zilongwang/ReadingBank huggingface dataset:
Greyhounds 2017-18 Tournament Schedule and Hotel Information Date Tournament Hotel Info Nov 17, 2017 Western Swing Microtel Minot 701-839-2200 15 Rooms $66.00+tax Nov 18, 2017 Western Swing Bismarck Ramada 701-258-7000 15 Rooms $81.00+tax “GF Greyhounds” December 15-17, 2017 Roseau *Stay to Play. Hotels assigned by tournament organizers The Patch 218-386-2723 19 Rooms $96+tax/night “GF Greyhounds” December 29-31, 2017 Bemidji *Stay to Play. Hotels assigned by tournament organizers Americinn 218-751-3000 17 Rooms $119.90 + tax “GF Hockey Greyhounds” Release November 29th January 26-28, 2018 Fargo Woodchipper *Stay to Play. Hotels assigned by tournament organizers and/or FMCVB Microtel Inn & Suites by Wyndham West Fargo ($95 + tax) Your DEADLINE for your team to book their rooms is: 12/26/17 February 2-4, 2018 GF Tournament n/a March 2018 State Tournament Bismarck Baymont Inn and Suites Mandan 701-663-7401 17 Rooms $81/night “GF Hockey Greyhounds” Release Feb 2nd.
“This report identifies the issues people approaching the end of life are currently facing and offers a blueprint for how greater choice in end of life care can be achieved. Our advice is focused around a ‘national choice offer’ – a simple expression of what should be offered to each individual who needs end of life care.” Source: Choice in End of Life Care Programme Board Alcohol, Drugs, & Mental Health “This resource sheet provides estimates on the prevalence of fetal alcohol spectrum disorders in the general and Indigenous populations of Australia, and reviews the local and international evidence on the effectiveness of programs that aim to prevent or alleviate this group of disorders.” Source: Australian Government “Based on its activities, INCB publishes an annual report that is submitted to ECOSOC through the Commission on Narcotic Drugs. The report provides a comprehensive overview of the drug control situation in various parts of the world. As an impartial body, INCB tries to identify and predict dangerous trends and suggests necessary measures to be taken. In its Annual Report, the Board makes recommendations to Governments and international organizations for improving the global drug control situation.” Source: International Narcotics Control Board “There is good evidence that people with low individual or neighbourhood socioeconomic status (SES) show a greater susceptibility to the harmful effects of alcohol, but a lack of evidence means that it is not possible to conclude what mechanisms and pathways might underlie this difference in risk.” Source: Alcohol Research UK “This short report provides an update on new psychoactive substances (NPS) in Europe for 2014. It highlights recent developments, including the growth of the market over the past few years, as illustrated by seizures by law enforcement and other indicators, as well as the growing number of serious harms that are being reported as a result.” Source: European Monitoring Centre for Drugs and Drug Addiction “This research aimed to understand the personal networks of people with severe mental illness (SMI) – connections between people, places and activities – using an approach termed the community health network. The idea was to look at how personal networks were structured, impacts on well-being and the role of practitioners and organisations in accessing resources.” Source: National Institute for Health Research
“This report explores how more than one in four deaths of children under the age of five years are attributable to unhealthy environments. According to this report every year, environmental risks – such as indoor and outdoor air pollution, second-hand smoke, unsafe water, lack of sanitation, and inadequate hygiene – take the lives of 1.7 million children globally.” Source: WHO “This report estimates that 26 per cent of childhood deaths and 25 per cent of the total disease burden in children were attributed to environmental exposures in 2012. This indicates that the potential burden of disease could be prevented by the reduction of environmental risks such as air pollution, unsafe water, sanitation and inadequate hygiene or chemicals.” Source: WHO Workforce “This report collates examples of good practice in general practice nursing across England. Together with promoting the importance of general practice nursing, it provides details of potential workforce issues and provides appropriate recommendations. It looks at four areas: entry into general practice; establishing the role of the GP nurse; enhancing the role with professional development and career progression; and expanding the healthcare support workforce with standardised training and career paths.” Source: Health Education England “Social work is essential to integration, to support the social model and social care alongside the medical model and treatment. Social work enables people to be included in work and communities. It safeguards their rights when doctors are considering compulsory admission or treatment, when they may be at risk of deprivation of their liberty or when they have experienced abuse or neglect.” Source: Department of Health (UK) “In order to meet this population’s demands, the workforce is adapting by modifying its training, by determining how to coordinate among the range of different professionals who might play a role in supporting any one older adult or individual with disabilities, and by identifying the ways in which technology might be helpful. To better understand how the increasing demand for supports and services will affect the nation’s workforce, the National Academies of Sciences, Engineering, and Medicine convened a public workshop in June 2016, in Washington, DC. Participants aimed to identify how the health care workforce can be strengthened to support both community living and community participation for adults with disabilities and older adults. This publication summarizes the presentations and discussions from the workshop.” Source: National Academies Press Primary Care
