zilongwang/ReadingBank huggingface dataset:
Bugsy Malone O’Freary Stagecraft YT Lisa O’Brien 2007 TELEVISION ROLE COMPANY USED FOR YEAR 90’s Power Party Dancer Electric Ireland Internet 2015 TITLE ROLE COMPANY DIRECTOR YEAR Spring Awakening Herr Stiefel DCU Maureen V Ward 2015 Cabaret Ernst Ludwig DCU Maureen V Ward 2014 High School Musical Zeke CBS Highschool Lisa O’Brien 2011 RADIO TITLE ROLE COMPANY DIRECTOR YEAR Little Red Riding Hood Big Bad Wolf DCU FM Rachel Sheary 2014 QUALIFICATIONS TYPE GRADE EXAM BOARD YEAR Speech & Drama Grade 5 with Distinction 2007 SKILLS Horse Riding Swimming Sailing Archery
Swivel chair Jack Manufacturer Girsberger Design: Burkhard Vogtherr Swivel chair Comfort with minimum use of materials – swivel and conference chair. Seat Rocking mechanism Seat height 420 – 525 mm (castors), 410 – 515 mm (glides) Seat width 495 mm Seat depth 460 mm Backrest Backrest height 392, 478, 858 mm Seat shell Seat shell upholstered, fabric Seat shell upholstered, leather Armrests Without / with armrests, fix, covered Base Base stainless steel brushed / polished Castors for hard or soft floors Covers Different qualities of fabric and leather from the Girsberger collection. Versions and accessories Hooded castors Steel glides Plastic glides
Chapter 4: Description The PAO’s Responses After carefully analyzing the data provided by the PAO’s found in Quezon City, it was simple to establish a set of themes derived from responses to the interview questions. The interviews were carefully divided into 16 sections that pertained to the organization, the Filipino context, and church involvement. The following report will be broken down according to each interview section and the overall themes that emerged from the interviews with the director or spokesperson for each PAO. Mission Statement Mission statements of organizations often articulate the type of approach a PAO will take towards women in prostitution. For example, a mission statement may specify rebuilding a woman’s life through the use of long-term care. Another organization may focus on transforming communities and use prevention methods to achieve this. Mission statements are similar to injustice frames in that they are molded and designed to solve a certain issue. The more specific the injustice frames or mission statement, the more effective an organization will be in addressing and serving the intended population or issue. Becky, the director for Wipe Every Tear (WET), said that their mission statement focused around the transformation of the lives of the women, giving them a better future and regaining what the women have lost in their life due to prostitution. The transformation in their lives does not simply mean their apparent physical needs through medical treatment and education: it also includes the spiritual and emotional aspects that trouble them. Ara of Safe Refuge confirmed that their mission for women’s lives in prostitution was to rescue, nurture, and rebuild the lives of the women. She acknowledged that education plays a significant role in the transformation of the women’s lives; however, the main transformation comes through the power of Christ. Samaritana’s director of outreach, Raymond, confirmed that their mission for women is to build, model, and empower communities to assist women. The transformation of their lives is of primary concern; this is evident in the myriad of programs they employ to reach the needs of the women. the director of Renew Foundation, showed that their mission statement focused on the renewal of women in prostitution through the freedom of Christ and economic opportunity. Their mission is poised to eradicate trafficking and prostitution through advocacy, networking, and education so that women and children are protected and empowered. Emerging Themes
Wipe Every Tear Safe Refuge Samaritana Renew Foundation Emerging Themes Mission Statement Transforming and regaining what was lost. Rescue, nurture, rebuild lives of women. model, and empower communities. Renewal of through Christ and economics. Transformation and giving back to the women Stressed Programs Education and discipleship Education and Discipleship Outreach, Prevention, Livelihood Education and prevention Based upon the needs and creating relationships
In her article, published six after the book, Warhol acknowledges that she now had to qualify this argument because her book had implicitly and unconsciously taken white-authored texts to be narrative norms that could be universally applied. In the years between 1989 and 1995, literary criticism’s discovery and embrace of a “politics of difference” had made plain the error of that assumption. In her article, therefore, Warhol proposed to use the “binary model” of a gendered distinction between male distancing and female engaging narrators not to “fix” it as a universal or absolute but quite the opposite – to show how a text like Jacobs’s Incidents both deployed, evaded, and improvised on it. Jacobs, she went on to show, uses both kinds of narrator in her text. Sometimes her narrator is engaging and seeks to make common cause with readers, but at other times the narrator states unequivocally that her readers will never really understand her – as when she writes, “Reader, can you imagine? No, you cannot.” Warhol put the case more precisely by referring to the relation between Jacobs’s narrator and her book’s narratee (implied reader): “Jacobs’s narrator draws a line which the narratee may not cross in identifying with the narrator/protagonist,” (64) Warhol observes. This strategy “marks Jacobs as a precursor to the twentieth-century politics of difference.” (67) Along with the politics of difference, a second critical trend of the 1980s and ‘90s is at work in Warhol’s article. In her attention to the narrator and narrate, we see an emerging skepticism (generated mainly by French theorists, including Michel Foucault and Jacques Derrida) toward the importance of a text’s author and toward the reality of the individual-as-subject. If the first phase of Jacobs criticism read
