zilongwang/ReadingBank huggingface dataset:
The incidence of poverty over time in Ghana generally and in the regions is illustrated in table 1. These data measures poverty based on consumption. Source: The Ghana Living Standards Survey up to fifth round, quoted in UNDP 2007, 25. Table 1 shows a decline in the incidence of in Ghana from 52% at the beginning of the 1990s to 29% in 2005/06. In three of the Northern regions: Upper West (shown here), Northern and Upper East, poverty did not decline, but remained roughly on level with rates in the early 1990s. The Upper West region had the highest incidence of poverty with 88% of the population being classified as poor. In comparison the Eastern region has had a tremendous fall in poverty from a level of 44% in 1998/99 to one of 15% in 2005/06. The Ghana UNDP report attributes this to the social initiatives on cassava, pineapples, and oil palms. With respect to the Volta region, the region where the districts and villages selected for this study are located, poverty incidence fell from 57% in 1991/92 to 31% in 2005/06 (Ibid 25).
The pattern appearing from the Takrabe data is more negative regarding sanitation services as the data demonstrate worse sanitation services compared to Kudze. The data also indicate much more modest interpretations of improvements, both among the poor and the non-poor households. As in Kudze, the non-poor households in Takrabe exhibit a greater propensity to make complaints over sanitation; that is to say, those who suffer most from inadequate sanitation complain the least. Table 14. Sanitation Supply Sources in Takrabe, Improvements, Complaints, and Corruption Category Sanitation supply source Improvements Complaints Corruption Poor (N=23) Pit latrine ventilated: 0.0% Pit latrine With slab: 43.5% No facility, Bush: 56.5% Other: 0.0% Yes 21.7% Own eft 0.09% Colct eft 0.04% Vilg aut 0.00% Dist aut 19.2% Yes 17.4%* Because of Vilg aut. 15.4% Dist aut. 0.09% Bribe sanitation services 0% Non-poor (N=17) Pit latrine ventilated: 0.0% Pit latrine With slab: 64.7% No facility, Bush: 35.3% Other: 0.05% Yes 29.4% Own eft 17.6% Colct eft 11.8% Vilg aut 0.06% Dist aut 25.0% Yes 47.1%* Because of Vilg aut. 15.0% Dist aut. 0.00% Bribe for sanitation services 0% The analysis of education was based on household members’ completion of primary class 6, junior high school (JHS), senior high school (SHS), and post-secondary education. It also measured the proportion of school-aged children in each household who were not in school. Table 15 summarises the results in this category, showing both proportions and means, as well as the results of tests of significance, using the Pearson’s chi-squared and t-tests. The results are interpreted at 0.1 and 0.05 levels of significance. (Figures marked
Project ID: GENERAL INFORMATION Project Title: Lay project description (100 words): PRINCIPAL INVESTIGATOR Title: First name: Last name: Organisation: Department: Email: Phone: Amount funded by the HCF Research Foundation $ Duration of the study ____ years, _____ months Contract start date: Contract expiration date: Report due date: LAY PROJECT DESCRIPTION Please provide a description of the project and it’s outcomes (100 words)
2.4.2 Excipients manufacturer: Name of the manufacturer Name of the excipient Address Phone Fax Activity Is it GMP certified Certifying Authority Date of certification (dd/mm/yyyy) Yes No
Withdrawn (by applicant after authorization) List all countries where the product has been withdrawn after authorization: Country Trade name Product strength/unit Dosage form Date of withdrawal (dd/mm/yyyy) Reason of withdrawal -- -- -- -- -- -- Suspended/revoked (by competent authority) List all countries where the product has been suspended or revoked: Country Trade name Product strength/unit Dosage form Date of suspension/revocation (dd/mm/yyyy) Reason of suspension/revocation -- -- -- -- -- --
Remain outside the field of play & behind the respect line Never engage in, or tolerate, offensive, insulting or abusive language or behaviour Always respect the match official’s decisions Applaud effort & praise good play as well as success in both teams Let the staff/coaches do their job and do not confuse the players by telling them what to do Encourage players to respect the opposition & match officials Never criticise any player for making a mistake Grappenhall Heys Selection Process for Sporting Events Date Event Selection criteria Additional information 21.09.17 St Mathews Y3 football tournament Trials at lunchtime * Parent spectators welcome Date TBC (November) Warrington Wolves Rugby Festival Year 3/4 Trials within Rugby sessions * Parent spectators welcome Children will be prepared for the event in class time by rugby coach and class teacher 27.11.17 Year 4 Swimming Gala Children to be selected based on their swimming ability No parent spectators Must be played by end of January 2018 Netball Y5/6 league Trials at after school netball club Trials as lunchtime netball club PE teacher assessments Parent spectators allowed Children will be prepared for the event in after school club and during lunchtime practises 19.04.18 21.06.18 Grappenhall Heys Y3/4 Football Tournament Grappenhall Heys Y5/6 Football Tournament Trials at after school football club Lunch time trial Parent spectators allowed Children will be prepared for the event in after school club and during lunchtime practises Broomfields Y5/6 Football Tournament Broomfields Y3/4 Football Tournament Trials at after school football club Lunchtime trial Parent spectators allowed Children will be prepared for the event in after school club and during lunchtime practises
Questions and Answers Light Duty Vehicle Hydrogen Refueling Infrastructure GFO-15-605 These answers are based on the Energy Commission’s interpretation of the questions received. It is the applicant’s responsibility to determine whether or not their particular proposed project is eligible for funding, by reviewing the Eligibility Requirements within the solicitation. The Energy Commission cannot give advice as to whether or not your particular project is eligible for funding, because all proposal details are not known. There are two Addendums to this solicitation, as of the release date of this document. Administrative Q.1: If an Applicant’s firm has been in business for less than 3 years, are they expected to provide a balance sheet and cash flow statement for the period during which they have been in business? A.1: Yes. Q.2: Should the Confidential Business Plan include information about the Applicant, all partners, and project team members? A.2: The Confidential Business Plan shall include only information about the Applicant. Q.3: Is the purpose of the 3 year confidential balance sheet to demonstrate the Applicant’s financial viability? A.3: Yes. Q.4: Is the Confidential Business Plan to cover the operation of the proposed station or the general business of the Applicant’s firm? A.4: The Confidential Business Plan should cover the general business of the Applicant’s firm. Q.5: Is the purpose of the 5 year proforma statement to demonstrate the financial viability of the future station’s operation? A.5: Yes.
