zilongwang/ReadingBank huggingface dataset:
Technology-assisted Nutrition Education in an Intergenerational Setting Computers were purchased and a lab was created in a low-income housing unit in . Classes regarding computer training and nutrition education were developed and presented to grade school children and the elderly. 1998 Council on Food and Agriculture Research ($55,000) Electronic Nutrition Information Grows Up Development of a Web-based nutrition education program with messages Targeted to individual needs. 1997 Partnership Grant ($15,000) Development of an Internet Based Nutrition Education Program for High School Athletes at Risk of Developing Anorexia and Bulimia. Developed an online education program and an online tool to calculate energy requirements. 1997 Soybean Operating Board ($6,000) Development of a Web Based Nutrition Education Program on the Health Benefits of Consuming Soy 1996 for Asynchronous Learning Environments (SCALE) ($27,000) Development of education modules for the World Wide Web - Food service equipment operation. Garnishing and napkin fold demos were placed on the Web. 1996 Rothfuss Research Program Grant ($12,000) Development of a Web Based Nutrition Education Program for Grade School Students to Teach the Health Benefits of Consuming Soy Protein. 1996 Agricultural Development Fund ($1,000) Funds paid for a student trip to where tours were conducted of hotels and restaurants. 1996 Teaching Enhancement Grant ($960) Used in a Fine-Dining class to provide service equipment. 1995 for Asynchronous Learning Environments (SCALE) ($5,085) Implementation of Asynchronous Learning Networks (ALN) in the Restaurant Management Curriculum Grant included: - Development of a home page for the curriculum - Production of class materials to be placed on the web - Catering - - Fine dining - 1995 Council on Food and Agriculture Research (C-FAR) ($15,000) Electronic Information Systems for Food and Agriculture. A nutrition analysis tool was developed for the World Wide Web. The tool has been incorporated into education programs for grade school, high school, and college students. It is presently being
16 y F Abdominal pain, emesis, vomiting, gastric erythema; H. pylori versus NSAID gastritis 1 0 H. pylori 2 16 y F Nausea 1 2 2 16 y F Abdominal pain, nausea, vomiting 2 2 H. pylori 2 13 y F Abdominal pain, weight loss 0 0 H. pylori 2 15 y F Abdominal pain; chronic granulo- matous disease 1 2 2 0.75 y M Vomiting 2 2 H. pylori 2 2.5 y F Persistent vomiting; esophagitis 3 3 3 9 y M Iron deficiency anemia; gastritis 1 0 H. pylori 3 19 y F Crohn's disease; unexplained anemia; linear duodenal ulcers; gastric mucosa thickening 3 0 3 16 y F Hematemesis; esophagitis; gastritis 3 2 H. pylori 3 7 y M Vomiting, abdominal pain; positive H. pylori breath test; nodular gastritis 1 2 H. pylori 3 13 y F Gastritis 0 2 H. pylori 3 16 y F Weight loss, diarrhea, vomiting, scleroderma, feeding intolerance 2 2 C. albicans 3 2.17 y M Respiratory distress/hypoxia, failure to thrive, diarrhea, rectal bleeding 3 3 3 9 y F Rectal bleeding 2 2 H. pylori 3 13 y F Diarrhea 3 2 H. pylori 3 14 y M Dysphagia 0 1 3
Chinese Pinyin a) 5 b) 13 c) 38 d) 9 e) 76 f) 14 g) 10 h) 25 2. Write the Chinese and pinyin for the following words and phrases. (10 marks) Chinese Pinyin a) good bye b) teacher c) what? d) how old are you? e) years old 3. Complete the following phrases/sentences with the appropriate character. (5 marks) 1. ______ 2. ______ 3. ______ 4. ______ 4. You are the highlighted person in each group. Introduce what you are called and how old you are. Then introduce each of your friends giving their name and age. Write in Chinese characters. (24 marks)
Experimental Cancer Medicine Centres Junior Investigator Network Group (JING) Training the Next Generation 30 & 31st January 2017 Venue: Radisson Blu Hotel, 301 Argyle St, Glasgow, G2 8DL AGENDA Day one – 30th January 09:30 – 10:00 Registration and refreshments Chair: Dr Harriet Walter 10:00 – 10:15 Welcome and introductions Dr Harriet Walter 10:15 – 10:35 ECMCs – where do we fit in? Dr Aoife Regan 10:35 – 11:00 Key factors in trial design Professor Ruth Plummer 11:00 – 11:20 Refreshment break 11:20 – 11:45 Biomarkers in cancer management and their role in experimental medicine Dr Fiona Thomson 11:45- 12:10 CM-Path presentation Dr Alex Freeman 12:10 – 12:40 Parallel session Life as a … (clinical) Dr Natalie Cook Life as a … (non-clinical) Dr Alessandro Rufini 12:40 – 13:40 Lunch break Chair: Dr Fieke Froeling 13:40 – 14:05 Bayesian methods for early phase trials Professor Billingham 13:40 – 14:05 Publishing your research Dr Diana Romero 14:05– 14:30 Early phase combination studies and industry alliances Professor Jeff Evans 14:30 – 15:00 Refreshment break Chair: Dr Lalit Pallan 15:00 – 16:30 Breakout groups: study design task (with Faculty) 16:30 – 17:30 discussion on study plans (with Faculty) 17:30 Day one close 19:00 – 23:00 Networking dinner
Experimental Cancer Medicine Centres Junior Investigator Network Group (JING) Training the Next Generation 30 & 31st January 2017 Venue: Radisson Blu Hotel, 301 Argyle St, Glasgow, G2 8DL AGENDA Day two – 31st January Chair: Dr Stefan Symeonides 09:00 – 09:05 Welcome to second day Dr Harriet Walter 09:05 – 10:30 Patient and public involvement session Patient Comms & Involvement team 10:30 – 10:50 Refreshment break Chair: TBC 10:50 – 12:10 Breakout groups session 1: study idea presentations from attendees (x2) (with Faculty) 12:10 – 13:00 Lunch break 13:00 – 15:00 Breakout groups session 1: study idea presentations from attendees (x3) (with Faculty) 15:00 – 15:20 Refreshment break 15:20– 16:40 Breakout groups session 2: study idea presentations from attendees (x3) (with Faculty) 16:40 – 17:00 Closing remarks Dr Harriet Walter CPD accreditation has been sought from the Royal College of Physicians
