zilongwang/ReadingBank huggingface dataset:
Work & Professional Experience Please provide details of your employment and professional experience starting with the most recent. Use one row for each post held and add additional rows as necessary. Please indicate if posts held were voluntary or paid, and full or part time posts. Within the last 5 years: Dates from / to Name of organisation Post held and brief description of responsibilities Reason for leaving Over 5 years ago: Name of organisation Post held and brief description of responsibilities Reason for leaving How you meet the criteria for this post Please refer to the person specification and detail below, with examples, how you meet each of the criteria. Please do not use a typeface smaller than 12 point.
ADEN QUARTERLY OUTCOME SNAPSHOT ADEN Stats as of 9/30/2018 American Dream Employment Network is a division of National Disability Institute and an approved Social Security Administration Ticket to Work provider. 745 ADEN Participants (Tickets assigned to ADEN) 385 (52%) ADEN Participants are employed 71 ADEN Members representing 23 states and D.C. Avg. Hourly Wage current ADEN Participants = $15.45 Ave. # Hours/Week Worked current ADEN Participants = 28.3 1887 unique historical payments representing 321 ADEN Participants 38 ADEN Members historically have received one or more EN payments Payment Types: 51% are Milestones and 49% are Outcomes, where the Participant is not receiving a SSA cash benefit. 5 ADEN Participants have completed the Ticket Program Gender distribution ADEN Participants: 53% female and 47% male. Average age Participant is 46 years. Benefit distribution ADEN Participants: 80% receive SSDI and 26% receive SSI Members represent 35 private rehab providers, 23 LLC, 4 independent living centers,7 public workforce agencies and 2 other ADEN MEMBER ACTIVITY REPORT as of 9/17/18 ADEN Members # of Participants Employed # Participants Abbott and Associates 38 76 Umholtz Consulting 34 60 Ticket to Work 24 35 Provet 21 69 Challenge Workforce Solutions 18 24 Finger Lakes Independence Center 16 31
Fig 1.a. Gryphon-IV remote maneuvering experiment. The system can be remote-controlled in a range of about 150meters, Tokyo Institute of technology, JP [1] Fig 1.b. Mine detection robot COMET-III – Chiba university, JP [2] Fig 1.c. Mine detection robot Hunter Royal Military Academy, BE[3] Fig.1.d. 16-wheeled (each tube tire able to support about 25 daN without explosion –most sensitive AP-mine is 0,064 bar) Sensing Vehicle, Tohoku University, JP [4] Fig.1.e. AMRU-4, electro-pneumatic sliding robot, RMA, BE [5] Fig.1.f. Mine Hunter Vehicle, equipped with a teleoperated hydraulic manipulator, Chiba University, JP [2] Fig.1.g Amaranta robot - PCP program (Colombia and France), by the ECOS Nord project number COOM01 and by the Pontificia Universidad Javeriana.[6] Fig.1.h. DISARMADILLA – PMAR laboratory of the Genova University [7] Fig.1.i LADERO , a sliding robot equipped with MD, GPR and/or IR sensor [8]
Jean Christophe FAUROUX 10 Valery GRADETSKY 30 Maki K. HABIB 38 M. HOUICHI 32 Sungchul KANG 27 Achraf KARBICH 13 Munsang KIM 20,27 M.M. KNYAZKOV 30 Woosub LEE 27 Sungjun LEE 20 Junghoon LEE 20 Ilhem LENGLIZ 13 Mounir MANSOUR 36 Andrzej MASLOWSKI 14 Sahbi MAZLOUT 32 A. MHAMED 16 Marin Grudev MIDILEV 18 Abdelfattah MLIKA 42 I. MZOUGHI 16 Lotfi ROMDHANE 42 Imededdine SIALA 8 Gi-Hun YANG 27 Taoufik ZOUAGHI 16 Mounir ZRAFI 29
a specific activity as non-HUD billable) Total Co-Apps Race Is Hispanic? Gender Number in Household Marital Status Head of Household? Household Income Client DOB Education Rural Status Limited English Proficiency Disabled Number of dependents Client must have reportable activity in the reporting period Enter and save at least one of the following activity types for the client case: A HUD reportable appointment in the client calendar A HUD reportable appointment in the client Log Mark the client as having completed a HUD reportable education course in the Education tab. The reportable event must occur in the reporting fiscal year (October through September). HUD reportable appointments in the client calendar are either the default reportable types or any custom type you create in the admin forms and designate as HUD reportable (see “selecting and designating a HUD reportable counseling event” section HUD reportable education courses are any that you have designated as HUD reportable in the Education Admin form (see “Designating a class or series as HUD reportable” section.
