zilongwang/ReadingBank huggingface dataset:
We are a recognised training practice for the General Practitioner Training Scheme. From time to time fully qualified and experienced Doctors (GP registrars) work with us. The practice is committed to on-going education both with the practice through regular education meetings and with undergraduate medical students from UEA and Cambridge, GPs in training and employing administration apprentices. HEALTHCARE SERVICES FRAMFIELD HOUSE SURGERY Providing all general practice medical services NHS COMMUNITY SERVICES District nurses – for home nursing care – 01394 389218 Podiatry – 01394 615203 Physiotherapy – 01394 615202 Health visitors – 01394 615220 Midwives – Maternity reception Ipswich Hospital – 01473 703108 OUT OF HOURS, BANK HOLIDAY AND WEEKEND COVER Outside the core practice hours of 8am to 6.30pm Monday to Friday please dial 111 and speak to NHS 111 service if you need medical help. The surgery telephones are not covered between 6.30pm and 8.00am the following morning Monday – Friday or at weekends or on bank holidays. For all medical emergencies dial 999. MEDICATION Framfield House Surgery is a dispensing practice which means patients that live more than one mile from a pharmacy may have their medication dispensed at the practice. We do offer a medicine delivery service to housebound patients Monday – Friday 8.30 – 17.00. REPEAT PRESCRIPTIONS These can be requested: Online via our website – please register for this scheme. By ticking the items required on the repeat part of the prescription and place in the box in the dispensary. In writing. In the interest of safety and accuracy telephone and email requests are not accepted. WE REQUIRE 3 WORKING DAYS NOTICE TO PROCESS A REPEAT MEDICATION – THEREFORE IF WE RECEIVE YOUR REPEAT REQUEST ON MONDAY IT WILL BE
STANDARD USI.6d The student will apply social science skills to understand the causes and results of the American Revolution by d) explaining reasons why the colonies were able to defeat Great Britain. Essential Understandings Essential Knowledge The colonists had many advantages that contributed to an American victory in the Revolutionary War. Colonial advantages Some colonists’ defense of their own land, principles, and beliefs Additional support from France Strong leadership
STANDARD USI.9c The student will apply social science skills to understand the causes, major events, and effects of the Civil War by c) locating on a map the states that seceded from the Union and those that remained in the Union; Essential Understandings Essential Knowledge Southern states that were dependent upon labor-intensive cash crops seceded from the Union. Northernmost slave states (border states) and free states stayed in the Union. States that seceded from the Union Alabama North Carolina Arkansas South Carolina Florida Tennessee Georgia Texas Louisiana Virginia Mississippi States that remained in the Union Border states (slave states) Delaware – Maryland Kentucky – Missouri Free states – California – New Hampshire – Connecticut – New Jersey – Illinois – New York – Indiana – Ohio – Iowa – Oregon – Kansas – Pennsylvania – Maine – Rhode Island – Massachusetts – Vermont – Michigan – West Virginia* – Minnesota – Wisconsin *Note: Western counties of Virginia that refused to secede from the Union
LESSON PLAN: RHETORICAL TRIANGLE Video Introduction 1 (5 minutes) (Play video segment or use the text below to introduce the session.) Hello, I’m Pastor Josh Graber and I am the mission developer for a new ministry in the ELCA called ALT Year. It’s 9-month experience of “abundant life together” for young adults age 18-25, with our pilot site currently up and running in . I’m thankful for the opportunity to introduce some ideas and practices with you today. In this session we’ll use an ALT Year tool for self-reflection and meeting others, in order to develop practices to help us to share the stories of faith and to witness to the gifts, talents, and practices at work in the communities we are a part of. What does the word Lutheran mean to you? When Martin Luder changed his name to “Luther” he did so because he wanted it to sound like the Greek word for “Free.” When he signed his name he wanted to show that the gospel had changed him and had freed him in a powerful way. In our lives simple practices, even the signing of our name, can remind us of what Christ has done for us and shape our perspective on the world. Our church is named for “freedom” but what does a church named “freedom” look like, a church that with Paul in Galatians can proclaim “for freedom Christ has set us free” (Gal. 5:1)? How can our practices remind us of what Christ has done for us and help us share that freedom with others? Many people see Christianity as a boring way to live. They assume being a Christian means ascribing to someone else's understanding of how you should live life, rather than experiencing freedom to see things differently than the surrounding culture. A church named “freedom” could be an alternative to values of the dominant culture that allow for creative experiments, sharing of passions, and living into the promise that Jesus came to bring us abundant life (John 10:10). These characteristics can be key to meeting younger generations where they are at. But to live together in freedom takes some intentional framing. In the ALT Year ministry, young adult participants live in an intentional community of shared values and commitments. That doesn’t mean life together is convenient or comfortable, but it’s an experience that offers an opportunity for the kind of personal reflection through relationships that help these young adults frame their own lives as they experience life together.