Writing – Argumentative Essays Grammar – verbs and verbals Reading: Informational: Article of the Week Essay – scored according to State Standards Grammar – weekly proficiencies RI: Reading Rubric for annotating and citing textual evidence. Quarter 3: Theme: Writing Argumentative Essays - Grammar - ellipse, colons, semi-colons, direct object and predicate nominatives Reading: Novels Informational: Article of the Week. Essay – scored according to State Standards Grammar – weekly proficiencies RI: Reading Rubric for annotating and citing textual evidence. Quarter 4: Writing: Research projects Putting grammar and conventions together Reading: Novels and informational articles Essay – scored according to State Standards Grammar – weekly proficiencies RI: Reading Rubric for annotating and citing textual evidence.
Event 3: Conference, Ghent University, February 2017 Day 1 Day 2 Day 3 Antony Duff (Law School, University of Minnesota). Title: "Justice Without Retribution - or Justice Through Retribution (Properly Understood)?" Gregg Caruso (Humanities Faculty, SUNY). Title: "Defending the Public Approach to Criminal Behaviour" Bruce Waller (Philosophy Department, Youngstown State University). Title: “Punishment: Facing the Inevitable Injustice” Eyal Aharoni (Psychology Department, University of New Mexico). Title: “Punishment Doesn't Grow on Trees: How Judges Reconcile Their Retributive Intuitions with the Costs of Punishment” Shaun Nichols (Philosophy Department, University of Arizona) Adrian Raine (Psychology Department, University of Pennsylvania) Title: "Implications of Neurocriminology for Punishment, Prevention, and Prediction" Derk Pereboom (Sage School of Philosophy, Cornell University) Paul Russell (Philosophy, University of Gothenburg) Farah Focquaert (Institute of Bioethics, Ghent University) Title: “Offering to offenders: practical and ethical implications.” Katrina Sifferd (Philosophy Department, Elmhurst College) Thomas Nadelhoffer (Philosophy Department, College of Charleston) Title: “The Potential Dark Side of Believing in Free Will and Retribution” John Callender (Psychology Department, University of Aberdeen, consultant psychiatrist, Aberdeen) Christoph Bublitz (Law School, Hamburg University) TBC Elizabeth Shaw (Law School, Aberdeen University) Jennifer Chandler (Law School, University of Ottawa) TBC Justice Without Retribution Ghent University, February 2017
GHESTEM CARRIES A SEVERE HEALTH WARNING!! This convention (Ghestem) allows one to show two specific suits with one overcall. A direct cue bid shows the top and bottom two suits, 2NT shows the two lowest suits and 3C shows the two highest suits. Simple eh? Well yes, as long as you and equally importantly your partner can remember it. Helgemo and Helness, originally Norwegian but now representing Monaco are one of the world’s top three pairs, multi-champions and favourites for just about everything they enter. So, they are pretty good but they play Ghestem! Look at the auction below. S opens 1S and W overcalls 3C. We know this shows the higher two remaining suits, i.e. hearts and diamonds and so does W, but when N asks about the bid he is informed it shows hearts and clubs! Disaster follows when E is happy to bid five clubs. Obviously we can see a wheel has come off, but West can’t because he would be unaware of East’s explanation for they play with screens. He would have thought partner was flying a solo mission. If this can happen to H&H, can you be sure you won’t mess it up if you decide Ghestem is your favoured method? After too many 3C cock-ups, Jon and I now play 3C as before over 1H/S, but as clubs over 1D. Therefore 1D – 3D has to show the majors. Life never seems to get simpler. If you enjoy muddy waters by all means try Ghestem, but the simple and sensible among us will stick to Michaels.
