zilongwang/ReadingBank huggingface dataset:
comfort packs. I.e teddy bear, soft blanket etc. MES Impilo Arts and crafts materials: Paint, brushes, colour paper, glue, beads etc. Hermien Office: 011 614 9914 Mobile: 074 794 1000 Physical Address: 353 Main street Jeppetown Bookshelves – we have many old books and documents that need to be stored, but don’t have the shelves the store it neatly. Our building needs to be repainted on the inside, we have a painter, but not the funds to buy the paint or pay our painter. We need an electronic lift. Due to staff
conditioner for our garden. Skills Development: Training Centre Sign boards around BG Petros Ndlovu Office: 011 023 4500 Mobile: 084 880 7858 Physical Address: BG Alexander, c/o Smit and Banket Street Hillbrow Pull-ups Overhead projector in computer lab Cleaning equipment(hard brooms, refuse bags, hard hand gloves) Software to auto-mark examinations 20 computers Big blinds I-Shield system for internet usage Refurbishment of reception area ECD Sound System: Samsung Giga Sound Beat, HS 7000 Price R7 999, 00 @ Radha Pillay or Evelyn Radebe Roly Poly Crèche/Pre-school/ Dinaledi Pre-school Office: 011 725 6531 (ext. 224) Mobile: 083 395 6939 Physical Address:
Photo boards – all crèches Sign board on main road for Kids Academy 60 chairs (for parent meetings) – Kids Academy Geyser for baby class – Kids Academy Programme: Social Relief and Residential Care Food parcels and toiletry Pieter Bosch pieterb@mes.org.za Office: 011 023 4500 Mobile: 074 369 2411 Physical Address: Assessment Centre BG Alexander Complex Programme: Youth Enrichment Soccer balls Krige Office: 011 402 5090 Mobile: 0823229984 Physical Address: Irene Church, 1 Beit Street, Doornfontein TV Drum kit, music guitars etc.
Class Code Total Eligible 1 point 2 points 3 points 4 points (or more) Met all requirements (PHA/Bio/4 Pts) % Completion A9 (UAFT) 161 39 26 20 36 29 18% CR (Local 6070) 105 39 20 10 7 5 4.8% F9 (UNAC) 478 90 84 53 170 156 32.6% FN (UNAC) 21 9 1 2 9 7 33.3% EX 68 16 14 11 27 24 35.3% FR 43 13 9 6 9 8 18.6% NR 490 145 71 40 140 136 27.8% NX 3 0 1 0 1 1 33.3% XR 548 151 86 51 191 176 32.1% FY14 Comparison (1/1/2014—6/30/2014) Requirements: Complete a personal health assessment (PHA) and a Biometric screening within the dates of: 1/1/2014—6/30/2014. Look-back to 7/1/2013 for Biometric results. Personal Health Assessment: 2,652 January 1, 2014 – June 30, 2014 Employee Spouse Total High Risk 958 364 1,322 Moderate Risk 521 217 738 Low Risk 443 148 591 UAA 759 261 1,020 UAF 863 354 1,217 UAS 144 49 193 SW 153 64 217 Biometric Screening: 2,646 July 1, 2013 – June 30, 2014 Employee Spouse Total UAA 755 277 1,032 UAF 840 358 1,198 UAS 142 47 189
Employee Class Point Breakdown: From most recent Incentive report: 04/05/2016 Employees (eligible for entire period: 5/1/15-4/5/16): 3,253 Total Employees with some sort of points: 3,053 (94%) Total Employees with at least 3 points: 1,428 (44%) Total employees who qualify to receive rebate: 705 (22%) Class Code Total Eligible 1 point 2 points 3 points 4 points 5 points Met all reqs. (PHA/Bio/5 pts) % w/ 3 or more pts % Met all reqs. A9 (UAFT) 240 87 42 18 16 46 32 33% 13% CR (Local 6070) 180 79 20 10 0 18 16 16% 9% F9 (UNAC) 733 244 162 65 49 137 103 34% 14% FN 28 12 5 3 3 8 6 50% 21% EX 87 25 16 9 8 25 20 48% 23% FR 71 29 15 5 0 13 11 25% 15% NR 936 278 165 101 62 323 248 52% 26% NX 4 0 0 1 0 3 3 100% 75% XR 972 285 161 81 81 343 266 52% 27% Spouses/FIPs(eligible. for entire period: 5/1/15-4/5/16): 1,684 Total spouses/FIPs with some sort of points: 1,355 (80%) Spouses/FIPs with at least 3 points: 485 (29%%) spouses/FIPs who qualify to receive rebate: 204 (15%) Class Code Eligible 1 point 2 points 3 points 4 points 5 points Met all reqs. (PHA/Bio/5 pts) % w/ 3 or more pts % Met all reqs. A9 (UAFT) 133 50 23 8 9 17 10 26% 8% CR (Local 6070) 91 37 6 8 0 7 6 16% 7%
• His second son, Patrick, was born in 1928. The family to Key West, Florida. • In 1929, A Farewell to Arms was published. Hemingway’s father committed suicide. • Gregory, Hemingway’s third and last child, was born in 1931. • In 1932, Death in the Afternoon was published. • In 1933—at the height of the Depression—Hemingway published a collection of short stories, Winner Take Nothing. Despite the poor economy, the book sold well. • The Hemingways left Florida for Africa where he developed a new interest in big game hunting. • In 1935, Hemingway published an account of his travels, Green Hills of Africa. • The Snows of Kilimanjaro and The Short Happy Life of Francis Macomber were published in 1936. • In 1937, after publishing To Have and Have Not, Hemingway became a war correspondent for the Spanish Civil War. • The Column and the First Forty-nine Stories were published in 1938 as well as a short film about the Loyalist cause called The Spanish Earth. • After a four-year affair with Martha Gellhorn, Hemingway divorced his second wife and married Martha. They