Jerry Shearman - Christchurch Polytechnic Institute of Technology (CPIT) Appendix 2: List of submitters Name Profession/position Organisation On behalf of organisation Dr Vanessa Beavis Specialist anaesthetist Auckland DHB Yes Kathy Dryden Sonographer DHB No Christine King Occupational therapist Associate Director of Allied Health Capital & Coast DHB No Janice Mueller Physiotherapist Self-employed management consultant Waipiata Consulting Yes Martin Necas Diagnostic medical sonography Waikato DHB Private practice partner Auckland University teaching fellow No Sandra Wilkinson & Willem Fourie Nursing Manukau Institute of Technology Yes - Clinical dialysis technician NZ Board of Dialysis Practice Yes - Laboratory managers Canterbury Health Laboratory Yes Pru Murray Sleep physiologist Auckland DHB Yes Marie Russell Perioperative nurse educator Bay of Plenty DHB No Rosey Wilson Manager Physiology Services Trained as physiotherapist DHB No Holly Perry Medical laboratory scientist Lecturer AUT Yes - Physiotherapist DHB No Glynne Morresey Assessor, Vision & Hearing Screening Qualification Vision & Hearing technician Self employed No Priti Kansara Clinical respiratory physiologist DHB No Dr Kirk Reed Ellen Nicholson Occupational therapy University Yes Siobhan Molloy Occupational therapy NZ Association of Occupational Therapists Yes Sharron Matthewson Cardiac physiologist Canterbury DHB Yes Catherine Cooney Marilyn Rimmer Registered nurses Health sector consultants Kowhai Health Associates Yes Holly Perry Medical laboratory scientist Lecturer AUT Yes Clarke Thuys Perfusionist Australian & NZ College of Perfusionists Yes Gill Genet Daria martin Workforce training & development Careerforce Yes Angela Morgan Cardiac sonographer Cardiac clinical physiologist DHB Voluntary professional registration body Professional association No
Sensorimotor Approach: ( Rood ) Neuromotor, sensori-motor, and neurodevelopmental conditions that utilizes a neurophysiological approach to treatment Emphasizes the use of facilitation and inhibitory sensory stimulation techniques to normalize muscle tone in order to initiate a volitional motor response for functional performance skills31 Emphasizes both a reflexive and hierarchic model of motor control.31 See assessments above To normalize muscle tone through the use of facilitory or inhibitory techniques to initiate controlled developmental movement. Utilized primarily as a preparatory precursor to engage in occupations.31 Movement Approach: (Brunnstrom) Approach is specific to people who have suffered from a cerebral vascular accident (CVA) and is a neurophysiological approach to treatment. This approach addresses the reflexive and abnormal patterns in the UE and encourages synergic (flexor or extensor) activation of muscles to promote the development of purposeful, voluntary movement. The approach identifies six sequential stages of motor recovery after a stroke-induced hemiplegia. Emphasizes both a reflexive and hierarchic model of motor control.31 See asessments above The Brunnstrom Approach has influenced the development of a standardized assessment to evaluate a person recovering such as the Assessment of Physical Performance (FMA). To improve movement from a reflexive pattern to voluntary control31
STANDARD VS.4b The student will demonstrate an understanding of life in the Virginia colony by b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans; Essential Understandings Essential Knowledge The culture of colonial Virginia reflected the beliefs, customs, and architecture of the Europeans, Africans, and American Indians living there. Although it was a colony of England, Virginia developed a unique culture different from that of England. Culture of colonial Virginia Whenever people settle an area, they change the landscape to reflect their culture and customs. Examples of architecture that reflect different cultures include barns homes places of worship (e.g., churches). Place names reflecting culture Richmond—English Roanoke—American Indian Settlement areas English and other Europeans settled primarily in the Coastal Plain (Tidewater) and Piedmont regions. Germans and Scots-Irish settled primarily in the Shenandoah Valley, which was along the migration route. Africans were brought primarily to the Coastal Plain (Tidewater) and Piedmont regions to work in tobacco fields, which required a great deal of labor. Prior to the arrival of the settlers, American Indians lived throughout Virginia. After the settlers arrived, most were forced inland. Migration and living in new areas caused people to adapt old customs to their new environments.
STANDARD VS.8c The student will demonstrate an understanding of the reconstruction of Virginia following the Civil War by c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development. Essential Understandings Essential Knowledge After the Civil War, industry and technology, railroads, and cities began to grow and contribute increasingly to Virginia’s economy. Virginia began to grow in many ways after the Civil War and Reconstruction: Virginia’s cities grew with people, businesses, and factories. Railroads were a key to the expansion of business, agriculture, and industry. They facilitated the growth of small towns into cities. Other parts of Virginia grew as other industries developed. Coal deposits were mined in the Appalachian Plateau. The need for more and better roads increased. Tobacco farming and the manufacture of tobacco products became important Virginia industries.
