tangle of normalities, our sympathies. We’ have now considered several examples, each with a distinct causal structure and applicable norms. The results often disagree. Here is our summary of the examples and their results for the several accounts of normality. We count a criterion as a success (marked with an O) for a case if its application unequivocally agrees with intuition, as defined within the example. Example Forest Fire Gardener Rock Throwing Switches Gang Execution Billy + Suzie Modified Definition O O O Causality Model Normality on Worlds O Graded Causation O O Probability of Sets of Contexts O O # Changes in Normality O 14. Conclusion There are some serious issues with Halpern’s theory. Although the modified definition is clean and, given the presuppositions of actual causality theories, unambiguous, and captures the intuition on some difficult cases, it fails as a general tool to determine actual causality. Normality, as a qualitative consideration, seems at first to help, and Halpern is able to create a
2005 - 2007 Deborah Dee Does a paraprofessional support model improve breastfeeding practices among low-income women?: An evaluation of the North Carolina In-Home Breastfeeding Support Program Senior Scientist, Applied Sciences Branch, Division of Reproductive Health, Centers for Disease Control 2005-2009 Aubrey Spriggs Madkour Concentrated disadvantage and intimate partner violence Associate Professor, Tenured, Tulane University 2001 - 2006 Christine Kaestle Implications of early sexual transition for adult health Associate Professor, Tenured, Virginia Tech 2003 - 2005 Jen Jen Chang The effects of maternal depressive symptomatology on the continuity and discontinuity of problem behaviors and substance use in offspring: A life course perspective Assistant Professor, St. Louis University 1999 - 2005 Martha Waller Sexual orientation in adolescence and young adulthood: Measures, connectedness, and depression Pacific Institute for Research & Evaluation 2002 – 2004 Jessica Edwards Factors associated with trading sex among African American women who use crack cocaine Westat 2000 – 2003 Shelley A. Francis Religiosity and adolescent sexual risk taking NA 2001 - 2003 (Committee chair, not advisor) Valerie Paz-Soldan Diffusion of contraceptive intentions and practices among social groups in Malawi School of Public Health and Tropical Medicine Tulane University 1999 – 2003 Li-Ching Lee A longitudinal analysis of the impact of maternal depressive symptomatology on child temperament and behavior in the first three years of life Associate Scientist, Department of Epidemiology Bloomberg School of Public Health Johns Hopkins University
1. Store materials in accordance with manufacturer’s instructions. 2. Store materials in manufacturer's unopened packaging until ready for installation. 3. Store stone materials on pallets on dry, level surface and cover with tarps. 4. Do not stack pallets. 5. Mortar: Store mortar under cover in area where air temperature is maintained between 40 degrees F and 110 degrees F (4 degrees C and 43 degrees C). C. Handling: Protect materials during handling and installation to prevent damage or contamination. 1.7 PROJECT ENVIRONMENTAL REQUIREMENTS A. Maintain environmental conditions (temperature, humidity, and ventilation) within limits recommended by manufacturer for optimum results. Do not install natural thin veneer stone under environmental conditions outside manufacturer's limits. B. Hot and Cold Weather Requirements: ACI 530.1/ASCE 6/TMS 602. C. Air Temperature: 40 degrees F (4 degrees C) or above during installation of natural thin veneer stone. D. Mortar Mixing Water: Heat mortar mixing water when air temperature falls below 50 degrees F (10 degrees C). PART 2 PRODUCTS MANUFACTURERS Acceptable Stone Quarrier: Halquist Stone Company Inc., N51 W23563 Lisbon Road, Sussex, Wisconsin 53089-0308, Phone: 262-246-9000, Fax: 262-246-5735. Requests for substitutions will be considered in accordance with provisions of Section 01600. VENEER STONE Halquist Stone Lannon Blends: Color shall be specific to the individual blends. Material shall conform to ASTM C 568 with the following properties. Maximum absorption rate of less than 1% when tested in accordance with ASTM C97. Minimum density of 171 lbs/ft³ when tested in accordance with ASTM C97. Minimum compressive strength of 30,000 psi AVG when tested in accordance with ASTM C170. Halquist Stone Chilton Blends: Color shall be specific to the individual blends. Material shall conform to ASTM C 568 with the following properties. Maximum absorption rate of less than 1% when tested in accordance with ASTM C97. Minimum density of 169 lbs/ft³ when tested in accordance with ASTM C97.