Gloucestershire Hospital Education Service (GHES) Exam and Assessment Results Generally pupils with GHES are dual-registered with GHES and their home-school and are entered for exams through their home-school. The exam results therefore form part of the registered home-school’s published examination data. Key Stage 4 GHES has supported young people from every secondary school in Gloucestershire, helping pupils to achieve positive outcomes including many excellent examination results and other accreditations. GHES track pupil progress and outcomes for all of our pupils. The following tables show the results for the academic year 2015-16. Year 11 Pupils (2015-2016) No of pupils accessing education in Y11 Number of pupils who sat accredited exams Number of pupils who were too unwell to sit exams 49 45 4 No of exams sat A*-C % achieved A*-G % achieved Reached/exceeded prediction % Exceeded No of pupils sitting exams English Lang 38 76.3 92.1 65.8 13.1 38 English All 51 74.5 94.1 66.7 17.6 38 Maths All 44 56.8 97.7 52.3 11.4 39 Science All 56 80.4 96.4 76.8 34 29 GCSE Other Subjects 37 64.9 100 86.5 10.8 GCSE Equivalent All 188 70.2 96.8 70.2 18.6 45 Average 69.2 97.1 70.6 18.5 *70.2% of all examinations sat by our pupils reached or exceeded their predicted grades (18.6% of the grades exceeded predicted grades). 5 A*-C grades at GCSE (2015-2016 results) No Predicted 5 x A*-C % Predicted 5 x A*-C No Achieved 5 x A*-C % Achieved 5 x A*-C No 5 x A*-C Including Eng and Ma % 5 x Including Eng and Ma 19 42.2 % 18 40 % 18 40 %
for further information and help. It is a home office publication (2011). Other sources of help and information in Gloucestershire : Gloucestershire MAPPA (Multi-Agency Public Protection Arrangements) are a set of arrangements to manage the risk posed by the most serious sexual and violent offenders (MAPPA-eligible offenders) under the provisions of sections 325 to 327B of the Criminal Justice Act 2003. They should be contacted without delay if there is any concern is reported about a serious sexual or violent offender. (Contact Bernie Kinsella – Chair of MAPPA – detective chief superintendent – Gloucestershire Constabulary – Tel: 101) Annalise Price-Thomas (Head of Gloucestershire Hospital Education Service) September 2016
FURTHER DISCIPLINARY ACTION Temporary dismissals shall be reported to the Association. Temporary Dismissal (TD) shall contribute to Caution accumulation offences and may result in suspension from matches for exceeding a preset number of offences per player, or per team as appropriate. Table 1 Summary of Actions following Multiple Caution Offences: CN = All Cautions except Temporary Dismissal Cautions, TD = Temporary Dismissal Caution First Caution Offence Second Caution Offence Third Caution Offence Applied Send-Off Offence Player Continued Participation If Sent-Off, can Player be Substituted CN Player continues to play. CN CN R7 Player sent-off for second Cautionable Offence (R7). No CN TD Player continues to play, after serving TD Period. CN TD CN R7 Player sent-off for second Cautionable Offence (R7). No CN TD TD Player cannot continue to play. Yes, after second TD period ends TD Player serves TD period, returns to play. TD CN If 2nd Caution after TD Period ends then, player continues to play. R7 If 2nd Caution before TD Period ends, then player sent-off (R7). No TD CN TD Player cannot continue to play. Yes, after second TD period ends TD CN CN R7 Player sent-off for second Cautionable Offence (R7. No TD TD Player cannot continue to play. Yes, after TD period ends WHAT DO CLUBS NEED TO DO? Essentially, nothing. SinBin cautions will be managed entirely by the appointed referee for the match. GHFA has consulted extensively with GHFRA about the management of SinBin Cautions, and all referees will be trained on the use of SinBin cautions prior to season commencement, as was done for the new interpretations of the off-side rule and denying a goal scoring opportunity last season.
(2009). ARB (2009, 8). 2011, &. (2005). CO. I. A. (2009). ACRP 11 DC: L. S. (2010). . (2009). AIA 2030 2030: (2011). 2011, & U.S. (2011). 2011, (2011). U.S. 2011, . (2008). (2007). 3.5.3.3 - AR4WGII 3: IPCC. IPCC. (2004). (2009). (MEPA). 2011, (2011). 2011, (2010). & D.C. (2000). 3,000 AGL. DC: US (2008). 2006. WA. D. (2011). STERN. (2007). (TCR). (2008). CA. U.S. 2010). U.S. 2010. DC: U.S. (2011, 20). - 2011, U.S.
Answer: There will be monthly progress reports to the Energy Commission, and quarterly reports to the DOE. The monthly and quarterly reports may be similar, but not identical. Reports are required as a condition of the grant award. DOE's recent ARRA reporting requirements are similar but not identical as in 2009-2013. For example, the database that awardees report into has changed, and awardees are required to report metrics and account for the funds in the database. Question A5: Do grant recipients receive the entire award at one time, or will the award be disbursed on reimbursement basis? Answer: Payment is on a reimbursement basis, in arrears. Invoices shall be submitted not more frequently than weekly. Question A6: Does the grant require fund matching? Answer: No. This GFO does not have a match funding requirement. Question A7: Can labor spent on the project come from outside of California? Answer: This GFO is for projects located in California. Leverage funding from other states may be used to pay for project elements, but the entire California award must be spent in California. Question A8: Is there a page minimum or maximum for the proposal? Answer: There is no minimum or maximum number of pages required. The proposal should be complete, including all of the necessary attachments. Question A9: Can city staff time be reimbursed if linked to climate action plan update, development or implementation activities? Answer: Yes. City staff time may be billed to the contract if there is a direct relationship to the work of the staff and the implementation of the project. Any local government staff time should be justified in the Project Narrative (Attachment 7) to explain the benefits and justify why spending funds on these activities makes the proposal more competitive than other potential proposals where the funds might
GLOBAL HEALTH INNOVATIVE TECHNOLOGY FUND DRUG DISCOVERY SCREENING PLATFORM RFP2014-002 Contact Form Please fill out the following information and submit by email to (please use email subject: “Potential Screening Platform 2014-002”). Questions specific to this Screening Platform can only be answered with the submission of this information. Partner 1 Partner 2 Organization Name Organization Type (e.g., PDP, pharma company, academic institution) Organization Status Japanese Non-Japanese Japanese Non-Japanese Name of Contact Person (Nominate one person from partners as a main contact point with the GHIT Fund) Main Contact Point Main Contact Point Title Email Address Direct Phone No. Cell Phone No. Fax No. Disease of interest (check all that apply) Tuberculosis Malaria Chagas disease Leishmaniasis Please provide an approximated amount needed to fund your project. Insert budget in USD