Weather phenomena Monsoons: South and Southeast Asia Typhoons: Western Pacific Ocean Hurricanes: Atlantic Ocean and Eastern Pacific Ocean Tornadoes: United States Climate has an effect on crops clothing housing natural hazards. STANDARD WG.2b The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it; Essential Understandings Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment. Essential Knowledge Physical and ecological processes Earthquakes Floods Volcanic eruptions Erosion Deposition Human impact on environment Water diversion/management Aral Sea Colorado River Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) Canals Reservoirs
France In the framework of Eurostars, Bpifrance funds French companies up to 2000 employees through grants. Type of organisation Funding % of eligible costs Additional information SME Eurostars 40% SME 30% LARGE COMPANY < 2000 pers 30% LARGE COMPANY > 2000 pers 0% On the basis of the consolidated number of employees (including parent companies). UNIVERSITY 40% up to 100 000€ 40% of full costs in the limit of 100 000€ per participant RESEARCH ORGANISATION 40% up to 100 000€ 40% of full costs in the limit of 100 000€ per participant For more information, please refer to The Netherlands Dutch partners in the consortium can be funded according to the rules of the funding programme ‘Internationaal Innoveren’ (see: ). The maximum funding for all Dutch partners in a Eurostars project is € 500.000. The funding rate differs between types or organisations and types of project activities. Type of organization Funding rate for eligible Research activities Funding rate for eligible Development activities SME 45% 35% LARGE COMPANIES 35% 25% UNIVERSITIES and RESEARCH ORG.. 50% 25% OTHER 35% 25% Submission and approval procedures
Experiences may include but are not limited to the following: Apply a process for explaining indirect cause-and-effect relationships, such as the following: Choose an established effect and brainstorm causes of that effect. Categorize and organize the causes into direct or indirect causes. Describe direct and indirect items separately. Compare and contrast direct and indirect causes. Identify the most important difference between the direct and indirect causes. Draw conclusions about the impact on people, places, and events. Discuss, defend, and refine conclusions. Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structure of the civilizations, empires, or countries. Create flow charts, storyboards, and timelines that explore multiple causes and effects. Determine how the choices of selected people/groups impacted world history. Examine both intended and unintended consequences of an event, including the following questions: What was the context for the event to take place? What actions were taken? What was the result of these actions? STANDARD WHII.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) analyzing multiple connections across time and place; Essential Understandings- Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics. Activating prior knowledge helps make connections to new concepts and provides more complex information about people, places, experiences, and events in world history. Experiences may include but are not limited to the following: Select a civilization, religion, or event. Organize various aspects to determine and explain how the civilization, religion, or event changed over time. Organizing aspects may include the following: Social factors Political factors Economic factors Cultural factors Identify how culture changed to accommodate evolving ideas and beliefs, including the following:
Responses to specific follow-up requests from concluding observations Treaty body Due in Subject matter Submitted CERD 2016 Application of the Convention at the local level; minorities, indigenous peoples and persons of African descent in the overseas collectivities; and human rights and terrorism. - HR Committee 2016 Post-sentence preventive detention; surveillance activities; and sexual abuse in the Central African Republic. 2016 CEDAW 2018 National machinery for the advancement of women; and education. -- CAT 2017 Alleged excessive use of force by the police and the gendarmerie; suicides in prison; and psychiatric facilities. 2017 CED 2014 Prosecution of cases of enforced disappearance; fundamental legal safeguards; and right of victims. 2014. Views Treaty body Number of views Status HR Committee 3 Information requested B. Cooperation with special procedures Status during previous cycle Current status Standing invitation Yes Yes Visits undertaken Sale of Children (2011) Indigenous peoples (2011) Environment (2014) Disability (2017) Visits agreed to in principle Hazardous substances and wastes (2011) Independence of Judges and Lawyers Privacy (2017) Terrorism (2018)
(2014) Visits requested Mercenaries (2015) African Descent (reminder 2014) Violence against Women (2013) -- Responses to letters of allegation and urgent appeal During the period under review, 17 communications were sent. The Government replied to 13 communications C. Status of national human rights institutions National human rights Institution Status during previous cycle Status during present cycle Commission Nationale Consultative des Droits de l’Homme A A
Financial Expectations and Fundraising Cheerleading is a financial obligation. There will be out of pocket expenses for camp, clothing, and competition. Please, be prepared financially to participate in the cheerleading program. Fundraisers are necessary in order to provide the cheerleading squad and individual squad members with funds for various functions, trips, accessories, team gifts, etc. All fundraisers must be approved by the coaches and athletic director. Upcoming fundraisers will be discussed at a later date. Camp The FHN Cheerleading Squads will be attending camp this summer. Camp expenses are the responsibility of each individual cheerleader. Cheerleaders are responsible to bring in payment by the given timeline to be able to attend camp. If the squad member quits or is kicked off the squad, the camp payment will not be returned. All cheerleaders are responsible for purchasing camp clothing, shoes, and hair accessories. Further details about camp will be discussed at a later date. Competition Competition costs come out of the program fee. Competition is considered an all squad activity whether all participants perform on the floor, are an alternate, or spectator. Placement and participation level is the decision of the coaches. Cheerleaders, who are unable to perform a scheduled routine or skills required by the competition score sheet to or near perfection before the scheduled practices for a performance or competition, will not perform whether at game or competition. Squad members may be competing out of state and in the event that the squad does travel out of state, parents/guardians of the cheerleaders will be responsible for sponsoring one district administrator’s travel and lodging expenses in relation to the out of state completion. All FHN, District, and State rules and regulations will apply to each cheerleader. Any cheerleader that cannot or does not choose to abide by all rules and regulations will be required to be transported back to St. Charles by a parent or guardian.