Prime Areas Date current assessments were made: _______________ Personal, Social and Emotional Development Making Relationships 0-11 months 8 – 20 Months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months and 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Managing Feelings and Behaviour 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Communication and Language Listening and Attention 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Understanding 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Speaking 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Physical Development Moving and Handling 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Health and Self-Care 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months
Specific Areas Literacy Reading 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Writing 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Mathematics Numbers 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Shape, Space and Measures 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Understanding the World People and Communities 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months The World 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Technology 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Expressive Arts and Design Exploring and Using Media and Materials 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Being Imaginative 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months
Personal, Social and Emotional Development Making Relationships 0-11 months 8 – 20 Months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months and 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Managing Feelings and Behaviour 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Communication and Language Listening and Attention 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Understanding 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Speaking 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Physical Development Moving and Handling 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Health and Self-Care 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Specific Areas Literacy Reading 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months
Writing 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Mathematics Numbers 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Shape, Space and Measures 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Understanding the World People and Communities 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months The World 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Technology 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Expressive Arts and Design Exploring and Using Media and Materials 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Being Imaginative 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Early Learning Goal Predictions Key for Early Learning Goals:
Emerging – If a child is described as emerging, please describe the age band in ‘development matters’ which best describes the child’s development. Expected – the development expected by the end of the Early Years Foundation Stage Exceeding – describes attainment beyond that which is expected by the end of the Early Years Foundation Stage If the child is described as EMERGING at the end of EYFS then consideration should be given to continuing within the EYFS on transition to Y1 and continue to use the EYFS PEP. Prime Areas Stages of Development Personal, Social and Emotional Development Communication and Language Physical Development Making relationships Self-confidence and Managing feelings and behaviour Listening and attention Understanding Speaking Moving and handling Health and self-care Early Learning Goals Emerging Expected Exceeding Specific Areas Stages of Development Literacy Mathematics Understanding the world Expressive arts and design Reading Writing Numbers Shape, space and measure People and communities The world Technology Exploring and using media and materials Being imaginative Early Learning Goals Emerging Expected Exceeding
Physical Development Moving and Handling 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Health and Self-Care 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Specific Areas Literacy Reading 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Writing 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Mathematics Numbers 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Shape, Space and Measures 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Understanding the World People and Communities 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months The World 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months Technology 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60 months