“This summary sets out Public Health England’s (PHE) initial findings on the health and wellbeing of gay, bisexual and other men who have sex with men (MSM)1 and commits PHE to a range of actions.” Source: Public Health England “The implementation of Australia’s National Primary Health Care Strategy and Strategic Framework provides an ideal opportunity to improve the integrated delivery of [Primary Health Care] to refugees across Commonwealth, state, territory, private and community sector contributions, and across health and non-health sectors.” Source: Australian Primary Health Care Research Institute Health Information & Technologies “This RESEARCH ROUNDup explores recent reports about the ways in which Australians obtain health information, the quality of that information, and reviews the responsibility of GPs in responding and contributing to that information.” Source: Primary Health Care Research & Information Service “This report identifies specific domains to be considered by the Office of the National Coordinator, specifies criteria that should be used in deciding which domains should be included, identifies core social and behavioral domains to be included in all EHRs, and identifies any domains that should be included for specific populations or settings defined by age, socioeconomic status, race/ethnicity, disease, or other characteristics.” Source: Institute of Medicine *sign up for free account to download “As the health care landscape shifts toward population health management and enacted policies work to curb the rising cost of health care, emerging digital health technologies should seek to realize the Triple Aim. Using validated approaches to software selection, [the authors] created a Digital Health Selection Framework (DHSF) to guide patients, providers, and payers through the procurement of technology to help them achieve the Triple Aim.” Source: Institute for Healthcare Improvement *sign up for free account to download Primary Care This report “examines how far increased access to general practice and other primary care services will deal with unmet need, or whether these efforts may only serve to stimulate additional use of services that would not have otherwise occurred. The briefing, based on a workshop held at the Nuffield Trust, also looks at clinical practice in direct access primary care that stimulates additional use of other services. It considers the role that service providers can play in modifying supply-induced demand, and whether it is possible to alter patient’s behaviour and demand for different forms of primary care services.” Source: Nuffield Trust
Maintain red emergency stop button in good working order and ensure it is checked regularly as part of the maintenance schedule. Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: The exposed moving parts present a significant risk to an operator’s hands and body parts. Sparks or worn abrasive may be thrown through grinding action. Ejected material or disintegrated abrasive wheel can be thrown up into operator’s face. Work pieces can be ejected from the machine after being caught in Ensure operators hands and body parts are kept clear during operation. Ensure appropriate guarding is installed and in good working order prior to use. Ensure equipment is appropriately installed and serviced regularly (e.g. tool rest is no more than 1.5 mm away from grinding wheel). Ensure operator has been trained in safe work practices Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Major Rare Medium Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Possible High Being thrown off or under the plant? Y N
CONDITION Is a hazard likely due to the age and condition of the plant? (Consider how hard the machine has been worked, and whether it is used constantly or rarely). Y N Can anyone be injured as a result of the plant not serviced appropriately and/or maintained in line with manufacturer’s recommendations? Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping allowing the build-up of waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. electric cord, spare materials, bags, etc) in the immediate vicinity of the plant equipment may result in a trip hazard. Ensure appropriate cleaning and housekeeping standards are maintained at all times to minimise the risk of a slip, trip or fall. Uneven, slippery or steep work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N
Consequence - Evaluate the consequences of a risk occurring according to the ratings in the top row 3. Risk level - Calculate the level of risk by finding the intersection between the likelihood and the consequences Likelihood - Evaluate the likelihood of an incident occurring according to the ratings in the left hand column 4. Risk Level/Rating and Actions
GRADUATED RESPONSE FOR INDIVIDUAL PUPIL (GRIP) GRIP 3 – EVALUATION FORM Pupil Name: School: Evaluation Date: Staff member responsible for completing the evaluation form: Name: Designation: Summary of Barriers to Learning: GRIP Funding Allocation: Summary of Outcomes (including evidence of progress and reports from services): Provision from school (£6K) and Local Authority funding (GRIP funding) Costs Progress towards Outcomes: Progress Data – including NC Assessments, EYFS Assessments, P Levels, Standardised Assessment Scores as appropriate, Teacher comments etc
GRIP PANEL REFERRAL FORM PUPIL: PUPIL ID NO: DOB: YEAR GROUP: DFES NO: CURRENT PLACEMENT: DATE REFERAL RECEIVED: LOCALITY: North SOUTH CIC: Yes No Section 1 Does the request clearly identify the child’s barriers to learning and participation? No – refuse application Yes – proceed to Section 2 Section 2 Does the request contain a detailed and appropriate Provision Map explaining how the school is using all of their £6,000 delegated funding, listing specific interventions matched against the identified barriers to learning and participation? No – refuse request Yes – proceed to Section 3
