zilongwang/ReadingBank huggingface dataset:
Gallery Objectives Gee Lee-Wik Doleen Gallery’s programming is governed by Hume’s Social Justice Charter, which seeks to advance a fair and just society and promote respect for every citizen, encourage community participation, strengthen community wellbeing and reduce the causes of disadvantage. To read more about Hume’s Social Justice Charter, please see Hume’s website: The Gallery facility offers an opportunity for semi-professional and professional artists as well as established community groups to exhibit in a dedicated visual arts facility with appropriate support. Expression of Interest Expressions of Interest to exhibit at Gee Lee-Wik Doleen Gallery in 2017 are currently being sought from the Hume community to compliment an established program of touring and directly programmed exhibitions. A limited number of exhibition opportunities will be made available to the community, based on an approximate ten week showing rotation. The following section outlines key information and delineates responsibility between the hirer and Hume City Council in the use of the Gallery. A formal agreement reflecting this information will be drawn up with successful applicants. Expressions of Interest are open to: Hume based artists: residents, or non-residential artists that are able to demonstrate substantial practise and/or connection to Hume. Established Hume community organisations engaged in arts and cultural practises. Exhibition logistics Support Offered to Exhibitors Free rental Professional assistance from Gallery staff in the development, coordination and technical installation of their exhibition Partial staffing of the Gallery during opening hours In-kind marketing through Council’s promotional avenues (please see Marketing and Promotion section) Use of supporting infrastructure including lighting, walls, picture frames, AV equipment, plinths and display cabinets (please see Supporting Technology and Infrastructure section) Design and printing of exhibition labels; Didactic text and captioning (use of HCC design template is mandatory) After hours alarm and camera protection and part-time security presence Opening night support including light catering, staffing and promotion (level of support and budget determined by HCC)
Le paillage des sols dénudés ; La mise en défens. Les détails sont présentés dans le tableau ci- après Tableau3 : Situation des actions de restauration ou de remise en état des terres dégradées Localités Nature des actions de restauration ou de remise en état des terres dégradées Sites visés par les actions de restauration ou de remise en état Nombre d’hectares restaurés ou remis en état Commune rurale de Roumbou( Dakoro/région de Maradi) Fixation biologique des dunes Mise en défens de la Tarka Plantation d’arbre (Acacia senegal) Protection des jeunes pousses Régénération naturelle assistée Utilisation des fertilisants, des outils agricoles modernes tels que la charrue Les champs agricoles Terroirs pastoraux Vallée de la Tarka (unique écosystème d’où tire la nourriture les communautés) 200 ha Terroir de Tamalolo (commune de Tanout/Tanout/région de Zinder) Demi -lunes agricoles Paillage Cordons en tige de mil Plantation d’arbre (Acacia senegal) Les champs agricoles Espaces dénudés ha Repérage et entretien des jeunes pousses d’espèce fertilisante du sol Les champs agricoles 10.000 jeunes pousses 4. Les types et la nature de la biodiversité conservée Dans le domaine de la conservation de la biodiversité, les réalisations ont concerné les éléments de la biodiversité : Végétale avec les écosystèmes agricoles et la vallée de la Tarka ; Animale avec la promotion de la race locale de chèvre communément appelée la « chèvre du sahel ».
COFINANCEMENTS ET PARTENARIAT 1. Cofinancement La collecte de fonds ou la recherche de cofinancement dans la plupart des projets soutenus par le programme d’adaptation à base communautaire se présente comme suit : Dès l’approbation d’idée de projet, l’ONG porteuse de celle ci se lance dans la négociation des partenaires potentiels en vue d’obtenir un cofinancement ; Certaines ONGs ont déjà leur partenaire avec lequel elles travaillent bien avant de soumettre une requête de financement au SGP/GEF/CBA. C’est le cas de l’ONG AGIR qui a un partenariat avec EQUITERRE une ONG suisse ; D’autres cofinancements sont obtenus en cours d’exécution des projets. C’est ainsi que l’équipe du CBA-Niger a négocié et obtenu de l’ONG Internationale Allemande ASB le financement de l’alphabétisation des femmes, hommes, jeunes dans le cadre du projet d’adaptation à base communautaire mis en œuvre par l’ONG CEB. La répartition des cofinancements se présentent dans le tableau ci-dessous Tableau4: Situation des cofinancements des Projets d’Adaptation à Base Communautaire AGIR (projet) Total US $ Cash US$ Kind US $ Equiterre (ONG Suisse) 41748 41748 ONG AGIR 2753 2753 ANPME 2000 2000 Groupements communaux 5291 5291 FJ (Fonds japonais) 19515 19515 71307 64016 7291 EIP (projet) Population 5655 4302 1353 FJ 25099 25099 ONG EIP 1680 1680 32434 31081 1353
Leadership Team Co-Chairs Scope of Effort Team Primary Members Team Leadership V Crockett Consolidation of team recommendations, and leadership of Teams V Bailey L Cross L Epifani C Freitas B Gee J Ogg T Simon R Smead T Thorn K Yeasting Team Co-Leaders Scope of Effort Team Primary Members 1. Transparency of Information K Yeasting Transparency and availability of interdependency data upon which to make decisions J Buccigross J Ogg A Fusco M J Hurley L Oberski M Patterson A Rodriquez P Silberstein 2. Coordination of transactions R Smead Coordination of timelines and market functions C Abercrombie V Bailey C C Freitas A DeBoissiere L Cross B Gallagher M Goldenberg J Hartsoe K Kirby R Kruse G Lander 3. Operations/Commercial T Simon Identification of transmission S Barry
Practices bottlenecks, identification of the needed fuel and delivery service against must-run requirements for generators and similar operational and commercial decisions B Gee R T Thorn K Elder L Epifani B Ellsworth M Goldenberg R Mukerji R Parker K Sappenfield