incentivize them to put the work into an invention they might have otherwise abandoned or never even began. After a short period of time, but long enough so that the inventors are sufficiently rewarded for their efforts, the invention becomes the property of the public, for public use and benefit. The system has worked as intended for hundreds of years and perhaps courts like the United States Court of Appeals for the Federal Circuit in the eBay case deemed it wise to continue to allow inventors the option of injunctive relief if they so choose. There is, however, another side to this coin. The ultimate goal as far as patent law is concerned is not to protect the individual rights of the patent holder. The ultimate goal of patent law is to promote a public good. It is to ensure that innovation takes place for the good of everyone. The fear is that if you do not compensate people for putting in the blood, sweat, and tears necessary to see a good idea come to fruition that people will resort to laziness. This assumes that people are naturally lethargic and will not do anything without the thought of somehow being monetarily rewarded or compensated for it. There may be some truth to this. Indeed, the ratio of for profit business to nonprofit business in existence should give some indication as to not only people’s unwillingness to give away free work and time, but also the challenges in doing so. Even if we assume that most people are not lethargic and are selfless individuals who would have no problem working for years at an idea just to give it away to anyone who wants it in the end, it is not difficult to see that there is a complex money issue with such a system. Most inventors simply cannot afford to put in the time and effort to not only come up with a sustainable idea, but also perform the experimentation and implementation necessary to mold the idea into something useful to the public. In another hypothetical, let us assume that the initial idea of the invention is thought of without any effort at all. The inventor (or the individual
Dates Dec. 1 Monday Dec. 2 Tuesday Dec. 3 Wednesday Dec. 4 Thursday Dec. 5 Friday Standard Analyze literature; use textual evidence; present knowledge and ideas orally and in writing Analyze literature; use textual evidence; present knowledge and ideas orally and in writing Analyze literature; use textual evidence; present knowledge and ideas orally and in writing Analyze literature; use textual evidence; present knowledge and ideas orally and in writing Analyze literature; use textual evidence; present knowledge and ideas orally and in writing Essential Question/ Key Question What are the main characteristics of Greek literature and its heroes? How does Oedipus embody Aristotle’s definition of the tragic hero? How does Oedipus embody Aristotle’s definition of the tragic hero? How does Oedipus embody Aristotle’s definition of the tragic hero? How does Oedipus embody Aristotle’s definition of the tragic hero? Lesson Opener Introduce Greek Theatre - handout Review Latin Roots Review Tragic Hero Quiz on Latin Roots Latin Roots Roots brLatin Roots Procedures/Strategies Theatre Definition of Terms Discuss epic and tragic heroes and how they fit the mask theme of this unit. Introduce the play and begin reading the Prologue – Explore background and act out opening scene. Discuss the prologue and Begin Act I Discuss characters and look for Oedipus’ tragic flaw Read more of the play and discuss the character of Oedipus and the kind of leader he appears to be Continue reading the play to identify the role of the Chorus and the information it gives on the play Lesson Summary Overview of Greek Theatre and heroes TOD – What is the modern day definition of a hero? Review the play thus far – Respond on to assess understanding Student feedback on the play and orally summary of the plot so far Send in info on Showbie – What kind of leader does Oedipus seem to be and why do you think he has been successfuj? Sum up the purpose of the chorus and the concept to other literary works and modern media Assessment/ Evaluation Class discussion and Class Discussion Teacher observation and class discussion Teacher observation Class discussion Materials Needed Notes and I-pads Greek Theatre Handout I-pads and copy of the play I-pads and copies of the play I-pads and play I-pads and play
compensation body of the state in which the insurer is established (in the case of an insured vehicle) or against the guarantee fund of the state in which the vehicle is normally based (where the vehicle can be identified but there is no insurance) or of the state in which the accident took place (where the vehicle cannot be identified). The following provisions of the Fourth Directive are of particular relevance to this appeal: “Article 1 Scope 1. The objective of this Directive is to lay down special provisions applicable to injured parties entitled to compensation in respect of any loss or injury resulting from accidents occurring in a Member State other than the Member State of residence of the injured party which are caused by the use of vehicles insured and normally based in a Member State. . . . Article 4 Claims representatives 1. Each Member State shall take all measures necessary to ensure that all insurance undertakings . . . appoint a claims representative in each other than that in which they have received their official authorisation. The claims representative shall be responsible for handling and settling claims arising from an accident in the cases referred to in Article 1. The claims representative shall be resident or established in the where he is appointed. . . . Article 6 Compensation bodies 1. Each Member State shall establish or approve a compensation body responsible for providing compensation to injured parties in the cases referred to in Article 1. Such injured parties may present a claim to the compensation body in their of residence: . . . The compensation body shall take action within two months of the date when the injured party presents a claim for compensation to it . . .