Caroline was awarded a Lister Institute of Preventative Medicine Research Fellowship before moving to the CRUK Manchester Institute in 2003. Here she set up the Clinical and Experimental Pharmacology Group interfacing with the Derek Crowther Unit for early clinical trials at The Christie. Professor Michael Douek Professor of Surgical Oncology King's College London and Honorary Consultant Surgeon at Guy's and St Thomas' Hospital Michael is a breast cancer surgeon with a research interest in developing and evaluating novel techniques for cancer surgery. He developed a novel magnetic technique for sentinel node biopsy and breast lesion localisation, is one of the pioneers of intra-operative radiotherapy for breast cancer and is the chief investigator of several international surgical device trials. In 2003, he was awarded a Health Foundation Clinician Scientist by the UK Academy of Medical Sciences funding his Senior Lecturer post at UCL. In 2015, he was awarded a prestigious Hunterian Professorship by the Royal College of Surgeons of England. Professor Jeff Evans ECMC Lead and Professor of Translational Cancer Research, Head of Experimental Therapeutics Unit and Director of the Institute of Cancer Sciences, University of Glasgow Jeff’s clinical interests are in upper GI, pancreatic cancer and melanoma. He focuses on the preclinical and clinical development of novel anti-cancer agents including molecular targeted therapies. Jeff also leads the Phase I clinical trials and drug development team in Glasgow and is a member of the AZ – ECMC Combinations Alliance Steering Committee.
Chemical used (kg/mth). Dose Rates, mg/litre Treatment Pre – Treatment Post Treatment Total Min Max Average Average Lab Test HTH - - 135 2mg/l 3mg/l 2.3mg/l 3mg/l Alum nil - - - - - - - Polymer 2250 - “ 2250 5.5 mg/l 7 mg/l 6.5mg/l 7mg/l NaCl 1200 - “ 1200 -- - 3.5mg/l 3.5mg/l Raw Water Pumped (m3): 601356 m3 Treated Water (m3): 559154 m3 Service Water (m3): Table 5: Compliance to quality: % No. of samples meeting the standard Colour Turbidity E-coli Free Chlorine Standard 15 ptu 5 Ntu 0 CFU/100ml 0.20-0.50 mg/l Final Water 100 100 100 100 Reservoirs ,, ,, ,, ,, Water in supply ,, ,, ,, ,, Table 6: Number of Samples tested Examination Raw Intermediate Final Water Reservoirs/Boosters Water in Supply Sewage Physic Chemical Area Lab 30 93 30 0 7 Central Lab 1 - 1 8 6 9 Bacteriological Area Lab ND ND ND 8 0 Central 1 - 1 8 6 4
of the mountain of new information will be most interest to your CAA. The fee for this is $1,700 plus travel. Sincerely, James I. Masters, CCAP, NCRT P.S. I wrote both “CAA Planning Manuals” for the National Association of CAA’s in the 1990’s. I wrote the “major planning issues for board members” for Cal/Neva. I have done strategic planning “how to” seminars for CAA’s and Head Start. I have facilitated about 30 strategic planning processes for CAA’s. You can see my full resume at I should warn you, it is long because I have been working in community action for a loooooong time P.P.S Contact me at or 510.459.7570
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whether they are or aren’t being inclusive in their approaches, unless a particular disadvantage is made obvious by students. A common response from academic colleagues when reading the guides is that they consider much of the advice to be common sense, or just good teaching practice, when perhaps they were expecting that being inclusive would involve something more specialised. Many pedagogical advances in Higher Education such as blended learning, can greater flexibility by design (Gordon, 2014) and taken together with a drive for clarity and consistency in student experience in our own institution, this means that many current institutional initiatives are inherently, even if not overtly, pushing inclusivity forwards. This therefore means that, although institutionally we may not have a clear and shared understanding of what inclusivity is in practice, we are already making some steps towards it. Heath (2010) advocates shrinking the change as a good way of making people feel that they are already part way towards achieving a goal, so a useful exercise in promoting the agenda has been to use the Universal Design for Learning Licence to Learn framework (Knarlag, 2016) to map out the institutional activities and initiatives which could be considered as contributing towards inclusivity, enabling a sense of achievement and an understanding of how big the remaining challenge is. Competence standards We have frequently returned to discussions around competence standards and “graduateness” with our academic colleagues and have discovered that is a mis-match in our understanding of these ideas. As a disability practitioner, the concept of competence standards is crucial to understanding and implementing reasonable adjustments and advocating inclusive approaches. However, the term ‘competence standards’ is legalistic and at odds with the common parlance of learning outcomes and assessment criteria used by academic colleagues. The Equality Challenge Unit’s guidance around competence standards (ECU, 2015) is an excellent resource, but potentially too lengthy to appeal to busy academics. The guides use language familiar to academics, however using more acceptable language risks the full understanding and implementation of competence standards in module design and assessment. Understanding the audience
Brief description of main duties and responsibilities Annual salary/hourly rate (if applicable) company benefits: (e.g. car, pension) Full time/Part time (If part-time, please state hours and days worked) Reason for leaving Previous employment (please outline in chronological order) Name of employer and nature of business Job Title Brief outline of job duties (3 or 4 key points) Period of employment From – To Reason For Leaving
Additional information Do you have any unspent or pending criminal convictions? If you have answered Yes, please provide full details in a separate sealed envelope addressed to the people services partner and marked “confidential.” Any information disclosed will be treated as confidential and will only be seen by approved individuals involved in the recruitment process. Yes No Are you currently employed by Jisc? Yes No Have you ever been employed by Jisc or one of our previous subsidiaries – if so, please advise role and employment period …………………………… …../…../….. to …../…../….. Yes No Do you require a visa to work in the UK? Yes No If required, do you hold a visa? Yes No If yes, please state the type of visa? Expiry Date Yes No Do you have any particular requirements or adjustments to be made if you were invited for interview? If so please provide details below: …………………………………………………………………………………….. …………………………………………………………………………………….. …………………………………………………………………………………….. Yes No Declaration I declare that, to the best of my knowledge, the information given in this application is correct. I understand that deliberate omissions and incorrect statements could lead to my application being rejected or to my dismissal.