moved to Cuba. • In 1940, Hemingway published For Whom the Bell Tolls. • By 1946, Hemingway had divorced his third wife and married his fourth wife. • Another affair began with a young woman, Adriana Ivancich in 1950. In this year, he also published Across the River and Into the Trees. • Hemingway published The Old Man and the Sea in 1952, winning the Pulitzer Prize in 1953. • In 1954, Hemingway and his wife survived a horrific plane crash in which they sustained many injuries. They returned to Cuba, and he was awarded the Nobel Prize for Literature. • In 1960, Hemingway and his wife returned to the states. He published The Dangerous Summer and began work on his memoirs, A Moveable Feast. • After a long battle with alcohol and depression, Hemingway was admitted to the Mayo Clinic and treated for depression and paranoia. He received several treatments, including electro-shock treatment. These treatments erased much of his memory. • Hemingway was particularly frustrated at the loss of memory, as his memories served as
Optional List any optional here or remove the entire section. Example: Additionally, any of the following texts or other texts that you may have from previous courses may be useful for this course if you find yourself struggling with specific skills: Sample Sample Sample Required Software List any software students will be required to purchase here or remove the entire section. Example: MATLAB You will need access to a recent version of MATLAB with the Signal Processing Toolkit. The MATLAB Academic Headcount (TAH) license is now in effect. This license is provided at no cost to you. Send an email to software@jhu.edu to request your license file/code. Please indicate that you need a standalone file/code. You will need to provide your first and last name, as well as your Hopkins email address. You will receive an email from Mathworks with instructions to create a Mathworks account. The MATLAB software will be available for download from the Mathworks site. Technical Requirements You should refer to Help & Support on the left menu for a general listing of all the course technical requirements. Student Coursework Requirements Provide a detailed list of student requirements. Example: It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and writing assignments (approximately 2–3 hours per week). This course will consist of the following basic student requirements: Preparation and Participation (15% of Final Grade Calculation) You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings. Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness). Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a
Joint Guidance Committee (JGC) Three Year Work Plan Melanie Frye, JGC Co-Chair Rich Hydzik, JGC Co-Chair Shelli Nyland, Staff Liaison January 2018 155 North 400 West, Suite 200 Salt Lake City, Utah 84103-1114
interventions, comparisons, outcomes, and study design (PICOS). Methods Protocol and registration 5 Indicate if a review protocol exists, if and where it can be accessed (e.g., Web address), and, if available, provide registration information including registration number. 4 Eligibility criteria 6 Specify study characteristics (e.g., PICOS, length of follow-up) and report characteristics (e.g., years considered, language, publication status) used as criteria for eligibility, giving rationale. 4 Information sources 7 Describe all information sources (e.g., databases with dates of coverage, contact with study authors to identify additional studies) in the search and date last searched. 4 Search 8 Present full electronic Supplement figure 1
product ion, [M+11H]10+., formed from the [M+11H]11+ precursor ion after exposure to radical anions; (h) CCS of [M+12H]12+ precursor ion unexposed; (i) [M+12H]12+ precursor ion exposed; (j) CCS of the second product ion, [M+12H]10+.. formed from the [M+12H]12+ precursor ion after exposure to radical anions. Figure 7 Illustration of the neutralising contacts hypothesis used to describe the conformational change when an electron is transferred to a protein without the occurrence of dissociation (ETnoD). A reaction which occurs in the trap region of a Synapt G2 Si travelling wave ion mobility mass spectrometer. (a) The transfer of an electron disrupts a neutralising contact, a salt bridge between groups of opposite polarity, resulting in extension of the protein backbone chain which stays extended due to electrostatic repulsion. (b) The transfer of an electron disrupts a neutralising contact in a compact structure. Structural rearrangement in the form of compaction can occur, post electron transfer, if the free charged group pairs with an oppositely charge group in the surrounding area. 1 TW (Å2) of the most compact conformer before exposure and most extended conformer after exposure to radical anions of 1,3-dicyanobenzene. Cytochrome c and myoglobin were sprayed from denaturing solvent conditions (50/50 methano/water 0.1% formic acid).
Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Table 1 Molecule Precursor, before exposure TW (Å2) of most compact conformer Product, after exposure TW (Å2) of most extended conformer Cytochrome c [M+10H]10+ 1808±19 [M+10H]10+ 2162±10 [M+11H]11+ 1900±23 [M+11H]10+. 2253±15 [M+12H]12+ 2001±26 [M+12H]10+.. 2233±13
[M+15H]15+ 2244±14 [M+15H]15+ 2577±10 [M+16H]16+ 2572±10 [M+16H]15+. 2547±10 [M+17H]17+ 2629±40 [M+17H]15+.. 2562±12 Myoglobin [M+13H]13+ 2638±22 [M+13H]13+ 3267±24 [M+14H]14+ 2824±10 [M+14H]13+. 3343±88 [M+15H]15+ 3226±128 [M+15H]13+.. 3290±12
Joint Health Improvement Plan – Annual Report 2013-14 Background The Joint Health Improvement Plan (JHIP) was launched in August 2013 for the period 2013 – 2016. It is owned and actioned by the Health and Wellbeing Partnership on behalf of the Community Planning Partnership. This document was developed in partnership with communities and organisations during the transition period between the old and new SOA. The JHIP contributes to the following outcomes: 4. Children and people have the best possible start 5. People live active, healthier and independent lives 6. People live in and stronger communities This report outlines the implementation of the first year of the JHIP and includes the following: Report of the Health and Wellbeing fund Update on the Health and Wellbeing Networks Action on strategic priorities and other activity Reference to health improvement delivery and future priorities Report of the Health and Wellbeing grant fund In April 2013, £71,700 was allocated from the Public Health budget to support small grants for health improvement. The responsibility for deciding how this fund is spent is devolved to local areas (Bute; Cowal; Helensburgh and Lomond; Islay; Kintyre; Mid Argyll; and Oban, Lorn and the Isles). This was awarded as follows:
Resource Sheet GT U1-08 (7 of 8) Document F A Distinguished Passenger, “Two Tragicical Events,” 1621 & 1622 A “distinguished passenger” on the William and Mary, narrates an account that includes a description of a seafight with two Spanish ships and of the Indian Massacre of 1622. The account was translated into Dutch and published by Peter Vander Aa, bookseller at Leyden, in 1707. This source can be accessed at . Two Tragical Events William and Mary College Quarterly Historical Magazine Vol. IX, April 1901, No. 4 Two Tragical Events. (1998). Retrieved July 8, 2015, from http://www.virtualjamestown.org/exist/cocoon/jamestown/fha/J1022 Document G “In 17th-Century Letters, King of Spain Frets Over Jamestown” In two letters, one dated July 29, 1608 and the other, June 11, 1609, King Phillip III of Spain expresses his concerns over the English settlement of Jamestown. The source discusses the King’s fears of attacks and a mission of sending spies into Jamestown. This source can be accessed at . Cohen, J. (2010, December 15). In 17th-Century Letters, King of Spain Frets Over Jamestown. Retrieved July 8, 2015, from http://www.history.com/news/in-17th-century-letters-king-of-spain-frets-over-jamestown Document H “Death at Jamestown- Clues and Evidence” From an episode from Secrets of the Dead, a pathologist and archaeologist discuss the possibility of the early colonists at Jamestown suffered from arsenic (a chemical element, metalloid, that can contaminate ground water) poisoning. This source can be accessed at . Clues and Evidence. (n.d.). Retrieved July 8, 2015, from Resource Sheet GT U1-08 (8 of 8) Document I Spanish Invasion? Select one of the following two sources:
Form 1-6 Joint Research System Representative and Vice Representative of the Research Project (At least one name is required. If there are more than two names, please add more “Vice” rows.) Young person Name (Nationality if not Japanese) Affiliated Institution/ Department Name if the institution is located outside Japan) “Kakenhi” Researcher Code Research Field Code Roles and Fields of Responsibility All researchers collaborating with the applied research project. (Additions or deletions made after adoption of the research subject will require review. Please also check the important points mentioned below.) List of Collaborating Researchers Young person Student Name (Nationality if not Japanese) Affiliated Institution/ Department Name if the institution is located outside Japan) “Kakenhi” Researcher Code Research Field Code Roles and Fields of Responsibility A computer account will be issued only for users with ■ marked in the column for “Computer.” The Representative of the research project and HPCI-JHPCN system users must make sure to obtain a HPCI-ID prior to the online (web) application. If a computer user is considered a non-resident by the Foreign Exchange and Foreign Act (users affiliated with a foreign institution, or foreign students that have been in Japan for less than 6 months: please see pp.12–13 of Quick-start Guide”), please mark ■ in the “Non-Resident” column. Please note that we may need to pre-confirm the use of computers by a non-resident. For the purpose of a statistical survey, please mark ■ in the “Young Person” column for any person under the age of 35 at the completion of the project. If a collaborating researcher is a student, please mark ■ in the “Student” column. Only graduate students or people with higher qualifications will be permitted to be part of a project. For those researchers without a “Kakenhi (Japanese Grants-in-Aid for Scientific Research) Researcher Code”, a “Proof of Lecture Attendance” for Research Ethics Education will need to be submitted should the research project be adopted. (This excludes students).