Capturing Teacher Knowledge project funded by the Institute of Education Sciences and directed by Nicole Kersting (University of Arizona), Rossella Santagata (University of California, Irvine), and Givvin (University of California, Los Angeles). Coded video tapes of elementary and middle-grades instruction with mathematical quality of instruction (MQI) protocol. 2011 Measures of Effective Teaching: Mathematical Quality of Instruction project funded by the Bill and Melinda Gates Foundation and directed by Heather Hill (Harvard University); Trained to use MQI protocol; coded video tapes of elementary and middle-grades instruction. 2010 Measures of Effective Teaching: Teacher Knowledge project funded by the Bill and Melinda Gates Foundation and directed by Drew Gitomer, Barbara Werens, Geoffrey Phelps (Educational Testing Service), and Mark Thames (University of Michigan). Wrote and reviewed assessment items; co-authored presentations and manuscript. 2009–2010 Associate Editor - The Mathematics Educator, a research journal published by the Mathemematics Education Student Association at the University of Georgia. 2009–2013 Professional Affiliations American Educational Research Association Association of Mathematics Teacher Educators International Group for the Psychology of Mathematics Education International Society of the Learning Sciences National Council of Teachers of Mathematics
Commercial developments. 8. CONVEYANCING Mr. Classen through his expertise ensures that the conveyancing process runs as smoothly as possible and that problems and delays are identified and solved pro-actively before they occur. 9. SUMMARY My vision and mission is to provide clients in the Property Industry with legal and development solutions to enable them to do risk free developments and finalize such projects on time. J.A. CLASSEN BL(c) LLB UP
Beds, Mattresses’ and Furniture For any of the items listed below, our supplier is Emmaus (a local charity). Their main store is located at 32 Lockwood Street, Hull, HU2 0HJ – Tel (01482) 223722. All supplied by Emmaus are ‘second hand’ but are in good condition and meet with current fire regulations. Workers are welcome to take their ‘end user’ to the Emmaus store with them if they wish for them to be able to select the item from those made available at the time. Availability will be limited to items which have a price closely matching the amount awarded and are at the discretion of the Emmaus manager (Alex Slater) or the deputy manager (Donna Powley). The exception to the above is mattresses. All mattresses supplied by Emmaus will be supplied ‘brand new’. NB: We will usually only award a double bed/mattress to a couple unless ‘good reason’ is provided for its requirement. Item Description: (Insert Number) Reason Required: (Explain why this item is essential to your client’s wellbeing and why they don’t currently possess this item) Emmaus Price: Amount Requested: Official Use Only: Single Bed Base (inc Del) £20.00 Single Mattress (inc Del) £39.00 Double Bed Base (inc Del) £25.00 Double Mattress (inc Del) £69.00 Wardrobe (inc Del) £40.00 Chest of Drawers (inc Del) £25.00 Bedside Unit (inc Del) £15.00 2 Seater Sofa (inc Del) £45.00 3 Seater Sofa (inc Del) £60.00 Dining Table & 4 Chairs (inc Del) £60.00 Sub Total: (Total requested for ‘Beds & Mattresses) Cheque to be made payable to: (Enter your organisation or alternative supplier details, leave blank for Emmaus)
‘White Goods’ For any of the items listed below, our supplier is Maple Leaf Ltd. Their store is located at 116-117 Witham, Hull, HU9 1AT – Tel (01482) 228151. If a cooker is being requested then electric should be the preferred option as this is cheaper. Where a gas cooker is the only option, please check if reconnection of gas service is required (see below for additional costs). Item Description: (Insert Number) Reason Required: (Explain why this item is essential to your client’s wellbeing and why they don’t currently possess this item) Maple Leaf Price: Amount Requested: Official Use Only: Electric Cooker (inc Del & Ins) £259.00 Gas Cooker (inc Del & Ins) £289.00 Gas Reconnection Costs (applicable where gas supply has been completely sealed off) £60.00 Microwave Oven (inc Del) £49.00 Tall Fridge Freezer (inc Del) £239.00 Under Counter Fridge (inc Del) £160.00 Under Counter Fridge + Ice Box (inc Del) £185.00 Under Counter Freezer (inc Del) £195.00 Washing Machine (inc Del & Ins) £229.00 Tumble Dryer (inc Del) £190.00 Sub Total: (Total requested for ‘White Goods’) Cheque to be made payable to: (Enter your organisation or alternative supplier details, leave blank for Maple Leaf)
Draft interim internal audit plan for 2015-16 Each engagement title is prefixed by a short hand to signify the relevant lead portfolio under review e.g. “F&R: NFI investigations and coordination” relates to the Finance & Resources Directorate. The table is also annotated to show: engagements are linked to the Strategic Alliance (SA); engagements to be delivered by Devon Audit Partnership (DAP); and, days are indicative only further detail is expected to be available by the June JAC meeting Please note that there is a significant planned contingency built in to provide for the evolving assurance requirements during 2015/16 (see para. 2.2 above). Type Client Engagement Title SA DAP days Assurance provision F&R: NFI investigations and coordination - - 5 F&R: PIR of PayPal / Barclays account usage and process for Property receipts - Y 5 P&L: Review integration of L&D systems / policy Y Y 20 SA: Alliance program risk assurance (not joined up, lack of maturity) Y - 20 Joint DCC: Mitigation and risk assessment assurance + risk framework / maturity / management process assurance (independent deep dive of red causes) - - 20
DCC: Programme – lessons learnt / project closure reports – organisational learning - Y 10 F&R: ICT Governance - MSCR implementation (assess if IT governance supports the organisation) Y Y 20 F&R: Payroll (continuous assurance work) - - 6 Various: Follow up of previous high priority recommendations - - 10 OPCC/DCC: Compliance with the CIPFA CoP 'managing the risk of fraud' - Y 10 OPCC/DCC: Ethics - register of interests (inc. business interests); gifts & hospitality (links to NFI) - Y 10 OPCC/F&R: HMRC return (viz Stage 2 e.g. two payrolls segregated) (JR011/20) - Y 10 OPCC/F&R: Strategic Alliance - Control infrastructure review during change, finance merger business case Y Y 20 OPCC: Financial management of commissioning and partnerships - - 5
OPCC: Grant audit (MOJ competed fund 14/15) - - 1 OPCC: Grant audit (MOJ victims services 14/15) March 2015 - - 1 OPCC: Grant audit (MOJ victims services Nov 2013) March 2015 - - 1 OPCC: Review the delivery of the commissioning strategy - - 15 Consultancy and advisory Joint OPCC/F&R/P&A: Controls training - - 15 OPCC/P&A: Annual governance statement support (CRSA) - - 5 OPCC/P&A: Covalent user & system support - - 2 OPCC/P&A: Develop the use of Covalent - - 5 OPCC/P&A: Risk management facilitation - - 5 OPCC OPCC: Value for money studies - - 10 Total Engagement Days 231
assumed that social attention difficulties in autism continue unchanged through life. The result could be explained by our use of a very able, adult sample, supporting the evidence that social attention skills develop over time. It also could be explained by the use of a uni- modal, static stimulus set, supporting the view that autistic social attention can operate effectively in controlled experimental settings. These results call for a more systematic analysis of the social attention literature in autism across the different tasks, such as interactive, dynamic joint attention tasks and computer-based gaze-following tasks, that until now have been equated. In addition, the development of social attention in both children and adults with ASD should be further researched, as well its relationship to the use of social cues in real life.