Grips Grip Righty (base knuckle) Lefty (base knuckle) Advantages Disadvantages Best Uses for this Grip Continental 2 8 Generates more wrist snap on the serve, can hit a spin and flat serve with this grip, don’t need to switch grips when using serve and volley tactics, easy to hit slice, flat balls, low balls, wide balls and shots you are late on (good for defense) Hard to learn for younger and new players, not able to generate a lot of spin and power on groundstrokes, flat balls have low margin for error Serves, Volleys, Underspin (slice) Eastern Backhand 1 1 Versatile can hit flat and topspin, creates good wrist stability, easy to switch to be a continental grip when going to the net High bouncing balls require a lot of hand, wrist and arm strength Backhands Eastern Forehand 3 7 Easy to learn, versatile for either flat or topspin, easy to switch to a continental grip when going to the net Hard to return high balls, not the most powerful grip or a grip for excessive topspin Forehands Semi Western 4 6 Allows for more topspin but can still drive through the shot, uses a higher ideal contact point can be aggressive on high balls. Hard to handle low balls and requires more of a grip switch to a continental grip when moving to the net Forehands Two Handed Backhand Bottom Hand (dominant) in Continental and top hand in Semi Western Easier to hit for smaller and weaker players, more compact and efficient swing, good on return of serves, low balls and high balls Limited reach, difficult to slice groundstrokes and use at the net (volleys) Backhands Western Forehand 5 5 Generates excessive topspin, higher strike zone allows a player to be very aggressive on high bouncing balls. Low balls, need extra racquet speed and wrist strength, tough to flatten out shots, big grip switch when going to the net Forehands
or certificate of graduation/completion states your GPA, honors, class, or rank, enter this information as it is shown in your transcript. If there is insufficient space for entering all the institutions you have attended, you may add new rows as needed. From primary to secondary education (before tertiary education) Period of attendance (from–to) Month Year Duration of schooling years months Tertiary education Full name of institution & city Period of attendance (from–to) Month Year Duration of schooling Name of degree GPA (if available) Honors/ class/rank/ division (if available) Undergraduate level (Bachelor’s) years months years months Graduate level (Master’s/ Doctoral) years months years months Total number of years of schooling (from elementary education to undergraduate/graduate education inclusive) years months 13. English proficiency: One of the following test scores is required. Please note that English test scores are valid for two years from the test date, and therefore, tests must have been taken within two years of the date of admission. TOEFL PBT: The minimum acceptable test score is 550. Score Month/Day/Year TOEFL iBT: The minimum acceptable test score is 79. Score Month/Day/Year IELTS Academic: The minimum acceptable test score is 6.0. Score Month/Day/Year Other information: Undergraduate education instructed in English Graduate education instructed in English Location of the accredited institution where you have completed or expect to complete an undergraduate/graduate degree: The USA, the UK, Canada, Australia, New Zealand, or Ireland Other country 14. List below two persons familiar with your past academic or professional activity, from whom you have requested letters of recommendation. 1. Name Position and affiliation 2. Name Position and affiliation
8. Present position, department/section: 9. Work address: Postal code: Country: TEL: - FAX: - Country code – complete number Country code – complete number 10. Residential address: Postal code: Country: TEL: - FAX: - Country code – complete number Country code – complete number 11. Preferred mailing address: Work Residence Other, namely (Fill in the following fields.) Address: Postal code: Country: TEL: - FAX: - Country code – complete number Country code – complete number 12. E-mail 1: E-mail 2: APPLICATION INFORMATION 13. List the names of the undergraduate and graduate (if applicable) institutions you attended or are currently attending. Enter the names of the degrees you received and the dates of enrollment at each institution. If your official transcript of academic records or graduation/degree certificate states your GPA, honors, class, or rank, enter this information as it is shown in your transcript or certificate. The field(s) “Year & month of graduation” must be completed in accordance with the date(s) on which your degree(s) was (were) awarded/conferred, as stated in your official graduation/degree certificate(s). If there is insufficient space for entering all the institutions you have attended, please add new rows as needed. From primary to secondary education (before tertiary education) Period of attendance Duration of schooling (from) Month, year (to) Month, year years and months Tertiary education Full name of institution & city Year & month of enrollment Year & month of graduation Duration of schooling Name of degree GPA (if available) Honors/ class/rank/ division (if available) Undergraduate level (Bachelor’s) years and months years and months Graduate level (Master’s/ Doctoral) years and months years and months
Philosophy of Teaching Statement Goal(s) Reason(s) Teaching Practices Assessment What is your overarching goal? What motivates your teaching? Why is this important to you? What approach do you use to implement/ realize the goal you have for your students? Think of a concrete example of how you address this in a course you taught. How do you know you achieve your goal? How do you know your teaching methods are effective?
Math Trades 1 Trigonometry (Pythagorean Theorem) Video Name _______________________________ Company Information: KI is an international manufacturer of office and institutional furniture. KI has ten different manufacturing plants, with its headquarters located in Green Bay, Wisconsin. Each plant focuses on a different aspect of business. At the Green Bay plant the focus is on chairs, desks and tables. The largest part of what KI-Green Bay produces is for educational markets, in both K-12 and post-secondary settings. In 2012, KI shipped about 876,000 combined units total. Part 1 (0:00-0:48) Play video (0:00-0:44), pause at prompt (0:45-0:48) for “Break 1” to answer the discussion questions. What type of product are they talking about making? Why would a cross brace be needed for the cart? Based on the blueprint on the next page, what information is needed and what formulas can be used to determine these missing parts. Part 2 (0:49-1:25) Play video (0:49-1:20) verifying that you determined the correct formulas needed to find the missing length and angles, pause at prompt (1:21-1:25) for “Break 2” to answer the discussion question. Determine the cross brace length using the Pythagorean Theorem at this point.