Dear Student, In order to prove the correctness of Huffman Encoding, you have to show that any tree that differs from the one constructed by Huffman algorithm can be transformed into one that is equal to Huffman’s tree without increasing its costs. The cost of any encoding tree T is Where, T is any optimal prefix code tree with two siblings b and c at the maximum depth of the tree. (See Figure 7.2 on handouts page 102) The cost of encoding tree T/ is: B(T/) is the Huffman tree that is transformed by exchanging position of x and b, y and c are left intact. (See Figure 7.3 on handouts page 103) B(T/) = B(T) − p(x)d(x) + p(x)d(b) − p(b)d(b) + p(b)d(x) (px)d(x) is the term showing the position of x in BT in which positions were not swapped. As this term does not appear in new tree, so you will subtract this term. P(x)d(b) is term in which position of x is exchanged with b but its probability remains the same. This term is belonging to transformed tree so you will add this term. As b has also changed its position, so you will subtract term p(b)d(b). p(b)d(x) is the term after swapped position. So, you will add this term here. After solving this expression you get B(T/) < = B(T) which means cost does not increase, so we can say T/ is optimal tree. If you still face any difficulty, feel free to ask. Regards,
2017 7:00 Concerts sponsored by Quarryville Lions Club All concerts are FREE! Bring your own lawn chairs, blankets, or picnics, & enjoy an evening of music in the park! May 27 L-S Community Band June 24 Summit Hill Bluegrass Band July 29 Kid’s Night with Silly Goose & Val August 19 Across The Pond September 2 Temple Avenue RAIN LOCATION Memorial UMC 101 S. Hess St, Quarryville
B(T’)= B(T) + p(x)[d(b) − d(x)] − p(b)[d(b) − d(x)] Now taking [d(b) − d(x)] as common B(T’) = B(T) − (p(b) − p(x))(d(b) − d(x)) It means that B(T’) <= B(T) as (p(b) − p(x))(d(b) − d(x)) is positive because both (p(b) − p(x)) and (d(b) − d(x)) are positive
3. Eligibility for Admissions (1) Freshman (first-year) Admission No. Applicants Qualification Academic Requirements ① International Applicants ∙ An applicant has non-Korean nationality with both parents also having non-Korean nationality. ∙ Completed primary and secondary schools either in or outside Korea ② International Applicants ∙ An applicant has non-Korean nationality. ∙ Completed entire primary and secondary schools abroad ③ Korean Citizens ∙ An applicant has Korean nationality. ∙ Completed entire primary and secondary schools abroad ※ In case of ① International Applicants: ethnic Korean applicants who acquired citizenship of a foreign country must have completed at least the three years of senior high school education abroad after acquiring the foreign citizenship. ※ In case of ② and ③, an applicants’ parents’ nationality is not considered. (2) Transfer Admission For applicants who satisfy item ⑴ Freshman (first-year) Admission and the following: Class University Enrollment (Graduation) Course Fulfillment Sophomore ∙ 2- or 3-year college graduate or ∙ At least 1-year enrollment in 4-year university ∙ Junior college degree or ∙ Completed successfully at least 1/4 of curriculum Junior ∙ 2- or 3-year college graduate or ∙ At least 2-year enrollment in 4-year university ∙ Junior college degree or ∙ Completed successfully at least 1/2 of curriculum ※ For Overseas Koreans qualified under item ⑴ Freshman (first-year) Admission above, transfer admission will also be granted for graduates from foreign-based universities (or colleges), applicable to both undergraduate and graduate programs.
Professional Service: INA District 21 President/Board Member July 2011- Present INA Nursing Policy Network Liason January 2013- Present Community Service: Skin Defense Team Tri-State Memorial Hospital 2008-Present Continuing Education: 2013 HealthCare Provider CPR (AHA) class @ LCSC w/ Kristin Smith, BSN, RNC on January 24, 2013 Certification good thru 1/24/15 ANA Leadership Institute Webinar: “Unleashing Innovation and Creativity” on January 16th 2013 2 Contact Hrs 2012 INA Annual Conference: “Nurses: Advocating, Leading, Caring” on October 19, 2012 in Boise, ID – various speakers 5 Contact Hrs ANA Leadership Institute Webinar: “Results Oriented Leadership” on October 18, 2012 2 Contact Hrs ANA Leadership Institute Webinar: “Strategic Thinking” on September 19, 2012 2 Contact Hrs “Educare: Wound and Skin Care Management Program” presented by Joyce J. Norman, BSN RN, CWOCN, DAPWCA on June 8th, 2012 7 Contact Hrs “Mastering Lab Interpretation & Implications for Patient Care” Presented by Cyndi Zarbano, RN, BSN, CCRN, CMSRN, CLNC, NLCP through PESI HealthCare on April 12, 2012 6 Contact Hrs 2011 Palouse Clearwater Medical Conference, May 20th, 2011 6 Contact Hrs “Lower Extremity Wounds: Assessment and Treatment” Presented by Margaret Falconio-West, BSN, RN, APN/CNS, ET, CWOCN, CAPWCA of Medline Industries, Inc. on April 21st, 2011.
Table 2. Species, number and fish stocked in Hugo Lake, 1982 – 2012. Date Species Number Size 1982 – 1984 Threadfin Shad 48,566 Adults 1982 FLMB 17,500 Fingerlings 1984 FLMB 132,500 Fingerlings 1984 – 1985 Blue Catfish 174,847 Fingerlings 1986 – 1987 FLMB 200,217 Fingerlings 1988* FLMB 3,740 Fingerlings 1989* FLMB 5,000 Fingerlings 1990 – 1991 FLMB 110,092 Fingerlings 1991 Blue Catfish 215 Adults 1991* FLMB 4,850 Fingerlings 1992 – 1993 FLMB 280,344 Fingerlings 1994* FLMB 75,000 Fingerlings 2005 FLMB 119,210 Fingerlings 2005 Reciprocal HSB 21,090 Fingerlings 2008 Reciprocal HSB 162,093 Fry 2010 Reciprocal HSB 30,000 Fry 2011 FLMB 20,007 Fry *Stocked into nursery pond and released into reservoir at a later date.