Specific Areas Stages of Development Literacy Mathematics Understanding the world Expressive arts and design Reading Writing Numbers Shape, space and measure People and communities The world Technology Exploring and using media and materials Being imaginative Early Learning Goals Emerging Expected Exceeding Good Level of Development – am I Emerging Achieving Exceeding
Honors American Literature Name: _________________________________ The Crucible Essay “History repeats itself. Historians repeat each other” Phillip Guedalla Objective: In his play, The Crucible, Arthur Miller creates a fictional story based on historical facts from the Salem Witch Trials. In the quotation above, Phillip Guedalla expresses the idea that many occurrences in history are repeated. In class, we studied Miller’s motivation for writing his play: his frustration about the accusations made against him for being a “communist” during the Red Scare. Miller wrote his play in the context that he did to demonstrate how he was treated like some of the “witches” in Salem were treated two hundred and fifty years prior to the advent of the Red Scare. For this essay, you must find another instance in history in which people were falsely persecuted and argue how it parallels the persecution that people like John Proctor, Rebecca Nurse, or Arthur Miller faced. Remember that these people were persecuted based upon an accusation that is/was difficult to prove. This “instance” in history can be current or ancient. Ultimately, you are arguing that a different instance in history is similar to the Salem Witch Trials as they are presented in The Crucible. Thus, the following information and resources should be included in your essay: A thesis statement that compares either a character or a scenario from The Crucible and the other instance in history that you select 2-3 body paragraphs in which you argue how the two are similar – including textual evidence from both sources and your analysis A conclusion that emphasizes why these similarities or repetition are noteworthy At least two sources – one being The Crucible and the other being a credible source that discusses the instance in history that you select Other requirements: MLA format, proper grammar, essay does not exceed 2.5 pages, and fluid quotation integration Timeline: November 15 (Wednesday) – research in library/credible sources November 16 (Thursday) – research in library November 17 (Friday) –typed thesis due (for approval) November 28 (Tuesday) – first draft due for in-class peer edit December 1 (Friday) – essays due
Rebecca Nurse is able to quickly calm Betty when others could not comfort the girl. There are two different ways (one good, one not) of viewing Nurse’s power. Explain them both. Why does John Proctor rarely go to church? Mrs. Putnam says that there “Are wheels within wheels in this village, and fires within fire!” Explain what she means. Why does Tituba give the names of Sarah Good and Good Osburn? What does this move show us about Tituba? How does Hale contribute to the emotional fever of the end of the act, when the girls begin naming individuals who were seen with the Devil? ACT II: Even though it’s been seven months since the affair, describe the relationship between John and Elizabeth. John says, “It’s winter in here yet.” Explain the double-meaning of this line. What’s the irony of John’s recitation of the Ten Commandments? What role did Giles Corey play in the arrest of his own wife? What physical action does Abigail take in her efforts to frame Elizabeth Proctor? ACT III: Who holds more power, Danforth or Haththorne? How do you know? Danforth says to Proctor, “We burn a hot fire here; it melts down all concealment.” How does this foreshadow coming events? Identify two (2) ways the court of 1692 was run differently than the way a court functions today. Rev. Parris lies as he attempts to defend Abigail and her friends. What is the lie that tells the court? What is ironic about Elizabeth’s lie? ACT IV: How has Herrick changed since the end of the trials?
Week 6: April 18 Week 7: April 25 Week 8: May 2 – Active Rest (no lifting) Week 9: May 9 Week 10: May 16 Week 11: May 23 Week 12: May 30 Week 13: June 6 – Last week of classes Week 14: June 13 – Exam Week Off-Season (continued) Summer Week 15: June 20 Week 16: June 27 - Active Rest (no lifting) PHASE II – STRENGTH Objective: to increase strength of muscles essential to sport specific movements Medium-high load / medium volume 80-90% of 1RM; 4-8 repetitions, 3-5 sets, 2-5 minute rest intervals Week 17: July 4 Week 18: July 11 Week 19: July 18 Week 20: July 25 Week 21: August 1 Week 22: August 8 Week 23: August 15 Week 24: August 22 Week 25: August 29 – Active Rest (no lifting) Pre-Season PHASE III – POWER & EXPLOSIVENESS Objective: intensity near competitive pace plyometric drills mimic sprinting, resistance training = power/explosive exercises High load / low volume 75-95% of 1RM; 2-5 repetitions, 2-5 sets, 2-5 minute rest intervals Week 26: September 5 Week 27: September 12 Week 28: September 19 Week 29: September 26 Week 30: October 3 Week 31: October 10