Target Disease Buruli ulcer Chagas Disease Crystosporidium Leishmaniasis Lymphatic Filariasis Malaria Mycetoma (non pathogen-specific solution) Schistosomiasis Tuberculosis Intervention Focus Drug Vaccine Diagnostic Project Summary
Please let us know where you found about this funding opportunity (e.g., GHIT Fund e-newsletter, GHIT Fund event, etc.). This Intent to Apply form is submitted by: Name: Title: Organization: Date: [End of Document]
GHIT Fund Drug Discovery Screening Platform Reference Number: GHIT-RFP-Screening-2016-002 Contact Form Please fill out the following information and submit by email to (please use email subject: “Potential Screening Platform 2016-002”). Questions specific to this Screening Platform can only be answered with the submission of this information. Partner 1 Partner 2 Organization Name Choose one PDP: DNDi GATB MMV Organization Type (e.g., PDP, pharma company, academic institution) PDP Organization Status Japanese Non-Japanese Non-Japanese Name of Contact Person (Nominate one person from partners as a main contact point with the GHIT Fund) Main Contact Point Main Contact Point Title Email Address Direct Phone No. Cell Phone No. Fax No. Disease of interest (check all that apply) Tuberculosis Malaria Chagas disease Leishmaniasis Please provide an approximated amount needed to fund your project [Please insert budget in Japanese Yen]. Please describe major objectives of your screening project. End-of-Document
Lumi is also not the product the chemical shifts of its NMR differ significantly from those of the product. It should additionally be noted that none of the known products have UV spectra resemble the spectrum of the product15, (note: Tachy and the rearranged product during elution had similar UV spectra). The chemical shifts of the vinyl protons can be seen below. Compound Carbon 6 Hydrogen Shift Carbon 7 Hydrogen Shift Additional Vinyl Proton/Carbon # Product (acetone-d6) 6.50 6.25 ---------- Provitamin (CDCl3) 5.45 5.6 ---------- Previtamin (CDCl3) 5.93 5.66 5.46/C9 Tachysterol (CDCl3) 6.25 6.05 5.36/C19 Lumisterol (CDCl3) 6.26 5.92 5.62/C9 Vitamin D (CDCl3) 6.24 6.03 5.05, 4.82/C19 . Chemical shifts of hydrogen on carbons 6/7 as well as other vinyl hydrogen in the Product, Pro, Pre, Tachy, Lumi, Vitamin D Figure 1. Vitamin D Field UV Spectra14 Isotachysterol (isoTachy) is an isomer of Tachy after the migration of a double bond and has a spectrum quite similar to that of Tachy itself.17 However, the vinyl protons in its NMR spectrum resemble those in our product. This is due to the rearrangement of its double bond resulting in an NMR lacking a third vinyl H
in Equation (2). However, in some cases, it may indeed be appropriate to allow between the latent variables. Section 3.1 discusses the identification considerations in this case. Note also that our model formulation and estimation technique are readily applicable to this case of inter-related latent constructs too as long as the identification considerations in Section 3.1 are met. Latent Variable Measurement Equation Model Components We will consider a combination of continuous, ordinal, count, and nominal outcomes (indicators) of the underlying latent variable vector . However, these outcomes may be a function of a set of exogenous variables too. Let there be H continuous outcomes with an associated index h . Let in the usual linear regression fashion, where is an vector of exogenous variables (including a constant) as well as possibly the observed values of other endogenous continuous variables, other endogenous ordinal variables, other endogenous count variables, and other endogenous nominal variables (introduced as dummy variables). is a corresponding compatible coefficient vector. is an vector of latent variable loadings on the hth continuous outcome, and is a normally distributed measurement error term. Stack the H continuous outcomes into an vector y, and the H error terms into another vector . Also, let be the covariance matrix of , which is restricted to be diagonal. This helps identification because there is already an unobserved latent variable vector that serves as a vehicle to generate covariance between the outcome variables (as we discuss in the next section). Define the matrix and the matrix of latent variable loadings Then, one may write, in matrix form, the following measurement equation for the continuous outcomes: . (3) Next, consider N ordinal outcomes (indicator variables) for the individual, and let n be the index for the ordinal outcomes . Also, let be the number of categories for the nth ordinal outcome and let the corresponding index be. Let be the latent underlying variable whose horizontal partitioning leads to the observed outcome for the nth ordinal variable. Assume that the individual under consideration chooses the ordinal category. Then, in the usual ordered response formulation, for the individual, we may write: (4)
APPENDIX F Laboratory Safety/Supply Checklist The presence/availability of items marked *** is required in all areas of laboratory use of hazardous chemicals. Supervisors must determine which of the others are required. ___ Fire extinguisher ___ Safety shower and eyewash ___ Fire blanket ___ Splash-proof goggles ___ Fire alarm ___ Specialty goggles U.V., IR, Laser, etc.) ___ Dust pan and broom*** ___ Face shield (8" minimum) ___ Safety cans for chemical storage ___ Gloves appropriate for material(s) being used (see Table 1)*** ___ Acid/corrosive storage cabinet ___ Lab coat*** ___ Bottle carrier(s) (rubber, polyethylene) ___ Dust masks ___ Hazard Assessments documented and posted ___ Other PPE (list) ___ Flammable storage cabinets ___ Respirators with appropriate cartridges* ___ Spill control trays ___ Hearing protection (i.e., ear plugs) ___ ___ ___ ___ ___ ___ Spill clean-up media for: Acid Base Solvent Oil Mercury Radioactivity ___ ___ ___ Emergency procedures for: Fire*** Tornado*** Chemical spill or explosion*** ___ ___ ___ Biosafety supplies: a. Sharps containers b. Autoclave bags c. Biohazard warning labels ___ Laboratory hoods (fan operational, adequate face velocity, no broken glass, clean and orderly) ___ Chemical Hygiene Plan*** ___ Standard Operating Procedures*** ___ Material Safety Data Sheets ___ Labeled Containers*** * Cartridge respirators may only be worn by employees enrolled in the Purdue Respiratory Protection Program. Contact the REM Industrial Hygiene Section for more information.