• shall prevent the unauthorised use, dissemination or publication of Confidential Information by using the same degree of care it uses to protect its own information of similar confidential nature; • shall only use it for the Purpose of this Agreement 7.2. A Receiving Party shall notify any Disclosing Party in writing of any actual or suspected misuse, loss or unauthorized disclosure of Confidential Information which may come to the Receiving Party's attention. 8. DURATION OF CONFIDENTIALITY 8.1. The obligations of the Parties concerning Confidential Information disclosed under this Agreement shall terminate ____(number e.g. 3 (three)) years after the Effective Date of this Agreement. 9. RETURN, DESTRUCTION OF CONFIDENTIAL INFORMATION, COPIES 9.1. Upon a Disclosing Party‘s request, the Receiving Party shall either return all Confidential Information to the Disclosing Party or confirm in writing to the Disclosing Party that all documents containing Confidential Information have been destroyed and Confidential Information stored on media has been deleted. 9.2. A Receiving Party shall not make copies or reproductions of the Confidential Information except to the extent reasonably necessary for the Purpose of this Agreement. 10. WARRANTY, LIABILITY 10.1. A Disclosing Party does not accept any warranty or liability as to the correctness, usability or completeness of any Confidential Information it discloses. 10.2. A Disclosing Party furthermore does not accept any warranty or liability should the application or use of the information result in rights of Third Parties being infringed or other loss or damage being caused. 10.3. By concluding this Agreement, neither Party shall be under any obligation to disclose any specific information. 11. PLACE OF JURISDICTION, APPLICABLE LAW The [exclusive] place of jurisdiction for any and all disputes arising from and in connection with this Agreement, including disputes as to its existence and disputes arising after its
Gender Diversity Reporting NZX Main Board Listing Rule 10.4.5 (j) Template for Gender Diversity Reporting NZX Main Board Listing Rule 10.4.5 (j) requires Issuers to provide, in their annual report “a quantitative breakdown, as to the gender composition of the Issuer’s Directors and Officers as at the Issuer’s balance date and including comparative figures for the prior balance date of the Issuer” Issuers’ attention is drawn to a class Ruling released in February 2015 in which NZX Regulation clarified that Issuers should disclose numbers of male and female Directors and Officers to meet the requirements of the above Rule. The ruling can be found here [insert link]. In addition, NZX has also issued a Guidance Note in relation to NZX’s interpretation of NZX Main Board Listing Rules 10.4.5 (j) and 10.4.5 (k). The Guidance Notice is available . The below template sets out an example of how gender diversity reporting may look, based on the above guidance. In accordance with NZX’s Listing Rule requirements, the gender breakdown of ABC Limited’s Board of Directors and Officers as at 31 March 2015 is: Current Year Previous Year Male Female Male Female Number of Directors 7 3 8 2 Percentage of Directors 70% 30% 80% 20% Number of Officers 19 31 25 15 Percentage of Officers 38% 62% 62.5% 37.5% A blank template for use is provided below: Current Year Previous Year Male Female Male Female Number of Directors Percentage of Directors Number of Officers Percentage of Officers
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY JULY 2 JULY 3 JULY 4 JULY 5 JULY 6 *SPIN NISHA 6:30 -7:30 SPINERVAL** NISHA 6:25 -7:25 HATHA YOGA cancelled 7:30-8:30 BOOTCAMP DAMON 11:30-12:00 Step & Pump Carole 11:30-12:15 HITT LAUREN 11:30-12:15 ZUMBA GINA 12:15-12:45 *SPIN EXPRESS NISHA 12:10-12:40 BODY CHALLENGE CANCELLED 12:20-12:50 DYNAMIC YOGA CANCELLED 4:25 -5:25 ** Call day of to reserve spot STEP & SCULPT CANCELLED 5:30 - 6:00 *SPIN EXPRESS CANCELLED 5:00 – 5:30 Grey Box signifies class that is additional fee
Gel Electrophoresis Lab (DNA Fingerprinting) Notes From the teacher Day 1: Before class: Read the entire investigation. Complete the pre-lab for Part A and Part B: Title Purpose – general purpose for the whole lab PreLab Questions for BOTH Parts A and B copy the question and write the answer for each of the questions. In class: Discuss Parts A and B of the lab Explain what we will be doing for Part C tomorrow, and that we are just setting up the lab stations today Complete the following: Obtain 6 clear micro test tubes and label their lids as follows: CS – crime suspect S1 – suspect 1 S2 – suspect 2 S3 – suspect 3 S4 – suspect 4 S5 – suspect 5 Obtain the microtube floating rack. Label with your group names and block #. Get with your lab group and make sure you have all your necessary materials and practice loading the gels Mrs. Willis will show you how to do this! Day 2: Before class: Complete the Pre-lab Questions for Part C based on what we have learned and completed so far. Write the Procedure for Part C. Instead of writing every step that is covered in the Quick Guide, you may tape the Quick Guide into your lab notebook. In class: Obtain your micro test tubes that you labeled yesterday and an enzyme sample from the teacher. Make sure to keep the enzyme on ice. Work through Day 1 of the Quick Guide Preparing the DNA Samples When you are done, put your samples in the container for your block and they will be placed in the fridge overnight Day 3 Before class: N/A In class: Work through Day 2 of the Quick Guide Gel Electrophoresis Make sure to run your gel at 150V for approximately 40 minutes
the method of teaching students that are considered “adult learners,” and this definition came to be by assumptions about the adult learner” (Merriam, Sharan B., Baumgartner, Lisa, Caffarella, Rosemary S, 2007). “Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value” (Culatta, 2015). Andragogy can be used to help the adult learner understand the material being taught by the professor to them. I have learned that when teaching an adult they will most likely question why they are learning something and ask how they can relate it to something else. As children, we just learn what we are told to learn and it is what it is. As children we complete grades k-12 learning the curriculums set up for us in which are mandated by each school district. Each student must complete the required material in order to pass no if ands or buts. While adults are required to complete the coursework, the overall material is up for debate. Because adults have so much real life experience to incorporate into the classroom discussions and assignments, the professor may be open to changing the requirements and guidelines of the course to better fit the student’s backgrounds. This is where the concept of having a flipped classroom might come into play. Andragogy is all about getting the adult learner to relate their everyday events to the material being taught in the classroom. I have learned that most adults are extending their educational background for a reason. They aren’t just taking the courses to pass the time. Adults expect to get something out of what they are learning immediately and need to be shown why learning the material isn’t a waste of time. If the adult learner understands why they are studying the material they will most likely put more time and effort into making sure they retain the knowledge.