Bracket Number Length of bracket written as a fraction to the nearest 1/16 of an inch Length of bracket written as a decimal Does this bracket meet the customer’s specifications? 1 7” 7.0000 2 6 7/8” 6.8750 3 7” 7.0000 4 7 1/8” 7.1250 5 7 ¼” 7.2500 no 6 7” 7.0000 7 6 7/8” 6.8750 8 7” 7.0000 9 7 1/16” 7.0625 10 6 15/16” 6.9375 11 6 7/8 “ 6.8750 12 7 1/16” 7.0625 13 7” 7.000 14 7 1/8” 7.1250 15 7” 7.0000 Bonus Questions: +/- 0.001 and 30 samples
ghghfghgfhfghf Overview “Differentiating for EAL/D students in the classroom from K-12” The needs of students with English as an Additional Language or Dialect (EAL/D) are diverse and complex, and it is important to recognise the culturally and linguistically diverse backgrounds of these students, and differentiate programs and lessons. This workshop will support teachers to provide EAL/D students with meaningful opportunities to develop oral language skills. Anticipated Outcomes This workshop will assist participants to develop positive and proactive strategies and skills to support effective teaching of EAL/D students, including environmental strategies, curriculum strategies and instructional strategies. Priority Area/s Quality Teaching Casual and Temporary Teachers Venue Kogarah High School Gladstone Street Kogarah Date / Time 31 August 2016 Sign on from 3.30pm Starts: 3.45pm – 5.15pm Cost: $0 BOSTES This course will contribute to 1.5 hours of teacher identified professional development. Event ID: 135823 Course Code: NR10434 Australian Professional Standards for Teachers Addressed This course addresses the following Australian Professional Standards for Teachers: 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. 7.2.2 Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes. Enrolment Please confirm attendance by enrolling via My PL@Edu Event ID: 135823 Enrolments close Monday 29 August 2016. Target Audience You do not need to teach within the Georges River Network to attend – open to any casual or temporary teachers. Contact person Erin Piper Abbey Sleiman Location Hurstville Public School Kogarah High School Email Erin.piper@det.nsw.edu.au Abbey.sleiman9@det.nsw.edu.au
MAJOR SYSTEMS 16 HVAC systems & controls (i.e. AC equipment, heating equipment, air distribution equipment, ventilation equipment, building automation system) 17 Indoor lighting systems & controls (i.e. lighting control panels, occupancy sensors, daylight harvesting systems) 18 Renewable energy systems (i.e. photovoltaic panels & inverters, wind powered electrical generators & inverters) 19 Landscape irrigation systems (i.e. water distribution diagrams, and control system) 20 Water reuse systems (i.e. reclaimed water system for indoor use, reclaimed water for irrigation use) SITE EQUIPMENT INVENTORY & MAINTENANCE NOTES 21 Spare parts inventory 22 Frequently required parts and supplies 23 Special equipment required to operate or maintain systems 24 Special tools required to operate or maintain systems SPECIAL INSPECTIONS 25 Copies of any special inspection verifications pertaining to systems being commissioned OTHER 26 Other resources and documentation Part Two: Training ITEM # TRAINING PROGRAM ELEMENTS PAGE NUMBER IN TRAINING DOCUMENT 1 System/equipment overview (i.e. what it is, what it does, and with what other systems and/or equipment it interfaces) 2 Review and demonstration of servicing & preventative maintenance 3 Review of the information in the Systems Manual 4 Review of the record drawings on the system/equipment Owner/Owner Representative Acknowledgement Documentation of the operational aspects of the building shall be completed within the systems manual and delivered to the building owner or representative and facilities operator. The Systems Manual includes the elements listed in part one of this form. When the appropriate maintenance staff is made available prior to the certificate of occupancy, the written training program will be executed to these staff. The written training program includes the elements listed in part two of this form. Name: ____________________________________________ Owner Owner Representative
Transmit and receive information using GMDSS subsystems and equipment and fulfilling the functional requirements of GMDSS In addition to the requirements of the Radio Regulations, a knowledge of: search and rescue including procedures in the International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual the means to prevent the transmission of false distress alerts and the procedures to mitigate the effects of such alerts ship reporting systems radio medical services use of the International Code of Signals and the IMO Standard Marine Communication Phrases the English language, both written and spoken, for the communication of information relevant to safety of life at sea Note: This requirement may be reduced in the case of the Restricted Radio Operator’s Certificate Examination and assessment of evidence obtained from practical demonstration of operational procedures, using: approved equipment GMDSS communication simulator, where appropriate laboratory equipment Transmission and reception of communications comply with international regulations and procedures and are carried out efficiently and effectively English language messages relevant to the safety of the ship, security and persons on board and protection of the marine environment are correctly handled