Preface This report is divided into two distinct parts and it is the authors’ hope that each of these parts can be read as a text. Some readers will find Part A. “The rationale for RDM and for the use of Archivematica” a sufficient introduction to this field. Others, perhaps more familiar with the topic or having read Part A, will want a more detailed coverage of our investigations and this is provided in Part B “Archivematica as part of RDM: Detailed analysis”. As each part of the document is intended to be useful independent of the other, there is necessarily some overlap of the material covered but we have tried to keep this to a minimum. Contents
Recommendations Assessment Diaries Recommendations Cross reference to report section Responsibility for actions 1. Flexibility of the system to facilitate creative assessments Improve flexibility of current system to enable multiple assessment deadlines for different tutorial groups and single assessments comprising incremental Create ability to provide staff with one further opportunity to amend existing assessment information Established links between Assessment Diaries, Turnitin and Blackboard to facilitate single entry of information 4.2.2 4.5.1 4.5.1 LCSS and Head of TEL LCSS LCSS and Head of TEL 2. Ensure the assessment deadlines are created through collaborative dialogue and not individually determined to maintain programme overview. 4.2.4 HoLTs 3. Develop an overview of all assessment deadlines for HoLTs, Head of Divisions/Departments and administrative staff 4.2.4 and 4.5.1 LCSS and Head of TEL 4. Information Accuracy: Raising awareness of the need for complete and accurate information for all assessments. 4.2.2 and 4.2.4 Heads of Learning and Teaching (HoLTs) and CELT 5. Awareness of the Assessment Diaries Raise student awareness of the purpose of Assessment Diaries 4.2.4 Head of TEL and Project team 6. 6.1 6.2 6.3 Automated Reminders Automated reminders for students should include: Module code, module title, assessment title. Frequency of reminders Reminders to be sent to students 1 week, 5 days and 3 days before the assessment deadlines Personalisation of reminders 4.2.4 4.2.3 LCSS LCSS
JISD “Public Purchase” Program and Vendor Registration The Judson Independent School District (JISD) Purchasing Department uses an e-Procurement system called “Public Purchase”. This system permits electronic Vendor registration and automatic Vendor notification of bid opportunities. Registration Vendors wishing to do business with JISD are encouraged to register online in “Public Purchase” the below link. Registering your firm will allow the Purchasing Department to process and catalog information about your firm and the goods and services you are able to provide to JISD. Generally, vendors will then be notified when JISD requires those types of goods and services. Notification of Bid Opportunities “Public Purchase” registered vendors will automatically receive e-mail notifications whenever Request for Proposals (RFP) or other solicitations are issued by the District for the goods and services they provide. Vendors can then access the RFP online through the system as well. Note: Registering your firm in “Public Purchase” is only the beginning of successfully selling your goods and services to the District. All notifications of bid opportunities will be sent to the e-mail address supplied by you. In the event of a change in your firm’s e-mail address, contact person, address, phone, etc., it is important to also change it in “Public Purchase”. Otherwise your firm will never receive notifications and the opportunity for bid submittals will be lost. We also encourage you to include more than one company “User” when you register. This will ensure that at least one person in your firm receives bid notifications. “Public Purchase” Assistance Questions on the “Public Purchase” system or help on using the system (including resetting your password) may be directly handled through “Public Purchase” via their site. The JISD Purchasing Department conducts Vendor Seminars each year. For the dates and times, visit the webpage. Return to Vendor Information page.