References Culatta, R. (2015). Andragogy (Malcolm Knowles). Retrieved from Corporate Training Partners, & Sheffield Marketing. (2009). SDL Definition – Rationale – Background. Retrieved from Investopedia. (2016). Social Media Definition | Investopedia. Retrieved from http://www.investopedia.com/terms/s/social-media.asp Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in Adulthood : A Comprehensive Guide. San Francisco: Jossey-Bass. Rosenberg, J. M., Terry, C. A., Bell, J., Hiltz, V., & Russo, T. E. (2016, February 26). Design Guidelines for Graduate Program Social Media Use.: Post University Library Eagles E-Search. Retrieved from
The white rendered cottage with modern brick extension Rose Cottage, The entire Kells estate. The former Station building The former goods shed Appendix 5 Buildings subject to additional planning controls under an Article 4 Direction. Geldeston Hill 2, 4 - 11, 13 – 21 (odd) Kell’s Acres 1 – 9 Kell’s Walk 1 – 5 Kell’s Way 6 – 24 (even) Appendix 6 References and sources of information (this re-appraisal) A Popular Guide to names, James Rye, The Larks Press, 1991 The Buildings of , 2: North-west and South, Nicholas Pevsner and Bill Wilson, 1999 English Heritage: Guidance on conservation area appraisals, 2006 English Heritage: Guidance on the management of conservation areas, 2006 Landscape Character Assessment – draft local character area 2 Waveney Valley, 2006 Faden’s Map of Norfolk 1797 OS 1st edition maps Heritage Environment Record, Landscape Archaeology, Gressenhall White’s Gazetteer and Directory 1845 Kellys Directory 1883 Appendix7 Contact details and further information. The Authority Yare House 62 – 64 Thorpe Road NR1 1RY Tel: 01603 610734 Website: Council House Long Stratton NR15 2XE Tel: 01508 533633 Website:
Writing About the Primary Source Writing Question: What characteristics of bushido are illustrated in the part of The Tale of Heike that depicts the battle of Dan-no-uri? Writing sample #1 Bravery is an important characteristic of bushido, the code of the Samurai. This characteristic is displayed in the Tale of Heike when the Minamoto clan samurai charge down a steep hill to surprise the Taira by attacking the rear of the fortress. This part is an example of bushido because it shows that the Minamoto warriors were not afraid of falling down the hill. They went quickly into battle without anyway to retreat back up the mountainside. They had to rely on their horses and their training and skill to safely go down the hillside and then engage in battle. Writing sample #2 Personal honor is an important characteristic of bushido, the code of the Samurai. This characteristic is displayed in the Tale of Heike when Naozone fights Atsumori. . He challenged Atsumori’s honor as Atsumori tried to escape to the sea. Naozone hesitates before he kills Atsumori since he reminds him of his own son. However, Naozone takes Atsumori’s life quickly before other Minamoto warriors will dishonor him. This part is an example of bushido because it shows that Naozone was much more than a cold-blooded killer. He shows thought and consideration to those he fights. He respects the warriors he fights since he expects them all to uphold the ideals of bushido.
Shem inherited the Blessing. His most important descendant, Arpachshad, migrated to present day Iraq. He lived in the midst of Babel. Eventually, God will call Arpachshad’s descendant, Abraham, to leave Ur of the Chaldees, and go to Canaan. 11:1-9 Three observations. 1st the Location of Babel. 2nd The Sin of Babel. 3rd The judgment of Babel. The Location of Babel 11:1 Now the whole earth had one language and the same words. 2 And as people migrated from the east, they found a plain in the land of Shinar and settled there. In today’s reading chapter 11:1-9 comes after chapter ten. However, chronologically it occurs after 10:13. Why do we say this? At the end of each one of Moses’ son’s genealogies we are told that the “peoples spread in their lands, each with his own language, by their clans, in their nations” (10:5, 20, 32). However, 11:1 reads “The whole earth had one language and the same words.” In other words, 11:1-9 is the story of how and why the son’s of Noah were disbursed over the earth and came to speak different languages, and it all started with Ham’s failure to honor his father. After the flood, the Ark came to rest on Mt. Ararat in eastern Turkey. Noah and his descendants slowly migrated East into the broad Tigris/Euphrates Valley. The direction “east” is an important pointer. Sailhamer: “In the Genesis narratives, when man goes ‘east,’ he leaves the land of blessing (Eden and the Promised Land) and goes to a land where the greatest of his hopes will turn to ruin (Babylon and Sodom).” . See Table of Nations. Verse 2 says “they found a plain in the land of Shinar and settled there.” This is a problem because when God renewed the creation mandate with Noah he said, “Be fruitful, multiply, and fill the earth.” In other words, dispersal throughout the world was God’s plan.