Ristic, J., Mottron, L., Friesen, C. K., Iarocci, G., Burack, J. A., & Kingstone, A. (2005). Eyes are special but not for everyone: The case of autism. Cognitive Brain Research, 24, 715-718. Schultz, R. T. (2005). Developmental deficits in social perception in autism: The role of the amygdala and fusiform face area. International Journal of Developmental Neuroscience, 23, 125-141. Simons, D. J., & Levin, D. T. (1997). Change blindness. Trends in Cognitive Sciences, 1(7), 261-267. Smilek, D., Birmingham, E., Cameron, D., Bischof, W., & Kingstone, A. (2006). Cognitive ethology and exploring attention in real-world scenes. Brain Research, 1080, 101-119.
TO SUPPLY, DELIVER, INSTALL AND COMMISSIONING “Body Impedance Analyzer (BIA)” TO INSTITUT PERUBATAN DAN PERGIGIAN TERMAJU, UNIVERSITI SAINS MALAYSIA TECHNICAL SPECIFICATION SCHEDULE QUOTATION NO. : SH1/18/RU/CIPPT/U/00016 ITEM NO. UNIVERSITY’S DESCRIPTION QUANTITY BIDDER’S SPECIFICATION (Please Write Your Specification In This Column) TECHNICAL EVALUATION (For Official use only) A. B. C. D. ITEM NAME Body Impedance Analyzer (BIA) DESCRIPTION Body Impedance Analyzer (BIA) is intended to measure and display the body composition such as body weight, percent of body fat, percent of skeletal muscle, visceral fat, body mass Index (BMI) and body age. ESSENTIAL COMPONENTS Body Impedance Analyzer With Bluetooth Body Impedance Analyzer Without Bluetooth Alkaline Battery Battery Charger Software development kits Weight Calibrator TECHNICAL SPECIFICATION
Jad El Dana Tallet El Khayyat Jbd02@aub.edu.lb Beirut, Lebanon 009613845377 -------------------------------------------------------------------------------------------------------------------------- Objective : Seeking to continue my career in marketing and management within a reputable company as brand manager or marketing developer in order to apply my creative and leadership skills and enhance my technical expertise. Education : American University of Beirut (AUB) June 2010 Bachelor in business administration – Marketing Major AACSB: Only top 5% of business schools worldwide are accredited Cumulative GPA: 80/100 Key projects: Organizing a detailed marketing plan for “Deek Duke” restaurant – Preparing a full public relations proposal for “Fairco” stationary products – Conducting a complete research campaign on travel agencies in Lebanon- Designing an animated educational website Lycee Franco-Libanais Verdun May 2007 president for 5 consecutive years {2002 – 2006} Completed both Lebanese and French Baccalaureate. Technical Skills : Excellent communication and leadership skills - Strong negotiation and analytical skills - Creative thinking skills Experience in the following programs: Microsoft office – word – power point – outlook for designing websites) SPSS (Marketing Research) Nielsen: Experience in using Nielsen’s research programs Certificate of completion: category management workshop Photoshop, Illustrator, Flash, Windows Movie Maker Online Digital Marketing Courses: Website building, SEO, Social Media Marketing {Present} Social Media Marketing: Facebook, Youtube, Twitter, Instagram, Snapchat, Pinterest Work Experience : Levtude {FMCG - Independent startup, part of Fantasia and Pain D’or} Feb 2015 – Present Position: Marketing and Sales Developer {Acting as Marketing Manager} Leading the marketing and merchandising teams to develop and manage the brands’ strategies and coverage in the market
the first section she describes her memories of the weeks before he was born: her excited anticipation, the difficult birth. In the second section she describes the progress of his travels and her mixed feelings about his departure. She is caught up in the romance and adventure of his travels in exotic places but misses him greatly. In contrast, his grandfather’s blunt advice reminds her of the very real dangers he might encounter. She cannot hide her strong feelings of disappointment when she learns he will return home four weeks later than she had expected, but comments with wry humour that she feels “like a home-alone mother”. In the last two stanzas, however, her mood changes to one of elation and pride when she looks at photos of her son “on top of the world”. It seems no time since he was a baby dreaming in his Moses basket. Questions •Look at the first stanza. What feelings does the poet have as she awaits her son’s birth? •Name the language techniques used in the following phrases: tub of a stomach”; “turning, burping, awake, asleep”; and say how effective these expressions are in describing the expectant mother’s experience. •What does the phrase stranger” and the word “tumshie” tell us about the poet’s feelings about her unborn child? •How does the poet link the two sections of the poem? •What is the poet’s first reaction to the grand-father’s blunt advice? •How does she react to the news that he will be returning four weeks later than expected? •The last two stanzas signal a further mood change. Comment on the effectiveness of the language the poet uses to convey her feelings. •Comment on the poet’s word choice in the phrase “a flip and a skip ago”. What is she trying to emphasise? Lucozade My mum is on a high bed next to sad chrysanthemums. ‘Don’t bring flowers, they only wilt and die.’