Artur Hugon Arizona State University W. P. Carey School of Business Tempe, AZ 85287-3606 Phone: 310-951-2313 E-mail: artur.hugon@asu.edu EDUCATION Ph. D. Accounting, University of Southern California, 2004 M. Acc. Accounting, Miami University, 1993 B. S. Accounting, Miami University, 1991 RESEARCH Publications: “Brokerage Industry Self-Regulation: Are Analysts’ Background Disclosures Informative to Investors?” with L. Brown and H. Lu. Contemporary Accounting Research (Winter 2010). “Market Demand for Conservative Analysts” with V. Muslu. Journal of Accounting and Economics (May 2010). “Team Earnings Forecasting” with L. Brown. Review of Accounting Studies (December 2009). “Investor Reaction to Celebrity Analysts: The Case of Earnings Forecast Revisions” with S. Bonner and B. Walther. Journal of Accounting Research (June 2007). Working papers: “Analysts, Macro-economic News, and the Benefit of In-house Macroeconomists” with Alok Kumar and An-Ping Lin, 2013. “Does Earnings Guidance Quality Impact Investment Efficiency?” with Kelly Huang, 2013. “Do Investors Grade Earnings Performance ‘On a Curve’? with Yen-Jung Lee, 2013. “Management Earnings Forecasts and Macroeconomic News” with An-Ping Lin 2013. “Insiders’ Information Advantage and Their Rule 10b5-1 Sell Trades” with Yen-Jung Lee, 2013. “Do Quarterly Earnings Estimates Misguide Investors’ Earnings Expectations?” with K. C. Lin, 2012. “How Informative is Management Earnings Guidance Relative to that of Analysts?” with Matt Hart, 2012.
Administration degree program was ranked 17th in public finance by U. S. News and World Report. We are one of only three non-doctoral granting programs to achieve this level of recognition, and the only such program that does not offer multiple types of masters degrees. WSU’s MPA is ranked in the top third of all MPAs, Issues: In 2009 Regent’s Distinguished Professor of Public Finance, Bart Hildreth, resigned to accept the position of Dean of the School of Andrew Young School of Policy Studies, Georgia State University. The Master of Public Administration operated throughout academic year with reduced resources and the position has not yet been filled. A search has been approved for 2010-2011. Statement of the Master of Public Administration: The Master of Public Administration (MPA) program is an integrated part of the Hugo Wall School at Wichita State University. The School consists of the Master of Public Administration program, the Center for Urban Studies and the . The MPA has been accredited by the National Association of Schools of Public Affairs and Administration since 2002. This process involved weekly meetings of the entire faculty. In 2007-2008, the faculty undertook a self-study for reaccreditation. Products from the self-study included a detailed mission statement that includes goals, objectives, action plans, and assessment mechanisms. These documents were submitted in the MPA’s 2008-2009 Assessment Report. The mission of the Hugo Wall School of Urban and Public Affairs reads: “The Hugo Wall School of Urban and Public Affairs enhances the quality of public affairs and administration through: (1) excellence in instruction that prepares individuals for positions of 10
2014 Joshua Liddy, Health and Kinesiology: “Using the Microsoft Kinect to Assess Human Coordination” 2013 Tiphanie Raffegeau, Health and Kinesiology: “Gait and Speech are Interdependent in Young Healthy Adults” 2008 Elizabeth Erickson, Speech, Language, and Hearing Sciences: “Phonatory Effects of Inhaled Corticosteroids in Individuals with Asthma” 2006 Xiaoju Zheng, Linguistics: “The Effect of Sentential Stress on Voice Quality in Mandarin” Undergraduate Students: Senior Research Project Advisor In progress Mackenzie McGrath (Biological Sciences, Pre-Medicine) In progress Sarah Barnes (Speech, Language, and Hearing Sciences) 2012 Bridget Haley (Animal Sciences): “An Evaluation of a Rat Model of Parkinson's Disease: Examining the Effects on Vocalizations” 2007 Liz Dropcho: “Correlations between Acoustics and Perceived Loudness in Patients with Parkinson’s Disease” 2007 Lindsay Wohleen: “Correlations between Acoustics and Perceived Loudness in Patients with Parkinson’s Disease” 2006 Meghan Darling: “Stability of Movement in Individuals with Parkinson’s Disease” 2005 Erin Jenison: “Respiratory Kinematics in Individuals with Parkinson’s Disease” MEMBERSHIPS Society for Neuroscience (SfN) The American-Speech-Language-Hearing Association Movement Disorders Society TEACHING Undergraduate Courses Taught Introduction to Communicative Disorders Anatomy and Physiology of the Speech and Hearing Mechanism Graduate Courses Taught Advanced Speech Physiology Aging and Communication Dysphagia Evidence-Based Practice I: Approaches Evidence-Based Practice II: Application Fundamentals of Speech Production and Perception Grand Rounds in Speech-Language Pathology Motor Disorders of Speech Stuttering Therapy UNIVERSITY SERVICE 2016-2021 Member, Athletic Affairs Committee 2016-2019 Member, Censure and Dismissal Committee 2015 Member, Graduate Council Taskforce for Adding Majors to Existing Graduate Degrees 2015 Member, Search Committee for Associate Dean of Graduate School
Development and use of online training. Poster presented at the annual meeting of the Association of Behavioral and Cognitive Therapies, Orlando, Florida. Kleiber, B., Hubley, S., Davis, K., Dimidjian, S., & Gallop, R. (2008). Depression, avoidant coping and treatment outcomes. Poster presented at the annual meeting of the Association of Behavioral and Cognitive Therapies, Orlando, Florida. Hirshfeld-Becker, D.R., Biederman, J., Henin, A., Hubley, S., & Rosenbaum, J. (2006). Is behavioral disinhibition a precursor to bipolar disorder? New data suggest a prospective link to comorbid mood and disruptive behavior disorders. Poster presented at the NIMH Pediatric Bipolar Disorder Conference, Chicago, Illinois. ___________________________________________________________________ TEACHING 2014- Clinical Psychology Internship Didactics Coordinator, Department of Family Medicine, University of Colorado School of Medicine 2014- Foundations of Doctoring Curriculum, University of Colorado School of Medicine 2014- Guest Lectures, Department of Psychology and Neuroscience, University of Colorado Boulder _________________________________________________________________ COMMUNITY SERVICE 2014 Guest Lecture, Signs of Suicide Curriculum, Denver School of the Arts 2014 Mental Health Screening, 9 News Health Fair 2015 Guest Lecture, Parent Teacher Student Organization, Denver School of the Arts 2015 Integrated Behavioral Health Training, Maria Droste Counseling Center