means that the earth deserved the same treatment it received during Noah’s day. But, instead of judgment, unmerited favor proceeds from God in torrents. This blessing is utterly undeserved. It is all of grace. Additional pointers to God’s desire to bless lie buried in Shem’s genealogy. Eber, the 14th generation from Adam (Shem, Arphaxad, Shelah, Eber) was the first person called a Hebrew. (The word “Hebrew” comes from the word, Eber). 7 is the biblical number for perfection. In other words, in two times seven, or in the fullness of God’s perfect wisdom the Hebrew people began their own identity with the descendants of Eber. In addition, Abraham is exactly the 21st generation from Adam. In Hebrew thought 3 is the number for emphasis and 7 is the number for perfection, completion, or fullness. 3x7 is 21. In other words, the blessing that came through Abraham was the perfection, fullness, or completion of God’s blessings. Exclamation point! Genesis is truly a book of blessing. It is a book about blessings received by grace through faith alone. Grace is unmerited favor. Genesis is about God favoring men with blessing that don’t deserve it. A Shem’s genealogy follows a pattern, and the pattern is designed to speak to us. After the birth of each descendant, this phrase appears, “_____ had other sons and daughters.” So for example Arphaxad’s genealogy reads, (11:12) “When Arpachshad had lived 35 years, he fathered Shelah. 13 And Arpachshad lived after he fathered Shelah 403 years and had other sons and daughters.” Moses, the author of Genesis, wants us to know that there were other children, but only the son mentioned was God’s elect. Election is all of grace! This is what the apostle John meant when he opened his gospel with these words. (John 1:12) "12 But to all who did receive him, who believed in his name, he gave the right to become children of God, 13 who were born, not of blood nor of the will of the flesh nor of the will of man, but of God.
God will be faithful to his promises even though you and I lapse into the disobedience of unbelief. All of God’s Promises to Abraham Find Fulfillment in the Gospel God promised that Kings (plural) would descend from Abraham. He promised that nations (Plural) would descend from Abraham. Israel was one nation with one king. The fulfillment of these promises was a mystery concealed from the Jews. God concealed it’s fulfillment in the gospel. How did this work? Ultimately, Jesus was the Son to whom Abraham’s promises applied. Gal 3:16 “Now the promises were to Abraham and to his offspring…who is Christ.” For example, the promise that Abraham would father many nations, not just 1 nation, Israel, was fulfilled through his ultimate Son, Jesus Christ. That is why Jesus said— (Matthew 28:19–20) "19 Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, 20 teaching them to observe all that I have commanded you. And behold, I am with you always, to the end of the age.”" Through Jesus God’s promise that Israel would inherit the land became a promise that “Spiritual Israel would inherit the world.” Canaan was much too small. Here is the context. On the sixth day of creation God commanded Adam and Eve to multiply and fill the earth (not Canaan) with God’s image (glory) (Gen 1:26-28). To accomplish this God’s promises to Abram culminated in his ultimate son, Jesus Christ. On the basis of his cross Jesus has inherited the earth. (Psalm 2:7–9) "7 The Lord said to me, “You are my Son; today I have begotten you. 8 Ask of me, and I will make the nations your heritage, and the ends of the earth your possession. 9 You shall break them with a rod of iron and dash them in pieces like a potter’s vessel.”" (Romans 4:13) "13 For the promise to Abraham and his offspring that he would be heir of the world did not come through the law but through the righteousness of faith."
this story, and all of God’s other acts of grace and kindness. Through his sin and God’s grace Abraham will come to know God. He will learn to trust God. Here is how the author of Hebrews describes Abraham’s faith. (Hebrews 11:17–19) "17 By faith Abraham, when he was tested, offered up Isaac, and he who had received the promises was in the act of offering up his only son, 18 of whom it was said, “Through Isaac shall your offspring be named.” 19 He considered that God was able even to raise him from the dead, from which, figuratively speaking, he did receive him back." Where did Abraham get this faith? He got it by watching God’s faithfulness despite his unfaithfulness. Brothers and sisters…You and I learn to trust God the same way. God is infinitely gracious. Why did God protect Abraham? We want God to judge Abraham and bless Abimelech. Abraham is a deceitful weasel. Abraham’s deceit will later reappear in his grandson, Jacob. So, how can God be just and at the same time intervene on Abraham’s behalf? If you have been coming here for awhile, you know what I am going to say next. God was able to forgive Abraham because he believed in the Messiah to come. That faith united him to the Messiah. All of Abraham’s unbelief, deceitfulness, and control were imputed to Christ. At the cross Christ took the punishment that Abraham deserved. In addition, Abraham’s faith in the Messiah to come united him to Christ in such a way that Christ’s righteousness became his. On this basis, and this basis alone, God was able to show Abraham mercy. Abimelech probably saw God’s kindness to Abraham as a monstrous injustice. But that was
It Does Not Depend Upon Jacob (God’s Faithfulness to Jacob) Text: Genesis 30:25–43 Many People hear the gospel of God’s saving grace and respond with restless anxiety that they are not doing enough. They are convinced that they are an insufficient parent, an inadequate spouse, an incompetent employee or employer, and insufficient citizen, an unworthy son or daughter. The list goes on and on. The remedy is not to say that you are sufficient. You are not. No one measures up. No one does enough. today’s text is Good News for the restless striver. Ultimately, it does not depend upon you. It depends upon God’s faithfulness. The message of today’s text is that it does not depend upon us. Throughout the Bible “cursing” and “blessing” are polar opposites. Genesis is the book of Blessing. That is its primary theme. TWOT: “To bless in the OT means “to endue with power for success, prosperity, fecundity, longevity, etc.” It is frequently contrasted with qālal “to esteem lightly, curse” When God created Adam and Eve he blessed them. (Genesis 1:28) “And God blessed them, saying, “Be fruitful and multiply and fill the earth and subdue it.” The next day God rested.