P PEL 7, 8, 34, 52, 72, 73, 74 PELs 34 Perchloric 16, 22, 26, 49, 63 peroxides 29, 31, 48, 50, 51, 67 Peroxidizables 29, 50 personal protective equipment 6, 7, 9, 11, 15, 16, 19, 20, 65, 68, 81 physical hazard 3, 23 picrates 31 policy iii, 41 POLICY STATEMENT iii pressure lines 16 protective equipment 2, 5, 8, 9, 20, 21, 81 pyrophoric 3, 23, 68, 72 R RADIOACTIVE 18, 40 refrigerator 16, 22 reproductive 3, 5, 8, 9, 34, 36, 55, 66, 68, 73 respirator 2, 11, 15, 19, 20, 39, 42 respiratory protection program 20 4, 5, 47, 71 Restricted access 18 RIGHTS 2 RIGHTS AND RESPONSIBILITIES 2 S safe handling 3, 6, 27, 47 SCOPE AND APPLICATION 4 16, 22, 26, 31, 51 shower 15, 23, 42, 43, 56 SOPs 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39 SPECIAL HAZARDS 9 SPECIAL PRECAUTIONS 23 standard operating procedures i, 4, 5, 8, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39, 80 students 5, 45, 47, 66 T teratogen 55 TERATOGEN 74 55, 73 THRESHOLD LIMIT VALUE 74 TLV 8, 13, 34, 52, 64, 72, 73, 74, 88 toxic agent 34 toxic agents 54, 68 Toxicity 12, 37, 38, 39, 52, 53, 57 toxicological testing 8 TRANSPORTATION 40, 41 V vacuum 16, 38, 39, 44 vacuum line 44 66, 68, 70 W WASTE DISPOSAL 41 Water-reactive 22 SOP for working with Acids:
Name ___________________________________________________ Date ________________________________________ Period ______ “Ghost of the Lagoon” by Armstrong Sperry LOL pages 124-131 *BEFORE-READING STRATEGIES* Strategy Title My Response Predict “Ghost of the Lagoon” FIRST READING OF “GHOST OF THE LAGOON" Portion of the text Reading Purpose During Reading Strategy I Used Comprehension Questions Read page 125 Read to identify the setting of the story. Time: Place: VISUALIZE example:________________ ________________________ Identify three details about the setting. 1.__________________ 3. __________________ ____________________
Read page 126 “Mako… …the monster. Read to find out who Mako is. QUESTION example:________________ ________________________ ________________________ ________________________ Who is Tupa? does Mako think of Tupa? Read the rest of page 126 through page 128 to the “T” Read to find out what the problem is with Tupa. INFER example:________________ ________________________ ________________________ ________________________ What sad news does Mako find out about his father? Why do you think Mako wanted to slay Tupa? Read page 128 from the “T” to the “M” on page 129 Read to find out where Mako and Afa went. PREDICT What do you think Tupa the ghost really is? What are some of Mako’s thoughts about Tupa while he is in his canoe?
Read page 129 from the “M” to page 130 to “…la- goon.” Read to find out why Mako knows he will not be home before dark. PREDICT What reaction will Mako have when he sees Tupa? What skills does Mako exhibit while on the island? What does this say about his character? Read page 130 “his knees…” to the top of page 131 “…dead?” Read to find out what problem Afa has with Tupa. EVALUATE Evaluate Mako’s important decision. What happens between Mako and Tupa? Give two details. 1. 2. Finish reading page 131 Read to find out how the big problem in the story is solved. Circle one. making connections ask questions (predict)infer meaning visualize clarify evaluate example:________________ ________________________ ________________________ ________________________ What other problems are solved at the end of the story? Name two. 1. 2.
CalSEED Initiative works with entrepreneurs whose technologies are not yet market-ready. Group 3 is also different from the Regional Energy Innovation Clusters and the CalSEED Initiative, because, as noted on page 21 of the solicitation, it will be assisting entrepreneurs navigating institutional energy procurement processes with their advanced, market ready DER products, while providing hands-on guidance to customers about updating and streamlining their procurement processes to allow them to better adopt advanced DER products. QUESTION: Is Group 3 obligated to focus on the technologies identified for Group 2, or can Group 3 generate its own technology list? RESPONSE: No, Group 3 applicants are not required to focus on the specific technologies identified in Group 2. However, technology products supported by Group 3 should be confined to distributed energy resources such as energy efficiency, distributed generation, and distributed storage. QUESTION: For Group 3, my understanding is that you want a program where you can help existing commercial technology (by that time, I suppose it would be commercial) in group 3 be evaluated by a potential buyer against his or her requirements, kind of go back and forth. So I know that you’re not looking for software for that one, though if the proposer had the tool that he or she wants to use, because he thinks it could make that process more efficient, then are you open to that? RESPONSE: Yes. Tools and resources provided by Group 3 to support target customers in procurement are allowable, but should be part of a larger suite of services. Please note that the intent of Group 3 is to provide hands-on guidance to customers and technology companies to improve established procurement processes, while Group 4 is solely focused on the demonstration and scaling up of software and other tools to streamline customer procurement of DER. QUESTION: Regarding Group 3: “Energy Technology Services” What does that include? Does that cover all the common service offerings available in the energy services and A/E industries? RESPONSE: For the purposes of this solicitation, emerging energy technology services should be to promote deployment of DER technologies such as, but not limited to: distributed PV systems, energy storage, lighting, and energy management systems. Please reference the keywords section to see the terms and definitions used throughout the solicitation to determine which services related to energy technologies best fit the needs of the solicitation. Group 4 QUESTION: What is the main objective of Group 4?