Nogales High School Nobles since 1962 Mr. Nasouf, Principal Teacher: Mr. Tong & Mr. Kim Grade/Subject: Geometry Contact: ctong@rowlandschools.org & pkim@rowlandschools.org Phone: (626) 965-3437 Ext. 3460 Course Description The fundamental purpose of the Geometry course is to formalize and extend students’ geometric experiences from the middle grades. This course includes standards from the conceptual categories of Geometry and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses. In this Geometry course, students explore more complex geometric situations and deepen their explanations of geometric relationships, presenting and hearing formal mathematical arguments. Students will be working on the necessary skills to be successful in the 21st Century (Communication, Collaboration, Creativity and Critical Thinking). Materials Notebook – lined or graph paper (8.5 x 11 – no composition) lined (8.5 x 11) and graph paper Binder (to keep returned work) Pencils (2) or mechanical pencil (with extra lead) – No work will be accepted in pen unless noted! Eraser Protractor, compass and ruler Scientific calculator Textbook McDougal Littell - California Geometry, 2007 Assignments Homework and classwork 10% Test, quizzes, projects and notebook/binder checks 70% Finals 20% Grades A: 90% + B: 80 – 89.9% C: 70 - 79.9% D: 60 - 69.9% F: 59.9% & below
Story of the Door Aberration Abhorrent Allegory Allusion Anxiety Atavism Corruption Consciousness Debased Degenerate Demonic Depraved Diabolical Duality Duplicity Epistolary Ethics Eugenics Evolution Feral Forensic Metamorphosis Mysterious Perversion Respectability Repressed Restraint Savage Subconscious Suppression Supernatural Unorthodox Symbolism of the door: Utterson: Hyde: Interpolated Narrative structure: Search for Mr Hyde Aberration Abhorrent Allegory Allusion Anxiety Atavism Nightmares becoming reality: Lanyon & Transcendental science: Utterson as detective: Interpolated Narrative structure:
Corruption Consciousness Debased Degenerate Demonic Depraved Diabolical Duality Duplicity Epistolary Ethics Eugenics Evolution Forensic Metamorphosis Mysterious Perversion Respectability Repressed Restraint Savage Subconscious Suppression Supernatural Unorthodox Dr Jekyll was at Ease Aberration Abhorrent Allegory Allusion Anxiety Atavism Corruption Consciousness Debased Degenerate Demonic Depraved Diabolical Duality Duplicity The Victorian Gentleman: Jekyll and the trappings of respectability: Utterson as detective: Jekyll’s duplicity and over confidence:
discuss the bullying. Id. ¶ 75. The plaintiff attended the meeting without her son but was told that her son needed to attend the meeting. When she told her son that he needed to attend a meeting the next day at school, he had a panic attack. He then told his mother for the first time about the sexual assaults he had suffered at school in 2011 and 2012. He has not attended his Brunswick school since that date. Id. ¶¶ 76-77. The plaintiff reported the sexual assaults to Brunswick Junior High School on about October 25, 2012. Id. ¶ 78. The plaintiff’s son was diagnosed with depression and post-traumatic stress disorder (“PTSD”) as a result of assaults, abuse, and harassment that he suffered at his Brunswick school. Id. ¶ 82. The plaintiff filed a complaint against the defendants with the Maine Human Rights Commission (“MHRC”) on July 30, 2012, alleging discrimination and retaliation against her son. Id. ¶ 84. The MHRC investigator assigned to this complaint concluded that the school allowed a hostile educational environment to persist for a lengthy period of time and that its response was not appropriate when it became clear that the harassment was continuing. Id. ¶ 89. The MHRC determined that there were reasonable grounds to believe that the school committed unlawful discrimination against the plaintiff’s son for two and a half years. Id. ¶ 92. As a result of this conduct, the plaintiff and her son have suffered and are continuing to suffer, alia, emotional pain and distress, suffering, mental anguish, and loss of enjoyment of life. Id. ¶¶ 100 (Count I), 104 (Count II), 110 (Count III). Discussion The defendants seek the records of a therapist who treated the plaintiff’s son from September 5, 2006, through November 17, 2010, and a counselor who has been seeing the
Synopsis: two weeks of December Hours 1, 2 (8:30-10:15) and 6,7 (1:05-2:50) Present, provide curriculum, or co-create curriculum with teachers For more questions and/or to volunteer: Members present who will work on this include Jason Haller and Tony Troxel. Tony also suggested making a video. Dan McKee suggested contacting Keith Barnett. 2. Dec. 10, Barnes and BAMIT Book Fair Please come out to support or order online and designate Jefferson’s BAMIT Academy. C. Dec. 5 freshmen mock interviews Interviewers needed. Freshmen apply to be sandwich artists at subway. Mock interviewers are mock hiring managers for the restaurant. All questions and rubrics for assessment will be provided. Available times: 9:25-10:15 10:20-11:10 11:15-12:05 1:05-1:55 2:00- 2:50 2:55-3:45 For questions or to volunteer: D. Others? Team Leader Lynn Stockton reported on three experiences for the studio art pathway students: 1. Portfolio Day: see student success story above 2. 102 Studio Art students to the Art Institute of Chicago. Select student were also able to visit JHS graduate Evan Jarzynski’s office across the street to see where his art education has taken him. 3. AP Studio Art students worked with Graham-Spencer to created signage for Transform Rockford: great project-based learning opportunity for this group. E. For question or to volunteer to be a Capstone mentor: VI. Academy data Pathway enrollment Business: 64 Graphic Production: 90 Modern World Languages: 33 IT: 21 (first year for a true IT pathway course) Studio Art: 63 Performance Production: 13 Performing Arts: 21