2006 Chief Scientist, Organic Matter Cycling–R/V Clifford Barnes, Puget Sound 2006 Team Leader, Gas Hydrate Exploration –R/V Tangaroa, Hikurangi Margin-New Zealand 2006 Team Leader, Organic Matter Cycling –R/V Hugh Sharp, Delaware Bay 2006-2007 Researcher, Organic Matter Cycling –R/V Pelican, Gulf of Mexico 2005 Chief Scientist, Organic Matter Cycling –R/V Cape Henlopen, Chesapeake Bay 2005 Researcher, Organic Matter Cycling –R/V Clifford Barnes, Puget Sound 2004 Researcher, Gas Hydrate Exploration –OSV Vidal Gormaz, mid-Chilean Margin 2003-05 Researcher, Organic Matter Cycling – R/V Cape Henlopen, Chesapeake and Delaware Bay 1998-03 Researcher, ~70 cruises in the Chesapeake Bay aboard small boat MEMBERSHIPS: American Geophysical Union American Society for Microbiology Association for the Sciences of Limnology and Oceanography Atlantic Estuarine Research Society Coastal and Estuarine Research Federation International Society for Microbial Ecology SCHOLARSHIPS/FELLOWSHIPS: 2000-2003 Graduate Research Fellowship – George Mason University 1999-2002 Dean’s Graduate Award – Stephen J. Wright Scholars Program 1999 Commonwealth Scholar – Stephen J. Wright Scholars Program CERTIFICATIONS/SKILLS: Authorized user of radioactive materials SSI certified diver Small boat operation
Recognize Team Obstacles Address Team Obstacles Groupthink: A deterioration of mental efficiency around decision making due to team pressure to conform. It often occurs when a team is so cohesive, so bonded that nobody wants to speak up and say a decision is not the right one for the team to make. Appoint someone to take the opposite view of the group and play the role of devil’s advocate. Encourage team members to thoughtfully question suggestions, changes, and existing procedures and practices. Encourage respectful debate where individuals argue opposite viewpoints, and then switch roles. Encourage and facilitate brainstorming as a group. Collect team input and responses in an anonymous way (e.g., survey, Dropbox, or through a third party). As the leader, avoid sharing your viewpoint until everyone else has shared theirs. Have several subgroups work on the same problem simultaneously. Escalation of Commitment: occurs when an individual team member becomes so emotionally attached to his or her idea that the person fails to see when the idea isn't the right one or is no longer working and wants to commit resources to a losing course of action. Have team members share responsibility for decisions. Help individuals gracefully exit out of a decision that is no longer the right one. Enable them to save face. Prearrange group evaluation of progress and final results. Discuss this obstacle with your team so they can identify and prevent it. When you identify these obstacles, make note of them. Plan your strategy to overcome them and to prevent future occurrences.
Outcome Orientation Process Orientation Who on your team do you see as primarily outcome focused? Who on your team do you see as primarily process focused? Outline how you plan to encourage all team members to switch roles and widen their skills sets. Effective Communication Ineffective Communication To promote effective communication: Show up as the authentic Check in with your team members daily Be aware of communication patterns Allow equal time for team members to present and discuss information and concerns Notice who people look at and when they speak Recognize different communication styles Observe nonverbal communication Recognize and coach those who: Overanalyze by examining every detail excessively; Redirection: emphasize and model a focus within scope Overgeneralize by drawing unfounded conclusions based on limited information; Redirection: share more information and clarify relevance Present opinions as facts; Redirection: discuss fact vs. opinion Dominate interactions through excessive talking, interrupting, or cutting others off; Redirection: designate a facilitator, assign time
Present Value of a Perpetuity Business use example: Personal use example: Present Value of a Growing Perpetuity Business use example: Personal use example: Present Value of an Annuity Business use example: Personal use example: Future Value of an Annuity Business use example: Personal use example:
Essential Position Title Successors Director Deputy Director Delegations of Authority Delegations of authority identify who is authorized to act on behalf of senior leadership for specified purposes and ensures that designated individuals have the legal authority to carry out those responsibilities. If senior leadership is unavailable or unable to perform their responsibilities, the above-named successors are delegated the authority, in the order listed, to fulfill the roles of the <TITLE OF HEAD LEADERSHIP POSITION>. Any delegations of authority that deviate from this structure or that have limitations are described below. Delegations of Authority Authority e.g. Hiring and firing or Policy decisions Individuals Delegated to Perform the Above Authority Under What Circumstances Limitations of Authority E.G. If leadership is only temporarily unavailable for a short period of time/ less than XXXX, the above authorities will not be delegated to successors. Critical Applications and Vital Records Vital records are those electronic and hardcopy documents, references, files that are needed to support the essential functions. Critical applications include information systems and data management software and equipment that support accessing and maintaining your vital records. Additionally, any record that would disrupt the organization’s operations and information flow, cause considerable inconvenience, or require replacement or recreation at considerable expense may be considered vital records. Identifying, protecting, and ensuring access to these records and applications enables the performance of essential functions and the reconstitution to normal operations. These documents include any emergency or continuity operating documents and rights and interest records (e.g. the protection of the legal and financial rights of individuals who are directly affected by your organization’s activities). *Ideally no more than 7% of your organization’s total records would be identified as vital*
Federal Homeland Security Presidential Directive/HSPD-5 Presidential Policy Directive 8 – National Preparedness Public Law 99-499 – Emergency Planning and Community Right-to-Know Act of 1986 Public Law 100-707 – Robert T. Stafford Disaster Relief and Emergency Assistance Act Public Law 106-390 – Disaster Mitigation Act of 2000 Public Law 107-296 – Homeland Security Act of 2002 Public Law 109-295 – Title VI – Post-Katrina Emergency Management Reform Act of 2006 Public Law 109-308 – Pets Evacuation and Transportation Standards Act of 2006 Federal Disaster Assistance for Disasters Declared on or after 11/23/88, 44 CRF Part 13 State Ohio Administrative Code 1301:7-7-01(D)(11) – Authority at Fires and Other Emergencies Ohio Administrative Code 3750-20 – Emergency Planning Ohio Administrative Code 4123:1-21-07 – Fire Department Occupational Safety and Health Ohio Administrative Code 4501:3 – Emergency Management Agency Ohio Revised Code 149.433 – Exempting Security and Infrastructure Records Ohio Revised Code 161 – Emergency Interim Government Ohio Revised Code 311.07 – General Powers and Duties of Sheriff Ohio Revised Code 737.11- General Duties of Police and Fire Departments Ohio Revised Code 733.03 – General Powers of Mayor in Cities Ohio Revised Code 3701 – Department of Health Ohio Revised Code 3750 – Emergency Planning Ohio Revised Code 5502 – Department of Public Safety County Hamilton County Resolution dated September 27, 1989 – Resolution Authorizing the Enactment of County Emergency Management Agreements Local <NIMS RESOLUTION> <ANY OTHER RESOLUTION OR AUTHORITIES FROM LOCAL LAW>
This eerie scene, with Hamlet's mischievous jesting remarks coupled with the sinister call of the ghost from below to swear, has an unmistakably diabolical aura. The swearing ritual here is linked to the earlier oath of Hamlet to transform himself into an instrument of his father's revenge.
Speech Analysis Assignment #2 HAMLET 3.3 To be, or not to be: that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to be wish'd. To die, to sleep; To sleep: perchance to dream: ay, there's the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect That makes calamity of so long life; For who would bear the whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of despised love, the law's delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscover'd country from whose bourn No traveller returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all; And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action. -- Soft you now! The fair Ophelia! Nymph, in thy orisons Be all my sins remember'd. (3.1) What is the tone of Hamlet’s speech? What words lead you to that conclusion? 2. What is Hamlet talking about here? What is the conflict Hamlet is having with himself?