NATIONAL INSTITUTE OF TECHNOLOGY GOA Training and Placement Cell Website: Phone : 0832 - 2404213 Email : Fax : 0832 - 2404202 JOB ANNOUNCEMENT FORM (JAF) Details of the Company *Name of the Company : Website / Other source of information : *Company Type (please select one) : If others, please specify : *Industry Sector (please select one) : If others, please specify : Job Profile *Job Designation : *Job Description : Job Growth Plan/Prospects : Tentative Place(s) of Posting : Salary Details *Cost to Company : *Take home : Bonus/Perks/Incentive (if any) : *Bond or Service Contract : (If yes, give details) :
Address: Correspondence/ Current Address with Pin Code Permanent Address with Pin Code PIN Code: PIN Code: Educational Details (Please attach self-attested copies of relevant certificates/ mark sheets): (a) All educational qualification details starting from highest qualification up to matriculation to be mentioned (b) Duly signed copies of all the certificates and marksheets of each qualification as filled by candidates to be enclosed. Examination Passed (10th/ 12th/ Degree/ Diploma Details) Name of the Course, Specialization & Principal Subjects Board/ University/ Institute Mode of Course (Regular/ Other) Course Duration Passing Month & Year Mark % Work Experience [Please start with current/ most recent experience. If you have worked in more than one area/ post within the same organization, please enter details of the same separately]: Name of Organization Designation/ Title along with Duration Key Areas of Experience & Job Responsibilities Experience in Months (In case of current organization please fill till date in ‘To (mm/yy)’ column From (mm/yy) To (mm/yy) 5. Additional/ Relevant Experience Details: (Please provide details of additional experience/knowledge that you possess and commensurate with the position in the adjacent column e.g. experience pertaining to development sector or knowledge of working any specific area etc.)
Show how the language and/or of stanzas 1–4 convey the speaker’s love for her baby son. How does the language and/or ideas in stanzas 5–11 emphasise the distance between the speaker and her son? How does the poem’s language and/or ideas create the impression that the son’s travelling is brave and/or adventurous? How do the grandfather’s words in lines 25–26 and 40–41 contrast with the rest of the poem? How does the poem convey the idea of the son’s growing independence? Refer closely to the language and/or ideas in the poem. How does the poem suggest that the speaker’s son has grown up quickly? You should refer to the poem’s language, ideas and/or structure. How does the language of stanzas 13–14 convey a mood of sadness? How does the language of stanzas 15–16 convey a mood of happiness? How effective do you find the final line as a conclusion to the poem? With close textual reference, show how the ideas and/or language of this poem are similar or different to another poem or poems by Kay that you have read. This poem explores the relationship between a mother and child. Show how this relationship is similar or different to the family relationship(s) in another poem or poems by Kay that you have read. In this poem, the speaker feels a mixture of happiness and sadness about her situation. Show how a speaker’s mixed emotions are explored in another poem, or poems, by Kay. ‘Keeping Orchids’ The orchids my mother gave me when we first met are still alive, twelve days later. Although some of the buds remain closed as secrets. Twice since I carried them back, like a baby in a shawl, 5 from her station to mine, then home. Twice then the whole glass carafe has crashed falling over, unprovoked, soaking my chest of drawers.
Return original signed form to: Nevada Department of Public Safety Office of Criminal Justice Assistance For questions call: 775-687-1501 The Waiver of Pass-Through Percentage form must be signed off by the city or county manager of the stated jurisdiction. In submitting a formal request to a city/county manager, applicant agencies should demonstrate in the request how the agency’s services will directly benefit the community/locality. The City/County Manager’s Office will return the signed waiver form to the requesting agency to include in their Justice Assistance Grant (JAG) application. The requesting agency will hold a copy in their application file. The City/County Manager’s office will keep a copy for their files. For Washoe County agencies: the waiver form and a formal request for signature should be sent to: County Grants Administrator Office of the County Manager
Three-Year JAG Strategy for County of Year Three: January 1, 2017 – December 31, 2017 JAG Program Purpose Area: Area of Need: Project Component / Activity Agency / Organization Responsible Expected Outcome (Measurable) How Progress will be Tracked (i.e. data collection) Timeline / Benchmarks JAG Program Purpose Area: Area of Need: Project Component / Activity Agency / Organization Responsible Expected Outcome (Measurable) How Progress will be Tracked (i.e. data collection) Timeline / Benchmarks JAG Program Purpose Area: Area of Need: Project Component / Activity Agency / Organization Responsible Expected Outcome (Measurable) How Progress will be Tracked (i.e. data collection) Timeline / Benchmarks
Brachiosphaera Nawawi, Trans. Br. mycol. Soc. 67 (2): 213 (1976). – Type: Brachiosphaera tropicalis Nawawi 1976 – [Fungi: Ascomycota: Pezizomycotina: Dothideomycetes: Incertae sedis: Jahnulales: Aliquandostipitaceae]. Jahnula Kirschst., Annls mycol. 34 (3): 196 (1936). – Type: Jahnula aquatica (Kirschst.) Kirschst. 1936 – [Fungi: Ascomycota: Pezizomycotina: Dothideomycetes: Incertae sedis: Jahnulales: Aliquandostipitaceae]. Manglicola Kohlm. & E. Kohlm., Mycologia 63 (4): 840 (1971). – Type: Manglicola guatemalensis Kohlm. & E. Kohlm. 1971 – [Fungi: Ascomycota: Pezizomycotina: Dothideomycetes: Incertae sedis: Jahnulales: Incertae sedis]. Xylomyces Goos, R.D. Brooks & Lamore, Mycologia 69 (2): 282 (1977). – Type: Xylomyces chlamydosporus Goos, R.D. Brooks & Lamore 1977 – [Fungi: Ascomycota: Pezizomycotina: Dothideomycetes: Incertae sedis: Jahnulales: Aliquandostipitaceae].