Vocal Music Beginning Band Beginning Orchestra Beginning 9th GRADE AVID Visual Art Beginning Introduction to Journalism I AP Stats AP Music Theory IB Music I SL IB Biology II HL IB History of the Americas HL Vocal Music Intermediate Band Intermediate Orchestra Intermediate 10th GRADE AVID Visual Art Intermediate Journalism II (YB) AP Calc AB IB Music II SL IB Biology III HL IB 20th Century HL Vocal Music Proficient Band Proficient Orchestra Proficient Visual Art Proficient Journalism II (NP) AP Calc BC IB Math Meth I SL IB Chem I SL IB English III HL Music Advanced Band Advanced Orchestra Advanced Visual Art Advanced AP World History IB Math Meth II SL IB Chem II SL IB English IV HL Ceramics Intermediate AP Envir. Sci. IB Physics I SL IB Spanish IV SL Music Appreciation Marching Cards Ceramics Proficient IB Physics II SL IB Spanish V SL Jazz Ensemble Global & Folk Art IB ITGS I SL IB ITGS II SL IB Systems & Societies I SL IB Systems & Societies II SL IB TOK
Parent & Student Handbook 2016-2017 Like us on Facebook! J. Glenn Edwards Follow us on Twitter @ JGlennEdwardsES Text @JGlennEdwardsES to 23559 for Mobile Alerts J. Glenn Edwards Elementary School 3115 Cemetery Road Sanford, NC 27332 Phone (919)774-3733 Fax (919) 776-8689 Dear J. Glenn Edwards Students and Families: Welcome to the 2016/2017 school year! We are excited about another great year full of learning and new opportunities! This year we start our third year of Leader in Me. Through Leader in Me, we teach 21st century leadership and life skills to students and have a culture of student empowerment based on the idea that every child can be a leader. The seven habits are our framework and they are: BE PROACTIVE - “I am in charge of me” BEGIN WITH THE END IN MIND - “Have a plan” PUT FIRST THINGS FIRST - “Work then play” THINK WIN WIN - “I win, you win, we all win” SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD - “Listen before you speak” SYNERGIZE - “Together is better” SHARPEN THE SAW - “Balance is key” This year, we will continue with leadership notebooks and tracking personal and academic goals. We will continue to practice the seven habits and will focus on the five paradigms shown below:
______________________________________________________________ (Teacher’s hints) #1. Though his life was … short, Michio seemed truly happy as a photographer. #2. One … changed Hoshino Michio’s life. #3. Michio wanted to visit and experience that place for …. #4. Once he wrote about flying to the … to photograph caribou. #5. He took playful photographs of … #6. For 19 he traveled around Alaska as a … #7. A photograph in the book caught his … #8. For one summer, Michio lived … the inuit people in that Alaskan village. #9. They have to hunt for … and gather blueberries for food. #10. For the …, life depends on understanding nature. #11. … his life was cut short. #12. He often camped in … weather to photograph animals in the wild. #13. As the plane left him, Michio felt lonely in a … wilderness. (Teacher’s Answers) cut 9. meat
Name: Class: Number: How many pencils do you have? Step 1: Write 5 “I have “ sentences. Example: (pens) I have 6 pens. (pens) (erasers) (rulers) (sisters) (brothers) Step 2: Ask your classmates. A: How many pens do you have? B: I have 6 pens.
Speech: I am Fujitarou! Hey! Hey! Hey! My name is Fujitarou Yamanashi. I have one pet cat. Its name is “Tiger.” I have fourteen people in my family: my mother, my father, five brothers, and six sisters. My father watches birds in Canada. I am in the English Club. I study English on Wednesdays and Saturdays. Every summer, I go to Shanghai. I speak English there. Thank you! pet cat watch birds Shanghai, China Imagine you are Fujitarou Yamanashi! Answer the questions bellow in Person (Use “I” and “My”) How many pet cats do you have? ___________________________________________________________ What is your cat’s name? ___________________________________________________________ Are you a member of the badminton club? ___________________________________________________________ When do you study English? ___________________________________________________________ Why do you study English? ___________________________________________________________ Now it’s your turn. Use the space bellow to write your own speech: _________________
AMS hr / min / sec AMS hr / min / sec AMS hr / min / sec PTA hr / min / sec PTA hr / min / sec PTA hr / min / sec LOC hr / min / sec LOC hr / min / sec LOC hr / min / sec Severity If Mild: Severity If Mild: Severity If Mild: Mild Stage I Mild Stage I Mild Stage I Moderate Stage II Moderate Stage II Moderate Stage II Severe III Severe Stage III Severe Stage III BATL (0 – 5) BATL Score (0 – 5) BATL Score (0 – 5) Nature of Blast Nature of Blast Nature of Primary (Head) Primary (Head) Primary (Head) Secondary (Head: Yes No) Secondary (Head: Yes No) Secondary (Head: Yes No) Tertiary (Head: Yes No) Tertiary (Head: Yes No) Tertiary (Head: Yes No) Quaternary (Head: Yes No) Quaternary (Head: Yes No) Quaternary (Head: Yes No) MILITARY OTHER: # Other TBIs: 1st Most Severe 2nd Most Severe 3rd Most Severe Age Age Age AMS hr / min / sec AMS hr / min / sec AMS hr / min / sec PTA hr / min / sec PTA hr / min / sec PTA hr / min / sec LOC hr / min / sec LOC hr / min / sec LOC hr / min / sec Severity If Mild: Severity If Mild: Severity If Mild: Mild Stage I Mild Stage I Mild Stage I Moderate Stage II Moderate Stage II Moderate Stage II Severe Stage III Severe Stage III Severe Stage III BATL Score (0 – 5) BATL Score (0 – 5) BATL Score (0 – 5) Nature of Injury Nature of Injury Nature of Injury MVA Physical Assault MVA Physical Assault MVA Physical Assault Fall Penetrating Injury Fall Penetrating Injury Fall Penetrating Injury Sports- Related Other: Sports- Related Other: Sports- Related Other: PRE-MILITARY: # TBIs:
You can create “buckets” of tasks that are all related to a certain thing, too. Save files It’s like creating knowledge in Atrium. All files are stored in the Team’s Sharepoint. Go to the channel related to your file and click on the “Files” tab. From there you can look at and upload files for that Team and channel. Take notes It creates notes that a group can see Go to the channel related to your file and click on the “Notes” tab. You can click on the three lines to see what notes there are or to create a new “Page” Chat with people It’s for messaging individuals or groups within Teams, like a text message conversation To message people privately, go to the left bar and click “Chat.” Then you can select a conversation you already have or click the little compose icon next to the search bar to start a new conversation. Type as many people as you want and compose your message below. Change notifications It lets you customize what activities you get notified about and how Go to “Settings” and “Notifications” to edit how and what you’re notified. Banners show up when you’re logged into Teams, Emails come to your JH email account, and the “alerts list” can be viewed to the left of the screen above the “Chat” button. There’s a great series of short videos from Microsoft that show you how to do things, too: Welcome to MS Teams: How Teams and Channels work: Conversations in MS Chat and private conversations: JH Tech Training Lesson 9 Plan Pivot Tables Learning Objectives: Measurable learning language Key Points: Central ideas from the lesson
Cited Braziel, Jana Evans. “History of Lynching in the United States”. ACLAnet. Web. 10 Dec. 2013. <> Iatisha. Iatosha. “Images of Blacks by Currier & Ives”. Philadelphia Print Shop. 14 Oct. 2013. Web. 10 Dec. 2013. <> Karenga, Maulana. “Africans in America”. Introduction to Black Studies. Print. Maya. Mnisi, Nomasonto. Norton Anthology of African-American Literature. Ed. Henry Louis. McKay, Nellie Y. New York : W.W. Norton & Co. 2nd ed. 2004. Print. Patterson, Orlando. “A Poverty of the Mind”. 26 March. Cambridge, Mass. 2006. Print.
Dependent variable Corporate-level three-year average of net profit margin (2000-2002 for time point one and for time point two) is our performance measure. Net profit margin has been used in a number of previous studies to determine firm performance (e.g., Min and Wolfinbarger, 2005) and is useful for comparing corporate performance in the same industry. A lagged three-year average performance in each time period was used to reduce the likelihood of spurious results due to one unusual performance year (Tanriverdi, 2006). Independent and control variables Alliance Portfolio Diversity is a construct that includes partner, functional, and governance diversity. We first coded each individual alliance into different categories. For Industry Diversity, alliances were coded into 5 categories: “4” for an alliance formed with a partner in the same 4-digit SIC code; “3” same 3-digit SIC code; “2” same 2-digit SIC code; “1” same 1-digit SIC code, and “0” sharing no SIC code. For Organizational Diversity, two measures were created to capture two, but related categories. Organizational Diversity I codes alliances for ownership: “1” for same ownership (public-public, private-private); “0” different ownership (public-private, public-government, private-government); Organizational Diversity II codes alliances for organizational level: “1” same organization level (parent-parent, “0” for different Org. level (parent-subsidiary). For Functional Diversity we coded alliances into 4 categories where marketing is “1”, manufacturing “2”, R&D “3”, and Other “4” (other activities that had insufficient numbers to justify individual coding). For Governance Diversity we coded each alliance into 6 categories: “1”= non-equity, “2”= minor equity up to 20%, “3”= substantial share 21-49%, “4”=equal share 50%, “5”= major share 51-79% and “6”=dominant share 80+%. 2007
Table 1. Descriptive statistics Variables Mean S.D. 1 2 3 4 5 6 7 8 Net Profit Margin 3.11 5.05 Firm Size 23.65 54.38 .07 Portfolio Size 19.15 39.08 -.07 .53*** Industry Diversity 0.61 0.29 -.21*** .11† .17** National Diversity 5.32 6.19 -.10† .38*** .27*** .23*** Organ. Diversity I 0.30 0.20 -.15* .01 .24*** .28*** .24** Organ. Diversity II 0.34 0.17 .07 .16** .18** .21*** .21** .25*** Functional Diversity 0.60 0.26 .08 .15** .09 -.07 -.07 .24*** .25*** Gov. Diversity 0.36 0.26 -.12* .05 .14* .02 .18** .25*** .27*** .37*** N=276, †p<0.10, *p<0.05, **p<0.01, ***p<0.001 All variables pooled for descriptive purposes.
1 Curriculum areas, subjects and courses The formal curriculum described above. 2 The and life of the school as a community Learners are expected to contribute to the school community at every stage of their schooling. Shared school values are communicated and promoted through Assemblies, through Personal and Social Education programmes and especially how we all go about our daily business. Learners are encouraged to contribute to the life and work of the school community by participating in the pupil councils, committees, volunteering as Prefects, Befrienders or charity work. Charity fundraisers usually involve the whole school and are organised by S6 students supported by identified staff and the student run charity group BENE. Clubs such as Eco schools help to promote social responsibility and many pupils participate in clubs and activities. Senior students support events such as parents’ evenings and represent the school in a variety of ways over the course of the year. Some pupils take on official responsibilities such as Sports ambassadors, Sports captains, Heads of committees and Heads of Student Council. 3 Interdisciplinary Learning Interdisciplinary learning approaches are used to connect learning across subject areas and relate this to school and wider social contexts. A range of Interdisciplinary projects exist from S1 to S3.