devoted a high amount of effort into completing the task. However, this proposed study does not only look at how stereotypes impact effort, but how stereotypes impact learning strategies within the framework of self-regulated learning. Finally, in the self-evaluation/reflection phase of self-regulated learning the student his/her performance and based on that information, make changes to their behaviors/cognitions in the forethought and performance phase for future tasks. A critical component in this phase is called attributions, which refers to the explanations that a student makes to explain a particular outcome. Specifically, attributions can be conceptualized as controllable (effort) or uncontrollable (luck), stable (ability) or unstable (effort), and external (luck) or internal (ability). The most adaptive attributions are those that are unstable, internal, and controllable, such as effort while the most maladaptive attributions are those that are stable, external, and uncontrollable, such as luck (Schunk, Pintrich, & Meece 2008). Specifically, students tend to achieve higher and take more control over their learning when they perceive that they are responsible for their own learning and that their academic outcomes. However, these positive attributions that one makes may differ according to stereotypes. Specifically, in terms of gender, Sabine, Muller, and Sieverding (2008) found that women in a stereotype threat condition had attributed their personal failure to more maladaptive outcomes and attributed men’s failure to more external outcomes than other women in a non stereotype threat condition. These stereotype effects may relate to stigma consciousness because students who have high expectations to be stereotyped may form more maladaptive attributions to success and failure. However, little research exists in terms of attributions for outcomes in the context of stereotypes in natural settings.
a pyramid, at the bottom is the most fundamental level of need and in the top is (Maslow, 1943). The main purpose of many of these economic need-theories is to make needs profitable. When a marketer knows what the motives or drives of a consumer are, he can try to full-fill these needs. The fulfilling of these needs can be done by offering a product that introduces a proper solution. Alongside these needs, there are a lot of other influences that determines how persons will full-fill these needs. In the literature the separation between individual and environmental influences is made. In table 1, the most common determinants are listed. Table 1 Individual Influences Environmental Influences Demographics Psychographics Personality Motivation Knowledge Beliefs Feelings Attitudes/intention social class culture ethnicity family household group personal influence situation To combine the need theory and the influencing determinants theory, a model is developed to research the “structure of consumer choice process” (Bettman, 1970). For this research, Bettman investigated five different households on their buying process, with 37 different cues/questions. He estimates which cues are important for the consumer choice process and divided them into three different categories: the individual-, environmental- and attribute cues. These three main categories could be used to predict the choice process of a consumer. A year after his first publication, Bettman already improved his original model (Bettman, 1971). In this article, he simplified his previous model by decreasing the number of questions, and by introducing a tree diagram. In this way he used lesser connection and pairs of nodes, so the survey was easier to use for market researchers. As a consequence of this decrease in questions, the prediction of the last model of consumer choice accuracy dropped from 90% to 70%. A criticism on this theory is that the consumption pattern of each new consumer has to be analysed. So, this type of research isn’t effective because for every consumer a new tree diagram has to be developed (Hansen, 1969). This concludes that if consumer behaviour theories are combined together with needs models theory, the effects from intern and extern factors are explained. Consumers use these internal, external and attribute influences to decide which product to buy. These factors
resources to help enhance the impact of the event in your community, and templates for press releases, radio public service announcements, and more. If your post is turning 100, share how you plan to celebrate by sending an email to . June Dates To Remember June 10 – 15 – Texas Boys State June 14 – Flag Day June 14 – Army Birthday June 17 – Father’s Day June 25 – Beginning of Korean War (1950) Quote of the month – “Veterans are a symbol of what makes our nation great, and we must never forget all they have done to ensure our freedom.” Rodney Frelinghuysen
SECTION 1B Evidence Attached to Support Referral SECTION 1C – Additional Information Name: Date of Birth: Male Female Unique Pupil No: Unique Learner Number: Ethnicity Other Vulnerable Groups: Child of asylum seeker/teenage parent/school refuser/young offender/EAL L.A.C Yes/ No (If yes, Section 20 or 47) Young Carer Yes/ No Pupil Premium Yes/ No FSM Yes/ No (Currently or in the last 6 years ) CP Status EHA/ TAF/ CIN/ CP Home Language : First Language : School: Date of Entry: N.C. Year: Date of last attendance at school: Name of Parent/Carer (1): Address: Mobile: Landline: Email: Name of Parent/Carer (2): Address: Mobile: Landline: Email: Who has Parental Responsibility for this pupil? Previous schools attended and reason for move: SECTION 1D - SEN information Category: N / K (NSA ) / K communication/interaction cognition/learning social/emotional/mental health sensory/physical EHC Plan/ Statement - yes/ no If yes please attach EHC Plan and latest review. Comment on any learning difficulties:
ATTN: Scholarship Chair 126 Neff Street PMB 335 HI 96786 Reference Letters (please access separate reference letter files at ): One (1) Teacher Reference Letter. One (1) Community Leader, Extracurricular or Work Reference Letter from a respected member of the community with whom you have been associated. Hui ‘O Na Wahine Board members may not write a recommendation. Your reference letters should be emailed directly to the Scholarship Chair () by the reference letter writer. Provide each teacher, community leader, supervisor and/or employers with a copy of the reference letter. Fully completed Application Checklist and Statement of Privacy and Plagiarism and Acknowledgment of Conditions (pages 9 & 10) initialed and signed. III. CONTINUING EDUCATION STUDENTS Completed application packet shall consist of the following: Fully completed application form. Personal Essay (pgs. 12-13) following these guidelines: Typed, double-spaced, 12-point font (Times New Roman) with a minimum of 750 words and maximum of 1200 words in length. Your narrative essay should have an original title and should be written in the first person (I, me, myself). DO NOT USE YOUR NAME, or in any other way, identify yourself in your essay. The committee will judge all applications anonymously to preserve objectivity. Essays will be scored on ideas, organization, voice, word choice, sentence fluency, and conventions. This year’s narrative essay topic is as follows: What is something that you have changed your mind about in the last three years? Academic Requirements:
Revolutionary War Pension Highlights James Monroe’s First Annual Message to Congress contained an appeal to act on behalf of poor and aging Revolutionary war veterans. It resulted in the Pension Act of 1818. Act allowed any “officer, soldier, mariner, or marine who had served for at least nine months in a Continental line or served until the war ended and was in ‘reduced circumstances’” to collect a pension, provided that “testimony of service and an oath of indigency” was made before a court It excluded men who had seen service solely as members of the militia Costs of the program ballooned far beyond projections as nearly fifteen times the number of expected pensioners filed claims. An 1820 amendment suspended all pensions until claimants proved their poverty before a court official—only the most poverty-stricken veterans could obtain a pension. A 1823 revision expanded the asset test eligibility to veterans with estates not in excess of $300. The War Department raised the amount to $960 in 1828. Pension Bill of 1832 removed a means test and broadened eligibility to include members of the state troops and militia. July 1838, Congress further extended the pension act to provide half pay and pensions to widows, who married Revolutionary War veterans prior to January 1794. 20
Boats rotate around three axes - rolling around the fore and aft axis; pitching about the transverse axis; yawing around the vertical axis. It's the Roll Moment of Inertia (RMoI) that should concern us most as it's around the fore and aft axis that a boat is most likely to capsize. This is calculated by multiplying the weight of all the boat's constituent parts by the square of the distance from the boat's Center of Gravity to the part's Center of Gravity - a tedious but necessary task for the designer. The squared term means that the distance of heavy items from the Center of Gravity greatly affect the RMoI, and the greater RMoI the less the boat will react to a gust of wind, or a large wave. So boats with their ballast deep in their keels, their fuel and water tanks as far outboard as possible, and long heavy masts will have greater RMoI's and will be more dynamically stable as a result. Such boats will have long roll periods and will be highly resistant to rapid changes in heel angle. Lost your rig? You'll roll much more! This will be very apparent to a crew unfortunate enough to have lost their rig, as this item is the boat's greatest contributor to the moment of inertia. Without it, the boat's roll period will be very quick and snappy, and the probability of capsize much higher. Makers of grandfather clocks had cause to be grateful for the effects of the rotational moment of inertia. They used it to govern the rate of gain, or loss, of their creations. To correct a 'slow' clock, the pendulum would be shortened slightly thereby reducing the distance to the neutral axis. This decreased the period of oscillation - it would swing faster - and speed up the clock's mechanism. Conversely, for a clock that gained, the pendulum would be increased in length to create the opposite effect. The principal reason for using pendulums in clocks was that for a given length, the period of oscillation remains constant, irrespective of the amplitude. Artwork by And so it is with a boat; if she's rolling gently at anchor, or from gunwale to gunwale in a seaway, the roll period will be the same. So clearly there's a lot more to a sailboat's stability than the Righting Moment alone.
According to school officials the foyer/entrance to the gym area has been a point of chronic leakage (Picture 6), however over the summer/fall of 2017, many areas along the exterior were repointed/weather-proofed. At the time of assessment, gypsum wallboard and damaged ceiling tiles had since been repaired/replaced. The assessment occurred after a steady rain (reportedly heavy at times). All building materials were dry and no evidence of water damage/further leaks were observed in the gym/foyer area (Pictures 7 and 8). In order for building materials to support mold growth, a source of water exposure is necessary. The US Environmental Protection Agency (US EPA) and the American Conference of Governmental Industrial Hygienists (ACGIH) recommends that porous materials (e.g., wallboard, carpeting) be dried with fans and heating within 24 to 48 hours of becoming wet (US EPA, 2008; ACGIH, 1989). If porous materials are not dried within this time frame, mold growth may occur. CONCLUSIONS and RECOMMENDATIONS In view of the findings at the time of the visit, the following recommendations are made: Make repairs to exterior doors in courtyard, replace weather-stripping as needed. Monitor for continued leaks and make further repairs as needed. Continue to monitor gym/foyer areas for leaks to ensure repairs are adequate, make further repairs if necessary. For more information about mold consult the US EPA’s “Mold Remediation in Schools and Commercial Buildings” published by the US Environmental Protection Agency (US EPA, 2008) (). Refer to resource manual and other related IAQ documents located on the MDPH’s website for further building-wide evaluations and advice on maintaining public buildings. These documents are available at: .