Game Start Date Powerball 8/2/2001 Mega Millions 5/16/2010 Lotto 1/24/1989 Lucky for Life 07/17/2016 Cash 5 9/16/1996 Pick 3 04/28/2013 Ticket Cost $2 plus $1 plus $1 $2 $1 $.50, $1, $2, $5 Optional $1 Power Play $2 plus $1 $1 Megaplier Matrix 5 of 59 plus 1 of 35 (Powerball) 5 of 75 plus 1 of 15 (Mega Ball) 6 of 42 5 of 48 plus 1 of 18 (Lucky Ball) 5 of 32 0-9 – Pick 3 numbers Jackpot Starts $40 million $15 million $1 million $7,000 a week for LIFE $20,000 $250 per $.50 bet = G Fixed = F G G G F F F Jackpot Payout 30 yr graduated annuity or lump sum @ of cash in prize pool 30 yr graduated annuity or lump sum of cash in prize pool 25 yr graduated annuity or lump sum @ 50% annuity For Life annuity of $365,000 per year (min 20 years) or lump sum of $5,750,000 Lump sum payout Lump sum payout Drawing Days W, S T, F W, S M, Th Daily Daily *Jackpot Odds 1 in 176 million 1 in 259 million 1 in 5.3 million 1 in 30.9 million 1 in 201,376 1 in 1,000 *Overall Odds 1 in 36 1 in 15 1 in 35 1 in 8 1 in 7 N/A
These lessons feature embedded supports to aid students in developing their overall language and communication skills by featuring scaffolds such as sentence frames for discussion and written work (more guidance available ) as well as writing opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. The Lesson – Questions, Activities, and Tasks *When referring to line numbers, note that lines between stanzas were assigned line numbers. Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) FIRST READING: Read aloud poem with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. The goal here is for students to enjoy the poem, both text and pictures that accompany the text, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining it more carefully. SECOND READING: 1-4 What words does the author use to show jackrabbit is quick? What is a leap? Lines 4-6 What does jackrabbit need to know? sudden leap, instant burst of speed a jump with a long high arch - “when to run and when to freeze, how to become a shadow” (Clarify freeze is to stay not cold) - For protection and survival
REGIONAL CONTACT INFORMATION County Member: Address: Phone #: Cedar County Cedar County Courthouse 400 Cedar St Tipton IA, 52772 563-886-1726 Clinton County Clinton County Administrative Building 1900 N 3rd St Clinton IA, 52732 563-244-0563 Jackson County Jackson County Courthouse 201 W Platt St Maquoketa, IA 52060 563-652-4246 Muscatine County Muscatine County Community Services 315 Iowa Ave 1 Muscatine, IA 52761 563-263-7512 Scott County Scott County Administrative Center 4th Floor 600 W 4th St Davenport, IA 52801 563-326-8723
Jailbird: _____________________________________ Charge: _____________________________________ you like a charitable receipt? Donor Email Address to send charitable receipts (or mailing address) Amount Paid Admin □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque Total $
Jailbird: _____________________________________ Charge: _____________________________________ Would you like a charitable receipt? Donor Email Address to send charitable receipts (or mailing address) Amount Paid Admin □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque □ $ Cash Online Cheque Total $
Identification Do you have an ID? Yes No If no, do you know how to get one? Yes No Do you have a driver’s license? Yes No If yes, are any holds on your ID that you need to take care of? Yes No Basic needs Will you need food when you first get out? Yes No Will you need clothing or shoes when you are released? Yes No If yes, is anyone bringing you clothes? Yes No Will you need any toiletry items (soap, toothbrush, toothpaste, comb, etc.) when you are released? Yes No HIV Care Will you need a supply of medications when you are released? Yes No If no, what is your plan of obtaining medications once released? HIV/STI/Hepatitis harm reduction/risk reduction What materials/support might you need when you get out to help reduce your risk of transmitting HIV/STI/hepatitis? Additional medical, mental health, and substance use support In addition to your primary care appointment, are there medical services that you’ll need when you are released? Yes No Will you need substance use services when you are released? Yes No Will you need mental health services when you are released? Yes No
disciplinary actions and future arrests. Inmate Recreation Schedule Floor Times: A-Block Saturday 6:30pm – 7:30pm Wednesday 6:30pm – 7:30pm B-Block Saturday 7:30pm – 8:30pm Wednesday 7:30pm – 8:30pm Receiving Saturday 8:00am – 9:00am Sunday 8:00am – 9:00am D-Block Saturday 8:30pm – 9:30pm Wednesday 8:30pm – 9:30pm Second Floor Times: C-Dorm Monday 6:00pm – 7:00pm Friday 6:00pm – 7:00pm H-Dorm Monday 7:00pm – 8:00pm Friday 7:00pm – 8:00pm
F-Dorm Monday 8:00pm – 9:00pm Friday 8:00pm – 9:00pm J-5 Block Saturday 9:00am – 10:00am Thursday 6:00pm – 7:00pm J-6 Block Saturday 10:00am – 1:00am Thursday 7:00pm – 8:00am Inmate Laundry Schedule First Floor Exchange: After Recreation A-Block Saturday Uniform/Towel/ Wash Cloth & Personals Wednesday Full Exchange
2. M/s GURU KRIPA BOOK DEPOT Address: Dwarka Bldg. Opp. PNB, Shivaji Path, THANE Phone: 022-25403423, 61620683 TRIUNELVELI 1. M/s EAGLE BOOK CENTRE Address: Palayamkottai, Trivendram Road, Triunelveli-627002 09443933333, 2338424 THRISSUR 1. BOOK Address: Mangala Towers Pallyam Road Near Vadakke Bus Stand Thrissur-680001 Phone: 0487-2335292, 0487-2335570 2. M/S MINERVA BOOK STALL Address: Naduvilal Shopping Complex Round-West THRISSUR-680001 TRIVANDRUM 1. SARADHA BOOK CENTRE Address: NEAR GANAPATHY TEMPLE FORT, TRIVANDRUM Phone: 0471-2474670 2. D. C. BOOKS Address: Statue Road Junction, Thiruvanthapuram-695001 Phone: 0471-2453379, 2490927
While the data collected is sufficient to monitor glacial retreat, there can be extended research on the area. This research would include data collection of surrounding Labrador Sea temperature, change detection of vegetation and exposed land area, comparison to similar glaciers and further understanding of historical measurements prior to 1985. With more research and data collection of the area, we might be able to present a stronger correlation between temperature and glacial retreat. Sources: Alley, Richard B., , , . Ice Sheet and Sea Level Changes. < > 10/21/05. Web. 12/3/14 Hong-Gyoo, Sohn. Jakobshavn Glacier, West Greenland: 30 of Space Born Obstervation. < onlinelibrary.wiley.com/doi/10.1029/98GLO1973/pdf > 7/15/1998. Web. 12/3/14 Software used: Erdas Imagine and ArcMap10.2. 2014 Tu Tiempo: World Weather - Local Weather Forecast. Historical Weather: ILULISSAT.weather station 42210 “BGQQ” < > 2014. Web. 11/26/14 U.S. U.S. Geological Survey. Glovis. Path 9, Row 11: 07/03/1985, 06/15/1990, 07/07/2001, 07/29/2009, and 07/03/2014. < > 2014. Web.Oct/15-21 of 2014 Appendix:
Acting aggressively Hitting Lying Needing money without a good explanation Declining grades Experimenting with alcohol or drugs Back-talking staff Are You Concerned about Your Child’s Reaction to...? Recent of a loved one Divorce of parents Family relocation A relationship problem Bullying Other traumatic event How Does My Child Become Involved in the SAP Program? Anyone can refer a child to the RISE team. Some students are referred by teachers or other school personnel. A friend or family member can also let the RISE team know that they are worried about someone. The child can even go directly to the RISE team to ask for help. Schools will gather information to determine how a student is doing in their classes. However, the RISE team will not proceed unless you give your written parent permission. Once permission is received, the RISE team will work with you to develop a plan of action to help your child achieve success in school. Participation in the program is voluntary. What If Someone Has Referred My Child to SAP? A RISE team member will contact you regarding your child’s referral to the program. Before a RISE team member talks to your child, you will be asked to sign a permission form. The RISE team will work with you and your child throughout the process. As a parent, your knowledge and thoughts about your child will be helpful in developing a plan of action. If you need more information before making a decision about RISE, please feel free to talk to a RISE team member. How Do I Contact the SAP Team? If you have any questions about RISE or you feel that your child may need help, call your child’s school and ask to speak with any of the following team members: Tam Hower, principal Madelyn Saunders, school counselor Laura Shifflett, school psychologist Melissa Rambler, school nurse Kaitlyn Strayer, 1st grade teacher Angela Rodriguez, 2nd grade teacher Aleda Risser, school social worker Sherri Freas, liaison from Empower the Mind
SANCHAR NIGAM EXECUTIVES’ ASSOCIATION [I] . DS Report to be submitted in CEC Meeting Solapur. Sr Item Details 1. District JALGAON 2. Status Circle/CHQ Quota paid Type From To Amount Circle 1/08/14 31/03/15 50 6000 CHQ 1/08/14 31/03/15 50 16000 3. Status Circle/CHQ Quota pending Type From To Amount Circle CHQ 4. Status of Circle Donation @ Rs.200/ Member Paid Rs______________________for_______Members. Pending for__________ Members 5. Status of CHQ Building fund @ Rs.500/ Member Paid Rs___25000____________for__50___Members. Pending for_____NIL______Members 6. Status of CHQ/Circle legal fund Donation @ Rs.300/ Member Paid Rs__________45________for___5____Members. Pending for__________ Members 7. Status Payment of Executive with probable date for clearing payment Year Due in Rs Paid in Rs Pending in Rs Probable date of payment 2013 Nil 2014 Nil 2015 Nil 8. Date of Last General Body Meeting 7/10/2014 9. Date of Election of District Body Feb-2014 10. Reason for Delay if any for Election of District
Mas de Jallon Côtes du Rhône – Organic The colour of the wine is ruby, nearly violet, with red fruits, berries, morello cherries, and blackberry on the nose. The mouth feel is generous, full and intense with soft tannins. 80 % Syrah, 20 % Grenache For more information please visit www.bankschannelusa.com Mas de Jallon Côtes du Rhône – Organic The colour of the wine is rubies, nearly violet, with red fruits, berries, morello cherries, and blackberry on the nose. The mouth feel is generous, full and intense with soft tannins. 80 % Syrah, 20 % Grenache For more information please visit www.bankschannelusa.com Mas de Jallon Côtes du Rhône – Organic The colour of the wine is ruby, nearly violet, with red fruits, berries, morello cherries, and blackberry on the nose. The mouth feel is generous, full and intense with soft tannins. 80 % Syrah, 20 % Grenache For more information please visit www.bankschannelusa.com
Jamaica Health System Quality Profile Processes of Care Quality impacts Competent care & systems (%) Better health pressure, urine and blood samples among ANC clients (SR) 99 Deaths amenable to high quality health systems in 2016 (poor quality and non-utilization)* 1861 Tetanus vacc. and iron supp. among ANC clients (SR) 31 Amenable deaths due to poor quality care in 2016* 1242 Antibiotics for child pneumonia symptoms among (SR) 3 Amenable deaths to non-utilization in 2016* 619 On ART among people who know HIV status (UNAIDS estimate) 45 Deaths preventable from public health measures in 2016* 1324 Up-to-date blood pressure and cholesterol exams (SR) 57 Mortality rate (per 100,000 lives) to poor quality care in 2016* 46 Retained for DPT among children with 1 vaccine (SR) 94 Retained in ANC among women with 1 visit (SR) 95 Twelve-month retention on ART (UNAIDS estimate) 68 PCP knows medical history (SR) 60 PCP assists coordinating care (SR) 34 Specialist had medical history from PCP (SR) 63 PCP received results after specialist visit (SR) 59 Positive user experience (%) Confidence in system (%) Regular GP spends enough time with respondent 60 Believes the system works pretty well and only minor changes are needed 12 Regular GP explains things in a way that is easy to understand 69 Confident could get effective care if needed 40 Used emergency room for primary care concern (SR) 59 Foundations
Spearman correlation with JIA core-set variables, median PF 0.3 0.4 HRQoL PhH 0.3 0.4 HRQoL PsH 0.2 0.3 Pain VAS 0.3 0.3 Disease activity VAS 0.2 0.2 Well-being VAS 0.2 0.3 JAMAR: Juvenile Arthritis Multidimensional Assessment Report; JIA: juvenile idiopathic arthritis; VAS: visual analogue scale; PF: physical function; HRQoL: Health Related Quality of Life; PhH: Physical Health; PsH: Psychosocial Health; PF-LL: PF-lower limbs; PF-HW: PF-hand and wrist; PF-upper segment.