Common lab glassware and equipment Return to top Beakers Watch glass 10 mL Graduated cylinder Evaporating dish 100 mL Graduate cylinder Bunsen burner Spatula Scoopula flasks Stirring rod with rubber policeman Volumetric flask Hot plate/Stir plate (with buret stand) Volumetric pipet Iron support ring Pipet pump Digital Buret Buret stand and clamp Plastic (beral) pipet Mortar and pestle Analytical Balances Centrifuges
background to clear it. You can also select and delete the label to the right of the graph. Save your graph before exiting Excel. Newer Excel versions: Proceed with number 1-3 above. For number 4 on - “Charts” is a tab at the top of the toolbar. Click that tab and the select the scatter plot with no lines connecting “Marked scatter”. Select the correct “Chart Quick Layout” that includes all title boxes before adding a trendline. Google Sheets To create a scatter plot: On your computer, open a spreadsheet at . Place your x-axis data in the first column and place your y-axis data in the second column. Click “Insert” then select “Chart” On the right side of Google Sheets a new window will pop up. (If it does not appear, double click the chart and it should appear.) By default a bar graph is automatically generated. To change that to a scatter plot select “Data” then click on “Chart Type”. Scroll down and select “Scatter Plot” To add title for the x and y axis and a chart title, select “Customize” near the top and then click on “Chart & axis titles”. Insert your chart title. Next to the chart title heading is a down arrow. Select that and then you can find the horizontal axis and the vertical axis options to give them titles. To add a trendline: In the side panel, click Customize Series. Check the box next to "Trendline." If you don’t see the trendline option, it means trendlines don’t work with your data. Choose your trendline options. There is a down arrow next to “Label” select that to add “Use Equation” which gives the linear line equation. Show R2 is an option where you click on the box. Your changes will be automatically saved.
Comments If my department offers support materials, I am not aware of them. Intra faculty communication Not that I know of, but that doesn't mean it doesn't exist. Low-Stakes Writing Assignment suggestions booklet from Prof Syrrakos Sample syllabus, verbal help from other instructors Initial, hour long orientation with follow-up email discussion Kathleen Potts supplied me with the requirements and a sample syllabus. Faculty have shared best practices and syllabi with me To the best of my knowledge, workshops I received a sample syllabus when I first started. Syllabus from previous classes and personal feedback Q10 Does your department model/mandate/prescribe curriculum for the course you teach? Answer Choices– Responses– Yes 62.50% (15) No 37.50% (9) Q11 Does your department specify/require any specific textbook/reading materials for the course? Answer Choices– Responses– Yes 29.17% (7) No 70.83% (17) Q12 Does your course syllabus contain General Education information relevant to your course? Answer Choices– Responses– Yes 95.83% (23) No 4.17% (1) Q13 What is the total number of pages of finished, polished writing students complete in your class? Answer Choices– Responses– None 0.00% (0) Less than 5 16.67% (4) 6-10 37.50% (9) More than 10 45.83% (11) Q14 What types of writing assignments do students complete in your class? Answer Choices– Responses– Journaling 25.00% (6) Short paragraph 37.50% (9) Short essay (1-3 pages) or long essay (4-6 pages) 95.83% (23) Summary 12.50% (3) Reaction paper 83.33% (20)
Explication de texte/close reading 12.50% (3) Book review 4.17% (1) Research paper 25.00% (6) Letter (post card, personal letter, business letter) 0.00% (0) Creative piece (poem, song, fairy tale, short story, pastiche) 20.83% (5) Portfolio 4.17% (1) Other 12.50% (3) None 0.00% (0) Q15 How do you assess the critical thinking skills of students in your class? Select all that apply. Answer Choices– Responses– Evaluation of written work 100.00% (24) Essay exams 41.67% (10) Multiple choice exams 41.67% (10) Small groups/debates 58.33% (14) Participation in class discussions 91.67% (22) Other 25.00% (6) Not assessed 0.00% (0) Q16 Are students required to conduct research – primary or secondary – in your course? Answer Choices– Responses– Yes 70.83% (17) No 29.17% (7) Q17 In your opinion, and on a scale of 0 (for none) to 10 (a lot), how has the course you taught this semester helped improve students’ learning/proficiency in relation to: – 0– 1– 2– 3– 4– 5– 6– 7– 8– 9– 10– – Writing skills 0% 0 0% 0 4% 1 0% 0 4% 1 4% 1 13% 3 29% 7 25% 6 4% 1 17% 4 – Critical thinking skills 0% 0 0% 0 0% 0 0% 0 0% 0 4% 1 0% 0 8% 2 29% 7 25% 6 33% 8 – literacy skills 0% 0 0% 0 0% 0 0% 0 0% 0 13% 3 4% 1 8% 2 21% 5 25% 6 33% 8 – area of your 0 0 0 0 0 1 0 1 4 3 15
This permit is subject to standard conditions attached hereto and the following special conditions: 1a. This permit shall expire 180 days after the Illinois EPA sends a written request for the renewal of this permit. b. This permit shall terminate if it is withdrawn or is superseded by a revised permit. 2. This permit allows the construction and/or operation of a remediation system not exceeding: a. One SVE system with one blower with or without air sparging; b. One thermal/catalytic oxidizer or activated carbon system for control of SVE system emissions; and c. One groundwater air stripper unit with or without an oil separator. 3. This permit does not exempt the Permittee from obtaining a Construction and/or Operating Permit for any additional emission units or control devices in excess of those units specified in Special Condition 2, unless such emission units or operations are already exempted from permitting requirements pursuant to 35 Ill. Adm. Code 201.146. 4a. The Permittee shall operate the remediation system such that the emissions do not exceed the following limits: Maximum VOM Emissions (Lbs/Hour) (Tons/Month) (Tons/Year) 2.0 0.5 4.0