“Free Hill .” Tennessee Encyclopedia of History and Culture. 1st edition. 1998. Print. “History of Free Hill.” Free Hill Community, n.d. Web. 2 July 2014. <http://www.freehillcommunity.org/History.htm> “Nashoba.” Tennessee Encyclopedia of History and Culture. 1st edition. 1998. Print. Francis Wright and Nashoba & Virginia Hill and Free Hill Use information from the text to complete the Venn diagram below. Francis Wright and Nashoba & Virginia Hill and Free Hill Key Use information from the text to complete the Venn diagram below, and then complete the writing assignment at the bottom of the page. Answers will vary. Francis Wright and Nashoba & Virginia Hill and Free Hill Use information from the text to complete the Venn diagram below, and then complete the writing assignment at the bottom of the page. Francis Wright and Nashoba & Virginia Hill and Free Hill Key Use information from the text to complete the Venn diagram below, and then complete the writing assignment at the bottom of the page.
opportunities Most development activities for ICT are course-based. Some attempt is made to widen the range of development opportunities, but these are generally limited in scope, type and relevance. A range of development opportunities are provided that meet the needs of some, but not all, staff. A wide range of development opportunities are provided both within and out of school which meet the individual needs and styles of most staff. A wide range of innovative approaches to staff development are used that blend face-to-face, online and other forms of provision. 6. Extending opportunities for Learning Understanding Staff have no understanding of how ICT can support the extension of learning opportunities for pupils. Some staff are aware of ways in which ICT can support the extension of learning opportunities but this is not yet part of a whole-school understanding. Many staff understand the importance of ICT in extending learning opportunities and how this might be achieved. Most staff are committed to extending learning opportunities through the effective use of ICT and see this as a key element in raising standards.
resources available for staff development? Hardware and peripherals - deployment and use Computers Laptop Monitor PDA Digital camera Digital Video camera Digital microscope Mobile phone Headset earphones Card readers External DVD writer Pen drives Graphics tablet Graphics calculators Digital microphones Digital voice recorder Web cam Scanner Data projector Video conferencing Furniture Tripod Interactive white board Lighting for filming Printer Screen Robotics Dataloggers Software for visualising thinking Software for creating Software communicating. Learning Management System (Moodle/ KnowledgeNet) SMS chosen has Simple interface, consistency and therefore ease of use functionality – Able to be expanded as a user’s confidence grows always available at school
Who were St. Francis and St. Clare? St. Francis and St. Clare were both raised in Assisi, Italy, surrounded by wealth and privilege, in the 13th Century. At this time in our heritage, our Holy Mother Church was going through many trials. The Crusades were in high swing and the faithful had become lukewarm at best. Sadly, corruption and indifference seemed to plague all of Christendom. (Sound familiar?) It was this social climate that Francis and Clare rejected in a radical way. They renounced materialism, shallow social relations and the mistreatment of any part of creation so as to seek a deeper intimacy with nature and closer relationship with our Heavenly Father. Through voluntary poverty, charitable service to all those in need, and prayer and penance, they both glorified God with their lives and essentially put “Christ” back in Christian. Live in the world as a fool for Christ. Most High and Glorious God, Bring Light to the Darkness of my Heart! Give me Right Faith, Certain Hope And Perfect Charity Lord, Give me Insight and Wisdom So I might always Discern Your Holy and True Will. Amen! For more information about Franciscan Youth please contact: Franciscan Youth Is God calling you? What is this? This is a personal invitation to enter deeper into your journey of spiritual discernment by way of a unique community called “YouFra” YouFra Franciscan Youth or “YouFra” is an international community made up of young people (18-30) who feel compelled by the Holy Spirit, to deepen their faith walk and to share the experience of Christian life in fraternity. “YouFra” walks in the light of the message of St. Francis of Assisi, meaning to say, they proclaim the Gospel always with their life and defend the value of life and all creation unceasingly. “YouFra” Fraternities are also in perfect union with our Holy Mother Church by way of the Secular Franciscan Order. “YouFra” belong as an integral part to the Franciscan Family and consider the Rule of the OFS its inspirational document. “YouFra” Fraternities seek spiritual assistance from competent religious superiors and fraternal animation from the Secular Franciscans.