Title (Times New Roman, Bold, 14 pt, Center) First A. Author1, Second B. Author2, and Third C. Author3 (Times New Roman, Bold 12 pt, Center) 1 Affiliation................. (Times New Roman, 12 pt, Center) 2 Affiliation................. (Times New Roman, 12 pt, Center) 3 Affiliation................. (Times New Roman, 12 pt, Center) Email: author@gmail.com (only the main author) (Times New Roman, 12 pt, Italic, Center) Abstract (Times New Roman, Bold 12 pt) Abstract must be written in English, within a maximum of 600 words. Totally, the length must not exceed one page of A4 paper. The English abstract must be a single paragraph, double line spacing, typed in Times New Roman 12 point. Keywords: List the keywords covered in your article of 3-5 words (Times New Roman, 10 pt) Introduction (Times New Roman, Bold 12 pt) Indent (1 tab) only the first line of a paragraph from the left margin (Times New Roman, 12 pt, Distributed) Objectives (Times New Roman, Bold 12 pt) 1........................................................................ (Times New Roman, 12 pt, Distributed) 2........................................................................ (Times New Roman, 12 pt, Distributed) Literature Review (Times New Roman, Bold 12 pt) Indent (1 tab) only the first line of a paragraph from the left margin (Times New Roman, 12 pt, Distributed)
Document in progress and timetable Work in progress is as follows: WORK ITEM REF. CURRENT STATUS TARGET FOR COMPLETION Summary Technical Documentation for Demonstrating Conformity to the Essential Principles for Safety and Performance ( STED) SG1/N063 Proposed document Final document 2010 / Essential Principles of Safety and Performance for medical devices SG1/N045 Working draft Revision Proposed document 2010 / Q4 Labelling of Medical Devices. SG1/N046 Working draft Final document 2011 / Q2 Clinical Evidence for medical devices SG5/XXX Working draft Proposed document 2011/Q2 Date and place of next meeting The fall meeting will be from December 6-9 and will be hosted by Beckman Coulter at their facility in .
Bharat Heavy Electricals Ltd Guest House & Transit Flats CPR/GH/16/17/01/A February 1, 2017 CIRCULAR Sub: Booking of Guest House and Transit Flats accommodation. It has been observed that online requests from employees for Chennai and Delhi Transit Flat accommodation for official tours and approvals for booking of accommodation in Guest Houses and Transit Flats for customers and other officials are being sent to the Guest Houses and Transit Flats booking sections after office hours. This poses hardship in finalizing bookings and communicating confirmation to the applicant during office hours. In order to ensure effective and smooth functioning of Guest Houses and Transit Flats, all departments and individuals are requested to adhere to the following guidelines with immediate effect: Requests for accommodation at Guest Houses and Transit Flats for non-BHEL guests duly approved by the competent authority are to be submitted to the Guest Houses booking section latest by 1400 hrs, minimum one day prior to the date of arrival of the guest. Similarly online booking for Transit Flats at Chennai and Delhi will be finalized at 1400 hrs on each day for arrivals on the next day. Status of online booking for Transit Flats can now be viewed by employees through the Guest House link in HRM home page where booking was originally done, eliminating the need to contact the booking section for status enquiry. All requests for official Breakfast, Lunch and Dinner at Trichy Guest Houses should reach the Guest House booking section latest by 1600 hrs, minimum one day in advance. All are requested to kindly cooperate for effective and smooth functioning of Guest Houses and Transit Flats. DGM/GH&TF
FOR IMMEDIATE RELEASE December 3, 2012 VA Registers “GI Bill” as a Trademark WASHINGTON - The Department of Veterans Affairs announced that GI Bill is now a registered trademark with the U.S. Patent and Trademark Office and VA is the sole owner of the mark. “We will continue to support our Veterans by helping them obtain the best education of their choosing—a right for which they have bravely served, and which they have truly earned,” said Secretary of Veterans Affairs Eric K. Shinseki. “We all want Veterans to be informed consumers in their educational pursuit.” On April 26, 2012, President Obama signed Executive Order 13607, directing the VA, the Department of Defense, and the Department of Education to undertake a number of measures to “stop deceptive and misleading” promotional efforts that target the GI Bill educational benefits of Servicemembers, Veterans, and eligible family members and survivors. One of the key components of the order was for VA to register the term “GI Bill” as a trademark in order to protect individuals and ensure they are directed to the right resources to make informed decisions. In addition, VA obtained the rights to the GIBill.com website after the original owners agreed to give up the site. VA is taking a proactive approach in continuously taking action to eliminate fraudulent marketing and recruiting practices. “Trademarking ‘GI Bill’ is a great step forward in continuing our mission to better serve this nation’s Servicemembers, Veterans, and their families,” said Allison A. Hickey, VA undersecretary for benefits. VA will issue terms of use for “GI Bill” within the next six months. “We want to ensure the right balance with these new guidelines so that our stakeholders can still promote GI Bill and we can prohibit others from using it fraudulently,” said Curtis L. Coy, deputy undersecretary for economic opportunity.