13. Two (2) copies of required reports and notifications shall be sent to: Environmental Protection Agency Division of Air Pollution Control Compliance Section (#40) and one (1) copy shall be sent to the appropriate Illinois EPA Regional Office at the following address unless otherwise indicated: Environmental Protection EPA Division of Air Pollution Control – Region 1 9511 Environmental Protection EPA Division of Air Pollution Control – Region 2 412 SW Washington Street Suite D Peoria, IL 61602 Environmental Protection EPA Division of Air Pollution Control – Region 3 14. Persons with lifetime general operating permits must obtain a revised permit for any of the following changes at the source: a. An increase in emissions above the amount the emission unit or the source is permitted to emit; b. A modification; c. A change in operations that will result in the source’s noncompliance with conditions in the existing permit; or d. A change in ownership, company name, or address, so that the application or existing permit is no longer accurate. If you have any questions on this permit, please contact the Permit Section at 217/785-1705. Raymond E. Pilapil Date Signed: ______________ Acting Manager, Permit Section Division of Air Pollution Control REP:’VARIABLE’:’VARIABLE’ cc: Region ‘VARIABLE’
Austin Health General Medicine Clinic holds five sessions per week to discuss and plan the treatment of patients with multiple medical problems Department of Health clinical urgency categories for Specialist Clinics Urgent: More urgent referrals would either be referred to the ED or else to the General Medicine ‘Hot Clinics’ Routine: Complex patients with multiple medical conditions Almost any referral that would not fit the criteria for a specialist clinic Exclusions: Psychiatry in the absence of medical issues for management Consider if speciality referral more appropriate with single organ/system involvement Condition / Symptom GP Management Investigations Required Prior to Referral Expected Triage Outcome Expected Specialist Intervention Outcome Expected number of Specialist Appointments Complex patients with multiple medical problems for investigation, consultation and management Coordination of patients with general medical problems and one or more specialty consultation While dependant on the reason for referral all patients should have recent basic pathology including full blood count, electrolytes and liver function tests. For those referrals with cardiac or heart failure for consultation a recent trans-thoracic echo should be performed. For those referrals with diabetes for consultation, recent HbA1c and fasting glucose levels should be performed Please indicate if interpreter service is required to facilitate bookings Referrals will be triaged by the Palliative Care Consultancy Service Registrar after which patients will be notified of appointment. Where referral is triaged as ‘urgent’, patient will be contacted to arrange an appointment within 30 days (DHHS Specialist Clinics Access Policy) Where referral is triaged as ‘routine’, current wait list indicates an <1 month wait. Complex patient management with multiple system involvement. Some patients may be referred back to GPs with care plan or once condition has been stabilised. Varied dependant on reason for referral
9 Specification of the proposed two 75 KVA Silent DG Set(s) Make ……………………………………….. Model ………………………………………. Capacity ……………………………………. 10 Details of Demand Draft for non-refundable Tender Processing Fee of Rs. 2,000/- DD No. …………………………………….. Date ………………………………………… Bank ……………………………………….. 11 Details of Demand Draft for Earnest Money Deposit of Rs. 50,000/- DD No. …………………………………...... Date ………………………………………… Bank ……………………………………...... Signature with date & seal of the Bidder
NOTE: The schedule of events is tentative and subject to change at any time during the course of the semester. Several planned interactions and exercises will accompany the text material at various times during the course of the semester, which may influence the rate at which other material is covered. Important Dates can be found here: http://valenciacc.edu/calendar Date Chapter Breakdown: January 11 Meet and Greet – Guidelines and Expectations; Chapter 1 - Psychology Intro & Philosophy 18 Chapter 2 – Psychological Research (Homework 1 Due) 25 Chapter 3 – Neuroscience and Behavior (Homework 2 Due) February 1 Chapter 4 – Sensation and Perception (Homework 3 Due) 8 Review: 5:30 – 6:30. Exam 1: Chapters 1 – 4 (6:45 – 8:15 pm) 15 Chapter 6 – Learning (Homework 4 Due) 22 Chapter 7 – Memory; (Homework 5 Due) March 1 Chapter 8 – Cognition & Language (Homework 6 Due) 8 Review: 5:30 – 6:30. Exam 2: Chapters 6, 7, & 8 (6:45 – 8:15 pm) 15 Spring Break - No Class Today 22 Chapter 12 – Development (Homework 7 Due) 29 Chapter 14 – Health Psychology: Stress, Coping, and Well-Being (Homework 8 Due) April 05 Chapter 15 – Psychological Disorders (Homework 9 Due) 12 Chapter 17 – Social Psychology (Homework 10 Due) 19 Review: 5:30 – 6:30. Exam 3 Chapters 12, 14, 15 & 17(6:45 – 8:15 pm) Final Exam April 26 6:00 – 9:00 pm Cumulative Exam Last Day to Withdraw from course: March 31st
Table S2 Summary of J-proteins in B. oleracea. Gene ID Clade AA MW (KDa) pI Subcellular localization^ Arabidopsis ortholog Bol014658 I 847 95.72 9.04 nucleus DJC44/67 Bol014791 I 317 34.82 6.84 nucleus DJC45 Bol015858* I 475 51.72 5.61 nucleus DJLD5 Bol026524 I 598 66.92 8.88 nucleus DJC41 Bol027040 I 384 43.09 9.86 nucleus DJC63 Bol029854 I 279 32.13 6.38 nucleus DJC38/39 Bol030280 I 709 79.73 8.44 nucleus DJC40 Bol032398 I 1067 119.38 8.91 nucleus DJC42/43 Bol037802 I 487 55.31 7.9 nucleus DJC46 Bol040277 I 687 76.90 8.18 nucleus DJC68/84 Bol042540 I 690 77.47 8.98 nucleus DJC68/84 Bol043742* I 290 32.10 4.89 nucleus DJLD13 Bol044652 I 619 67.95 6.46 nucleus DJC41 Bol044930 I 360 41.06 9.43 nucleus DJC38/39 Bol008420 II 324 35.93 8.43 chloroplast DJC20 Bol010834 II 400 45.43 7.64 mitochondria DJA8 Bol014411 II 131 14.83 9.12 cytoskeleton DJA8 Bol014413 II 347 39.11 6.24 cytoplasm DJA8 Bol016394 II 333 36.18 8.64 nucleus DJB10 Bol018724 II 343 38.59 9.13 cytoplasm DJC51 Bol019663 II 355 38.71 8.94 cytoskeleton DJB2 Bol022055 II 320 35.87 9.21 nucleus DJC5/6 Bol022341 II 321 35.41 8.39 cytoplasm DJB10