Function: Radio-communications at the Operational Level Competence Number of Questions Time Allocated (minutes) Passing Mark Passing Percentage C1 Transmit and receive information using GMDSS subsystems and equipment and fulfilling the functional requirements of GMDSS 50 50 35 70% C2 Provide radio services in emergencies 50 50 35 70% GRAND TOTAL 100 100 Notes: There are two (2) competences in the written examination for General Operator Certificate (GOC). There are 50 items for each competence in which the candidate shall obtain 70% for each competence in order to pass. A candidate shall pass all the competences in the written examination within a period of NOT exceeding two (2) years from the date of his last examination The full written examination is designed to be completed in 100 minutes in one sitting. A resit for the same competence on the same day is NOT allowed. STCW Circular 2016-_____, Annex 6 TABLE OF SPECIFICATION OF PRACTICAL ASSESSMENT OF COMPETENCE FOR GENERAL OPERATOR CERTIFICATE (GOC) (Equipment carriage for all Sea Areas) Function: Radio-communications at the Operational Level Competence Knowledge, understanding and proficiency (KUP) Number of Exercises Time Allocated (minutes) Result C1 Transmit and receive information using GMDSS subsystems and equipment and fulfilling the functional requirements of GMDSS Search and rescue including procedures in the International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual 1 5 Passed or Failed
Leading prices per head Prime lambs: Char – Ackergill Mains £86; Brae-edge £83. Bel – Brae-edge £85; Inkstack (Mackenzie) £85; Thirdpart £80. Chev – Brae-edge £81; Tister Farm £78; Westerloch Farm £72.50. Tex – East Mey and Ackergill Mains £81. Suff – Tister Farm £80; Stainland & Sibmister Farms £72; Cairnside, 36 Oldhall £71.50. Cont – Tister Farm £79. Mule – Tister Farm £73; Westerloch Farm £72. Jacob – Stainland and Sibmister Farms £70. Leading prices per kg Prime lambs: Bel – Thirdpart 207.8p. Tex – Ackergill Mains 188.4p. Suff – Garradhu 177.4p; Tister Farm 166p. Chev – Brae-edge 172.3p. Cont – Tister Farm 166.7p; Netherside 165.4p. Store lambs: Cont – Bowertower Mains £68. Bel – Thirdpart £66. Tex – Smiddyquoy £66; Backlass Croft £65; Cairnside, 36 Oldhall £64.50. Suff – Thirdpart £64; Blackpark £62; 5 West Murkle £60.50. Chev/Mule – Inkstack (Mackenzie) £61.50. Chev – Hillside (Miller) £59. HB – Overton (Sutherland) £57; Tain, Castletwon £55. Hamp – The Crofts £55. Feeding ewes and rams: Cont – Scarmclate £99; Balnahard £82. Suff – Balnahard £99. Chev – Osclay, Francis Street £98; North Calder Farm £88; Granton Mains £87. Tex – Thirdpart £89. Chev X – North Calder £88. Leic – Granton Mains £81. Chev/Mule – Ackergill Mains £77. Hamp – The Crofts £74.
Proposal Total Transfer Eliminate IFM. Then hierarchical relations remain unaltered. Getting rid of IFM Total Transfer a. All material in a phase  with head H is transferred directly to the interfaces. b. uF on X, if not licensed/valued by H, is interpreted at the interfaces as a specific instruction. At PF, uF serves as an instruction not to linearize X in  Example: (Assuming here no further uFs on V/vdef). Now vdef can be linearized with respect to VP; VP in turn can linearize its parts: but DPuCase will not be PF has interpretations for two objects, but they are not linearized with respect to each other: What PF sees: This is clearly “not yet” convergent, as there is no single string (cf. Epstein & Seely 1999). No order is established between the DP and the vP (cf. Fox & 2004). The DP can be linearized by merging once its Case feature is valued:
Hypothesis: intermediate wh-agreement values features of Probe, but not of Goal. . . . pära [VP umauWH-muv siha guätu [uOp Manu na isla ]] Probe Goal Possible Extensions Gapping Frank gave cake to the boys, and Mary gave cookies to the girls. Hypothesis: elements leftover in gapping share contrastive focus feature f. involves Transfer of FinP to LF, while Spell-Out of CP is shunted (i.e. “thrown away”). Transfer of FocP licenses remaining material. a. Transfer FinP, not including XPf in linearization: but elide at PF b. The active, unlinearized remnant, visible to Focf: c. Merge and Transfer FocusP: VP Remnant Movement So far we have assumed phase heads license and linearize with their leaving unlicensed elements inside unlinearized: Possibility: an inversion of this, in which a phase head licenses something its complement, but not its complement as a whole: I.e. a form of Distributed Spell Out. Consider German VP-fronting, leaving material not known to scramble:
Phlox – three stems Dahlias – five stems Sweet or flowering Peas – five stems Marigolds – five stems Annuals – five stems of one kind Perennials - five stems of one kind Gladiolus – one spike Fuchsia – board of six flower heads (board not to exceed 9”x6”) stems to reach water or oasis Rudbeckia – five stems Flowering shrub – three stems Clematis – one flower Hosta – a single leaf Pansy/Viola - board of six flower heads (board not to exceed 9”x6”) stems must reach water or oasis Container Plants (Room 1) All Containers not to exceed 9ins /23 cms diameter Fuchsia Foliage or grass plant A pot of cacti or succulents A fern Hosta A pot of flowering plants for the patio Fruit and Vegetables (Room 1) Apples – three on a plate Plums – six on a plate Blackberries – twelve with stalks on a plate A bowl of mixed garden fruits, a minimum of three kinds of fruits. Any other kind of fruit not named in the above classes * Beetroot – three 3 on a plate, leaves trimmed to approx. 3” Carrots – three, leaves trimmed to approx. 3” Parsnips – two, leaves trimmed to approx. 3” Runner Beans – six with stalks
Grocery Delivery Services Store/Address Phone # Area Served Cost Details Example: Sobey’s 110 Region. Rd 20 Fonthill 905-892-2570 Fonthill No charge No delivery service, but a designated bus runs from Lookout Point to grocery store Wednesdays at 10am.