English 3 January 18-22, 2016 Independent Reading: American author book club Literature: Transcendentalism: Wangari Muta Maathai Writing: How do Wangari Muta Maathai’s actions reflect the philosophies presented in from Self-Reliance and from Civil Disobedience Monday 1/18 Martin Luther King Jr. Day No School Tuesday 1/19 15 min. ssr Hand back papers Stamp and discuss: text pgs. 379-387 all margin questions and “Critical Reading” pg. 387 Listen and Read text pgs. 388, 389 “from Civil Disobedience” Text pg. 389 “Critical Reading (1-4) cite answers (due tomorrow) Packet pgs. 135,136 (due tomorrow) Wednesday 1/20 15 min. ssr Stamp text pg. 389 “Critical Reading (1-4) cited and packet pgs. 135,136 (due tomorrow) Text pg. 390 1-9 and 391 “Vocabulary Acquisition and Use 1-5 and ”Synonyms” 1-6 (due tomorrow) Tonight – fill out the last page of your packet “My Behavior and Environment” – how to simplify your life. Thursday 1/21 15 min. ssr groups discuss how to simplify your life – report back to class Handouts: Wangari Muta Maathai and Prompt for essay Read article on Wangari Muta Maathai – highlight main facts about her life Fill out “Prompt” form – due tomorrow Turn in Thoreau packet and text questions and notes Friday 1/22 15 min. ssr Guided writing: The Sheridan Baker Thesis Machine – use your prompt to write your thesis Write your thesis (what you will prove in your essay) Write 2 topic sentences Homework: Type your 4 paragraph essay – Due to Turnitin.com by Monday 1/26 at 11:00 PM
Joint Interoperability Test Waiver Request Form Note: Send the completed form and required attachments to the appropriate COCOM/S/A ISG REP (see URL: ). The COCOM/S/A REP will validate the request and forward it to DoD CIO and JITC Waiver Recommendation mailbox () for consideration. All fields must be completed. If a field does not apply, enter “Not Applicable” or “N/A”. Date of Request: Section I. System Name Full Name: Acronym: Nomenclature: Model #: Version #: STP # (if assigned): DoD DITPR ID #: Section II. Contact Information: 1) ISG Representative: 2) Requesting Agent/ Technical POC: a) Title or Rank/Name: b) Requesting Organization Name: Organization Acronym: c) Phone Numbers – Commercial: ( ) DSN: ( ) d) Email Address:
4) Provide legible additional DoDAF architectural products that support this Waiver request. Include a legend defining all acronyms Section V. Waiver to Policy Factors: Program Acquisition Category: What is program’s acquisition category (ACAT I, II, III, non-ACAT)? ACAT I ACAT II ACAT III Non-ACAT Other __________ System Milestone Status: MS A MS B MS C Post MS C Other __________ Justify your rationale for requesting a waiver from the mandated requirement of all IT/NSS being certified and tested for Joint Interoperability.
DETAILS (continued) 4. Can the OCSP Responder generate Self-Signed OCSP Responder certificates and/or SSL certificates? 5. Can the OCSP Responder import CRLs from files? 6. Which HSMs has the OCSP Responder been tested with? 7. Is the OCSP Responder dependent on any certificate extensions? (serviceLocator, AuthorityInformationAccess, etc.) COMMUNICATION PROTOCOLS AND OCSP EXTENSIONS 8. What protocols does the OCSP Responder use to process OCSP requests? (Check all that apply) HTTP HTTPS 9. Does the OCSP Responder accept both signed and unsigned OCSP requests? (Check all that apply) Signed Unsigned 10. What protocols does the OCSP Responder use to retrieve CRLs? (Check all that apply) HTTP HTTPS LDAP LDAPS 11. What optional OCSP extensions does the OCSP Responder support? (Check all that apply) Nonce CRL Reference Acceptable Response Type Archive Cutoff
Appendix – II Number of GPs to be surveyed per Zone on the basis of Population% ZONE CD POPULATION (as per 2001 Census) Population of the Zone Population % in the Zone No. of GPs to be selected for survey I Bankura – I 95840 Bankura – II 123415 Chhatna 169215 Saltora 121552 Gangajalghati 162007 Indpur 137825 Khatra 85937 Hirbandh 72502 Ranibandh 104326 76123 Raipur 151293 TOTAL ZONE-I 1300035 44 4 II Barjora 179007 Onda 220572 Bishnupur 138768 Simlapal 127445 Taldangra 128747 Sarenga 96128 TOTAL ZONE-II 890667 30 3 III Joypur 141497 Kotulpur 167547 Sonamukhi 142328 Patrasayer 154058 152847 TOTAL ZONE-III 758277 26 3 TOTAL Poplation 2948979 Source: Census of India 2001
Accessibility: (Specific changes to procedure in blue and in square brackets) What You Need: Introduction Section: Jitterbot, from classroom 7 – 1 Paper, butcher, cut to 3’x3’ – 1 Hula Hoop - 1 Wire stripper – 1 per + 2 Wire, 6” length - 2 Student Section: Tray – 1 per Masking tape – 1 roll Pink foam block, 4”x4”x2” – 1 per Electric motor, 3V DC, wires attached, shrink wrap reinforced – 1 per Wire stripper – 1 per ¼ of a mini hot glue stick (about 1.25 in long). Poke a hole into the glue stick slightly off center with an awl so it is big enough to fit on the shaft of the motor – 1 per + 2 Paper clips, metal, regular – 2 per Duct tape – 1 roll AA battery – 1 per “Broccoli” Rubber band – 1 per (for battery) #84 Rubber band – 1 per (for motor) Hot glue guns – 2 Hot glue gun sticks - 24 Black Permanent Markers – 1 per Ziploc Bag, 1 gallon – 1 per Awl - 1 For Part 2: Jitterbot Starts a Picture Duct tape, 3” wide – 1 roll per 2 Crayola markers, thin – 4 per Crayons – 4 per 4 Pencils – 4 per 4 Colored Pencils – 4 per 4
If a table, figure or graph has been published, acknowledge the original source; a credit line should appear in the legend for such figures. Images in GIF, TIFF, JPEG, PNG format, pasted on Word document before upload; graphs and bar graphs should preferably be prepared using Microsoft Excel and submitted as Excel graph pasted on Word. Patients privacy to be maintained (if permission is not taken) Write the full term for each abbreviation used in the table as a footnote documents (upload separately) Institutional Ethics Committee Approval certificate (as per study requirements), Copyright Transfer Agreement Form duly signed, Permission letter for previously published material(tables, figures, graphs, images) which is included in the manuscript; all documents to be scanned and uploaded