Spring 2014 Critical Thinking Reliability Criteria Link to GE Assessment Mapping (Outcome) Inter-rater Reliability (calculated as Kappa) Analysis & Evaluation 1a-Analyze, synthesize, and/or evaluate ideas, concepts, and/or evidence. .55 Comparing & Contrasting Theories 1d-Compare and contrast theories within a discipline. .24 Discipline Assumptions 1b-Describe diverse aspects of a discipline using discipline-specific concepts. .51 Discipline-specific Concepts 1b-Describe diverse aspects of a discipline using discipline-specific concepts. .44 Problem-solving Strategy 1c-Apply appropriate problem-solving strategies to issues .42 Synthesis 1a-Analyze, synthesize, and/or evaluate ideas, concepts, and/or evidence. .49 *Rubric reliability: α =.87
Why Generation Study Abroad U.S. graduates need to be prepared to work and live in this fast-paced interconnected world. IIE created Generation Study Abroad® in 2014 to double and diversify the number of U.S. college students studying abroad by the end of decade. IIE is proud of its long-standing commitment to education abroad since we helped create the first junior study abroad program in the 1920s. Through education abroad, students can gain important global competencies such as language, cross-cultural communications, empathy, adaptability, and problem solving skills. Strong evidence indicates that students who study abroad have better grades, experience less attrition and graduate from college at higher rates than students who do not study abroad, and have a competitive edge on the job market. Yet the number of U.S. students studying abroad is far too low. Fewer than 10% of U.S. undergraduates study abroad during their degree program and only one quarter of those are from underrepresented groups. Our aim is to encourage meaningful, innovative action to drive up the number of U.S. student who have the opportunity to gain international experience through academic study abroad programs, internships, service learning, and non-credit educational experiences. Doubling Study Abroad 2.6 Million students earn an undergraduate degree each year Only 300,000 of these have studied abroad before graduating Our Goal: 600,000 students studying abroad annually by the end of the decade 740+ Worldwide Partners The five different types of commitment partners reflect the diversity of the Generation Study Abroad network: 408 U.S. Universities & Colleges 189 International Partners 110 Organizations 23 Education Associations 19 Country Partners
In animals, the pyruvate gets converted to _________________ during fermentation. Essential amino acids are the ones our body makes naturally. True or false? Oxygen is the final electron acceptor from the electron transport chain. True or false? If 4 ATP are produced during glycolysis, why do we say glycolysis has a net gain of only 2 ATP? Which of the 4 stages of cellular respiration produces the most energy? How much of the original glucose molecule remains after the citric acid cycle? How many ATP are produced by anaerobic respiration?
Matching: The Mitotic Stage ______Chromatin condenses into chromosomes which become visible ______Chromosomes line up at the center plate of the cell ______Division of the cytoplasm ______Division of the nuclear material ______Nuclear envelope forms around two new daughter nuclei ______Sister chromatids separate toward opposite poles ______Spindle fibers attach to the kinetochore on chromosomes ______The nuclear membrane dissolves ______The nuclear membrane reassembles ______The first phase of mitosis ______The second phase of mitosis ______The third phase of mitosis ______The fourth phase of mitosis ______The fifth phase of mitosis Anaphase Cytokinesis Metaphase Mitosis Prometaphase Prophase Telophase Matching: Cancer ______A tumor with origins from somewhere else in the body. ______Cancerous growth with the ability to spread. ______Code for proteins that inhibit the cell cycle and promote apoptosis. ______Code for proteins that promote the cell cycle and prevent apoptosis. ______Growth of new vessels into a tumor. ______Multiple layers of cancer cells piled up on each other. ______Non-cancerous growth, usually they don’t spread. ______Proto-oncogenes that have become cancerous, a cancer causing agent. Angiogenesis Benign tumor Malignant tumor Metastasis Oncogene Proto-oncogene Tumor Tumor suppressor gene
information on judgements and pending court cases which may affect our members, the marketing of our benefits by reporting on what it actually meant to beneficiaries and stories on the special things happening in our lives which we don’t know of now. This can only be done by using better quality photos in our Labour Report. Remember that a photo needs to be 1 MB or more for it to print properly in the Labour Report. All photos must be in focus, take notice of the background so that it is not too busy and always have the sun behind you when taking a photo. With all this changes that needs to be implemented as soon as possible the Executive Council decided to put the App on hold for now. We need to properly develop, growth and utilise these platforms that we have, before we can expand to more platforms. UNTU will continue to send you frequent newsletters via email. Also please encourage members to make use of your new e-mail address, , for any enquiries and complaints about the Union. UNTU Greetings. STEVE HARRIS GENERAL SECRETARY
AG 1 1.Communication Skills 2. Critical Thinking and Information Literacy Assignments based on rubrics The level of achievement used to determine student success was set at 70%. The level of students successfully achieving SLO A was 86%. The level of students successfully achieving SLO B was 82%. The level of students successfully achieving SLO C was 73%. Use new or revised teaching methods Results show that all three SLO’s met expected levels of achievement. However, discussion occurred regarding assessing an individual component on the database application. Instead of assessing a complex project that required students to be successful with multiple applications in order to complete the project, it might be better to develop an assessment that evaluates a specific aspect of database applications. Assess the ability to enter data into a database table. Or, ability to develop a database entry form. The assessment tool appeared to be too broad and didn’t really pinpoint a specific area that students were having difficulty with.