their goals, and how best to ensure program success, sustainability, and scalability.” The authors evaluate the effectiveness of the Los Angeles Community Market Conversion (CMC) program through background research and direct evaluation in order to determine if it is preliminarily successful. They are also interested in what elements contribute to a sustainable corner store conversion program. Corner store conversions are a new approach to increasing the availability of healthy food to neighborhoods. Due to this, they are not well studied and their impact is difficult to measure. However, prior research indicates that the introduction of larger retailers have positive health effects, coupled with some negative economic impacts on small businesses. Convenience store conversions mitigate this negative through engagement with the community and existing businesses. The Los Angeles program was partially successful, but due to a restructuring of the sponsoring agency, was not completely implemented at the time of this evaluation. Azrilian, J., Kwan, A., Linthicum, M., & Wolfson, J. (2012, May). Creating Healthy Corner Stores: An analysis of factors necessary for effective corner store conversion programs. Retrieved May 31, 2016, from City of Minneapolis Healthy Corner Stores Initiative Policy Type: Facility Enhancement Program, Health Education Program Impact: Citywide Funding: State of Minnesota Department of Health and the Statewide Health Improvement Program Starting in 2010, Minneapolis undertook a Healthy Corner Stores Initiative. They began with ten stores participating in the program; in 2012 they expanded to 30. The program targeted corner stores with enhancements to encourage them to sell more produce, and included education of the public such as cooking demonstrations. They collected data before, during and after the active program period and found that while their efforts were impactful, total sales volume of produce was quite small in general. Researchers found that “intervention stores had a 146% increase in produce transactions, compared to an 11% decrease in produce transactions among control stores…By the end of the last follow-up period in May, intervention stores increased their sales of fresh produce by 171% and MHD found the increase to be statistically significant (p=0.01).While this shows produce sales continue to grow post-intervention, produce remains, on average, less than 1% of total stores sales.” It is notable that sales volumes continued to grow after active engagement work ended. Program components included: Recruitment of stores to participate in the program. Technical assistance to support data collection and provide assistance to owners. Visual assessments and owner interviews.
Groen Sebenza II Internships Internship application cover sheet 2018 TO BE SUBMITTED BY: 9 October 2018 Refer to advert for minimum requirements. PERSONAL DETAILS Surname Names Preferred name ID number Age: Are you a South African citizen? Yes No If yes, please indicate race African Coloured Indian White Gender Male Female Do you have a disability? If yes, please specify. Yes No Current residential address Province Township Village Mobile number E-mail address Employed Unemployed EDUCATION DETAILS Highest qualification completed Higher Education Institution Year obtained Major subjects Current postgraduate studies Qualification Higher Education Institution First, second, third year Proposed date of thesis submission PLACEMENT OPTIONS – Refer to advert and select only one (X) – in cases of more than one placement option (location), ensure that you select one preferred placement Molecular Genetics Cape Town □ Pretoria □ Forensic Genetics Pretoria □ Veterinary Sciences Pretoria □ Environmental and Science Education Betty’s Bay □ Bloemfontein □ Cape Town □ Mbombela □ Pietermaritzburg □ Pretoria □ Worcester □ Conservation / Botanical Horticulture / Eco Tourism Pietermaritzburg □ Pretoria □ Thohoyandou □ Worcester □ Biological Invasions Bloemfontein □ Cape Town □ East London □ Mbombela □ Pretoria □ Thohoyandou □ Wildlife Economy / Biodiversity Economy Pretoria □ Threatened Plant Species Durban □ East London □ Freshwater Ecology Pretoria □ GIS / Remote Sensing / Statistical Ecology Marine Sciences Cape Town □ Plant Physiology / Climate Change
Cape Town □ Cape Town □ Plant Systematics Cape Town □ Durban □ Pretoria □ Zoological Systematics Pretoria □ Biodiversity Planning Cape Town □ Biodiversity Information Management Cape Town □ Ecological Infrastructure Cape Town □ Pretoria □ Planning and Land Use Management Pretoria □ SUBMISSION DOCUMENTS (please tick and submit all documents listed below – note that incomplete applications will not be considered) Letter of interest – indicate the reason why you should be considered for the internship Full CV Certified copy of academic record Certified copy of highest qualification Certified copy of ID Signature of applicant: ………………………………… Date: …………………………….. Note that any emails sent to SANBI must be under 10MB in size. Submit these documents in electronic format with this application form and name them clearly. Submit application to Subject: “Groen Sebenza II internships” SANBI reserves the right not to fill these internships.