Please provide the following information which will form the basis of your advert: description of the post (duties, hours etc) you would like applicants to apply (cv, letter, post, email etc) description of your setting (e.g. busy, friendly, village pre-school, etc) (There is a 2500 character limit. Exceeding this will delay the publication of your advert) Provide a clear statement about your settings commitment to safeguarding and promoting the welfare of children: For example “This organisation is committed to safeguarding and promoting the welfare of children and expects All and volunteers to share this commitment.”
(accessed 12/03/2013) Dodds, S (2013) “Personalisation, individualism and the politics of disablement” Disability and Society, vol 28, no 2, pp260-273 P (2000) “Welfare rights and responsibilities: Contesting Social citizenship”, Bristol, The Policy Press Elder-Woodward J (2013) “Independent living: the frontier of communitarian welfare?” Disability and Society, vol 28, no 2, pp274-278 Feenberg, A (2011) “Agency and citizenship in a technological society” Public Lecture presented to the Course on Digital Citizenship, IT University of Copenhagen. (accessed 22/12/2012) Ferguson, I (2007) “Increasing User Choice or Privatizing Risk: The Antinomies of Personalization”, British Journal of Social Work, 37, pp387–403 Ferguson, I (2008) “Reclaiming social work: Challenging neo-liberalism and promoting social justice”, London, Sage Fox, E (1930) “Community schemes for the social control of mental defectives”, Mental Welfare, xi (3): p71
poorly maintained or damaged not being reported and replaced Incorrectly placed onto drive Work piece should not be cut freehand. Ensure operator has been trained in safe work practices. Ensure eye protection is worn when operating equipment. Ensure appropriate guarding is installed and in good working condition and remains in place during use. Parts of the plant disintegrating or collapsing? Y N Moderate Rare Low Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Possible High thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Possible Medium The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk
waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. electric cord, materials, bags, etc) in the immediate vicinity of the plant equipment may result in a trip hazard. are maintained at all times to minimise the risk of a slip, trip or fall. Uneven, slippery or work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or suitable edge protection? Y N Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
FIRE AND EXPLOSION Can anyone be injured by fire? Y N Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: Dust generated from the work process may be hazardous to health. Ensure good housekeeping practices are maintained. Chemicals? Y N Toxic gases or vapours? Y N Fumes/Dusts? Y N Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
Background: CSC as LSP is setting about meeting its contractual obligation to Connecting for Health to get TPP to migrate SystmOne to SCT. There is a risk that this will be done in isolation from the rest of the GP domain. Emis is already engaged in migrating its users to EmisWeb. 1 Use of cross mapping tables It is unclear at this stage precisely what ‘migrating SystmOne to SCT’ really means. However, it is assumed that information currently coded in CTV3 will be translated to SCT codes using the CTV3 to SCT cross mapping table available from TRUD just as Emis are assumed to have used / to be using the Read v2 to SCT cross mapping table. 1.1 Safety issue: These cross mapping tables have not been through a clinical safety assurance process. They are known to contain erroneous maps. Erroneous maps can lead to a) the wrong Terms being displayed to the user and b) the wrong codes being placed in the record. This could put patient safety at risk. EmisWeb avoids this through being dual coded (SCT and Read v2). The original Read v2 code and Term are retained and all processing currently continues to depend on Read v2. However safety issues could arise if processing were switched to the SCT codes 1.1.1 Mitigation: After translation the Term Text of the resulting SNOMED code must be displayed and the Original Term Text (i.e. from the original source code) must be preserved and displayed to the user unless it is a lexical exact match to the SCT Term. This would enable the human reader to detect discrepancies and take any necessary remedial action but would not on its own remove the risk from background machine processing 1.1.2 Mitigation: Assure the cross mapping tables as already requested by GPSoC. This would reduce but not eliminate the frequency of erroneous maps and resulting erroneous codes for both human and machine readers 1.1.3 Mitigation: Modify GP2GP guidance on the processing of HL7 translation sets so that a receiving system validates all of the codes that it can ‘understand’ against each other. This would only be a partial mitigation because it would only work in circumstances where the sending system had preserved the original source code and even then, only in those circumstances where the cross mapping table had been changed AFTER the original translation had taken place 2 Preferred terms and synonyms
‘JIG’ Job Information Guide General: Post Title Community Paediatrics-Brent (Registrars and SHOs) Hospital Details Name: Wembley Centre for Health and Care Children’s Centre, Wembley Centre for Health & Care, 0208 795 6030 Website: Trainee Lead: Dr Reeta Gupta, reeta.gupta@nhs.net Human Resources: Jo D'Arcy, Senior Human Resources Advisor Human Resources. Sudbury Primary Care Centre. Phone 020 3114 7175 (Vale Farm) Travel Info Train/Tube: Wembley Cetral Bus: 18, 92, 182, 204, N18 Car/Parking: Car parking available. Contact: Jashu Hirani, 0208 795 6356 Living/Accommodation/Eating Hospital Accommodation: No hospital accommodation on site Local Area: Wembley Central and Ealing road-Tescos nearby and lots of cafes and shops On-site: Small café that opens for lunch on site Paediatric Team No of Consultants: 11 Registrars: 10 SHOs: 7 general and 6 neonates FY1s: 2 Rota & Responsibilities On the Rota, you normally do three clinics a week (normally in the morning) and the rest of the time is allocated as admin time but you can use that for clinical supervision time, module time or admin time. CDC is a child development service clinic AC is advisory clinic ( either SN2 medicals, Looked After Children medicals or CP medicals –) CS is clinical supervision – time for you to discuss the cases with the relevant consultants before and after clinic Brent community paediatricians undertake child protection assessments involving concerns with possible emotional abuse or neglect. Acute cases (incident <72hours) are seen at Northwick Park Hospital. Module is time for you to organise your own sessions to fulfil your educational needs and access other areas of the curriculum e.g. attend ophthalmology/audiology clinics, sit in with therapists, attend adoption and fostering panels or case conferences.