inaction was a result or cowardice or calculated thinking from a noble resigned to accept his fate? Argue your point of view with direct and/or indirect quotes from the play as well as scholarly articles. HAMLET ESSAY EXAM RUBRIC *Each question is worth fifty points! Your first essay will be graded in one color ink, and the second essay in a different color ink but scored on the same rubric sheet. 5 4 3 2 GRAMMAR/ PUNCTUATION -correct spelling and grammar Perfect 1-2 errors 3-4 errors 4+ errors STYLE -sentence variety, transitions, active voice Essay exquisitely uses a variety of sentence structures, transitions, and active voice Essay mostly uses a variety of sentence structures, transitions, and active voice Essay struggles to use a variety of sentence structures, transitions, and active voice Essay is incoherent and not written in academic register ACADEMIC REGISTER Five examples of diction are highlighted, strong word choices, professional in tone Five examples of diction are highlighted, mostly strong word choices, professional in tone Diction choices are highlighted; author could use stronger, more specific words Diction examples are not highlighted MLA FORMAT Slug, title, last name at top with page #, etc. 1 error 2 errors 3 errors 5+ errors EBSO SOURCE QUOTE Quote is properly cited and embedded within a sentence. Quote is almost embedded and cited properly within a sentence. Quote is there and cited but not embedded. Quote is missing. EBSCO QUOTE EXPLAINED Quote is explained without “this quote means”. Author expertly explains quote and ties back to question. Author mostly explains quote and ties back to question. Author tries to explain quote, but it doesn’t quite connect back to question. Explanation is missing HAMLET QUOTE Quote is properly cited and embedded within a sentence. Quote is almost embedded and cited properly within a sentence. Quote is there and cited but not embedded. Quote is missing. HAMLET QUOTE EXPLAINED Quote is explained without “this quote means”. Author expertly explains quote and ties back to question. Author mostly explains quote and ties back to question. Author tries to explain quote, but it doesn’t quite connect back to question. Explanation is missing WORKS CITED Both quotes are correctly cited in a Works Cited at the end of the question 1-2 errors 3-4 errors 5+ errors LENGTH 500+ words Really go in depth! 400 words 350 words Less than 350 words
Date and Director Setting (time, place, appearance, lighting) Portrayal of Hamlet (his appearance, delivery of line, acting) Other Cinematic Devices (music, other characters, camera work and effects) Statement of Mood (Explain how the author uses these devices to establish a tone for this scene) Olivier 1948 Zeffirelli 1990 Branagh
Creative Project Rubric PURPOSE & FOCUS MEANING CREATIVITY & ORIGINALITY EXECUTION & EFFORT 5 91-100 Establishes and maintains a clear purpose; shows clear & meaningful intent Insightful or provocative in nature Demonstrates profound thought Provides excellent interpretation of the text indicating complex understanding of the text and its themes Elucidates text meaning Imaginative and original in form or content Creative and unique Impressive response to (or handling of) assignment criteria Project is richly developed in words, images, direction, etc. Shows thoughtful consideration of topic through creative medium (prose, poetry, art, film, etc.) 4 81-90 Purpose and focus are clearly established Shows thoughtful consideration of assignment purpose Provides thoughtful interpretation of the text indicating good understanding of the text and its themes Creative handling of topic Shows use of imagination/intellect Fully developed ideas Shows full consideration of topic through creative medium (prose, poetry, art, film, etc.) 3 71-80 Purpose and focus must be inferred – not clearly visible May be confusing or lack certain assignment specifications Provides basic interpretation of the text indicating understanding of the text and its themes Attempts to use creativity with uneven success Development of project is adequate but limited in depth Details are not always clearly elaborated 2 61-70 Focus/purpose is not fully clear Lacks clarity Neglects important assignment criteria Generally lacking in purpose Shows poor use of time Meaning not fully clear or relevant May show some inaccuracies in reflection of text Does not illuminate readers’ understanding of text