Groen Sebenza II Internships Internship application cover sheet 2018 TO BE SUBMITTED BY: 17 August 2018 Refer to advert for minimum requirements. PERSONAL DETAILS Surname Names Preferred name ID number Are you a South African citizen? Yes No If yes, please indicate race African Coloured Indian White Gender Male Female Current residential address Mobile number E-mail address Are you currently employed or on another internship? If yes, provide details (organization, position, duration) EDUCATION DETAILS Highest qualification completed Higher Education Institution Year obtained Major subjects Current postgraduate studies Qualification Higher Education Institution First, second, third year Proposed date of thesis submission PLACEMENT OPTIONS – Refer to advert and select only one (X) – in cases of more than one placement option, ensure that you select one preferred placement Molecular Genetics Cape Town □ Pretoria □ Forensic Genetics Pretoria □ Veterinary Sciences Pretoria □ Environmental and Science Education Betty’s Bay □ Bloemfontein □ Cape Town □ Mbombela □ Pietermaritzburg □ Pretoria □ Worcester □ Conservation / Botanical Horticulture / Eco Tourism Pietermaritzburg □ Pretoria □ Thohoyandou □ Worcester □ Biological Invasions Bloemfontein □ Cape Town □ East London □ Mbombela □ Pretoria □ Thohoyandou □ Wildlife Economy / Biodiversity Economy Pretoria □ Threatened Plant Species Durban □ East London □ Freshwater Ecology Pretoria □ GIS / Remote Sensing / Statistical Ecology Cape Town □ Marine Sciences Cape Town □ Plant Physiology / Climate Change Cape Town □ Plant Systematics Cape Town □ Durban □ Zoological Systematics Pretoria □ Biodiversity Planning Cape Town □ Biodiversity Information Management Cape Town □
Pretoria □ Ecological Infrastructure Cape Town □ Pretoria □ Planning and Land Use Management Pretoria □ SUBMISSION DOCUMENTS (please tick and submit all documents listed below – note that incomplete applications will not be considered) Letter of interest – indicate the reason why you should be considered for the internship Full CV Certified copy of academic record Certified copy of highest qualification Certified copy of ID Signature of applicant: ………………………………… Date: …………………………….. Note that any emails sent to SANBI must be under 10MB in size. Submit these documents in electronic format with this application form and name them clearly. Submit application to Subject: “Groen Sebenza II internships” SANBI reserves the right not to fill these internships.
or other reporting applications, database administrators can create templates that analyze and format the audited output into valuable reports. Note that Groove Audit data is distinctly different from the Audit Log and Groove usage reports available from any Groove Server Manager installation. The following table shows how Groove Audit output differs from the data collected in Groove Server Manager reports: Groove Audit data Groove Server Manager Reports – Groove Usage and Activities Groove Server Manager Reports – Audit Log Groove client events logged as they occur. For example: User1 created workspaceA at <date/time> User1 added Discussion tool to workspaceA <date/time> User1 invited User2 to workspaceA <date/time> User2 entered Discussion tool in workpaceA <date/time> Statistics relating to Groove users, workspaces, and tools over a date range. For example: Domain member names and status (active, pending, deleted) Number of workspaces that a member has joined Names of workspaces created by a member Workspace names and creation dates Workspace member names as of report date Number of users in workspace as of report date Names of tools in workspaces as of report date Number of minutes a tool was used during date range Groove Server Manager events within a date range. For example: Server startup Relay server added Domain added New domain member added If auditing is necessary in a Groove collaboration environment, IT planners should follow best practices in place at their organization, along with these guidelines: Consider whether the Audit Log and Groove usage reports generated by Groove Server Manager will provide the type of data you need. If your organization requires Groove Auditing services, consider the available installation and setup options and select one most suited to your infrastructure and user population. Identify the Groove events that you want to audit.
Search for a specific audited file Caution: Because the File Data column of the audit_FileStorage table contains all the binary contents of files, avoid referencing this column in SQL queries. Search IMs for a String Using SearchIMs The following procedure searches the audit database for all instances of audited Groove instant message traffic (sent and received) that contain a specified string. To create and invoke a procedure that searches audited Groove IMs for a string, follow these steps: Create a stored procedure, entitled SearchIMs, using the following model: CREATE PROCEDURE [dbo].[SearchIMs] @keyword nvarchar(32) = NULL AS BEGIN declare @LikeExpression nvarchar(34) set @LikeExpression = '%' + @keyword + '%' SET NOCOUNT ON; SELECT audit_LogEntryProperties.attr_datetime AS [Date / Time], audit_LogEntryProperties.attr_identity_name AS Person, audit_EventTypeReadableNames.ReadableName AS Action, audit_AttributeReadableNames.ReadableValue AS AttributeName, audit_LogEntryAttributes.attrib_value AS AttributeValue FROM audit_LogEntryProperties INNER JOIN
In-kind donations will be recognized on the same sponsorship levels as monetary donations. All sponsorship levels will be posted on the Chamber’s website **If you are interested in specific sponsorship opportunities, please contact the Chamber of Commerce 478-552-3288
5. Discussion: – how to convince your group to take a Group Inventory - how will my group manage a group inventory. Written Assignment: Get contact information from 2 of your fellow GRs from districts other than your own. 1. _______________________________________________________________________________ 2.________________________________________________________________________________ Set a time to connect at least twice between now and the Fall 2017 Assembly to discuss your group’s experience and practice of Group Inventory. Next time: For the Spring 2017 Assembly, we will be looking at ‘Group Problems and Solutions.’ Please read pages 54 – 55 in your Service Manual on this topic. You may also want to look at CAL on Conflict Resolution for ideas. Tonight 8:15 to 9:15 – GR Chat Room: Panel Discussion and the Ask It Basket. You can write down any question you may have about your GR position, what we discussed this morning, the Assembly, your group, the voting issues, or any other matter that comes up today. Our panel will address your question. See you then!