Equipment Faulty Equipment Participants Club Committee to ensure necessary equipment checks and servicing has been completed and documented. VU S VERY LOW Setting up and taking down of equipment Participants Participants to be trained how to set up and store equipment. U S VERY LOW Weather Extreme cold can cause the ground to freeze and cause serious injury on impact Participants The ground will be reviewed by the sports centre and ground to ascertain if the ground is suitable to be played, if not under no circumstances will training or matches go ahead VU M Low Keep an eye on the weather reports days before a game or training Low Dehydration Hot temperatures and direct sunlight can cause dehydration, Participants Large quantities of fluid can be lost from the body during strenuous exercise, particularly in hot weather. It is important to ensure regular fluids are consumed. Players are encouraged to bring water bottles to games. U M Medium Medium Individual Participant Medical Participants who have asthma - Inability to breathe and find the exercise more difficult Participants Notifying instructor and AND carrying inhaler / medication. Training partners ensuring each condition throughout session. Instructor / president to inform class of requirement to tell of any medical conditions and then participant’s responsibility to tell instructor. U M Medium Medium Participants carrying injuries - Exacerbation of injuries Participants Inform instructor of condition. Participant to opt out of any exercises which may cause further injury L S Low Low Every member has a different fitness level - Some members unable to complete exercises / becoming too fatigued Participants Instructor alters session according to participant’s abilities. Participants to stop when they reach personal goals / fitness level. L S Low Low Fire Safety Fire Procedures and Emergency Exit leading directly onto playing area Participants Ensure Fire doors are closed in Sports Hall. Ensure Fire Doors are not blocked and all teams are informed of the U S Very Low
emergency procedure and meeting places Clothing Appropriate clothing/protective equipment not worn Participants All club members are required to wear appropriate clothing/protective equipment as recommended by the clubs NGB U S Very Low Very Low Participant Behaviour Poor safety awareness of participants could increase the likelihood of an injury. Participants All players are made aware of the importance of taking care of opponents and the latest edition of the rules of the sport. L S Low Any unsafe behaviour will be addressed and corrected. Very Low Aggression between participants may result in more intentional or unintentional reckless behaviour Participants Team captains or coaches should be aware of possible aggression arising between players at all times. Any aggression is dealt with in a calm manner ensuring it never presents a risk. L S Low Assessors name Signature Date Review period Date of next review Responsible manager Position Signature Date
experimentation in composing Japanese style writings. The cursive forms soon developed to a point where they were unintelligible as Chinese and were first employed mostly in private and informal writings. (Miller, 121) In the earliest records containing isolated and cursive the two were used regularly with no differentiated function. Slowly their usages diverged until isolated forms were predominately in the kuntenbon scripts along with religious and secular documents. Cursive forms gained importance primarily in Japanese style texts like informal letters, poems, or written stories. It was during the Heian period (794-1185 A.D.) that the various kana scripts gained importance. Being able to write elegantly was regarded as a reflection on the writer. (Seeley, 75) Hiragana came to be used for aesthetic purposes in poetry and stories while the use of katakana was more functionally based in court writing and scribal work. The more cursive hiragana style writings were referred to as onnade or women’s hand, while the more square, isolated and katakana style writings were called otoko moji or men’s graphs. This does not mean that only women used the hiragana style and men the katakana. Education in reading and writing started with the onnade forms so that both men and women learned it. However women rarely went on to learn otoko moji and more formal Chinese style writing practices. (Miller, 121-124) at first the kana scripts seem like a simplification of the man’yōgana characters, they remained pluralistic and added to the range of characters that could be used. Scribes and other writers were still using the original man’yōgana characters in addition to the new kana. The early syllable systems had not been standardized and there were often multiple characters for one syllable. This system suited the aesthetic tastes of the Heian period and, despite problems with multiple spellings and sign choices, remained popular among even the less educated. Unfortunately these problems were complicated further by a pronunciation shift in the language.
Debbie Jimenez Debbie Jimenez is a Florida native, born and raised in Ocala, but now lives just outside the city of Boston, Massachusetts with her husband, Frank Jimenez. Debbie understands and has a passion for the needs of domestic violence survivors and their children. She herself was a child who survived the early death of her mother, who suffered greatly from manic depression and bipolar disease, and as a result took her own life at the age of 31, leaving behind a husband and four young children. Growing up with such great loss caused emotional struggles for Debbie, who is also a survivor of domestic violence suffered in her previous marriage. While living in Ocala before her marriage to Frank, Debbie joined the fundraising committee for The Centers, a private, non-profit organization providing children and adults from every walk of life with inpatient, residential, and outpatient mental health and substance abuse care. Playing a role in organizations like The Centers and now FCADV gives purpose to Debbie’s past experiences and allows her to satisfy her passion for those who struggle first-hand with similar hardships. Her life has presented some roadblocks and hurdles along the way, but thanks to the unending support and encouragement of her husband, family and friends, Debbie is fulfilling her dream of going back to school to complete a bachelor’s degree in English and History, and hopes subsequently to complete her master’s degree. Debbie and Frank are the proud parents of a new baby girl, Righley, and also of Darby, a female golden retriever, who has great plans of becoming an ambassador for FCADV.