PolSci 2 1.Communication Skills 2. Critical Thinking and Information Literacy 3. Global and Community Literacy 4. Personal Development Item analysis of exams, quizzes, problem sets, etc. 70% benchmark. Questions A-1: 77% correct Questions A2: 91% correct Results are positive. No changes to be made.
Psy 16 1.Communication Skills 2. Critical Thinking and Information Literacy 4. Personal Development Item analysis of exams, quizzes, problem sets, etc. “The goal is for the class to achieve an average of 70% correct on the SLO assessment test overall, as well as on each individual question. “ N= 49 at pre-test; N = 38 at post-test (from 1 section); Retention: 77.6% Pre-test Total: 62.5% (5/8); Post-Test Total: 86.3% (6.9/8) Q1 Pre-test: 28.6% correct Post-test 78.9% correct * Q2 Pre-test: 63.3% correct Post-test 89.5% correct * Q3 Pre-test: 53.1% correct Post-test 92.1% correct * Q4 Pre-test: 91.8% correct Post-test 97.4% correct * Q5 Pre-test: 73.5% correct Post-test 68.4% correct Q6 Pre-test: 63.3% correct Post-test 94.7% correct * Q7 Pre-test: 79.6% correct Post-test 97.4% correct * Q8 Pre-test: 55.1% correct Post-test 73.7% correct * Results are positive. No changes to be made. “Evaluate the quality of the SLO questions to determine their appropriateness and value for indicating achievement of the SLO in question. The department's goal of at least 70% correct on average at posttest was met for the overall SLO assessment, as well as for 7 of the 8 individual questions. The one question on which performance did not reach criterion was very close at 68.4%. No changes are planned at this time.”
GENDER PAY GAP REPORT 2017 Introduction Mandatory gender pay gap reporting for large employers came into force on 6 April 2017 under the Equality Act 2010 (Gender Pay Gap Information) Regulations 2017. This requires employers to carry out six calculations to show the difference between the average earnings of men and women across their organisation. Calculations The gender pay gap is always expressed as a percentage comparing the average pay of male employees to female employees. The results for the calculations for Augean plc are set out in the table below: Mean Gender Pay Gap The difference between the mean* hourly rate of pay of male and female employees *Average pay for all male and female employees 14.3% Median Gender Pay Gap The difference between the median* hourly rate of pay of men and women *The middle value of pay for all male and female employees 2.0% Mean Bonus Pay Gap The difference between the mean* bonus paid to men and women *Average bonus for all male employees compared to female employees *This figure is as a result of a one off exceptional payment to a single male employee, when excluded from the calculation the Mean Bonus Pay Gap would be 15% 43.2%* Median Bonus Pay Gap The difference between the median* bonus pay paid to men and women *The middle values of bonuses paid to male employees compared to female employees 0% Bonus Proportions The proportions of men and women who were paid a bonus Men 18.0% Women 37.0% Quartile Pay Bands The proportions of men and women in the lower; lower middle; upper middle and upper quartile Men Women Q1 (Lower) 82% 18% Q2 82% 18% Q3 85% 15% Q4 (Upper) 86% 14% We are pleased with a median gender pay gap of 2%, which is well below the national average. A mean gender pay gap of 14.3%, whilst marginally above the national average, is still a relatively narrow gap in what is predominantly a male employment sector and is something we would hope to improve on going forward. Declaration I declare the information and data reported is accurate as of the snapshot date 5 April 2017. Jim Meredith Executive Chairman
Masculine Traits Strong Brave Competitive Intelligent Athletic 25 17.2 32 22.1 10 6.9 27 18.6 51 35.2 9 16.4 11 20.0 3 5.5 11 20.0 21 38.2 34 43 13 38 72 Total 145 72.5 55 27.5 200 Feminine Traits Victim Emotional Weak Dependent Sexual 5 25.0 8 40.0 2 10.0 1 5.0 4 20.0 30 21.9 54 39.4 21 15.3 20 14.6 12 8.8 35 62 23 21 16 Total 20 12.7 137 87.3 157 Table 3: Social Roles by Character’s Sex in the Children’s Films Social Role Male n Female n Total n Damsel in Distress 1 1 2 Hero 5 3 8 Blue Collar Career 27 3 30 Pink Collar Career 0 31 31 Leader 21 6 27 Follower 5 17 22 Total 59 61 120 Table 4: Appearance of Character’s in Children’s Films Appearance by Character’s Sex Male n Female n Total n Sexually Revealing Clothing 3 41 44