PERSON SPECIFICATION Area: Crime and Intelligence Directorate Job Title: Cyber PROTECT Officer Weekly Hours: 37 Section: CAID Scale: Grade 6 Version: 1.2 Post No: GI080 Status: Established Version Date: April 2016 Please describe, with example(s) in section 7 of your application form how you feel you meet each of the numbered essential criteria, and where possible the desirable criteria, below. Criteria Justifiable as necessary for safe and effective performance of the job. Essential A clear definition of the necessary criteria. Desirable Where available, elements that contribute to improved / immediate performance in the job. Education: To be educated to A level standard in English Language OR equivalent work experience requiring the use of English Language to that level. To hold a qualification relating to Cyber Security or Computer Technology or experience in the workplace of working with network intrusions, IT security or Cyber Security issues Work Experience: Work experience of engaging with multi-agency partners Ability to understand detailed technical procedures, projects and policies Demonstrate ability to work in the cyber and digital environment and knowledge of the practical challenges this presents. Experience working with anti-virus systems and Security Information & Event Management (SIEM) tools Attended security and cyber security related courses An investigative policing background and be able to identify evidential opportunities to advise on preservation requirements in support of future criminal prosecutions. Experience of working in support of PROTECT and PREVENT strands of the Crime Strategy. Experience of using statistical data and monitoring information.
AREA/DEPT.: DATE COMPLETED: REVIEWED LOCATION/WORK ACTIVITY (GROUP OR INDIVIDUAL POST) ASSESSED: SPECIAL GROUPS OF PERSONS CONSIDERED: COMPLETED BY (Risk Assessor): AUTHORISED BY: ASSISTED BY: WORK ACTIVITY HAZARD LIKELIHOOD RISK No. Description of task Description including potential severity H M L Groups Exposed. Evidence of previous harm. Existing Controls in place? H M L Hazards x Likelihood
[Sample] Compliance declaration by personnel I confirm that I have received, read and understood [Organisation]’s anti-corruption policy dated ………., and will comply with the policy and with all anti-corruption programme requirements. [Signed] ………………………… [Name] ……………. [Date]
considerability of persons as humans. To explore the ‘standard account’ of what it means to be human coming from the Enlightenment and especially its focus (fixation) on cognitive ability. To understand relevant international and domestic legal frameworks as a response to the traditional account. To appreciate how science is now eroding that ‘traditional account.’ To explore how new science and technology is pushing out existing boundaries to breaking point and especially on the context of post-humanist applications. To give students the means to begin thinking about a new regulatory approach in law and public policy. COURSE DETAILS Module 1: The Standard Account of what it Means to be Human Our legal system sits on top of certain (largely unexplored) assumptions. This module tries to get at the heart of these assumptions. Lecture 1 Who Counts as a Person? The moral Considerability of Persons. The Person as a unit of moral agency (and hence ascribed freedom, responsibility and accountability). Lecture 2 Auto (Self)- Nomy (Governance) unpacked. The Person as a wholly autonomous agent – or as a social being. The concept of AUTO-NOMY – who is the ‘self’ and what are the limits to ‘self-determination. Lecture 3 Cognition defines the ‘essence’ of what it means to be human – the ‘mistake’ of the Enlightenment. The diversity of views in world civilizations. The Decisive moment – cognitive capacity as the ‘essence’ of what it means to be human in the Enlightenment. Lecture 4 How Law Encapsulates & Advances the Standard Account of what it means to be human. Understanding Law & Public Policy as a way of operationalizing this ‘standard account’ of the master-less, autonomous man. Module 2: Science Erodes the Standard Account. Contemporary science either denies that there is a self (at least as envisaged in the standard account) or accepts that there is a self but that it is largely a social artifact.
early and recent perspectives is that experiences of psychological stress result from iterative interactions between events, personal evaluations of events, and coping reactions to alter events. These iterative interactions are specifically thought to arise in part from evaluative processes that evoke coordinated changes in behavior, emotional states, and physiology in ways that may predict, precipitate, or protect against disease. For example, a premise of early and still influential perspectives is that individual-by-event interactions are capable of evoking distinct patterns of behavioral, emotional, and physiological stress reactions that might lead to risk for distinct kinds of physical disease across individuals (e.g., cardiovascular disease, asthma, etc.) (e.g., Alexander, 1939; MacLean, 1949; Mason, 1971; Weiner, 1992). Another common assumption of many perspectives on psychological stress and health derives from Lazarus’ (1966) conceptual framework on appraisal processes. In this framework, psychological stress unfolds after an external event (e.g., an insult from a friend) or an internal event (e.g., anticipating or recalling a traumatic experience) is first registered as a ‘demand.’ Such demands may signal preparative needs for coping and adaptation to manage predicted harm. After such demands are registered, they are iteratively appraised (evaluated) with respect to an individual’s perceived resources for coping. Mechanistically, appraisal processes are of two types in this framework: (i) Primary appraisals denote the extent to which demands are evaluated for their personal meaning, relevance, and significance (e.g., “How much does this matter?”); and (ii) secondary appraisals denote the extent to which coping resources against such demands are evaluated for their availability (e.g., “What can be done?”). Understood in this way, psychological stress is thus experienced when internal or external demands are appraised as threats—events and contexts that are unpredictable, uncontrollable, and overwhelming with respect to the construed coping resources of the individual.