SECTION 2 Details of Call: Country and Port of Departure: Estimated Date of Departure from Port: Country and Port of Destination: Any additional port calls whilst in breach area? If so please specify: Yes / No Estimated number of days in breach area: Days Will the vessel be laden or in ballast? Laden / Ballast Will there be a return voyage? Yes / No Will the vessel be laden or in ballast for the return voyage? Laden / Ballast Will the vessel be carrying arms / ammunition or military equipment as cargo? Yes / No SECTION 3 Security Measures: Will there be armed or unarmed guards on board the vessel for the entire transit in the breach area? If so, please specify: Yes / No Armed / Unarmed Name of security company: Website of security company: Where will the guards embark / disembark? Embark Disembark Does the vessel have Razor Wire fitted for the entire transit in the breach area? Yes / No Is the vessel equipped with a citadel? Yes / No Are the crew properly trained to use the citadel? Yes / No Any other additional security measures implemented? If so, please specify: Yes / No SECTION 4 Kidnap & Ransom Coverage (If Required): Limit of Cover required per Insured Event: USD 5m USD 7m USD 10m Loss of Hire: Amount per day Limit (days) Has the Assured or Co-Assured suffered any Kidnap & Ransom related loss in the last 5 years on any vessels owned and/or managed and/or chartered? If so, please provide full details: Yes / No Further information applicable to the application Name: Company: Date: Please return this application form to your Underwriting contact
In-lab procedure You must set up your reactions according to your specific recipe. Don’t forget to digest the positive control (DS1-P, DS2-P for example) PCR reactions. Example enzymatic digest set up for two DS markers: DS1 SNP Marker Tube label 1 DS1-P 2 DS1-A 3 DS1-B 4 DS1-C 5 DS1-D 6 DS1-E DS2 SNP Marker Tube label 7 DS2-P 8 DS2-A 9 DS2-B 10 DS2-C 11 DS2-D 12 DS2-E Note: you do not need to digest the no-template negative control reactions. If you have already run the negative control samples on the gel described in lab 2.5, and confirmed an absence of product, those control samples are no longer needed. Alternatively, you can run the undigested negative control samples in the genotyping gel described later. Incubate your digestion reactions for 2 hours at the appropriate temperature. See the NEB catalog or website for information on your enzyme Lab Question 2: We are setting up these reactions for a complete digestion (no cleavable product remains after our incubation). Why is this important for our experiment? How would it hinder our analysis if only 50% of cleavable products were digested? During the digestion incubation, set up your gel apparatus and pour your genotyping gel as described in the next section. Genotyping electrophoresis gel and analysis of dCAPS markers In order to distinguish between the cut and uncut products, which are only different by ~20bp, we will need to run a high percentage (2.5%) agarose gel. Below are instructions for making 100ml of agarose gel in TBE buffer. Scale up or down according to the volume of your gel trays and the number of gels you will need.
*This calendar is subject to change. Please stay informed and adjust as announced by your professor. DATE TOPIC READING ASSIGNMENT 8-31 Class Introduction -What is Humanities? Read Chapter One Origins: The First Civilizations Group Readings The Epic of Gilgamesh Padlet Introduction Card Verify Padlet Groups Discussion Question 9-2 Chapter 1, Gilgamesh Readings Ch. 1 Group Readings Discussion Question 9-7 Labor Day Due 9/7 Blackboard Discussion Questions Readings Ch.1 Review Ch. 1 Group Readings 9-9 Chapter 1, Gilgamesh Read Ch. 2 Classism The Greek Legacy 9-14 Ch.2 Classism The Greek Legacy, Read Ch.3 Group Readings Discussion Question 9-16 Ch.3 Empire: The Glory and Power of Rome/Library visit 1** Review Ch.2 & Ch.3 Group Readings Discussion Question 9-21 Compare and Contrast Greeks and Romans Read Ch.6 Group Readings Discussion Question Reading Quiz 9-23 Ch. 6 Roman Empire/Middle Ages/Christendom Read Ch.6 Group Readings Discussion Question 9-28 Ch. 6 Christendom/ Review Review/ Ch. 7 Renaissance Discussion Question 9-30 TEST ONE/ Ch. 7 Introduction to Renaissance Ch. 7 Renaissance Discussion Question 10-5 Ch. 7 Renaissance/Resistance & Revolt Ch. 7 Renaissance Ch. 7 Renaissance Discussion Question Presentation Topic Due* 10-7 Ch. 7 Renaissance/Baroque/Reform Library visit 2* Ch. 8 Northern Renaissance and Reform Discussion Question 10-12 Ch. 8 Reform: The Northern Renaissance and the Reformation Ch. 11 Enlightenment Discussion Question 10-14 Ch. 11 Enlightenment: Science and the New Learning Ch. 11 Enlightenment Discussion Question
Skills and Aptitudes Essential or Desirable Assessed by Strong communication and interpersonal skills E Interview Discrete and experienced working with sensitive personal data and within data protection procedures E Application form and interview Able to work methodically and accurately with minimal supervision E Application form and Interview Able to plan and prioritise workload to meet incoming demands E Application form and interview Excellent time-keeping E Interview Able to work both in teams and independently E Application form and interview Personal Qualities: Standard for all Journey Staff Essential or Desirable Assessed by Committed to the social model of disability, valuing diversity and inclusion for all E Interview Resilient and creative: committee to enablement and prepared to champion disability in the community E Interview Strong commitment to the Voluntary Sector with a vision for bringing together communities and working collaboratively E Interview An ‘I Can’ approach to work: a strong team member E Interview
Students with Disabilities Students with disabilities who qualify for academic accommodations must provide a notification from the Office for Students with Disabilities (OSD) and discuss specific needs with the instructor, preferably during the first two weeks of class. The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities. The East Campus office is located in Building 5, Room 216