Figure 7. Images from scanning electron microscope(SEM) of expander: (a and b) MH1, (c and d) MH2, e) HN1 and f) MN1 Figure 8. Impedance data on the Nyquist plot determined in the frequency 104-10-1Hz, in sulfuric acid containing 20 ppm of a)MH1, b)MH2, c)MN1, d)MN2, e)HN1, f)HN2, and g)HE115(commercial expander) Figure 9. Impedance spectra for a lead electrode of carbon materials on mixing sequence of 1 and 2 Figure 10. Impedance data on the Nyquist plot determined in the frequency 104-10-1 Hz, in sulfuric acid containing 20 ppm of a)MH1 and b)MH2 3.2 Effects of expander preparation on capacity in traction battery Effects of carbon structure and mixing sequence in expander preparation on capacity in traction battery were illustrated in figure 11. (capacity) (traction battery) (traction battery) (capacity) HE115 medium structure carbon black high structure carbon black (MH1) medium structure carbon black carbon nanotube (MN1) high structure carbon black carbon nanotube (HN1) (traction battery) positive plate, negative plate, electrolyte, container, separator, strap, pole, cover, pole parking and vent plug negative plate lead oxide, dynel flock, sulfuric acid, water, vaseline and expander materials. active materials expander materials active materials carbon materials active materials expander materials carbon materials (conductive network) carbon (capacity) negative active materials SEM 12 12(a) SEM medium structure carbon black high structure carbon black (MH1) lead (network) carbon lead electrode [17] carbon lead electrode lead electrode (capacity) negative active materials (NAM) 12(b) medium structure carbon black carbon nanotube (MN1) lead lead
Honors & Distinctions Media Mentions, Interviews, & Quotations “What’s behind the rage?” Diverse Issues in Higher Education (page 5), December 9, 2010. “African-American Psychologist at Texas A&M University Examines Racial Differences in Aggressive Behavior Among Youth” The Journal of Blacks in Higher Education Weekly Bulletin--November 25, 2010; http://www.jbhe.com/ “Jamilia Blake on Cyberbullying” Ourblock: Today’s Voices, Tomorrow’s Solutions—October 6, 2010; “” Texas A&M News and Information Services—July 24, 2008; http://tamunews.tamu.edu/2008/07/24/researcher-studying-peer-directed-aggression/ Service Professional 2011-2014 Board Member, Trainers of School Psychologists 2009 Reviewer, American Psychological Association Division 16 Proposals for APA Annual Convention 2009-present Editorial Board, Journal of School Violence 2007-present Editorial Board, School Psychology Quarterly 2007-present Ad Hoc Reviewer American Journal of Public Health (2010) Journal of Black Psychology (2010; 2011) Social Development (2010) Journal of School Psychology (2008) Child Development (2008, 2011) Journal of Psychoeducational Assessment (2007)
Gold Out Pep Rally - September 15 8:00 – 8:44 1st Period 8:48 – 9:32 2nd Period 9:15 RES & RIS students begin arriving 9:32 Release for Pep Rally (by announcement) – Leave belongings in class 9:37 – (10:07) Pep Rally – 10:12 Return to 2nd Period at conclusion of Pep and wait for bell 10:16 – 11:00 3rd Period 11:04 – 11:48 4th Period 11:48 – 12:18 A Lunch 12:22 – 1:06 5th A 11:52 – 12:36 5th B 12:36 – 1:06 B Lunch 1:10 – 1:54 6th Period 1:58 – 2:42 7th Period 2:46 – 3:30 8th Period
This research was therefore meant to investigate the impact of centralised procurement system in the MDF and to recommend strategies which can enable the MDF improve the procurement process to achieve Value for Money and conduct the process in a transparent and a corrupt free environment. The researcher used questionnaires and interviews (in- and informal) as primary and secondary sources. The data was mainly collected from within the MDF and other government institutions such as the Office of the Director of Public Procurement (ODPP) and National Audit. The data was qualitative and was analysed in a qualitative manner. The research revealed that MDF procurement officers are conversant with the procurement regulations but lack proper guidance from the commanders who interfere with the procurement activities for personal benefits. It further revealed that the level of corruption in the MDF procurement had increased due to influence of the commanders and senior political leaders delivering products to MDF at exorbitant costs and demanding payments for goods or services not rendered. In conclusion, the research revealed that centralised procurement system has a positive impact in the MDF procurement process because it enables management to monitor and control procurement activities thereby reducing unnecessary costs. trial
Concept Map Public Procurement Process (MDF Centralised Procurement System) Figure 1.2 CHAPTER 2 LITERATURE REVIEW The previous chapter provided a background to the study. It specifically outlined the study objectives and questions, functions of the organization and significance of the study. This chapter reviews literature pertaining to the impact of centralised purchasing and other various aspects of the system that can improve service level and assist MDF achieve value for money. The chapter reviews concepts, theories, and previous research findings from available literature relating to the statement of the problem and research objectives for the purpose of establishing a theoretical and empirical base for the study. The review appreciates the means on how centralised procurement can contributes to realise value adding measures to the public sector with an emphasis on MDF. The
Interviewer: Do you think changing procurement system can help improve the situation in an organisation like MDF? Interviewer: are there any plans for ACB to conduct awareness campaign lessons to the public procurement entities MDF inclusive to educate the procurement officers cornering the challenges of corruption QUESTIONNAIRE APPENDIX D: Questionnaire for Directorate of Logistics (Staff). Interviewer: Form your experience what are the benefits of outsourcing of services such as catering and technical works to the MDF Interviewer: How do you rate the outsourced services (catering, construction, and maintenance) in terms of quantity, quality and lead time of products and services rendered