Other specific occurrences of giant kelp are excluded from the definition of the ecological community and therefore do not trigger the need for referral under national environment law. These are: Patches of giant kelp at shallow depths level that do not form a surface or subsurface canopy. Giant kelp plants that have detached from the substrata and are found floating on the sea surface. Giant kelp plants that have detached from the substrata and washed ashore (sometimes referred to as ‘wrack’). Patches of giant kelp found in the coastal waters of Australia’s external territories in the southern ocean i.e. Heard and Macquarie Islands. Spined leatherjacket © A. Newton Red handfish © T Carter What does protection of the Giant Kelp Marine Forests mean for commercial or recreational fishing activities? The national environment law is not about stopping business or preventing recreation marine or fishing activity; it protects Australia’s unique native plants and animals. The Giant Kelp Marine Forests of South East Australia ecological community is protected under national environment law and receives protection as a matter of national significance. This means lawful activities that began before national environment law came into effect on 16 July 2000 can continue without further federal environment approval. Existing commercial fisheries which have been managed sustainably and responsible recreational fishing that help to retain the good condition of the ecological community can continue without change. If you think that your activities are likely to have a significant impact on the ecological community then you may need federal environment approval.
Table 1. Radiocarbon dates from Slavnaya 4, Slavnaya 5 and Chaivo 6. Calibrated with OxCal 4.3 and IntCal13 (Reimer et al. 2013). Site Period Lab number Uncalibrated age BP Calibrated age range BC (95.4% probability) Material Reference Slavnaya 4 EN AA-79416 8135±50 7310–7050 pottery crust Vasilevski et al. 2010 Slavnaya 4 EN AA-79417 8150±50 7310–7060 pottery crust Vasilevski et al. 2010 Slavnaya 4 EN MTC-16741 7660±50 6600–6430 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16742 8410±50 7580–7420 7420–7360 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16743 8270±50 7480–7140 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16744 8370±50 7550–7320 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16745 8500±50 7600–7490 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16746 8450±50 7590–7450 7400–7380 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16747 8170±50 7320–7060 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16748 8260±70 7480–7120 7120–7080 pottery crust Fukuda et al. 2015 Slavnaya 4 EN MTC-16749 7920±70 7040–6650 pottery crust Fukuda et al. 2015 Slavnaya 5 EN Beta-324594 7750±40 6650–6480 pottery crust this study Slavnaya 5 EN MTC-16740 7340±50 6360–6290 6270–6070 pottery crust Fukuda et al. 2015
5. How does the Gibbs free energy in each of the two reactions change if the temperature were raised to normal body temperature (98.6 °F = 37.0°C)? Give your answers to the nearest tenth. Reaction #1 Reaction #2 The reaction occurs at _____ °C, the change in enthalpy The reaction occurs at _____ °C, the change in enthalpy (H) = 19,070 cal, and the change in entropy (H) = 4103 cal, and the change in entropy (S) = 90 cal/K. (S) = 2.4 cal/K. 6. Does an increase in reaction temperature make each of these reactions more or less likely to occur spontaneously? Explain your answer.
Name Title Organization Phone Number Email Sue Chapman Operations Coordinator Archway Partnership, University of Georgia 706.542.8873 chapmans@uga.edu Steven Dempsey Associate Vice President for Public Service and Outreach University of Georgia 706.542.6167 dempsey@uga.edu Dennis Epps Associate Director Carl Vinson Institute of Government, University of Georgia 706.542.6242 wdepps@uga.edu Steve Foster Senior Urban Advisor Georgia Power Company 404.506.4975 srfoster@southernco.com Perry Hiott Community Development Director Georgia Municipal Association 678.686.6207 phiott@gmanet.com Cassandra Knight Director, Office of Bond Finance and Special Initiatives Georgia Department of Community Affairs 404.679.4805 cassandra.knight@dca.ga.gov Pat Merritt Community & Economic Development Manager Georgia Electric Membership Corporation 404.909.1564 Pat.Merritt@GeorgiaEMC.com Erica Powell Conference and Training Associate Georgia Municipal Association 678.651.1015 epowell@gmanet.com Beth Spears Housing Outreach Manager Georgia Department of Community Affairs 404.679.0661 beth.spears@dca.ga.gov Malisa Thompson Housing Outreach Coordinator Georgia Department of Community Affairs 404.326.1048 malisa.thompson@dca.ga.gov Bill Thornton Deputy Director Georgia Municipal Association 404.688.0472 bthornton@gmanet.com Corinne Thornton Director, Office of Regional Services Georgia Department of Community Affairs 706.884.8950 corinne.thornton@dca.ga.gov Karen Tinsley GICH Program Coordinator Housing and Demographics Research Center, University of Georgia 706.542.4949 klt@uga.edu
Wright’s Law: ✓ ✓ ✓ ✓ ✓ ✓ ✓ IDEA Partnership: ✓ ✓ ✓ ✓ ✓ ✓ ✓ Transition Resources 4 Youth: ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Transition Resources for Teacher Use Resource Content Tools / National Technical Assistance Center on ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ A
Life4Me: Resource Content Tools / iTransition Resources: (Deaf and Hard of Hearing) ✓ ✓ ✓ ✓ ✓ US Department of Education Office of Civil Rights (OCR): ✓ ✓ ✓ ✓ Wright’s Law: ✓ ✓ ✓ Rhode Island Technical Assistance Program (RITAP): ✓ ✓ ✓ ✓ ✓ ✓ ✓ Association on Higher Education and Disability (AHEAD): ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
O*NET Resource Center: ✓ ✓ ✓ ✓ ✓ ✓ ✓ Wright’s Law: ✓ ✓ ✓ ✓ ✓ ✓ National Center on Secondary Education and Transition (NCSET): ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ CollegeBoard: ✓ ✓ ✓ ✓ Resource Content Tools / Life4Me: ✓ ✓ ✓ ✓ ✓ ✓ ✓ George Washington HEATH Resource Center: ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