Elizabeth Eschbach HUM 2234 Fall 2016 HUM 2234 HUMANITIES—ENLIGHTENMENT AND ROMANTICISM COURSE SYLLABUS Instructor: Elizabeth Eschbach Telephone: (407) 582-2363; (407) 247-8511 (cell) Email: eeschbach@valenciacollege.edu Office: Rm. 1-348 Office Hours M 8:55-9:55 AM; T 10-11 AM, 1-2 PM; W 8:55-9:55 AM; R 10-11 AM By Cell Phone: MTWRF 7:55-8:55 AM Texts: Henry Sayre, The Humanities, Volume 4, Valencia College edition. Students will be assigned additional activities, study resources, and readings from library and on-line resources Credit Hours: 3 Prerequisite: Successful completion of Freshman Composition I (ENC 1101). Students who are found not to have achieved a grade of “C” or better in Comp. I will be withdrawn at any time during the term. Students who are withdrawn will not be eligible for a refund. Course Description: This course is an integrated examination of the dominant ideas in Western culture expressed in art, literature, music, philosophy, and religion from the Enlightenment through the nineteenth century. The course will focus on the emergence of rationalism, modern science, and the Romantic rebellion. Valencia Core Competencies: Valencia College has defined four interrelated competencies that help prepare students to succeed in the world community. These core competencies are Think, Value, Communicate, and Act. More specifically: • Think clearly, critically and creatively by analyzing, synthesizing, integrating, and evaluating symbolic works and truth claims. • Reflect on your own and others’ values from individual, cultural, and global perspectives. • Communicate by reading, listening, writing, and speaking effectively. • Act purposefully, reflectively, and responsibly by implementing effective problem solving and decision making strategies.
UNIT ESSAYS Each student will write four unit essays. A self-evaluation, based on the stated “Quality Criteria”, will be set forth after each essay. Each essay should include a rough draft, in a “blue book” written in class, and a final draft, written at home. Typing is preferred for the final draft. Good form, content and mechanics should be demonstrated. The following, “Quality Criteria” should serve to clarify these standards for evaluation. QUALITY CRITERIA FORM (ORGANIZATION) 1. Focus on the topic. 2. Use a clear thesis statement (containing the general topic and the specific restrictions). . 3. Develop good topic sentences and transitional sentences. 4. Demonstrate sentence variety.
Proceedings of the 2011 annual conference on Human factors in computing systems (CHI’11). ACM, New York, pp. 637-646. Zhao, S., K. Nakamura, K. Ishii, and T. Igarashi. 2009. Magic Cards: a paper tag interface for implicit robot control. In Proceedings of the ACM Conference on Human Factors in Computing Systems, CHI’09, pp. 173-182.
Level of Achievement Descriptor Indications in the work 0 The student does not reach a standard described by any of the descriptors given below. My work does not reach a standard described by any of the descriptors given below. 1–2 The student: makes a limited attempt to use some relevant terminology demonstrates basic knowledge and understanding of content and concepts with simple descriptions and/or examples. My articles make a limited attempt to use some terminology about volcanoes and plate tectonic activity. There are errors in my use of terminology. My articles demonstrate basic knowledge and understanding of the change that happened before, during and after the Mount St. Helens eruption by using simple descriptions and/or examples. 3–4 The student: uses terminology that is accurate and/or appropriate demonstrates knowledge and understanding of content and concepts through adequate descriptions, explanations or examples. My articles use terminology about volcanoes and plate tectonic activity that is accurate and/or appropriate. My articles demonstrate knowledge and understanding of the change that happened before, during and after the Mount St. Helens eruption by using adequate descriptions, explanations or examples. 5–6 The student: uses a range of terminology accurately and appropriately demonstrates good knowledge and understanding of content and concepts through accurate descriptions, explanations and examples. My articles use a range of terminology about volcanoes and plate tectonic activity and use this terminology accurately and appropriately. My articles demonstrate good knowledge and understanding of the change that happened before, during and after the Mount St. Helens eruption by using accurate descriptions, explanations and examples. 7-8 The student: uses a wide range of terminology accurately and appropriately demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples. My articles use a wide range of terminology about volcanoes and plate tectonic activity and use this terminology accurately and appropriately. My articles demonstrate detailed knowledge and understanding of the change that happened before, during and after the Mount St. Helens eruption by using developed and accurate descriptions, explanations and examples. SCORE: Criterion B: Investigating
Proposal Process and Application Questions Timeline Faculty should discuss their proposed course with the Honors / PTK committee at least one half of one semester before you are planning to offer the course. (For Spring, this would be the October committee meeting, for Fall, the March meeting.) With that goal in mind, please adhere to the following timeline, working backwards from your planned proposal date. Meet with an Honors Coordinator, at least one week before submitting the written proposal, to discuss your idea for the course and to go over the proposal form, in order to make sure it is clear what it is that the committee hopes to see in the written proposal. Submit the written proposal at least two weeks before you are scheduled to discuss your Honors course proposal with the Honors / PTK shared-governance committee, in order to get feed-back from the coordinator(s). Review the coordinator(s) comments on the written proposal, either in person or by email, and confirm that the comments have been reviewed, and edits made where recommended, at least one week before you are scheduled to discuss your Honors course with the Honors / PTK shared-governance committee. Course Details: Name of