for evaluation input for evaluation for evaluation 3b. Proficiency levels established prior to CFA (Performance/Authentic Assess.) No proficiency levels established Proficiency levels established but not shared with students Proficiency levels established and rubric shared with students after performance or product Proficiency levels explicitly shared with students in a rubric prior to CFA Students participate in creating proficiency levels prior to CFA 4b. Rubric created for performance assessment CFAs No rubric created Rubric created prior to CFA but not shared with students Rubric created prior to CFA and shared with students after CFA Rubric created and shared with students prior to CFA Students create reasonable and understandable criteria for evaluation Please evaluate all of the following criteria: 5 RBT The CFA has no identifiable connections to RBT The CFA only measures the Remembering level of RBT The CFA includes measures of the Remembering, Understanding, and Applying levels of RBT The CFA includes measures of the Remembering, Understanding, Applying, and Analyzing levels of RBT The CFA includes measures of the Remembering, Understanding, Applying, Analyzing, and Evaluating levels of RBT 6 Provides useful information for “next instructional steps” Provides no information about student understanding, knowledge and skill Provides little information about student understanding, knowledge and skill Provides much valuable information about student understanding, knowledge and skill Provides much valuable information for student reflection of their metacognitive skills Students actively reflect on their understanding, knowledge, skills using data from CFA 7 Rationale for type of CFA No rationale Rationale for CFA not aligned with Enduring Understandings and Essential Questions CFA selected is most suitable method for assessing Enduring Understandings and Essential Questions N/A N/A
c) Should future demand and generation led reinforcement costs be included or excluded in EDCM to provide locational cost signals. If so, are the current FCP and LRIC demand and generation approaches providing satisfactory cost reflective charges – if not, recommend how can we facilitate improvement including delivery timescales. They should be excluded, for the reasons given in the DCP 206 proposal form. d) Is there sufficient transparency of the EDCM, and effective communications with customers, bearing in mind the requirement not to disclose individual customers’ confidential data to others? If not, who should do this work? There is not sufficient transparency. In particular, customers are not able to verify that the DNO has calculated charges correctly, and are not able to explore the impact of possible scenarios without disclosing their possible business plans to the DNO. DNOs should be remedying the lack of transparency by publishing alongside their charging statements and CDCM models all the non-customer-specific information in their EDCM models, including: all the DNO-wide input data entered in sheet 11 of the model, and all the aggregated information that appears in the sheet OneLiners or Aggregates of a populated EDCM model. None of these data are individual customers’ confidential data. The work that I did in the context of MIG issue 70, including the MIG issue 70 models available from , would facilitate the task of any DNO that wanted to improve the transparency of its own models. In addition to these data from the EDCM tariff model itself, DNOs should also be more transparent about other data feeding into the methodology. In particular, DNOs should publish alongside their charging statements and CDCM models the following: All the volume, capacity, asset counts and circuit length assumptions underpinning their 500 MW model (with or without DCP 133). Only unit costs of individual network components should be eligible to be redacted. The denominator (a £/kW figure) in the calculation of network use factors for each of the five EDCM network levels. Whilst FCP or LRIC is still in use, system diagram information enabling a user to match nodes or network groups in the charge 1 statement with items in the long term development statement, and mapping information establishing a correspondence with accurate geographical locations. Whilst FCP or LRIC is still in use for demand, the kW and kVA figures associated with charge 1 at each node or network group. (These figures affect demand charges.)
Inclusion is one of the five Stakeholder Engagement Principles that guide our engagement; we are committed to work with stakeholders who may be harder to reach for reasons such as language, culture, age or mobility. Some of the priority stakeholders for inclusion are: Aboriginal and Torres Strait Islander communities A key success factor will be to expand the capability of all staff to engage effectively with Aboriginal and Torres Strait Islander Australians as they develop and deliver policies and services for Indigenous people and communities. Cultural awareness and appreciation, strong engagement skills for the development policy and programme implementation that meet cultural needs and address the social disadvantage faced by Aboriginal and Torres Strait Islander Australians is important to closing the gap in health outcomes. Culturally and linguistically diverse communities We recognise that policies and services should be more responsive to the cultural needs of Australians as the population becomes more diverse. There may be a need to develop a cultural diversity plan to address the provision for culturally sensitive services and engagement strategies for communicating with these communities. Enabling those with disabilities to participate in consultation The Department’s commitment to supporting people with disability in order to maximise their involvement and potential to participate as equal citizens of the Australian society is underpinned by the National Disability Strategy 2010-2020 and the Department’s protocol for engaging with people with disability in developing and successfully delivering the Department’s business. Levels of engagement There is no one right stakeholder engagement method and you may choose a number of methods at different stages of the process. Thinking about and selecting the most appropriate method of stakeholder engagement and the relevant tools and techniques to facilitate the engagement process can vary according to the situation, time, skills and resources. All engagement methods have their benefits and limitations and it is important to select the right one and review to ensure the method best fits the particular environment. The following table provides guidance on the various levels of engagement and our commitment to stakeholders: Inform Consult Involve Collaborate Empower to inform or educate stakeholders in one-way communication, there is no invitation to to gain information and feedback from stakeholders to inform decisions made internally. Limited two-way to work directly with stakeholders throughout the process to ensure that issues and concerns are understood and to partner with stakeholder and/or stakeholder groups for the development of mutually agreed to delegate decision-making in the hands of the stakeholders on a particular issue. Stakeholders are
TABLE OF CONTENTS PREAMBLE 1 ARTICLE I – PURPOSE 1 ARTICLE II – EFFECTIVE DATE AND AMENDMENT 1 ARTICLE III – DISTRICT REGULATIONS 1 SECTION 1 – DEFINITIONS 1 SECTION 2 – PERMITTED USES 2 SECTION 3 – DENSITY REQUIREMENTS FOR ALL PERMITTED USES 3 SECTION 4 – APPLICABILITY OF SITE PLAN REVIEW REGULATIONS SECTION 5 – MULTI-FAMILY RESIDENTIAL STRUCTURE SECTION 6 – OWNERSHIP OF MULTI-FAMILY RESIDENTIAL STRUCTURES SECTION 7 – RESIDENTIAL CONVERSIONS SECTION 8 – FAMILY RESIDENTIAL UNIT SIZE SECTION 9 – BED AND BREAKFAST SECTION 10 – HOME OCCUPATIONS 5 SECTION 11 – TIMBER PROCESSING SECTION 12 – HOTELS AND MOTELS SECTION 13 – ACCESSORY APARTMENT SECTION 14 – HEIGHT RESTRICTION ARTICLE IV – GENERAL PROVISIONS SECTION 1 – ZONING MAP SECTION 2 – NONCONFORMING USES SECTION 3 – LAND SUBDIVISION SECTION 4 – REMOVAL OR DUMPING SECTION 5 – PARKING SECTION 6 – SANITARY SEWAGE SECTION 7 – NUISANCE SECTION 8 – FIRE DAMAGED OR DILAPIDATED STRUCTURES SECTION 9 – SIGNS ARTICLE V – ADDITIONAL PROVISIONS SECTION 1 – FLOOD HAZARD CONSERVATION DISTRICT SECTION 2 – AIRPORT ZONING 1 SECTION 3 – PLANNED DEVELOPMENTS 1 SECTION 4 – AQUIFER CONSERVATION DISTRICT 2 SECTION 5 – WETLANDS CONSERVATION DISTRICT 2 ARTICLE VI – ADMINISTRATIVE PROVISIONS SECTION 1 – BOARD OF SELECTMEN SECTION 2 – ZONING BOARD OF ADJUSTMENT ARTICLE VI I – SAVINGS CLAUSE
Population - population Capitale - capital Autres villes importantes - other important towns Langue officielle – official language Autres langues parlées - other languages spoken Climat et météo (tropical, la saison sèche/la saison des pluies, etc) – climate and weather Symbole du pays (fleur, animal, etc) – country symbol Hymne national – national anthem Monnaie - currency Drapeau - flag Fêtes et festivals – festivals and national holidays Nourriture - food Industries principales (l’agriculture, la pêche, le tourisme, etc) - industries Produits principaux (le sucre de canne, les diamants, etc) - products Aspects du paysage (Est-ce qu’il y a des savanes/ îles/fleuves/rivières/lacs/mers/océans/montagnes/forêts/volcans?) –Geography - about the scenery / countryside Faune et flore – flowers and animals Aspects touristiques - tourism Activités sportives - sport Personnes célèbres – famous people Vêtements traditionnels – traditional clothes Religion - religion Président/Premier ministre/Roi/chef traditionnel – president / prime minister / King / traditional chief
Motivation for the Measure of Entropy (adapted from Shannon, 1948 and Cover and Thomas, 1991) In this technical appendix we adapt Shannon’s measures of entropy to characterize the uncertainty of potential know-how flow to and from subgroups. We then standardize the measures for comparison across schools. Formally, let n represent the number of possible links along which information could flow. The larger the number of links, the greater the uncertainty. If the links have equal probability of occurring, then uncertainty is proportional to 1/(probability of any given link). To create an additive measure of uncertainty across multiple independent links, for each link take the natural log of 1/probability, and then sum. Thus the combined uncertainty of links from A to B and from B to C is Ln[1/p(A,B)] + Ln[1/p(B,C)]= Ln[p(A,B)-1] + Ln[p(B,C)-1]= −Ln[p(A,B)] −Ln[p(B,C)]. Then, because each event is not equally likely to occur, weight the events by their probability. This generates an expected value, or average: − p(A,B)Ln[p(A,B)] − p(B,C)Ln[p(B,C)]. Summing across all pairs, entropy=, as in the main text. Deconstructing Resource Flow to Potential Receivers and from Potential Providers The flow of resources across the network can be differentiated into a component based on the aggregated flows to each potential receiver and from each potential provider. Formally, let , and (A1) . (A2)
Reduce over dependency on third-party country ports 12 57.1 Control over own imports/exports 8 38.1 Job creation 9 42.9 Geographically well positioned 2 9.5 Opening up to the international markets 5 23.8 Reduction of distance to open sea 8 38.1 Potential challenges facing Nsanje Inland port N=26 Responses % Unknown port user demand 3 11.5 Potential for diplomatic rift with neighboring Mozambique 8 30.8 Lack of feasibility study 18 69.2 Channel capacity restrictions 8 30.8 Inconsistent water levels 9 34.6 Environmental concerns 5 19.2 Distance from Nsanje to Major cities does not help reducing costs 4 15.4 Lack of Interest from financing partners 5 19.2 Drain on financial resources 1 3.8 Not sure 2 7.7 Perception of Quelimane port in Mozambique N % Worth exploring and developing 10 38.5 Not worth exploring 9 34.6 Not sure 7 26.9 Total (N) 26 100.0 Reasons to Develop Quelimane port N=10 Responses % Shortest possible distance to the open sea 7 70
Already has developed port 2 20 Has interest from neighboring countries 1 10 Don’t know anything on Quelimane port 1 10 Reasons not to develop Quelimane port N=9 Responses % Just develop our own port with the same resources 4 44.4 Will not create jobs for Malawi 3 33.3 Improve existing port already in use 4 44.4 Don’t know much about Quelimane port 2 22.2 The best option for Malawi N=26 Responses % Explore and develop new options 17 65.4 Rehabilitate existing options 10 38.5 Improve relations with neighboring countries 5 19.2 Reduce logistical red tapes 4 15.4
Critical reasons to develop Nsanje Inland Port Reduction of import costs National pride Reduced over-dependency on third-party country ports Control over own imports/exports Job creation Geographically well positioned Opening up to the international markets Reduction of distances to open sea Not sure Please include any additional information in the space provided Potential Challenges facing Nsanje Inland Port Unknown port user demand Potential for diplomatic rift with neighboring Mozambique Lack of feasibility study Channel capacity restrictions Inconsistent water levels Environmental concerns Distance from Nsanje to Major cities does not help reducing costs Lack of interest from financing partners Drain on financial resources Not sure Please include any additional information in the space provided
Please write a one-page essay explaining why you are deserving of this scholarship. Please be sure to include information about your educational/career goals, and any obstacles you may have encountered while growing up along with any other information you feel is important for the committee to know about you. Please print this form for each scholarship for which you are applying, and sign each copy prior to submitting to the Guidance Office. _________________________________________ Applicant’s Signature
The FMCSA is responsible for coordinating (or subcontracting this function) certification testing among all registered EOBR Host vendors. Once an EOBR vendor certification test has passed, the FMCSA will give a TLS authentication certificate to the EOBR vendor. Authentication Certificate Management FMCSA will provide certificate authority services and generate public and private key certificates for each EOBR Host System and each Enforcement Portal. The FMCSA should follow certificate management best practices [SEC1] when creating and managing the storage and delivery of these certificates. FMCSA will provide, support, and manage authentication credentials with EOBR Telematics service providers and carriers as operators of their own EOBR host system. In addition, the FMCSA should create independent server certificates to be delivered to each authorized EOBR Host vendor. In the case of multiple distributed FMCSA enforcement portals, the FMCSA should create a master certificate from which all child certificates are created and installed on the distributed enforcement portals. When distributing the certificates to the EOBR Host vendors, the FMCSA should follow security best practices in the delivery of the certificates [SEC1], for example via electronic transfer via PGP encrypted email, via physical medium (e.g. flash drive), or in person. FMCSA may revoke authentication credentials for any EOBR Host service provider that does not provide log download files per specified requirements or does not perform on a timely and reliable basis. Miscellaneous FMCSA will provide and manage the enforcement portal services. NOTE that expectation is ERODS will handle any DST days issues. All timestamps in the data file format are in UTC time. Appendix A – WSDL for SOAP log file transfer request and response TBD Appendix B – XML Schema for log data file format TBD
The Dillingham Report, Franz Boas, and the Measurement of U.S. ‘New’ Immigrants, By Tibor Frank The Dillingham Commission On February 20, 1907 the U.S. Congress established an Immigration Commission consisting of ten Senators and Representatives. Its influential members included Senator Henry Cabot Lodge of Massachusetts, one of the most powerful leaders of the Senate. The timing and selection of the Commission members was in response to a growing anti-immigrant movement as numerous ‘White, Anglo-Saxon, Protestant’ Americans were mobilized against the millions of ‘new’ immigrants arriving from the Austro-Hungarian Monarchy, Czarist Russia, Romania, Italy, and the Ottoman Empire. The newcomers were generally characterized as members of inferior races, biologically unprepared for assimilation or democratic self-government, and were considered undesirable. Americans had never especially welcomed Catholics, Jews, and the Chinese. From the Irish to the Chinese, from the Italians and the Eastern Europeans to the Mexicans, newly arrived unskilled labourers were generally treated with contempt and generated fears that they would become public charges, undermine labour standards, corrupt American morals. Senator John W. Daniel of Virginia declared in 1899: “There is one thing that neither time nor education can change. You may change the leopard’s spots, but you will never change the different qualities of the races...” Social Darwinism and its theorists Herbert Spencer and Ernst Haeckel found many followers in American universities and political circles. With Haeckel’s ‘biogenetic law’ lending ‘scientific’ legitimacy to racist theories, educated Americans considered ‘primitive races’ ‘half-devil and half-child’. Proponents of scientific racism subscribed to the arguments of Alfred P. Schultz, whose 1908 book, ‘Race or Mongrel’ argued “that the fall of nations is due to the intermarriage with alien stocks; [and]…a nation’s strength is due to racial purity; a prophecy that America will sink to early decay unless emigration is rigorously restricted” (Hankins 1937, 778-79). The leading American Social Darwinist, Yale professor William Graham Sumner preached similar dogmas of inequality and unrestricted competition for nearly 40 years (1872-1909) (Sumner 1963). The establishment of the Dillingham Commission was a sign of the increasing presence and weight of Social Darwinism and biological racism in American political thinking. 1911
Frankenstein Ch. 9 & 10 Questions What keeps Victor from killing himself at the beginning of this chapter? How does Victor become a disenfranchised member of society himself? As Victor climbs the mountains, what effect do they have on him? Why does Victor climb Montanvent in spite of the rain? How does that identify this as a romantic novel? What are Victor’s feelings as his creature approaches him. What is the first thing he says to his creature? How does the creature respond to Victor? What biblical character does the creature compare himself to? What character does he think he ought to be? What do you think the creature will ask of Victor? Why? What does the creature say made him a “fiend?” What is Romantic about this? What does the creature claim is the basis of Victor’s debt to him? What does the creature promise to Victor if Victor will fulfill his duties as creator?
Frankenstein Comprehension Directions: While you will not have to turn this in, it’s a good idea to use these questions to guide your reading. Your ability to answer the questions ensures that you are getting all of the major plot details and character development. Chapters 1 and 2: Comprehension How did Victor’s father spend his “younger days”? While Victor was intrigued by science as a child, what were Elizabeth’s chief interests? What did Henry Clerval write when he was nine years old? Where does Victor first come across the works of Agrippa? What does Victor witness during the thunderstorm? Why doesn’t Henry Clerval attend the university with Victor? What subject does Professor M. Krempe teach? How does M. Waldman react when he hears the names of Agrippa and Paracelsus? Before he leaves for the university, what does Victor hope to accomplish with his scientific studies? According to Professor Waldman, what have the “modern masters” learned about blood and air? Chapters 3-5: Comprehension After he begins his study of natural philosophy, how does Victor feel about M. Waldman? How tall does Victor plan to make his creature? How does Victor describe himself after his months of study? In what month does Victor finally complete his experiment? What color is the creature’s hair and lips? After he brings the creature to life, who does Victor dream about meeting in Ingolstadt? What does the creature do when he visits Victor in his bedroom? As he wanders the streets of Ingolstadt, what poem does Victor quote? After he recovers from his illness, how does Victor react when he finally sees his laboratory instruments again? When Henry invents tales to amuse Victor, what kind of writers does he imitate? Chapters 6-8: Comprehension Who is Ernest Frankenstein? Why did William hide from Ernest in Plainpalais? Why did Elizabeth feel responsible for William’s murder? How long has Victor been away from home studying at Ingolstadt? When Victor sees the creature in the Alps, why doesn’t he pursue it? How has Elizabeth changed in the six years since Victor has seen her? How does Justine look and behave during her trail?
SECONDARY READING: USING THE CRITICAL ANTHOLOGY Robert Eaglestone ‘Doing English’ There are two ways of looking at a text; intrinsically and extrinsically Reading ‘Frankenstein’ intrinsically would involve focusing upon aspects of style, plot, character and narrative voice. Reading ‘Frankenstein’ extrinsically would involve focusing upon aspects such as society at the time Shelley was writing, analysing Victor’s actions in the light of aspects like social class and gender, and how feminists might perceive the central female characters. Importance of the author; who defines meaning? The reader or the writer? This approach would involve evaluating what Shelley’s intentions were in writing the book/ aspects of style or how far these define the reader’s response to the text. Narrative closure; arguably what we search for in any story. Do we have ‘closure’ at end of Frankenstein? Particularly interesting if you consider this in the context of when the story begins and starts. David Lodge, ‘The Art of Fiction’ ‘Beginning’> chapter explores when exactly a novel begins. In the case of Frankenstein, when does the story begin? Before we even start reading with our prec-conceptions? When Walton write his first letter? When Victor begins to speak? This idea would be useful to refer to if you were answering a question on the ‘most important’ elements of the novel. ‘Introducing a Character’> Lodge explores how we understand character. Where do our judgements lie and indeed, are they dependent on who is describing a character. This is relevant with regards to the differing presentations of the characters throughout the novel- from Walton’s misjudged interpretations of
‘Narrative coherence amounts to our recognition that we are being told one unified story.’ Can you find evidence that Victor is trying to obtain narrative coherence? Similarly, can you find evidence that his selection and ordering of the narrative is perhaps suspect? Or does it just add to the plot? ‘Point of view might be switched in the course of the narrative.’ Where does point of view seem to switch in the narrative and what are the reasons for it and indeed, effect of it? ‘One of the characteristics of narratives is that the events themselves are stereotyped, with the genre of the narrative to some extent requiring certain kinds