Examining Transcendentalism Video Project Final Project Rubric CATEGORY 9-10 8 7 6 Quotations and Examples Provides unique examples for each characteristic of transcendentalism using images of nature, the wild, ocean along with quotes Provides unique examples for each characteristic of transcendentalism from one genre of popular culture. Provides examples for each characteristic of transcendentalism from one or more genre of popular culture, but repeats information. Provides some examples of characteristics of transcendentalism from one genre of popular culture, but information is incomplete. Description Inserted quotes, essential questions and music during the sequence of images, used different resources. Have some description and most of the examples or quotations from nature, popular culture resources. Makes a detailed description of some of the examples or quotations from popular culture resources. Descriptions are not detailed or complete. Explanation Accurately describes several dominant characteristics of transcendentalism and accurately relates how they are used in the example or quotation. Accurately describes a couple of dominant characteristics of transcendentalism and accurately relates how they are used in the example or quotation. Describes some dominant characteristics of transcendentalism, but has difficulty describing how these relate to the movement. Has trouble picking out the dominant characteristics of transcendentalism. Presentation of The Video in Class Oral presentation is highly interesting, easy to see/hear and understand, communicates main ideas clearly, and shows outstanding effort. Oral presentation is interesting, easy to see/hear and understand, communicates main ideas, and shows effort. Oral presentation is somewhat interesting, generally easy to see/hear and understand, covers the basics, and fair effort. Oral presentation is messy or disorganized, hard to understand, does not support main ideas, and shows little effort. Total: _________/
Please list the sports and grade level at which you participated during the past year with your HIGHER EDUCATION COLLEGE Please list any achievements at and Higher Education college Please list administrative or coaching roles undertaken in Cumann Luthchleas Gael, including assisting in the coaching of underage teams Date Role Undertaken Level (Club, School, Co.) Have you obtained a GAA Coaching Certificate? (If yes, please state when and where obtained and Qualification Level) EDUCATION in the Past Year school/ Higher Education college attended NAME ADDRESS DETAILS OF CURRENT HIGHER EDUCATION COLLEGE COURSE/PROGRAMME Course Title Course Description
*Joe Karthein, mini-Bio 2012- Present – Operations Manager, Kootenay Co-op (Oversight of all Revenue Departments, $12,000,000 annual sales) 2011-2012 – Grocery Manager, Kootenay Co-op (Managing Grocery and Bulk Departments) 2009-2011 – Community Futures Central Kootenay, Self Employment Counsellor (Business counselling, teaching, and comprehensive reviews of over 50 business plans) 2007-2011 – Various business consulting projects (mostly food businesses, business planning, and other unrelated work in this time frame) 2001-2006 – Broker/ Western Sales Manager, Beland Organic Foods, (Brokered Liberty Yogurt, Fruit D’Or Cranberries, Canadian Heritage Maple Syrup, Green Cuisine etc.) 2001 – Sales Representative – Left Coast Natural Foods 1999 – 2006 – Founder, Owner, Karthein’s Kraut Organic Sauerkraut, (Karthein’s Kraut was sold in 2006, product is still sold nationally as of 2013)
EMC Component Testing Surrogate Data Submission Section A – Supporting Documentation/Data provided JLR Test Plan / MOC Reference: ……………………………………............ Test report reference(s): …………………………………………….. …………………………………………….. …………………………………………….. Section B – Declarations Authored by (Test Laboratory Representative) Name Signature Date Reviewed by (Supplier EMC expert) Name Signature Date Reviewed by (JLR Component Engineer) Name Signature Date Reviewed by (JLR EMC Engineer) Name Signature Date Section C – Test Summary JLR Test ID Test Applies Test already performed that meets or exceeds JLR Requirement? Status (see below) Comments / Differences / Reasoning Further Test Required? e.g. RI112 Test in surrogate data 96dbuA in range
Supplementary material Supplementary Table 1. Recoveries in liver Supplementary 2. Matrix effects liver Supplementary Table 3. Matrix effects plasma Supplementary 4. Sample stabilities Supplementary Table 5. Phenotypic characteristics of STZ-treated and healthy control mice Supplementary 6. Acylcarnitine concentrations in plasma and liver tissue from STZ-treated mice and healthy controls Supplementary Table 1. Recoveries in liver Liver spiked (nmol/mg) Recovery (%) C0 0.4 87.3 1 77.3 2 68.5 C2 0.4 86.7 1 71.5 2 59.5 C3 0.4 81.5 1 75.0 2 59.5 2-M-C3 0.4 86.4 1 81.8 2 71.2 C4 0.4 86.4 1 74.3 2 59.4 3-M-C4 0.4 95.3 1 86.3 2 89.4 C5 0.4 86.3 1 77.7 2 69.8 C6 0.4 89.0 1 80.0 2 72.4 C8 0.4 92.6 1 84.9 2 86.3 C10 0.4 98.4 1 88.7 2 90.8 C12 0.4 97.0 1 86.2
Supplemental Materials Fig. S1. Efficacy and tolerability of MK-0893 in patients with type 2 diabetes (T2DM) (). Details of the study design was described previously by Engel et al (). The patient numbers included in this trial are: placebo (n = 57), MK-0893 20 mg QD (n =57), MK-0893 40 mg QD (n = 57), MK-0893 60 mg QD (n = 58), MK-0893 80 mg QD (n = 56), and metformin 1000 mg BID (n = 57). Abbreviations: BL FPG, baseline fasting plasma glucose; FPG, change of FPG after 12-wk treatment from baseline; BL A1C, %, baseline plasma level of HbA1C %;  A1C, %, change of A1C after 12-wk treatment from baseline; BL LDL-C, baseline plasma level of LDL-C; %  LDL-C, percent change of plasma LDL-C after 12-wk treatment from baseline; MF, metformin. Fig. S2. Comparison of effects of MK-0893 on glucagon-induced glucose excursion and plasma phytosterols in WT and hGCGR mice. Male WT and hGCGR mice at 12-16 wks of age were treated with vehicle and MK-0893 (3 and 10 mpk, QD) for 5 days (n = 8). (A and B) glucose excursion after single dose on day 1 in WT and hGCGR mice. (C) Plasma levels of phytosterols in WT and hGCGR mice on day 5.