Proposer: Date of Proposal: Have you taught an Honors Course in the past? If yes, please name the course(s) and semester(s): Questions Regarding your Approach to Teaching an Honors Course: Please answer the following questions in a brief paragraph each. What has motivated you to teach an Honors Course? Since Honors courses feature small class sizes, please describe some ways you believe the small class size will help you offer students an enriched learning experience in your Honors course. What particular learning outcomes or skills would you particularly like to see students in your Honors course develop? Briefly outline some ideas you have for possible activities or assignments you might use to help students accomplish the outcomes or skills mentioned in #3. Other comments that will help the committee evaluate your proposal: Narrative Regarding your Great Ideas Course: In a few paragraphs, please give us a general sense of your idea for the course; try to include a consideration of the following within your description:
Hum2220 Schedule Fall 2016 Hedrick All information on this outline is tentative and subject to change at the discretion of the instructor. Changes to this schedule will be announced in class. No allowances will be made for students who have missed hearing about changes due to absence or tardiness. Page numbers refer to Landmarks in the Humanities. Readings marked with *BB are available in the “Supplemental Readings” folder of our Blackboard course. Material to be Covered and/or Assignments Due WEEK 1 (8/29-9/4) Go over syllabus and requirements of course. Lecture- Joseph Campbell, the “Power of Myth” View: Classical Mythology: Origins and Impact Homework: Mythology Project Due 9/7 before 11:59pm WEEK 2 (9/5-9/11) Ancient World READ: Ch. 1 pgs. 32-39 Lecture: Aegean/ Bronze Age Civlizations Quiz 1: Aegean (Ch.1 & lecture) Due 9/11 before 11:59pm WEEK 3 (9/12-9/18) READ: Ch. 2 pages 45-53 & Iliad chapters 1,3, & 24 (BB) Topics/ Lecture: Homer & Epic poetry; Bronze Age Culture and Values VIEW (optional): Scenes from Troy Homework: Iliad Due 9/18 before 11:59pm WEEK 4 (9/19/-9/25) READ: Ch. 2 pgs 54-68 & Homer link- Odyssey (BB) Review Lecture: Archaic Sculpture & Art (slides Review Lecture: PreSocratic philosophy Homework: Odyssey Due 9/25 before 11:59pm
Unit Four May 30th – June 5th Origins Cosmology and Modern Physics Arguments Against the Existence of God Part I Sociological Criticism of Religion Part II The Psychological Criticism of Religion Part III Feuerbach: Subject Projects Object (God) No readings for Sociological Criticism (only lecture notes) “Feuerbach” Reason and Religion Conference Participation Online Exam One June 1st beginning at 6pm. Covers material up to and including Unit Three. Unit Five June 6th – June 12th World Scriptures, Myths, Stories Part I Why Scripture? Part II Authority and Canon Part III From Where? URGS Chapters 5 & 6 Conference Participation Unit Six June 13th – June 19th Suffering and Evil Part I Part I Introduction to the Problem of Evil Part II Possible/Impossible Solutions Part III Religion and Suffering Part IV Karma and Reincarnation Part V Buddhism and Suffering URGS Chapter 7 Conference Participation First Essay Due Date ONE Upload to Moodle Dropbox by Midnight June 13th OR (alternate) First Essay Due Date TWO Upload to Moodle Dropbox by Midnight June 19th Unit Seven June 20th – June 26th Suffering and Evil Part II Part I Who is St. Augustine? Part II St. Augustine’s Ideas in a Nutshell Part III The Beatific Vision and the Problem of the Will Part VI St Augustine on the Problem of Evil Part V The Problem of Evil and God’s Foreknowledge “St. Augustine” Reason and Religion Conference Participation Unit Eight June 27th – July 3rd Religion, Morality, and Ethics In the Global Age Part I An Introduction to the Ethics of Religion Part II Law, Religion, and Morality Part III Ethical and Religious Relativism URGS Chapters 10 & 14 Conference Participation
Unit Nine July 4th – 10th Religion, Art, and Ritual Religious Experience URGS Chapters 8 & 9 Conference Participation Unit Ten July 11th – 17th Existentialism Introduction to Existentialism, Kierkegaard & Non-Rational Theism Religion, Personality, and the Individual Part I Introduction to Existentialism Part II The Spirit of the Times: Alienation and Estrangement Part III Kierkegaard “The Father of Existentialism” and Non-Rational Theism Satan “Kierkegaard” Reason and Religion URGS Chapter 11 URGS Chapter 13 Notes only for Satan content. Conference Participation Unit Eleven July 18th – 24th Paul Tillich & the Existential Approach “Tillich” Reason and Religion Conference Participation Second Essay Due Date ONE Upload to Moodle Dropbox by Midnight July 18th OR Second Essay Due Date TWO Upload to Moodle Dropbox by Midnight July 24th Unit Twelve July 25th – 31st William James on Mysticism & Religious Experience William James & “The Will to Believe” “James Mysticism” Reason and Religion ***This reading is very long. Do your best to get a sense of it. You do “not” need to read it all. “James Will to Believe” Reason and Religion Conference Participation Online Exam Two August 1st beginning at 6pm This exam is noncumulative so it covers material “since” the last midterm.
1 The learner will know about different types of relationships The learner must know: Assessment Requirements Evidence Location 1.a Examples of different types of relationships Learners should give examples of different types of relationships The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b One of the relationships identified Learners should describe one of the relationships identified
4.a Examples of different types of controlling behaviour Learners should give examples of different types of controlling behaviour The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b A reason why a person displays a given behaviour Learners should identify a reason why a person displays a given behaviour 4.c An example of an occasion when they have felt in a controlling situation Learners should give an example of an occasion when they have felt in a controlling situation 5 The learner will know acceptable boundaries to behaviour The learner must know: Assessment Requirements Evidence Location