respondent for 36 years) and …………..(HR manager for 9 years and employed by the respondent for 31 years); and The applicant himself gave evidence and called ……………. (team leader for 11 years and with the respondent for 12 years) in support of his case. The following was either agreed to, common cause, admitted or conceded in the pre-arb or during the arbitration proper: The applicant worked in a team as a welder in the ……………Chassis Plant; Depending on the prevailing circumstances the applicant’s team could either be constituted as a team of 4 or 3 members. The normal constitution is 4 members. If constituted as a team of 4 then it was called a “4-man process” and if constituted as a team of 3 then it was called the “3-man process.” If constituted as a 3-man process, then the team members would perform the functions that would normally be performed by the team of 4. In other words the duties of team members were adjusted; The circumstances that led to the adoption of the 3-man process from time to time were as follows: when production volumes were low or when there was high absenteeism during any particular shift. (The 4-man process was adopted when production volumes were high.); The applicant was capable of working in either a 3 or 4-man process and had done so in the past; The applicant’s immediate superior was the team leader. At all relevant times that was ………………(Mbhele). The hierarchy was as follows: Mbhele’s immediate superior is a group leader who at all relevant times was Pillay; Pillay’s immediate superior was the manager who at all relevant times was Henry; Henry’s immediate superior was the senior manager who at all relevant times was Moonsamy; The applicant was under a general duty to comply with all lawful and reasonable instructions issued to him by a superior. The respondent maintains a grievance process. It is also referred to as the “comply and complain” procedure. In other words, production must be maintained as far as possible and where an employee is unhappy about a production related instruction, he must comply with the instruction and thereafter lodge a grievance or complaint. The applicant was aware of this procedure. The instruction in this case was production related; The applicant had attended induction;
Courses: Family Law; Wills, Trusts and Estates; Gender and the Law. OTHER ACADEMIC POSITIONS Vanderbilt Law School, Visiting Professor (Fall 2008) University of North Carolina School of Law, Visiting Professor (Spring 2005) Cardozo Law School, Adjunct Professor (Fall 2007, Spring 2015) Washington College of Law, American University, Adjunct Lecturer (Fall 1996) EDUCATION Stanford Law School J.D. with distinction, 1994 Order of the Coif Cumulative GPA: 3.80 Stanford Law Review, Articles Development Editor Amherst College, Amherst, MA B.A. in Economics, May 1990 OTHER LEGAL EXPERIENCE Williams & Connolly, Washington, DC (Summer 1993 & 1996 - 1998) Litigation Associate. Trial and appellate litigation involving trusts & estates, family law, products liability, and trademark infringement. National Women’s Law Center, Washington, DC (1995 - 1996) Staff Attorney. Recipient of Women's Law and Public Policy Fellowship 1995-96. Litigated cases involving sexual harassment in the workplace, schools, and prisons; analyzed legislation and lobbied in areas of welfare reform and child support enforcement; provided direct legal services and education to women in prison. The Honorable William A. Norris, U.S. Court of Appeals for the Ninth Circuit (1994 - 1995) Judicial Clerk.
Stanford Law School (1992 - 1994) Research Assistant, Prof. Barbara A. Babcock, Stanford Law School, 1992-94; Head Teaching Assistant, Introduction to American Law, Departments of Political Science and American Studies, Stanford University, 1992 & 1993; Research Assistant, Prof. Lawrence M. Friedman, Stanford Law School, 1993-94. BOOKS Nine to Five: How Gender, Sex and Sexuality Continue to Define the American Workplace (Cambridge University Press 2016) New York Family Law (Carolina Academic Press 2015) (with Barbara Stark) Gender Law and Policy (2d ed. 2014) (with Katharine Bartlett and Deborah Rhode) (undergraduate edition) Gender and Law: Theory, Doctrine, Commentary (6th ed. 2013; 7th ed. forthcoming 2016) (with Katharine Bartlett and Deborah Rhode) Inside the Castle: Law and the Family in 20th Century America (Princeton University Press 2011; paperback ed. 2014) (with Lawrence M. Friedman) (co-winner of David J. Langum, Sr. Prize in American Legal History) Gender Equality: Dimensions of Women’s Equal Citizenship (Cambridge University Press 2009; paperback ed. 2012) (Linda C. McClain and Joanna L. Grossman, eds.) Outside the Castle: Privacy and Secrecy in Legal Perspective (in progress) (with Lawrence M. Friedman) ARTICLES & CHAPTERS Making Connections: The Role of Family Law Scholarship, __ Journal of Legal Education __ (forthcoming 2016) Expanding the Core: Pregnancy Discrimination Law as it Reaches Full Term, __ Idaho L. Rev. (forthcoming 2016) Parentage Without Gender, 17 Cardozo J. Conflict Resolution 717 (2016) Looking Forward, Moving Back: A Retrospective on Sexual Harassment Law, Boston University Law Review (2015) Hard Labor: The Pregnant Body at Work, Law, Culture & the Humanities 1 (2015) Family Law’s Loose Canon, 93 Texas Law Review 681 (2015) (review essay)