Pre-fleshing This helps liming chemicals to act evenly and is considered a useful step Drum liming 30 –40% H2O @20oC (2rpm) 0.1 –0.15 non ionic grease and scud Drum 5mins dispersant 1.5 –2.0 sodium sulphhydrate. NaHS (70%) Drum 20 –30mins 2% sodium sulphide conc (60%) Drum continuously for 20mins. Further drumming for 3-5mins/hr for 2.5hrs 3% slaked lime 270% H2O Drum for for 4-5hrs. Rest overnight (12-15hrs). Drain bath Rinsing 300% soft H2O @30oC Drum 5mins Fleshing Washing 250% soft H2O@25oC Drum 10-15mins. Drain Deliming 100% H2O@30oC 0.5% Ammonium sulphate Drum 20mins. Drain out half of the bath 0.2% Sodium bisuphite 2% Ammonium sulphate Drum 15mins 0.15 –0.3% Formic or HCl (1:10) 0.2% non ionic grease and scud dispersant Drum 30-40mins. float pH 8.2 –8.5 Bating 100% H2O@32oC Drum 30mins. The pH is 0.3% enzymatic bate. maintained between 8.2&8.5 by adding formic acid if necessary. Drain bath Washing 200% H2O@25oC Drum 15mins. Drain Pickling 40% H2O 7% Salt to make 8oBe Drum 10mins 0.3% formic acid (1:10) Drum 15mins 0.8% sulphuric acid (1:10) Drum 1-1.5hrs. Float pH 2.6-2.8 Tanning 3-4% chrome crystals (33%
form) Drum 2hrs 0.3% Magnesium oxide (fine powder) Drum 2hrs 0.3-0.5% Sodium acetate (1:5) 0.3-0.5% Sodium acetate (1:5) Drum 2hrs. Float pH 3.6-3.8 –The end pH is normally kept below 4.0 30 –40% H2O @35oC Drum 60-90mins up or pile overnight. Sammying, setting, splitting (1.8 -2.0mm) and shaving. shaved weight Washing of 200% H2O @40oC. sometimes small shaved leather additions (0.1-0.2%) of formic, acetic Drum 30mins or oxalic is added to remove Cr stains 150% H2O @35oC Drum 45mns 1.5% Naphthalene sulphonic acid condensate pH 1.7 Wash 200% H2O @20oC (cold wash) Drum 10mins drain Wash 200% H2O @40-45oC (hot wash) Drum 10mins drain Dye 100% H2O @45oC Drum 1% dye leveling syntan 1% suitable dye Drum 30mins Fatliquoring 1.5% sulphited fish oil 1.5% raw groundnut oil 1.5% Cationic fatliquor (50%) Drum 30mins 2% egg yolk (or substitute) 1% china clay 2% Phenolic retanning, dispersing syntan Drum 1hr. Check pH 2% Mimosa extract 3.5/3.6 then horse up 2% chrome crystal 33% basic (dissolved in a little water) all added in a single feed
Somashekhar R, Sudheendra CN and Aparna SA (2000). Callus induction in sugarcane cultivars. Advances in Plant Sciences 13 119–122. Sorory A and Hosien-Zadeh A (2000). Effects of genotype, media and explant on callus initiation and plant regeneration in sugarcane. Iranian Journal of Agricultural Sciences 31 211–220. Virupakshi S, Manjunatha BR and Naik GR (2002). In vitro flower induction in callus from a juvenile explant of sugarcane, Saccharum officinarum L., Var. CoC 671. Current Science-Bangalore 83 Yeoman MM and Forche E (1980). Cell proliferation and growth in callus cultures. 1. International Review of Cytology.
Cass High School 2018 Volleyball Schedule August 8 – Wednesday FIRST DAY OF SCHOOL August 16th – Thursday Home East Paulding/Rome JV/VAR 5:00 August 18th – Saturday Coosa Invitational Tournament VAR ONLY TBA August 21 – Tuesday @ Rome High School with Chattooga JV/VAR 5:30 August 23 – Thursday @ East Paulding JV/VAR 5:30 August 25 – Saturday @ Rome JV Early Bird Tournament JV ONLY TBA August 28 – Tuesday Home Pepperell/Armuchee JV/VAR 5:30 August 30 – Thursday OPEN DATE September 4 – Tuesday Home - Area Match Kell and East Paulding VAR ONLY 5:30 September 6 – Thursday OPEN DATE – Prepare for Bartow County Tournament September 8 – Saturday HOME – Bartow County Tournament JV/VAR TBA September 11 – Tuesday Away – Lafayette High School JV/VAR 5:30 September 13 – Thursday Home Pickens County/Woodland JV/VAR 5:00 September 18 – Tuesday @ Rome High Area Match VAR ONLY 5:30 September 20 – Thursday @ Armuchee JV/VAR 5:30 September 25 – Tuesday @ Woodland Area Match VAR ONLY 5:30 September 27 – Thursday @ Pepperell JV/VAR 5:30 October 2 – Tuesday @ Paulding County Area Match VAR ONLY 5:30 *Area tournament to begin week of October 7, 2018 ** Please note that times and dates are subject to change**
Speakers bureau Citizens in the study area, community groups Information-gathering phase Solicit input Logistics – consultant Community groups list – team, consultant Presentation – consultant, team Email updates Citizens As necessary Rachel, consultant Email updates Working groups As necessary Angela, Brian Community meetings Citizens in the study area Themes, Plan review Identify meeting locations that receive foot traffic Broadcast meetings online and make available on-demand if possible – need to determine best live-broadcasting option Logistics – consultant Presentation – consultant, team Boards – consultant Social media updates Citizens Facebook ads targeted to geographic areas or relevant interests can be used, depending on budget Rachel Fact card Citizens Oversized business card with map of study area, general contact info Draft text – Angela, Brian Edit and produce – Rachel, Erica Speakers bureau, meetings Elected officials, government and military personnel Plan review phase Final plan overview and implementation steps Emphasis on those who will implement the plan Logistics – consultant Community groups list – team, consultant Presentation – consultant, team relations Citizens in the entire study area and/or working groups; military personnel, federal agencies Stories will likely be related to public input opportunities and key project milestones, including report release and key findings Develop contacts at military newspapers Rachel Web updates Citizens in the entire study area, Policy and technical committees Content will be related to project milestones, input opportunities, and policy, technical and working group progress Erica, Brian, Tom