zilongwang/ReadingBank huggingface dataset:
Station 4: Measuring Lung Capacity Respiratory System Select two group members. Each group member should breathe in as deeply as they can and then exhale to blow up the balloon with one breath. Observe what happens to your chest and stomach as you inhale and exhale. Repeat two or three times. QUESTIONS: Which partner had a greater lung capacity? How do you know? What happened to your chest and stomach as you inhaled and exhaled?
Grade 5 Science Project: The Human Body Rubric Criteria Level 1 Level 2 Level 3 Level 4 Understanding of Basic Concepts - Shows understanding of few of the basic concepts. -Demonstrates significant misconceptions. - Gives explanations showing limited understanding. - Shows understanding of some of the basic concepts. -Demonstrates minor misconceptions. - Gives partial explanations. - Shows understanding of most of the basic concepts. -Demonstrates no significant misconceptions. - Usually gives complete or nearly complete explanations. - Shows understanding of all of the basic concepts. -Demonstrates no misconceptions. - Always gives complete explanations. Inquiry and Design Skills - Needs frequent assistance to use materials properly to complete task. - Needs frequent reminders to stay on task. - - Gave few details about the condition and how medical technology and diet have affected sufferers. - Provided no resources. - Used materials properly and completed task with some assistance. - On task some of the time. - Gave some details about the condition and how medical technology and diet have affected sufferers. - Provided some resources. - Used materials properly and completed task with only occasional assistance. - On task most of the time. - Gave many details about the condition and how medical technology and diet have affected sufferers. - Provided many resources. - Used materials properly and completed task without needing assistance. - On task all of the time. - Gave details beyond what was required about the condition and how medical technology and diet have affected sufferers. - Provided many and varied resources. Communication - Oral presentation - Oral presentation - Oral presentation - Oral presentation
was unclear. - Work was messy and unorganized. was sometimes clear and prepared. - Work was a little messy and unorganized. was mostly clear and prepared. - Work was neat and organized. was very clear and prepared. - Work was very neat and well organized. Relating of Science and Technology to each other and the world outside the school - Shows little understanding of connection between science technology and the work outside the school (did not understand the purpose of the project). - Shows some understanding of connection between science technology and the work outside the school (had trouble understanding the purpose of the project). - Shows understanding of connection between science technology and the work outside the school (understood the purpose of the project). - Shows understanding of connection between science technology and the work outside the school, as well as their implications (understood the purpose and importance of the project).
CONCISENESS – strive for brevity, avoid redundancies, and include well-developed ideas. COMPLETENESS – introduction, body, and conclusion with support and good development. GRAMMAR – capitalization, punctuation, references, grammatical correctness, proofreading, professional appearance. GRADING SYSTEM PLUS/MINUS GRADING Definition of Grades and Their Corresponding Grade Points A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 D- .7 F Failing ASSIGNMENT & ASSESSMENT PERCENTAGE Attendance & Participation 5% Mid-term Assessment 20% Individual Paper 20% Group Assignment: Paper & Oral 30% Individual Critique 5% Final Assessment 20%
CMX Common Merger Extended Module. CP Cluster Processor: the L1Calo subsystem comprising the CPMs. CPM CTP Cluster Processor Module. Central Trigger Processor DAQ Data Acquisition DCS Detector Control System: the ATLAS system that monitors and controls physical parameters of the sub-systems of the experiment, such as gas pressure, flow-rate, high voltage settings, low-voltage power supplies, temperatures, leakage currents, etc. ECAL The electromagnetic calorimeters of ATLAS, considered as a single system. ECR Event Counter Reset signal from the TTC, used to initiate clearing of ROD memories eFEX Electron Feature Extractor. FEX Feature Extractor, referring to either an eFEX or jFEX module or subsystem. FIFO A first-in, first-out memory buffer. FPGA Field-Programmable Gate Array. HCAL The hadronic calorimeters of ATLAS, considered as a single system. IPbus An IP-based protocol implementing register-level access over Ethernet for module control and monitoring. IPMB Intelligent Platform Management Bus: a standard protocol used in ATCA shelves to implement the lowest-level hardware management bus. IPM Controller Intelligent Platform Management Controller: in ATCA systems, that portion of a module (or other intelligent component of the system) that interfaces to the IPMB. IPMI Intelligent Platform Management Interface: a specification and mechanism for providing inventory management, monitoring, logging, and control for elements of a computer system. A component of, but not exclusive to, the ATCA standard. JEM Jet-Energy Module. JEP Jet-Energy Processor: the L1Calo subsystem comprising the JEMs. jFEX Jet Feature Extractor. JTAG A technique, defined by IEEE 1149.1, for transferring data to/from a device using a serial line that connects all relevant registers sequentially. JTAG stands for Joint Technology Assessment Group. L0A In Run 4, the Level-0 trigger accept signal. L0Calo In Run 4, the ATLAS Level-0 Calorimeter Trigger. L1A The Level-1 trigger accept signal. L1Calo The ATLAS Level-1 Calorimeter Trigger. LHC Large Hadron Collider.
HUMAN COMMUNICATION STUDIES LEADERSHIP – TOXIC & INTOXICATING LEADERSHIP HCOM 445 Spring 2018 Instructor: Dr. S. Irene Matz Office Hours: Associate Professor Tuesday 10:00 – 11:00 a.m. Tuesday 2:30 – 3:30 p.m. Thursday 2:30-3:30 p.m. Or by appointment Office: CP 420-11 Mail: CP 420 Phone: 657-278-4418 E-mail: Website: http://commfaculty.fullerton.edu/imatz Class Meeting Time & Place Thursday 4:00-6:45 p.m. CP 129 Course Required Texts: Northouse, P. G. (2009). Leadership theory and practice (7th ed.). : Sage Publications. Lipman-Blumen, J. (2005). The allure of toxic leaders why we follow destructive bosses and corrupt politicians – and how we can survive them. : Press. Other Suggested Goleman, D. (2000). Working with emotional intelligence. New York: Readings: Bantam Books. Hoel, H. & Cooper, C.L. (2002) Workplace bullying. : Taylor & Francis. Kellerman, B. (2008). Bad leadership. Harvard Business School Press. Boston, Massachusetts. Howell, Jon P. (2013). Snapshots of great leadership. New York: Routledge. Course Description: Prerequisites: appropriate junior, senior and graduate level theoretical coursework; upper division writing course from discipline. The course explores theories and concepts in communication, focusing on leadership styles, connective leadership, dynamics of relationships between toxic leaders and followers, gender differences in leaders, bullies in the workplace, and ethical issues. Learning Goals & Objectives:
Economic Activities Industry & Land in Mexico controlled by: GDP: Stands for? What is it? What type of travel is used primarily by upper and middle class? Immigration to America Push Factors 1. 2. 3. Pull Factors 1. 2. 3. NAFTA Means: Does: Significant Vocabulary Outsourcing: __________________________ ______________________________________ ______________________________________ Maquiladora: _________________________ ______________________________________ ______________________________________ Free Trade Zone: ______________________ ______________________________________ ______________________________________ Illegal Drug Trade Where? What? Who? Cash Crops? Percentage of Mexicans with no access to internet or computers _______% Where are maquiladoras located?
Resources, Power, & Industry Mexican Resources Controlled by – Ways economy has changed – -------------------------------------------------------------------------------------- Transportation ? used by upper and middle class ? hauls freight -------------------------------------------------------------------------------------- Border Crossing: How many? ____________________________ Push Factors 1. 2. 3. Pull Factors 1. 2. 3. Significant Vocabulary NAFTA Outsourcing Maquiladora Free Trade Zone __________________________________________________________ Where are maquiladoras located? Cartels: Cash Crops: How they maintain power:
Years)........................................................................... READING........................................................... 13
Human Impact on Ecosystems Groups and Topics Fossil Fuel Pollution-Carbon dioxide emissions (Global Warming) Ankur Parekh Shuwen Luo Spencer Littick Fossil Fuel Pollution-Carbon dioxide emissions (Ocean acidification) Savannah Moss Fossil Fuel Pollution (Oil Spills) Cody Boesman Kailey Bickle Deforestation Brayden Clark Jobin Harney Use of fertilizers Aaron Jadwin Matthew Bell Use of pesticides Logan Cartwright Skyler Juhnke Plastic trash pollution Janessa Dawson Jessie Jones Acid rain Pollution Caleb Craig Alisyn Weaver Introduction of Invasive Species Brittney Miller Alexis Schneider Tourism (mountains and coasts) Emily Kern Alyssa Prince Brittney Botsford Use of ozone depletion substances Morgan Anderson Trevor Oler Mining Claudia Frueh Ashley Knicely Kailey Felumlee Dam building John McEfresh Christina Rozsa Road building Madi King Bennett Steinfurth
(b) Using the letters X, Y and Z and arrows, identify each of the following on the diagram: endometrium (X), where fertilization normally occurs (Y), where meiosis occurs (Z). (c) Which part of the female reproductive system is influenced by both FSH and LH? .………………………………………………………………………………………….. (d) Give two biological advantages of breastfeeding. 1 2 Section A – Ordinary Level 2006 OL 5. The diagram shows the reproductive system of a human female. (a) Name A ………………………………………… B ………………………………………… C ………………………………………… (b) In which of the parts A, B or C is the ovum (egg) formed? (c) What is meant by fertilization? (d) In which of the parts A, B or C does fertilization occur? (e) Give one cause of female infertility. Section C – Higher Level SEC Sample Paper HL 14.(c) (i) When may it be considered that the process of fertilisation is complete? (ii) Where does fertilisation normally occur in the reproductive system of the human female? (iii) Explain what is meant by germ layers and name the germ layers that appear in early human development.
FOR MORE INFORMATION OR A VOLUNTEER APPLICATION Contact: Barb Karr, Advisor Volunteer Guardianship Program Coshocton County Probate Court 426 Main Street, Coshocton, OH 43812 Phone: 740-295-7417 Fax: YES! I AM INTERESTED IN BECOMING A VOLUNTEER. Please send me additional information on the Volunteer Guardianship Program and an application form. Name Address City Phone DETACH AND RETURN TO: Coshocton County Probate Court Volunteer Guardianship Program 426 Main Street Coshocton, OH 43812 I have no greater responsibility than to protect and care for those in need. Volunteer guardians greatly improve the quality of life for their wards. Please join us in making Coshocton County a caring and compassionate community for the residents who can no longer care for themselves. Judge Van Blanchard II Coshocton County Probate Court COSHOCTON COUNTY VOLUNTEER GUARDIANSHIP PROGRAM Van Blanchard II Coshocton County Probate Court Judge Coshocton County Probate Court 426 Main Street Coshocton, OH 43812
Table-1 : Scoring Criteria for Technical Offer Sl No Evaluation Criteria Maximum Point Description Point 1 Company Status 10 Limited Company 10 Partnership registered 07 Partnership non-registered 05 Proprietorship 03 2 Overall business operation in courier/document delivery service 10 Over 10 years 10 6 to 10 years 07 3 to 5 years 05 2 years 03 Below 2 years 00 3 Courier/ document delivery service network in the country 10 All 64 Dis. HQ 10 31-63 Dis. HQ 07 21-30 Dis. HQ 05 10-20 Dis. HQ 03 Below 10 Dis. HQ 00 4 Courier/ document delivery service network within Dhaka city and surrounding area 10 At least 20 distr. outlet 10 15-19 distr. Outlet 07 10-14 distr. Outlet 05 Below 10 distr. Outlet 00 5 Previous project/work experience with BTCL 10 Completed 10 Running 4 No experience 0 6 Yearly average amount of VAT/IT payment in the last two financial years 10 below Tk.4,00,000 03 Tk.4,00,000 to Tk.8,00,000 06 Tk.8,00,000 to Tk. 12,00,000 08 Tk.12,00,001 and above 10 7 Accomplished or accomplishing bulk delivery document work in public utility or communication field 10 yes 10 No 00 8 Business Plan including Customer Care Plan (Detail plan and document is required) 10 Yes 10 No 00 9 Logistic support: 10 Above 40 persons 10
DIST.DURG CHHATTISGARH Mob.no,8435149739 Email. sandy_d1231@rediffmail.com To, SUB:APPLICATION FOR THE POST of AGM MECHANICAL MAINTENANCE. SIR, Let me have a few moments of yours,as the enclosed qualifications brief shows,I am looking for a suitable position relevant to my qualification & experience and do have abilities and achievements in this fields,I have an ambition to work up to the top of the ladder in a progressive set up have prompted me to approach you as a premier organization. I will be grateful if you put me on your active file for suitable openings and let me have a line in confirmation. Thanking you, Yours sincerely, SANDEEP KUMAR DAS
UGI UTILITIES, INC. UGI CENTRAL PENN GAS, INC. AND UGI PENN NATURAL GAS, INC. MANAGEMENT EFFICIENCY INVESTIGATION IMPLEMENTATION PLAN RECOMMENDATION OVERVIEW No. Focus Area Recommendation Response Audit Report Reference 1 Executive Management and Organizational Structure Incorporate defined initiatives and overall corporate goals with related performance indicators into the UGI Utility Group’s strategic planning process. Accept III-1 2 Affiliated Interests and Cost Allocations Develop, maintain and distribute a comprehensive cost allocations manual which fully addresses all cost allocations utilized for shared costs. Accept IV-1 3 Financial Management Update the UGI dividend policy to include all provisions currently considered and to add a provision for the Company to notify the Commission in advance, with explanation, when a dividend payout will exceed 85% of net income. Accept V-2 4 Gas Operations Strive to continue to reduce leak backlogs and maintain complete records to document the reclassification and elimination of leaks associated with main replacement activity. Accept VI-3 5 Gas Operations Strive to improve the accuracy of the UGI’s NGDCs’ UFG calculation. Accept VI-4 6 Gas Operations Develop a business case for using contractors for certain types of work into the Staffing Study and strive to employ the most cost effective, efficient workforce. Accept VI-5
7 Gas Operations Strive to meet UGI’s Gas Service Division’s goal for replacement of mercury meters by 2018. Accept in Part VI-6 8 Gas Operations Strive to implement the remaining recommendations from the PNG Operations Audit Report in a timely manner. Accept in Part VI-8 9 Gas Operations Improve safety performance at each of the UGI Utility Group’s Companies and strive to meet its safety goals. Accept VI-9 10 Emergency Preparedness Continue performing periodic physical security risk analyses and/or vulnerability assessments of all facilities. Accept VIII-1 11 Emergency Preparedness Standardize the approach for mitigating physical security risks across the UGI Utility Group. Accept VIII-2 12 Emergency Preparedness Fully document emergency response provisions within UGI’s Electric Service Division’s Emergency Response Plan. Accept VIII-3 13 Emergency Preparedness Develop a comprehensive Cyber Security Plan and test and review it annually. Accept VIII-4 14 Materials Management Focus efforts to align CPG’s inventory accuracy with the rest of the UGI Utility Group. Accept IX-2 15 Materials Management Improve inventory turnover to at least 2.0 turns or higher for all operating companies. Accept in Part IX-3 16 Materials Management Strive to achieve a more automated materials management system. Accept IX-5 17 Customer Services Complete implementation of the customer information management and enterprise asset management software, and then reassess the consolidation of the call centers. Accept X-2 18 Fleet Management Establish annual KPI goals to benchmark against actual performance. Accept XI-2
PGW’s currently approved LTIIP addressed the required elements of an LTIIP at the time it was approved. Therefore, we will only discuss the proposed changes from the currently approved LTIIP to the instant modified LTIIP. PGW’S MODIFIED LTIIP PETITION PGW’s original LTIIP is a five year plan that ends on August 31, 2017, which is the end of PGW’s fiscal year. The changes proposed in the modified LTIIP are intended to accelerate the replacement of at-risk mains, reduce overall risk to PGW’s gas distribution system, and to enhance reliability. The modified LTIIP is also designed to comply with Ordering Paragraph 8(a) in PGW’s DSIC Cap Waiver Order, and the LTIIP Regulations. PGW’s modified LTIIP proposes the following primary changes: Update projected expenditures that take into account the additional funding levels resulting from the DSIC Cap Waiver Order that raised the allowable DSIC, inclusive of reconciliation, to 7.5% from 5%; Update priorities for accelerated replacement as guided by recently completed independent benchmarking and prioritization studies, and by the risk assessment set forth in PGW’s Distribution Integrity Management Plan (DIMP) risk scores; Add a section showing how PGW intends to train staff and contractors to meet the U.S. Department of Transportation Pipeline and Hazardous Materials Safety Administration’s (PHMSA) Operator Qualification requirements at 49 CFR § §192.801 – 192.809, and to otherwise demonstrate that it will have qualified personnel available to accomplish the accelerated main replacement detailed in the LTIIP;
the Toledan rebellion. These were followed by more works challenging the doctrinal basis for the Sentencia-Estatuto, including Mose Hamomo’s Instrucción del Relator and its reformulation and expansion by Lope de Barrientos in Contra Algunos Çiçañadores de la Nación de los Convertidos del Pueblo de Israel. Barrientos ends the latter ends with a dig against Mora’s own heritage. After noting the multitude of noblemen “descended of Israelite lineage” he suggests that for those who blaspheme against them “it would be best for them to dig, sow, and harvest, and do that sort of work, just as their parents, grandparents and ancestors did rather than placing their sacrilegious excommunicated mouths on divine lineages...” Mora responded with his Apelación y Suplicación. Referring to conversos as “baptized Jews” he deployed the same arguments about their untrustworthiness and ancient enmity toward Old Christians that appeared in the Suplicación and the Sentencia-Estatuto. Dismissing the papal bulls as well as the various charges of transgressing against the king’s authority Mora insists that he is acting in accordance with a higher law. In regards to the digs made about his lineage he responded that “debating before God the nobility of lineage is nothing more than debating which rubbish pile has the best manure, for in terms of the human condition we are manure and ash...” Mora would not have the opportunity to present more arguments in his favor. He was put to death when Enrique took full control of Toledo in December 1449. Others did later take up the defense of the Sentencia-Estatuto, such as Alonso de Espina’s 1469 Foralitium fidei. While the debates continued to be carried out on multiple fronts, a fundamental concern was the effectiveness of conversion. The Sentencia-Estatuto enshrined the claim that conversion could no longer guarantee the transformation of one’s essence from Jew to Christian in law. In doing so it extended the foundation of that essence beyond religion and into what would become race.
PART 4 – SUMMARY OF EVIDENCE Provide an overview of all key journal articles or research published in the public domain related to the proposed service that is for your application (limiting these to the English language only). Please do not attach full text articles, this is just intended to be a summary. Type of study design* Title of journal article or research project (including any trial identifier or study lead if relevant) Short description of research (max 50 words)** Website link to journal article or research (if available) Date of publication*** 1. Retrospective observational registry Early angiotensin-converting enzyme inhibition in Alport syndrome delays renal failure and improves life expectancy. 274 people followed for 20 years. ACE inhibitors delayed onset of renal failure ‘This supports the need for early diagnosis and early nephroprotective therapy in oligosymptomatic patients’. Gross et al. Kidney Int 2015; 291:494-501 2. Retrospective observational registry Outcomes of male patients with Alport syndrome undergoing renal replacement therapy 456 males with AS in European registries; delayed age at onset of end-stage renal failure Temme et al. Clin JASN 2012;7: 1969-76 3. Retrospective observational registry Incidence of renal failure and nephroprotection by RAAS inhibition in heterozygous carriers of X-chromosomal and autosomal recessive Alport mutations 234 Alport mutation carriers in European registries; figure 5: delayed onset of renal failure with preemptive ACE inhibitors Temme et al. Kid Int 2012; 81: 779-83 4. Expert guidelines Expert guidelines for the management of Alport syndrome and Thin basement membrane nephropathy Advocates genetic testing, and ACE inhibition Savige et al. JASN 2013; 24: 364-375 5. Clinical practice recommendations Clinical practice recommendations for the treatment of Alport syndrome: a statement of the Alport syndrome research collaborative Advocates ACE inhibition even before the onset of proteinuria Kashtan et al. Ped Nephrol 2013: 28: 5 - 11 6. Animal model Preemptive Ramipril therapy delays renal failure and reduces renal fibrosis in mice with Alport syndrome Advocates ACE inhibition even before the onset of proteinuria in mouse model Gross et al. Kidney Int 2003; 63: 438-446.
South Seminole Middle School Sixth Grade Language Arts Course Syllabus 2014-2015 Instructor: Room: Phone: Email: Website: Ms. McEvoy 3-010 (407) 746-1333 Crystal_McEvoy@scps.k12.fl.us http://padlet.com/wall/CrystalMcEvoy Course Description: The curriculum in this course consists of reading, literature, composition, grammar, spelling and vocabulary development. Reading skills will be reinforced through fiction, nonfiction, poetry and drama. Students will enhance their writing skills through expressive, narrative and informative writing. Supplies needed: -Folder with prongs (plastic lasts all year) - Wide ruled filler paper -Pencils, sharpener, pens, highlighters, etc. -Spiral notebook Texts: Various texts and excerpts Prentice Hall Literature Glencoe Writer’s Choice Grammar and Composition Bell Work: Critical thinking questions Grammar activities Writing prompts FSA Prep: Focus on reading and writing Data driven instruction Textual evidence Document-based questions Homework/Reading Counts: SSMS is starting Reading Counts this year. Reading goals will be set in class. It is an expectation for students to read every night and take tests as part of their homework grade. Classroom Expectations: Be Respectful Be Honest Evaluation and Grading System: Assignments 70% Homework 10% Exam/Standards Based Assessment 20% Late Work: We will follow the district policy of number of days absent plus one. Assignments must be turned in on their due date. Twenty will be deducted from assignments turned in late. No late work will be accepted after close of the grading period (progress report and report card). Tardy Policy: First offense: Verbal warning Second offense: Parent notification via phone, email, or written communication Third offense: Morning detention Fourth offense: Discipline referral *For every single tardy after the 4th tardy, there will be a referral. Discipline Spectrum: Positive and negative behaviors will be recognized. Consequences will be determined by severity and frequency of behaviors. Student Signature: _________________________________ Parent Signature: __________________________________
“The past is never dead; it’s not even past.” William Faulkner Oct 20 & 25 Part II: Age of Revolutions, 1750-1914 (Thur & Tues) Lecture: “Introduction & Overview, 1750-1914” Music: Inuit ritual music, lullabies, & prayers; Always Look on the Bright Side of Life (Monty Python) •Bentley, pp. 616-21 Industrial Revolution: Britain, Europe, the World Lecture: “Industrial Revolution” Music: Music of Cambodia; Four Pence a Day Film clip: Modern Times (Charlie Chaplin) •Bentley, ch. 29 Oct 27 & Nov 1 Europe & Latin America (Thur & Tues) Lecture: “Political Revolutions & the Growth of ‘Isms’” Music: Malkuri: Traditional Music from the Andes; Eroica (Beethoven’s Symphony #3) Film Clip: Danton •Bentley, chs. 23 (pp. 512-20), 28, 30 •Wolf, chs. 5, 6 Imperialism: Europe & the World Lecture: “Imperialism: Nature, Causes, in Africa” Music: Music of the BaBenzéle Pygmies; He is an Englishman (Gilbert & Sullivan); Atsiagbeko (“Great Oaths War Dance”) Film Clip: The African Queen •Bentley, ch. 32 •Wolf, chs. 7, 8 •Achebe Review for Second Exam (Tuesday, November 1) Nov 3 & 8 Asian Transformations (Thur & Tues) Lecture: “Asian & Islamic Responses to the West” Music: Tibetan Inspirations •Bentley, ch. 31 ***Second Exam: Tuesday, November 8 Music: Japanese Kabuki & Other Traditional Music “Can you love anyone without making him work harder? Can you do your best for anyone without educating him?” Confucius, Analects, Book XIII Nov 10 & 15 Part III: The 20th Century
(Thur & Tues) Lecture: “Introduction & Overview, 1900-present” Music: Namibia (Himba & Bushman tribes) •Bentley, pp. 758-61 Revolution, Nationalism, Dependence Lecture: “Key Events on the Eve of World War I” Music: Music of Islam; La Marseillaise •Bentley, chs. 31 (pp. 716-17), 32 (pp. 747-49), 33 (pp. 764-67, 772-74, 778-79) Nov 17 & 22 World War I (Thur & Tues) Lecture: “World War I: Grand Plans to Trench Warfare” Music: Balkan Voices; Over There (George M. Cohan) Video clip: The Great War •Bentley, ch. 33 •Wolf, ch. 9 Between the Wars: Europe, Africa, Asia, Middle East Lecture: “The Great Depression; Changing Roles for Women in the 20th Century” Music: Depression-era songs; I Ain’t Got No Home in This World Any More (Woody Guthrie); Handful of Keys (Fats Waller) •Bentley, chs. 34, 35 •Wolf, ch. 12 ***Paper due: Tuesday, November 22 Nov 29 & Dec 1 World War II (Tues & Thurs) Lecture: “The Atomic Bomb & the End of World War II” Music: Songs from WWII; Threnody for the Victims of Hiroshima; Madame Butterfly; Who’s Next & Werner von Braun (Tom Lehrer) Film clips: Hiroshima; Rain of Ruin •Bentley, ch. 36 (pp. 834-53) •Wolf, ch. 10 Review for Final Exam (Tuesday, November 29) The Cold War & End of the 20th Century Lecture: “Toward the End of the 20th Century” Music: Koyaanisqatsi (Philip Glass);Ballad for Americans (Paul Robeson); National Brotherhood Week (Tom Lehrer); Ride of the Valkyries (Richard Wagner) Film clip: The Great Dictator (Charlie Chaplin) •Bentley, chs. 36 (pp. 853-61), 37, 38, & pp. 924-25 •Wolf, chs. 11, 13, 14 ***Final Exam: Tuesday, December 6, 12:00-1:50 pm
A. 2018-2020 DIRECT AID TO PUBLIC EDUCATION BUDGET 1. Technical Updates to Existing Direct Aid Programs Rebenchmark Direct Aid Costs for 2018-2020 (as presented to the Board of Education in September 2017) Governor - The Governor’s introduced budget includes the state share of routine rebenchmarking of costs for all of the Standards of Quality and other Direct Aid programs. These technical adjustments include updates for factors such as funded salaries, Annual School Report data used to calculate prevailing costs, inflation factors, Standards of Learning test score updates, enrollment updates, and projected caseloads for Lottery, incentive and categorical programs. The 2018-2020 Board of Education rebenchmarking presentation dated September 28, 2017, provides additional information about the details and source of the data used to make these technical updates. These adjustments reflect the cost of continuing current programs with the required biennial data updates used in the funding formulas, and do not reflect any changes in policy. For fiscal year 2019, routine rebasing of costs for the Standards of Quality and other Direct Aid programs results in an increase in state cost of $235.0 million. For fiscal year 2020, the increase in state cost is $256.8 million. Senate – Same as the Governor’s introduced budget. House – Same as the Governor’s introduced budget. Final General Assembly Action – Same as the Governor’s introduced budget. Technical Updates to Direct Aid Accounts for 2018-2020 subsequent to the Rebenchmarking Budget Presented to the Board of Education in September 2017 Governor - The Governor’s introduced budget includes the state share of cost for additional technical updates related to the rebenchmarking process that occurred after the Board of Education presentation in September 2017, due to the timing of data availability. These technical adjustments include updates to factors such as enrollment projections, inflation factors, Standards of Learning test failure rate data, updates for the most recent free lunch eligibility percentages, and caseloads for Lottery, incentive and categorical programs. These adjustments reflect the cost of continuing current programs with the required data updates used in the funding formulas, and do not reflect any changes in policy. These updates decrease the state share of cost by $4.8 million in fiscal year 2019 and by $2.1 million in fiscal year 2020. Senate – Same as the Governor’s introduced budget. House – Same as the Governor’s introduced budget. Final General Assembly Action – Same as the Governor’s introduced budget.
PCR 2013:02 requires reporting of waste in three categories: hazardous, and radioactive. ASTM PCR only requires the hazardous and nonhazardous waste amounts to be reported. PCR 2013:02 requires GHG emissions and removals occurring due to direct land use change to be included in the LCI, if significant. ASTM PCR does not require accounting of GHG emissions and removals due to land use change. In addition, the Carbon Leadership Forum’s (CLF’s) North America PCR for ISO 14025 Type III Environmental Product Declarations (EPDs) of Concrete, version 1.1, December 4, 2013, was reviewed. However, the CLF PCR is primarily written for ready-mix concrete and does not capture material and product-specific components unique to manufactured concrete and concrete masonry products. For example, in the manufacturing stage (A3) of the CLF PCR, only the energy used to “store, move, batch, and mix the concrete and operate the facility” need to be included. For this ASTM PCR, the manufacturing stage also includes energy related to forming and curing units. 1.1 | This PCR document specifies rules, requirements, and guidelines for developing EPDs for manufactured concrete and concrete masonry products and underlying requirements of related life-cycle assessments (LCAs). These PCR are valid for, and provide requirements for, Business-to-Business (BtoB) EPDs. An EPD prepared under these PCR will present data that has been aggregated over the following phases of the life cycle: raw materials acquisition, transportation, and manufacturing. These PCR are consistent with and comply with the mandatory requirements contained in the following standards: International Organization for Standardization (ISO) 21930: 2007 Building construction — Sustainability in building construction — Environmental declaration of building products. ISO 14025: 2006 Environmental labeling and declarations — Type III environmental declarations — Principles and procedures. ISO 14040: 2006 Environmental management — Life cycle assessment — Principles and framework.
Modern Day World Languages World Languages PNG. created by , courtesy of Wikimedia Commons and is public domain. Map A: Major World Trade Routes in the 15th Century Source: Philippe Beaujard in “The Indian Ocean in Eurasian and African World-Systems before the Sixteenth Century,” Journal of World History (adapted) from the NYS Global History and Geography Regents Examination, August 2012.
Week Lab Target Exam Week 8/18 – 8/22 8/25 – 8/29 Measurements 9/1 – 9/5 Density of Materials 9/8 – 9/12 Separation Techniques 9/15 – 9/19 Hydrates Exam 1: Chapters 1-3 9/22 – 9/26 Stoichiometry 9/29 – 10/3 Reactions 10/6 – 10/10 Acid/Base Titrations 10/13 – 10/17 Gas Laws Exam 2: Chapters 4-5 10/20 – 10/24 In-Lab Lecture/Consolidation 10/27 – 10/31 Thermodynamics 11/3 – 11/7 Spectroscopy 11/10 – 11/14 In-Lab Lecture/Consolidation Exam 3: Chapters 6-7 11/17 – 11/21 Covalent Bonding I (Lewis Structures) 11/24 – 11/28 NO LAB - Thanksgiving Break 12/1 – 12/5 Covalent Bonding II (VSEPR) Exam 4: Chapters 8-10 12/8 – 12/12 Final Exam 12/10; 2:00 – 4:00; Comprehensive
CHARLES T JOYCE ESQUIRE SPEAR WILDERMAN PC 230 S BROAD STREET SUITE 1400 PHILADELPHIA PA 19102 (INTERNATIONAL BROTHERHOOD OF ELECTRICAL WORKERS LOCAL 614 Accepts e-Service JOSEPH OTIS MINOTT ESQUIRE ERNEST LOGAN WELDE ESQUIRE BENJAMIN Z HARTUNG ESQUIRE CLEAN AIR COUNCIL 125 S 19TH ST PHILADELPHIA PA 19103 (CAC) Accepts e-Service ARTHUR ZACHARY SCHWARTZ ESQUIRE ADVOCATES FOR JUSTICE & REFORM NOW PC C/O SCHWARTZ LICHTEN AND BRIGHT PC 225 BROADWAY SUITE 1902 NEW YORK NY 10007 (PENNSYLVANIA COMMUNITIES ORGANIZING FOR CHANGE) Accepts e-Service ELIZABETH R MARX ESQUIRE PATRICK CICERO ESQUIRE PA UTILITY LAW PROJECT 118 LOCUST STREET HARRISBURG PA 17101 (CAUSE-PA) Accepts e-Service JOESPH OTIS MINOTT ESQUIRE CLEAN AIR COUNCIL 135 S 19TH STREET SUITE 300 PHILADELPHIA PA 19103 (CAC) Accepts e-Service JACOB SCHLESINGER ESQUIRE KEYES FOX & WIEDMAN LLP 1400 16TH STREET 16 MARKET SQUARE SUITE 400 DENVER CO 80202 (TASC) Accepts e-Service MARK SZYBIST ESQUIRE NATURAL RESOURCES DEFENSE COUNCIL 1152 15TH STREET NW SUITE 300 WASHINGTON DC 20005 (NATURAL RESOURCES DEFENSE COUNCIL) Accepts e-Service DAVID WOOLEY ESQUIRE KEYES FOX & WIEDMAN LLP 436 14TH STREET SUITE 1305 OAKLAND CA 94612 (TASC) Accepts e-Service DANIEL CLEARFIELD ESQUIRE DEANNE M O'DELL ESQUIRE SARAH STONER ESQUIRE ECKERT SEAMANS 213 MARKET STREET HARRISBURG PA 17101 (KEEA ENERGY EDUCATION FUND) Accepts e-Service JOHN FINNIGAN ESQUIRE ENVIRONMENTAL DEFENSE FUND 128 WINDING BROOK LANE TERRACE PARK OH 45174 (EDF) Accepts e-Service LEONARD E LUCAS III ESQUIRE US GENERAL SERVICES ADMINISTRATION 801 BROADWAY SUITE 113 NASHVILLE TN 37203 (GSA) KATHLEEN BARKSDALE ESQUIRE JULIE HOLVIK ESQUIRE US GENERAL SERVICES ADMINISTRATION THE STRAWBRIDGE BLDG SUITE 9088 20 N 8TH STREET PHILADELPHIA PA 19107-3191 (GSA) MICHAEL PANFIL ESQUIRE ENVIRONMENTAL DEFENSE FUND 1875 CONNECTICUT AVENUE NW WASHINGTON DC 20009 (EDF)
P-2016-2526627 – PETITION OF PPL ELECTRIC UTILITIES CORPORATION Revised 3/9/16 PAUL E RUSSELL ESQUIRE KIMBERLY A KLOCK ESQUIRE PPL SERVICES CORPORATION TWO NORTH NINTH STREET ALLENTOWN PA 18101 Accepts e-Service DAVID B MACGREGOR ESQUIRE *MICHAEL W HASSELL ESQUIRE *CHRISTOPHER T WRIGHT ESQUIRE POST & SCHELL 17 N SECOND ST 12TH FL HARRISBURG PA 17101-1601 *Accepts e-Service AARON J BEATTY ESQUIRE BRANDON J PIERCE CHRISTY APPLEBY ESQUIRE DAVID EVRARD ESQUIRE OFFICE OF CONDUMER ADVOCATE 555 WALNUT STREET 5TH FLOOR FORUM PLACE HARRISBURG PA 17101-1923 Accepts e-Service STEVEN C GRAY ESQUIRE OFFICE OF SMALL BUSINESS ADVOCATE 300 N SECOND ST SUITE 1102 HARRISBURG PA 17101 GINA L LAUFFER ESQUIRE PA PUC BUREAU OF INVESTIGATION & ENFORCEMENT PO BOX 3265 HARRISBURG PA 17105-3265 Accepts e-Service PAMELA C POLACEK ESQUIRE ADEOLE A BAKARE ESQUIRE ALESSANDRA L HYLANDER ESQUIRE MCNEES WALLACE & NURICK 100 PINE STREET PO BOX 1166 HARRISBURG PA 17108-1166 Accepts e-Service (FOR PPLICA) DANIEL CLEARFIELD ESQUIRE DEANNE M O’DELL ESQUIRE SARAH C STONER ESQUIRE ECKERT SEAMANS CHERIN & MELLOTT 213 MARKET STREET 8TH FL HARRISBURG PA 17101 Accepts e-Service (FOR RESA) KENNETH L MICKENS ESQUIRE THE SUSTAINABLE ENERGY FUND OF CENTRAL EASTERN PA 316 YORKSHIRE DRIVE HARRISBURG PA 17111 Accepts e-Service (FOR SUSTAINABLE ENERGY FUND) THOMAS J SNISCAK ESQUIRE TODD S STEWART ESQUIRE JUDITH D CASSEL ESQUIRE HAWKE MCKEON & SNISCAK LLP 100 N 10TH STREET PO BOX 1778 HARRISBURG PA 17101 Accepts e-Service (FOR NEXTERA ENERGY RESOURCES LLC)
preventative sense, in primary care. And they can benefit from the multidisciplinary approach that can be offered in a hospital setting. The final group of patients who would benefit from hospital referral are where diagnosis is uncertain or there are difficult comorbidities going on, particularly, I think, of younger children under the age of five, where it can be difficult to differentiate, is this asthma/is this multi-trigger wheeze? What’s the best way to try and prevent it? Or can we prevent it? And in secondary care, we’re always happy to see children with these problems. In Camden there are clinics for children and young people with asthma and wheezing difficulties, both at UCL hospitals and also at the Royal Free Hospital. Paediatricians at both of these hospitals are also very happy to take direct questions or be contacted for any queries that you have. IV Is there a Camden management pathway for primary care? JC A lot of exciting work’s been taking place over the past year towards improving the integration of care for children and young people with a range of conditions, but particularly with asthma for Camden. And there are a lot of new initiatives taking place. If you’re not already part of the primary care asthma pilots, I would strongly draw your attention to those and more information is available on the Camden CCG website. There’s going to be further movement towards more integrated care pathways for Camden, which you’ll hear about in due course. IV Where can GPs find out more? JC There’s a wealth of information and resources available on the Asthma UK website. There’s information on it that’s accessible for children, for young people, for parents, and for health professionals as well; and I’d strongly recommend you and family spend time looking at that, though if you do have any queries or questions, I’m very happy to be contacted. My email address is jonathan.cohen@uclh.nhs.uk. Please feel free to discuss any patients or any other queries that you’ve got.
1. Please indicate the level of achievement of the project’s original objectives and include any relevant comments on factors affecting this. Objective Not achieved Partially achieved Fully achieved Comments Examine human perceptions of aquatic predators in Loreto. Interviews in four communities outside Pucacuro National Reserve and in one community in River Napo. X A total of 224 interviews were undertaken. The species most commonly ranked first as competitors for fish and fish net damage were pink dolphins, followed by giant otter and Neotropical otter. Explore long-term changes in teenagers’ attitudes to giant otters after being exposed to environmental education about giant otters in 2009, visited San Martin de Tipishca, community inside Pacaya-Samiria National Reserve. X We highlighted a need to evaluate the success of environmental education programmes, properly target groups, and to consider the limitations of short-term ‘one-hit’ environmental education sessions. Two focus group meetings in the community Santa Elena with fishermen and hunters and in the community of Intuto with park guards. X The information collected in the focus groups in the community of Santa Elena coincide with the information given in the interviews. Park guards had a slightly different perspective. Investigate the proportion of habitat occupied by otters using an ‘occupancy modelling’ method for giant otters and Neotropical otters in the X This successful test of a new methodology enables far quicker assessment of giant otter populations. While taking imperfect detection into account We can now use this method to better determine the extent of the
Evaluation Rubric Categories & Success Criteria Level 1 (50-59%) Limited Level 2 (60-69%) Some Partial Level 3 (70-79%) Considerable Adequate Meets Expectations Level 4 (80-89%) Thorough Advanced Exceeds Expectations Level 4+ (90-100%) Exceptional Sophisticated Exceeds Expectations Knowledge/ Understanding Demonstrates considerable knowledge and understanding of content important to the inquiry (e.g. rights, privileges, right abuses, common good) 1 2 3 4 4+ Thinking/ Inquiry Shows considerable use of planning skills to ask and refine relevant questions that further the investigation Shows considerable use of processing skills gather and analyze multiple sources critically Shows considerable use of critical/creative thinking process to evaluate evidence and make valid conclusions 1 1 1 2 2 2 3 3 3 4 4 4 4+ 4+ 4+ Communication Communicates their issues and subsequent positions clearly and creatively with considerable effectiveness Communicates their positions persuasively with considerable effectiveness 1 1 2 2 3 3 4 4 4+ 4+ Application Transfers critical, creative, and thinking skills when proposing a position-based answer to the inquiry question. - Task is achieved, but to a minimal degree - Task is complete, but shows many areas that need improvement - Task meets expectations and is successful - Task exceeds expectations, and is clever, unique and advanced - Task surpasses all expectations, and is clever, highly unique and very sophisticated Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment.
Acronyms & Abbreviations Additional Acronyms & Abbreviations may be found at: A Acquisition Management Office ADA Americans with Disability Act ADP Automated Data Processing ALIS Automated Locator Information System AMS Acquisition Management System AQL Allowable Degree of Variation ARC Ames Research Center ATF Aeronautical Tracking Facility BER Bit Error Rate BIS Business Information Systems BITS Business Information Tracking System C Office of the Chief Financial Officer CACS Computer Access Control System CAD Computer Aided Design CC Closed Captioning CCB Configuration Control Board CCDB Credit Card Database CCF Central Computing Facility CCP Configuration Control Plan CCR Configuration Change Request CDR Critical Design Review CF Calculated Function CF Financial Management Branch CFO Chief Financial Officer CIMS Calibration Information Management System CIO Chief Information Officer CIU Cockpit Interface Unit COB Close of Business COTS Commercial-off-the-shelf COTR Contracting Officers Technical Representative CR Resource Management Branch CST Combined System Test CVTV Current Values Table Viewer CWABS Center Wide Automated Budget System DACS Data Acquisition and Control System DAF Data Analysis Facility DAOF Dryden Aircraft Operations Facility DARPAS Dryden Automated Resource Planning and Analysis System DARS Dryden Apple Replacement System DCP Dryden Centerwide Procedure DCRsi Digital Cassette Recorder System Improved DEI Dryden Equipment Instruction DFRC Dryden Flight Research Center DFRC_BIS Novell Server (file server dedicated to BIS)
Performing Pupils will develop their performing skills on two instruments, or one instrument and voice, to a minimum of Grade 4 level. They will be preparing and performing a solo and/or group programme of challenging music on their two selected instruments. In addition to this, pupils will be critically reflecting on and evaluating the quality and accuracy of their performance, and refining their performing skills. Through this process they need to be able to identify strengths and areas for improvement in their performing. Composing Skills Pupils will analyse how a range of compositional methods and music concepts are used by other composers and the influences on their music. They will also experiment using complex concepts and compositional methods in creative ways in order to create their own original piece of music, through improvising, arranging or composing. Understanding Music In Understanding Music pupils will develop their ability to identify and distinguish between complex level-specific music concepts in excerpts of music through listening. They will also analyse the impact of social and cultural influences on the development of specific musical styles and identify the meaning of a variety of music signs, symbols and terms. Value Added Performance Guide – All Levels Level Type Grade Length National 4 Internal 2 8 minutes National 5 External 3 8 minutes Higher External 4 12 minutes Advanced Higher External 5 15 minutes Advanced Higher Music The Advanced Higher Music course is divided into 3 units of study: Performing Skills Composing Skills Understanding Music Performing Pupils will develop their performing skills on two instruments, or one instrument and voice, to a minimum of Grade 5 level. They will be preparing and performing a soloand/or group programme of challenging music on their two selected instruments or one instrument and voice. In addition to this, pupils will be critically reflecting on and evaluating the quality and accuracy of their performance, and refining their performing skills. Through this process they need to be able to identify strengths and areas for improvement in their performing.
code. Modify as desired. Step 10 – Code alignment. Compare the agreed upon ethics code to that of the larger organization or to the relevant industry or association. Modify as desired. Step 11 – Code review. Present the code to legal counsel, executives, and the board of directors for their approval. Modify as desired. Step 12 – Code communication strategy. Create a strategy for communicating the code to all employees and key constituents. (Collins 116) Step 13 – Code revision. Annually assess code awareness, discuss code relevance with employee groups, and revise as needed. (Collins 117) Connecting Code of Ethics to Strategic Planning The Code of Ethics can be a key aspect of an organization’s strategic plan. Strategic planning integrates an organization’s mission with its vision and provides clear direc- tion on how the organization will progress from its current situation to a highly desired future situation. Connecting the code to an organization’s mission and vision, rather than keeping it separate, establishes credibility and visibility for the Code of Ethics. Mission statements, vision statements, and Codes of Ethics serve unique pur- poses. Combined, these documents define the organization to internal and external constituents. An organization’s mission statement describes what an organization does and for whom.24 For instance: “Studio67 is a medium-sized restaurant focus- ing on organic foods and an intriguing atmosphere, in a prime neighborhood of Portland.”25 A vision statement describes what an organization aspires to become in the fu- ture. General Motors’ vision statement reads: “GM’s vision is to be the world leader in transportation products and related services. We will earn our customers’ enthu- siasm through continuous improvement driven by the integrity, teamwork, and in- novation of GM people.”26 The word “integrity” in the General Motors’ vision statement provides a link to elaborate and advertise the company’s ethics code. The shared values embodied in a Code of Ethics provide relationship consistency between the orga- nization and its stakeholders in the present and future. General Motors’ mission and vision may fluctuate, but the way the company treats stakeholders will be consistent. Strategic plans are communication devices. Ideally, an organization’s mission statement, vision statement, and Code of Ethics communicate a “cause” that em- ployees and other stakeholders can rally around, and potential customers want to be a part of. Jim