Shows lack of creative thought/interpretation May be dry or repetitious Creative effort may be misdirected, silly, or irrelevant Thinly developed Details lack elaboration Important details are omitted Shows minimal effort 1 60 or below Purpose and focus are not apparent Unclear, convoluted, or lacking in thoughtful consideration of assignment Ignores assignment criteria Does not in any way illuminate the text May be inaccurate, silly, or lacking in thought Shows no meaningful interpretation of the text Lacks creativity, originality or imagination May appear rushed or Creative effort may be inappropriate Not developed Details are minimal, inappropriate, random, or non-existent Lack of effort shown
March 2017 J. KILEY HAMLIN University of British Columbia Department of Psychology 2136 West Mall Vancouver, BC V6T 1Z4 Website: http://psych.ubc.ca/persons/kiley-hamlin/ 604-822-2297 (office) 604-822-8780 (lab) kiley.hamlin@psych.ubc.ca ACADEMIC APPOINTMENTS 2015 – Present 2011-Present 2010 – 2015 2007 2007 2006 – 2009 Associate Professor Tier 2 Canada Research Chair of Developmental Psychology Assistant Professor Adjunct Professor Adjunct Professor Teaching Assistant University of British Columbia Department of Psychology University of British Columbia Department of Psychology University of British Columbia Department of Psychology Southern Connecticut State University Yale University Yale University EDUCATION 2010 2009 2007 2005 PhD, Developmental Psychology MPhil, Developmental Psychology MSc, Developmental Psychology BA, Psychology with Honours Yale University Yale University Yale University University of Chicago RESEARCH INTERESTS The overall aim of my research program is to help to tease apart the roles of nature and nurture in humans’ social and moral lives. In particular, I examine the earliest developmental foundations of
Title: Do infants’ sociomoral evaluations predict individual differences in later sociomoral development? $24,013 Principal Investigator 2014 – 2019 Social Sciences and Humanities Research Council Title: Exploring the role of emotion in early prosocial behavior and social evaluation: Studies with infant and toddlers. $367,229 Principal Investigator 2013 – 2018 Canadian Foundation for Innovation/BC Knowledge Development Fund Title: Renovation of the Centre for Infant Cognition, UBC $321,682 Principal Investigator 2013 – 2018 Canadian Foundation for Innovation Title: Operating Fund $38,940 Principal Investigator 2012 – 2013 Peter Wall Institute for Advanced Studies Title: Early Career Scholar $10,000 Principal Investigator 2012 UBC Arts Undergraduate Research Award Title: Reliability Coding $6,000 Principal Investigator 2011 – 2016 Natural Sciences and Engineering Research Council of Canada Title: A developmental-cognitive approach to understanding other minds $145,000 Principal Investigator 2011 – 2016 Social Sciences and Humanities Research Council Title: Canada Research Chair, Tier 2 $500,000 Principal Investigator 2011 - 2014 Social Sciences and Humanities Research Council Title: The development of impression formation: Preverbal infants’ understanding of the social world $112,000 Principal Investigator 2011 UBC Arts Undergraduate Research Award Title: Emotion Coding $6,000 Principal Investigator 2004 University of Chicago Richter Undergraduate Research Grant
Oct 2016 J. KILEY HAMLIN University of British Columbia Department of Psychology 2136 West Mall Vancouver, BC V6T 1Z4 Website: http://psych.ubc.ca/persons/kiley-hamlin/ 604-822-2297 (office) 604-822-8780 (lab) kiley.hamlin@psych.ubc.ca ACADEMIC APPOINTMENTS 2015 – Present 2011-Present 2010 – 2015 2007 2007 2006 – 2009 Associate Professor Tier 2 Canada Research Chair of Developmental Psychology Assistant Professor Adjunct Professor Adjunct Professor Teaching Assistant University of British Columbia Department of Psychology University of British Columbia Department of Psychology University of British Columbia Department of Psychology Southern Connecticut State University Yale University Yale University EDUCATION 2010 2009 2007 2005 PhD, Developmental Psychology MPhil, Developmental Psychology MSc, Developmental Psychology BA, Psychology with Honours Yale University Yale University Yale University University of Chicago RESEARCH INTERESTS The overall aim of my research program is to help to tease apart the roles of nature and nurture in humans’ social and moral lives. In particular, I examine the earliest developmental foundations of