Figure S2. W-phase moment tensor inversion for the Mw 4.2 EGF event. Selected stations from F-net are displayed. Black correspond to data and red indicate synthetic. Two red dots bracket the waveform segment used for inversion. Figure S3. Overview of tectonic setting in southwest Japan.
JAMAL MOHAMED COLLEGE (AUTONOMOUS), TIRUCHIRAPPALLI – 620 020. JAMAL INNOVATION AND INCUBATION CENTRE (JIIC) INVITES Start-ups/Concepts/Product proposals (for students) To inculcate an aptitude for innovation among the students and to provide a conducive environment for optimum harnessing of their creative spirit and pursuit, our management has decided to extend their fullest support for new ideas, concepts, prototypes and products which result in creating new entrepreneurs and employment opportunities for the young graduates. In this regard, Jamal Innovation and Incubation centre (JIIC) opens up a platform for the students of our college to come up with their new start-ups/concepts/product plans. To participate in this programme, participants are expected to download the proposal format from www.jmc.edu and duly filled proposal can be forwarded through concerned Head of the Department and it may be sent to jmcjiic2018@gmail.com on or before 15th December 2018. Rules and Regulations Proposal of idea shall be on an innovative and action oriented research or product development. The idea must be your own brainchild and it should not be taken from public domains like Internet (you tube, web etc.), News papers, Journals or any other articles. Proposal should be written in English Proposal should on creating originality, societal values and scope of industry application. Selection of research proposal is based on the level of creativity, originality, interdisciplinary, societal value and industrial application oriented. Seed money will be provided to the selected proposals. Any violation may result in disqualification of the Entry. Note: For any queries you may contact; 1. Dr. A.Shajahan, Associate Professor, Department of Botany 9443874731 2. Dr. M. Syed Ali Padusa, Associate Professor, Department of Chemistry padusha_chem@yahoo.co.in, 9865447289
APPENDIX A. PARENT PARTICIPATION FLYER DISTRIBUTED AT SITE 10/10/2010 Dear Parent: I am a doctoral student working under the direction of Professor Linda Reed in the School of Psychology at Capella University. I am conducting a research study, titled Autism Spectrum Disorder: The Relationship Between Biomedical Treatment and Healthy Family Functioning, in an effort to determine whether or not biomedical treatment used in children diagnosed with Autism Spectrum Disorder can create a higher rate of healthy family living. I invite you to participate in this study. It will involve answering ten background questions and 62 questions regarding the FACES IV survey about your family. FACES IV is an assessment scale that measures family adaptability, cohesion, communication and satisfaction. These questions are available through the website www.autismdeal.com. Answering these questions should take no more than 20 minutes. Your participation in this study is completely voluntary, and you can chose not to participate. The results of this research study will be published but your child’s name and your name will not be included or requested anywhere in this study or survey. Please copy this link into your internet browser http://www.autismdeal.com This survey does not provide a direct benefit for you, but your participation will hopefully result in increased education of how biomedical treatment might increase the rate of healthy family functioning. If you have any questions concerning this research or your participation in this study, please call me at 843-377-6837 or email me at jreneej1@hotmail.com or Dr. Linda Reed at Linda.Reed@capella.edu. Sincerely, Jill Tschikof If you have any questions about your rights as a research participant or any concerns about the research process, or if you’d like to discuss an unanticipated problem related to the research,
NACARA membership form Page 2 Name of Government Agency: Name: E-mail: Title: Fax: Name: Phone: E-mail: Title: Fax: Name: Phone: E-mail: Title: Fax: Name: Phone: E-mail: Title: Fax: Name: Phone: E-mail: Title: Fax:
James (Jim) and Diane Block Scholarship $2,500 Diane Fronek Block was a 1960 graduate of Antigo High School. She attended UW - Madison where she received her Bachelor’s degree in Nursing in 1964. She received her Master’s degree in Nursing from the University of California in 1966. Diane was married to Jim Block who was a 1958 graduate of Birnamwood High School. He received his Bachelor’s degree from UW - Stout in 1962 and his Master’s degree from UW - Madison in 1966, both in the areas of Teaching and Counseling. This scholarship is open to any graduating senior who is pursuing a 4-year degree in teaching or counseling. Name: __________________________________________________ School you plan to attend: _______________________________________________________________ Intended Major and/or Program: _________________________________________________________ Please list your Extracurricular Activities: Please list your Academic Achievements/Honors: Please explain any financial needs as to why you deserve this scholarship: The recipient must also write two letters of appreciation to Jim and Diane’s surviving sons as well as show proof of successful completion of fall semester and spring semester schedule in order to receive funds. Applications are due in the high school office by 1:00 pm on May 1st.