Table 2. Main psychometric characteristics between the parent and child version of the JAMAR. Parent N=100/193 Child N=100/199 Missing values (1st-3rd quartiles) No missing values No missing values Response pattern PF and HRQoL positively skewed PF and HRQoL positively skewed Floor effect, median PF 56.0% 69.0% HRQoL PhH 38.0% 45.0% HRQoL PsH 47.0% 54.0% Pain VAS 28.0% 38.0% Disease activity VAS 30.0% 38.0% Well-being VAS 27.0% 34.0% Ceiling effect, median PF 3.0% 2.0% HRQoL PhH 9.0% 6.0% HRQoL PsH 4.0% 2.0% Pain VAS 1.0% 1.0% Disease activity VAS 1.0% 0.0% Well-being VAS 1.0% 1.0% Items with equivalent item-scale correlation 93% for PF, 100% for HRQoL 93% for PF, 100% for HRQoL Items with items-scale correlation ≥ 0.4 100% for PF, 100% for HRQoL 93% for PF, 100% for HRQoL Cronbach’s alpha PF-LL 0.95 0.92 PF-HW 0.97 0.95 PF-US 0.91 0.79 HRQoL-PhH 0.92 0.91 HRQoL-PsH 0.85 0.83 Items with item-scale correlation lower than the Cronbach alpha 100% for PF, 100% for HRQoL 100% for PF, 100% for HRQoL Test-retest intraclass correlation PF total score 0.88 0.82 HRQoL- PhH 0.91 0.66 HRQoL- PsH 0.80 0.88
The median floor effect was 92.0% (87.0-97.0%) for the PF items, 60.0% (47.0-72.0%) for the HRQoL PhH items, and 66.0% (66.0-72.0%) for the HRQoL PsH items. The median ceiling effect was 0.0% (0.0-1.0%) for the PF items, 4.0% (3.0-7.0%) for the HRQoL PhH items, and 0.0% (0.0-0.0%) for the HRQoL PsH items. The median floor effect was 47.0% for the pain VAS, 39.0% for the disease activity VAS and 48.0% for the well-being VAS. The median ceiling effect was 1.0% for the pain VAS, 3.0% for the disease activity VAS and 0% for the well-being VAS. Equal items-scale correlations (second Likert assumption) Pearson items-scale correlations corrected for overlap were roughly equivalent for items within a scale for 86.7% of the PF items, with the exception of PF items 5 and 15, and for 90% of the HRQoL items, with the exception of HRQoL item 1. Items internal consistency (third Likert assumption) Pearson items-scale correlations were ≥ 0.4 for 86.7% of items of the PF (except for PF items 5 and 15) and 100% of items of the HRQoL. Cronbach’s alpha internal consistency Cronbach’s alpha was 0.82 for PF-LL, 0.74 for PF-HW, 0.64 for PF-US. Cronbach’s alpha was 0.86 for HRQoL-PhH and 0.85 for HRQoL-PsH. Interscale correlation The Pearson correlation of each item of the PF and the with all items included in the remaining scales of the questionnaires was lower than the Cronbach’s alpha, with the exception of the PF item 3.
Table 2. Main psychometric characteristics between the parent and child version of the JAMAR. Parent N=100/217 Child N=63/130 Missing values (1st-3rd quartiles) No missing values No missing values Response pattern PF and HRQoL positively skewed PF and HRQoL positively skewed Floor effect, median PF 92.0% 90.5% PhH 60.0% 71.4% HRQoL PsH 66.0% 69.8% Pain VAS 47.0% 36.5% Disease activity VAS 39.0% 36.5% Well-being VAS 48.0% 50.8% Ceiling effect, median PF 0.0% 0.0% HRQoL PhH 4.0% 1.6% HRQoL PsH 0.0% 0.0% Pain VAS 1.0% 0.0% Disease activity VAS 3.0% 1.6% Well-being VAS 0.0% 0.0% Items with equivalent item-scale correlation 87% for PF, 90% for HRQoL 73% for PF, 90% for HRQoL Items with items-scale correlation ≥ 0.4 87% for PF, 100% for HRQoL 67% for PF, 100% for HRQoL Cronbach’s alpha PF-LL 0.82 0.84 PF-HW 0.74 0.89 PF-US 0.64 0.47 HRQoL-PhH 0.86 0.86 0.85 0.76 Items with item-scale correlation lower than the Cronbach alpha 93% for PF, 100% for HRQoL 100% for PF, 100% for HRQoL Test-retest intraclass correlation PF total score 0.60 - HRQoL- PhH 0.62 - HRQoL- PsH 0.97 -
JAMAR: Juvenile Arthritis Multidimensional Assessment Report; ESR: erythrocyte sedimentation rate; MD: Medical Doctor; VAS: visual analogue scale (score 0-10; 0=no activity, 10=maximum activity); LOM: limitation of motion; ANA: Anti-nuclear antibodies; PF: physical function (total score ranges from 0 to 45); HRQoL: Health Related Quality of Life (total score ranges from 0 to 30); PhH: Physical Health (total score ranges from 0 to 15); PsH: Psychosocial Health (total score ranges from 0 to 15).