Assessment Rubric for Annotated Bibliography CATEGORY A B C D F Quantity of sources 10 pts. Document cites the number of sources outlined in the assignment. Document is either one source under the required number of sources. Document is two to three sources under the required number of sources. Document is four to five sources under the required number of sources. Document is more than five sources under the number of required sources. Quality/ Reliability of Sources 20 pts. All sources cited can be considered reliable and/or trustworthy. Most sources cited can be considered reliable and/or trustworthy. Some sources can be considered reliable and/or trustworthy. Few sources cited can be considered reliable and/or trustworthy. Little or no reliable and/or trustworthy sources cited. Variety of Sources 20 pts. Excellent variety of sources; cites more than four types of sources. Good variety of sources; cites four types of sources. Adequate variety of sources; cites three types of sources. Poor variety of sources; cites two types of sources. No variety of sources; cites only one type of source. Writing fluency of annotations 25 pts. All annotations are thoughtful, complete, and well written. Most annotations are thoughtful, complete, and well written. Some annotations are well written but some are lacking in completeness, thought, and /or writing quality. Most annotations are lacking in completeness, thought, and/or writing quality. All annotations are lacking in completeness, thought, and/or writing quality. APA and 25 pts. Citations are formatted correctly in the document. There are a few formatting errors in the document’s citations. There are some formatting errors in the document’s citations. There are many and/or frequent formatting errors in the document’s citations. There is little or no adherence to APA format in the document. Rubrics are subject to minor revisions. Students will be notified of changes.
11. Waste Management Classify waste for its best use All buildings should have waste sorting facilities, enabling all waste to be sorted 100% 100% In Hammarby, there are by Swedish definition no waste classification facilities. However there are systems in place to allow for source separation of waste. Compost organic waste % of waste composted 30-50% Food waste: 35% of total household waste by weight 50% of waste is separated and about 90% of the separated food waste is converted into biogas. Most organic solid waste used as an energy source. None is composted. Resource efficiency % of waste recycled or reused 35-50% 33% material recycling 50% used for energy Overall picture of waste usage: 0,7% Landfill 1% Hazardous waste 33% Material recycling 16% Biological treatment 50% Energy recovery 12. Water Efficiency Avoid water waste % of water use subject to metering 100% 100% Conserve fresh water on supply side % of water used should be from rainwater or recycled wastewater 20-30% Storm water from roof tops and non-street surfaces is collected separately from storm water that falls on the streets. Non-street storm water is led through open water ways in the area into the surrounding lake water system. Street storm water is purified before being channelled into the fresh water system.
Location Location in NE Victoria Proximity to Glenrowan and Wangaratta 7.5% (6) 3.75% (3) Question 2: Please list three ideas for the improvement of Hamilton Park. Overarching themes Residents’ comments % of respondents Recreation and leisure Playground for all ages 12.5% (10) Pets Keep cats indoors at night/keep cats on their own premises 10% (8) 3.75% (3) Roads Improve road quality borders/erosion/drainage Widening of Henley Drive 6.25% (5) 2.5% (2) Building community spirit More community involvement/activities Regular newsletter 5% (4) 2.5% (2) Bushland/common land Pruning pile open for longer/all year access Picnic tables/seating in the park 5% (4) 3.75% (3) Water Enlarge dams Closer monitoring of water i.e. overuse; ensure standard of water pressure; upgrade water filters 3.75% (3) 1.25% (1) Services Gas supply Town water/improved water supply 3.75% (3) 3.75% (3) Amenities Produce shop/small general store/bar Better undercover area at BBQ; recreation/multipurpose hall; portable community centre; clean toilets 2.5% (2) 1.25% (1) Social activities Residents indicated a generally high level of support for diverse social activities: