zilongwang/ReadingBank huggingface dataset:
WORK TO BE DONE BY COUNTY Except as otherwise provided herein, improvements of any kind, and all care of lot(s), shall be done, and all opening or closing of graves and all interments, dis-interments of removals shall be made by the County, who may contract with outside vendors to do such work. COUNTY MUST DIRECT AND MAY REMOVE IMPROVEMENTS All improvements or alterations of property in the cemeteries shall be under the direction of and subject to the consent, satisfaction and approval of the Board of County Commissioners, and should such changes be made without its consent, or, in the event that at any time, in its judgement, they become unsightly to the eye, the Board shall have the right to remove, alter, or change such improvements or alterations at the expense of the lot or burial space owner. ROADWAYS AND REPLATTING RIGHT TO REPLAT, REGRADE AND USE PROPERTY The right to enlarge, reduce, replat and/or change the boundaries of the cemeteries is hereby expressly reserved. The right to maintain and operate is also expressly reserved; as well as is the right to use cemetery property, not sold to lot or burial space owners, for cemetery purposes, including the interning and preparing for interment of human bodies, or for anything necessary, incidental or convenient thereto. The County reserves for itself, and to those lawfully entitled thereto, a perpetual right to ingress and egress over lots for the purpose of passage to and from other lots. NO RIGHT GRANTED IN ROADWAYS No easement or right of interment is granted to any lot or burial space owner in any road, drive or walk within the cemeteries, but such roads, drives or walks may be used as a means of access to or within the cemetery. TO CLOSE ROADWAYS The Board of County Commissioners shall have the right, at any time, to close any road, drive or walk. SERVICE CHARGES PAYMENT OF CHARGES The amount or of all charges shall be established by the Board of County Commissioners. All charges for any service rendered must be paid for at or prior to the time such services are rendered. The payment of the cemetery service charges relating to interment must be made at the time or interment.
8’X12’ IN THE JACKSON COUNTY CEMETERY 8’X8’ IN THE WALDEN CEMETERY 10’X10’ IN THE RAND CEMETERY OPENING AND CLOSING OF GRAVESITE FEES CASKET BURIAL OPENING/CLOSING MEMORIAL DAY THROUGH LABOR DAY $400 OPENING/CLOSING LABOR DAY THROUGH MEMORIAL DAY-$900 VAULTS- charged at purchase price- See Clerk & Recorder for current pricing BURIALS REQUIRING WORK ON HOLIDAYS/WEEKENDS, AN ADDITIONAL $100.00 CHARGE WILL BE ASSESSED CREMAINS OPENING/CLOSING- $100 BURIALS REQUIRING WORK ON HOLIDAYS/WEEKENDS, AN ADDITIONAL $100.00 CHARGE WILL BE ASSESSED LOCATION FEE GRAVE LOCATION FEE OF $25 WILL BE CHARGED FOR GRAVE LOCATIONS PERFORMED IN THE RAND, WALDEN, AND JACKSON COUNTY CEMETERIES DISINTERMENT FEE CASKET-$1200 URN- $600
2018 Lake Superior Conference High School Jamboree Tuesday November 20, 2018 Adults $7.00 Students $5.00 There will be a 5 Minute warm up before each session. Each session is 17 minute stop time. LSC Conference rule, if any player or coach is ejected from the game the suspension carries over to the next High School game. Jerseys color and locker room number for the jamboree are as follows: LSC BOYS HOCKEY JAMBOREE with Jersey Color with Locker Room SEITZ ARENA SILL ARENA 5:15 Proctor – Jersey White LR 150 vs. North Shore – Jersey Dark – LR 148 5:00 Denfeld- Jersey Both White – LR 124 vs. Ashland- Jersey Dark – LR 122 6:10 Denfeld- Jersey Both Dark – LR 124 vs. Proctor– Jersey White LR 150 5:55 North Shore– Jersey Dark – LR 148 vs. Ashland- Jersey Dark – LR 122 6:50 Denfeld- Jersey Both White– LR 124 vs. North Shore– Jersey Dark – LR 148 6:35 Ashland– Jersey Dark LR 122 vs. Proctor- Jersey White – LR 150 SEITZ ARENA SILL ARENA 7:45 Superior- Jersey Both White – LR 137 vs. Cloquet-Esko-Carlton- Jersey Dark- LR 127 7:30 Hermantown- Jersey White – LR 150 vs. Marshall- Jersey Gold- LR 122 8:25 Cloquet-Esko-Carlton- Jersey Dark- LR 127 vs. Hermantown- Jersey White – LR 150 8:10 Superior-Jersey Both Dark – LR 137 vs. Marshall- Jersey Gold- LR 122 9:05 Hermantown- Jersey White – LR 150 vs. Superior-Jersey Both Dark – LR 137 8:50 Marshall- Jersey Gold- LR 122 vs. Cloquet-Esko-Carlton- Jersey Dark- LR 127
Jamboree Nova Award Available You know the Jamboree is going to be full of opportunities to exercise your body and challenge yourself physically. But did you know that there will be mental opportunities and challenges as well? For the first time, youth will be able to earn an award for the exploring science, technology, engineering and mathematics (STEM) all around the Jamboree and the Summit. The Jamboree Nova will be available for youth who explore constellations, alternative energy sources, conservation, bridge engineering, flood control, STEM Quest, and more. By visiting two specific program areas, and fulfilling a few requirements in each of the STEM fields, youth will not only learn to appreciate the STEM all around them, they might learn about a hobby or career path they had never considered. This unique award is available to any youth participating in the Jamboree. Full requirements are available and a spreadsheet to help your designated Nova counselor track your scouts’ progress is available at http://jambostem.com/wp-content/uploads/2017/02/NovaTracking.xlsx . Scouts who complete the Nova should take that information back to their home unit for reporting and purchasing the Nova award patch.
8/03 – present UC Denver School of Medicine, Orthopedics Department, Orthopaedics Resident Research Committee, Denver, CO, member 7/04 – present UC Denver PM&R Department, Academic Enrichment Fund Steering Committee, member 6/08- present Interdisciplinary Movement Science Laboratory (IMSL), UC PM&R Dept. Member, Executive Committee Previous appointments 10/94 – 12/98 Physical Therapy Education & Research Foundation, Foundation Trustee Vice President, Chairman of Grant Review Committee, 1995-1998 10/00 – 8/02 UCHSC Bioengineering Steering Committee, Denver, CO, Member 7/04 – 3/05 UCDHSC, Department of PM&R, Physical Therapy Program, Denver, CO PT Chair Search Committee Member 9/06 – 3/09 Gait and Clinical Movement Analysis Society (GCMAS) Conference Chair, 14th Annual Meeting, 2009, GCMAS Executive Committee 8/09 - 12/09 The Children’s Hospital, Denver, Research Strategic Planning Committee Research Themes and Priorities sub-committee 9/98 – 9/10 Rehab Science and Engineering Consortium (RSEC), Denver, CO, Chairman, Goal: Developing a regional, multidisciplinary, research consortium working to expand rehab medicine collaborations between clinical and academic sites in Colorado 3/10-8/10 Chief Research Officer Search Committee, The Children’s Hospital Denver 8. LICENSURE 7/93-present Certification for Registration as a Professional Engineer (PE License) of Registration for Professional Engineers 10. REVIEW AND REFEREE WORK 4/06 – present Reviewer, Archives of Physical Medicine and Rehabilitation, 6/06 – present Reviewer, Journal of Biomechanics 4/07– present Reviewer, Gait and Posture 10/09–present Reviewer, Journal of Rehabilitation Research and Development (JRRD) Previous appointments 4/93 – 8/98 Department of Education, Rehabilitation Services Administration Grant Panel Reviewer, Physical Therapy Competitions Grant Panel Reviewer, Rehabilitation Technology Competitions
grasp. As many Joyce scholars identify the boy from “Araby” as a possible preface (in terms of thought development) to characters from later stories, here I see Chandler as a later counterpart to those such as Farrington or Eveline. It is in a much less literal sense, as he is clearly not a direct development of another character, but he is the result of missed opportunity. He continually contemplates the life he might have abandoned when he decided against pursuing a career as a poet. He sees his friend, Gallaher, well traveled and financially successful. Little Chandler “looked at his friend enviously”; “after all, Gallaher had lived, he had seen the world”. He hardly views his own life as life at all, for he has not traveled, has not seen the world. Dublin has held him in place, as it does Farrington and Eveline. In counterpart to this, Eveline will begin to have such reflections upon her inability to travel, to leave her dull existence and see the world. It seems that Joyce’s characters are fated to remain grounded in the city. Eveline cannot break free, cannot bring herself to depart Ireland. In a moment of decision, she desperately clings to what she knows, to Dublin. Farrington seeks a more temporary escape day after day, but fails indefinitely. He is always inevitably pulled back into his tedious life. Alternatively, Little Chandler no longer sees any hope or method of departure from present circumstance. Joyce’s Dublin is seemingly a spider web from which his characters cannot break free. Their lives loom ominously over their heads yet they are still unable to disentangle themselves. Joyce’s painting of an inescapable setting overlaps in many of his stories, and serves as a piece of Scholes’ metaphorical portrait. Scholes speaks of Joyce’s intention to “‘create a conscience’ for his race” by placing this portrait on display
JAMES, A Faith That’s Real Lesson 10 James 5:13-20 Suffering? kakopatheo Prophets Job Cheerful? euthymeo 1:25 Blessed Do-er of Word Sick? astheneo kamnonta ONE Nation Effective deesis of a righteous man 4.8 Draw Near Can Accomplish Much Examples: ELIJAH JAMES MESSIAH Heb 7.25 Always lives to make intercession for them ONE Back-Slider Strays from the truth He who _________ a sinner from the error of his way Will save his soul from death & Will cover a multitude of sins Examples Gen 4.9 Brother’s Keeper Ezk 33 The Watchman Proseuchomai 1:5 Ask aiteo God In faith NOT “doubting” 5.8 patient Strengthen Psallo 1.2 Count it all joy _____ call for the elders ________ will pray Anoint with oil Prayer euche of Faith Will restore the one who is sick The Lord will him up IF he has committed sins, they shall be forgiven THEREFORE Confess Sins to one another Pray euchomai for one another So that you may be healed
just as the Son of Man came not to be served but to serve, and to give his life a ransom for many.” Optional parts of the readings are set off in square brackets. The Bible texts of the Old Testament, Epistle and Gospel lessons are from the New Revised Standard Version Bible, copyright 1989 by the Division of Christian Education of the National Council of the Church of Christ in the USA, and used by permission. The Collects, Psalms and Canticles are from the Book of Common Prayer, 1979. From The Lectionary Page: http://lectionarypage.net
Selected vendor must also be able to provide custom items or products fashioned to the buyer’s specification that could have sport specific production periods. Manufacturers refer to these production periods as their “production window.” The vendor must identify minimum quantity order for custom item orders. The vendor must deliver all custom items within eight (8) weeks of receipt of order and six weeks (6) for modified stock/custom items. Contractor MUST furnish all quantities actually ordered within the specified time frame. If the vendor fails to provide the items or quantities ordered and on time, JSU reserves the right to purchase those items from other vendors outside the contract. 2.4 Historical Data For bidder’s reference, JSU annually purchases (uniforms, practice gear, socks, sideline apparel, hats and shoes, equipment and supplies for approximately 320 student-athletes in our 16 intercollegiate sports programs, as well as for athletic administration. Data is provided for informational purposes ONLY and annual numbers will vary. 2.5 Pricing Pricing shall be based on discount off current published manufacturer’s list price and FOB destination. Bidder’s pricing shall remain constant through the term of the contract. The awarded vendor may update the manufacturer’s price list during the contract period on the anniversary date or as issued by the manufacturer to reflect new products, supplier’s price changes, and deletion of discontinued products, etc. However, all percentage discounts bid shall remain firm (or increase) for the duration of the contract. Supplier shall provide the University with copies of price lists as issued by manufacturer and as requested by the University. If a vendor discontinues a product previously purchased, the equivalent new product must be offered at the same or lowered price. Contract prices may increase or decrease during the contract period in accordance with changes made by the manufacturer in established nationally distributed price list or published catalog. Catalog or price lists may indicate changes but the percentage discount JSU IFB ATHLETICS APPAREL originally accepted for award shall not be decreased. New products will be considered for inclusion provided they are pertinent to the award description and offered to the University at the same terms and conditions as in the original bid and at pricing or discount deemed to be reasonable and in the best interests of the University. SECTION THREE: BID REQUIREMENTS 3.1 Response Requirements
JAMES, A Faith That’s Real Lesson 10 Review 12 Tribes of the Diaspora Language Literature Social Structure Economic System Religious Marketplace: GREEK Heart: HEBREW Inclusio (chiasm) H_________ S________ Patron/ Benefactor Client/ ____________ Church? ekklesia Synagogue Covenant GOD of Abraham, Isaac, Jacob Yeshua: ____________ Elders:
Committed to and promotes excellence; leads by example energizing performance and teamwork. Uses and encourages creative decisions and solutions. Acts as positive change agent. Adheres to performance management/administrative policies. Makes sound decisions. Promotes and maintains teamwork, inclusiveness, respect, and creativity. Makes decisions that usually reflect sound judgment. Usually adheres to administrative policies. Encourages innovation, teamwork, and inclusiveness. Inadequately fulfills administrative and performance management functions. Often lacks good judgment in decisions. Lacks leadership in promoting innovation, teamwork, and inclusiveness. monitoring, and development. Often ignores performance management or administrative policies. Is indecisive or lacks good judgment. change. Comments: SECTION III OVERALL RATING INSTRUCTIONS: Provide an overall rating based on the rating of the individual factors, adherence to significant performance standards, and accomplishment of essential functions. This rating provides an overall impression of job performance that is supported by the performance competencies, not necessarily an average of those ratings. Thus, each factor need not be of equal weight but comments should justify significant differences impacting on the overall rating. EXCEPTIONAL EXCEEDS EXPECTATION MEETS EXPECTATIONS IMPROVEMENT NECESSARY UNSATISFACTORY Employee consistently and significantly exceeds job expectations and standards and demonstrates a high degree of initiative, Employee and frequently exceeds job expectations and standards and demonstrates a high degree of initiative, Employee meets the expectations and standards of the employee’s job in a fully adequate way. Employee meets many of the expectations of the job in a satisfactory manner but often fails to adequately meet some of the expectations or Employee to meet many job expectations and standards. Performance deficiencies must be corrected.
James, A Faith That’s REAL! Lesson 6 James 3 Words Defiles whole _______ Sets on fire the course of our______ Set on fire by ________ Restless ___________ __________ Poison Tameable? WISDOM wisdom WISDOM
Barrier Action Person Responsible Timetable In-Process Measure Teachers varied knowledge of determining priority standards, creating learning and scales, and implementing higher order essential questions. Additionally teacher buy-in and the fidelity of implementation are also barriers. Train two teachers from each core department on how to determine priority standards in order to create learning goals, scales, and higher order essential questions through the use of UbD. Curriculum Assistant Principal July 2015 Training Materials Teacher leaders worked collaboratively to learning goals, scales, and higher order essential questions utilizing the UbD template. Curriculum Assistant Principal July 2015 UbD units Train Andrew Jackson Middle School faculty to utilize collaborative planning in order to determine priority standards, create learning goals and scales, and write common assessments utilizing the UbD process. Principal, Curriculum Assistant Principal, Teacher Leaders Preplanning Agenda, PowerPoint, Sign-In Sheet Provide teachers with a set meeting time to collaborate with their department for the purpose of creating learning goals, scales, and higher order thinking questions. Teachers will also utilize this time to analyze common assessment data. Teachers also have the option to use early release days for collaborative planning in addition this set meeting time. Administration, Department Chairs Monthly Analysis Meetings Monthly Meeting Schedule, Meeting Agendas, Minutes, Lesson In addition to priority standards and higher order essential questions, teachers are encouraged to post student learning goals/targets on the board daily. Faculty, Administration September - May ProGoe Informal Observation Data, Feedback Conversation Teachers will work collaboratively to analyze the effectiveness of the learning goals, scales, and higher order essential questions that they create as a department. Department Chairs, Administration Dept. Meetings, Curriculum Data Analysis Meetings Meeting Agendas, Minutes, Lesson Plans Model and train teachers new to Andrew Jackson Middle School for the 2015-2016 school year on writing quality essential questions. Veteran Jackson teachers will be given the opportunity to attend this training or select another professional development opportunity. Reading Teacher Leaders, Administration February Early Release Professional Development Day Professional Development Calendar, Agenda, Sign-In Sheet, Exit Slips, Lesson Plans
James J. Hughes Ph.D. 56 Daleville School Rd., Willington CT 06279 USA (phone) 860-428-1837 jhughes@changesurfer.com https://www.linkedin.com/in/jamesjhughes1 EDUCATION Ph.D., Sociology, University of Chicago 1994 Dissertation: “Organization and Information at the Bed-Side: The Experience of the Medical Division of Labor by University Hospitals' Inpatients” M.A., Sociology, University of Chicago 1988 B.A., Sociology-AnthrOPOLOGY, Oberlin College 1983 TEACHING Honors College, University of Massachusetts Boston, Boston, MA 2017- “Happiness and Public Policy” Public Policy Studies Program, Graduate Studies, Trinity College, Hartford, CT 2000-2016 “Health Policy,” “Drug Policy,” “Infectious Diseases,” “Emerging Biotechnologies,” “Happiness,” and “Research Methods” Department of Community Medicine, University of Connecticut, Farmington, CT 1997-1999 “Health Administration” Department of Sociology, University of Connecticut, Storrs, CT 1996-1998 “Research Methods,” “Introductory Sociology” Department of Sociology, University of Hartford, Hartford, CT 1996 “Research Methods” Department of Policy Studies, Roosevelt University, Chicago, IL 1995-1996 “Medical Sociology” Department of Health Administration, Governor’s State University, Chicago, IL 1995 “Medical Sociology” Department of Sociology, University of Chicago 1994 “Social Ecology and Evolutionism” Center for Clinical Medical Ethics, University of Chicago, Chicago, IL 1991-1996 “Medical Ethics,” “Medical Sociology,” “Healthcare Policy” Department of Sociology, Northwestern University, Evanston, IL 1991-1996 “Medical Sociology”
REFERENCES Thomas Mitzel PhD, former Dean of Faculty, Trinity College • 701-483-2326 • thomas.mitzel@dickinsonstate.edu President of Dickinson State University Paul Mutone, former CFO, Trinity College • 860-2974224 • paul.mutone@trincoll.edu leaving Trinity in January 2016 Robert Broadhead PhD, former employer on ECHO Project at University of Connecticut (emeritus) Sociology Dept., University of Connecticut, Ubox 68, Manchester Hall, Storrs CT 06269 • 860-778-6702 • broadhea@hotmail.com David Hemenway, formerly Director of Institutional Research at Eastern Connecticut State University currently Director of Institutional Research, Assessment and Compliance, Mitchell College, 437 Pequot Avenue New London, CT 06320 • 860-629-6185 • hemenway_d@mitchell.edu Mable Milner, employer on CHAS Campus Climate Surveys Director of Multicultural Education, College of the Holy Cross, Hogan Campus Center, Room 109, 1 College Street, Worcester, MA 01610-2395 • 508-793-2414 • mmillner@holycross.edu W. Miller Brown PhD, former director of Graduate Public Policy program at Trinity College Emeritus, Dept of Philosophy, Trinity College, 300 Summit St., Hartford CT 06106 • • miller.brown@trincoll.edu Nick Bostrom PhD, co-founder of Institute for Ethics and Emerging Technologies Dept. of Philosophy, Harris Manchester College, Oxford University, Mansfield Rd., Oxford, Oxfordshire OX1 3TD UK • (+44) 7789 744242 • nick.bostrom@philosophy.oxford.ac.uk David Reuman PhD, former chair of the Trinity College IRB • 860-297-2341 • david.reuman@trincoll.edu currently Professor of Psychology
hunger. Cakes certainly do not have nutritional value. But on the topic of why these foods are made, there are many reasons that can lead me to believe evaluation is of most importance to a bakery. For one, many cakes and pastries are only made for a visual model to attract customers through a window. These cakes are only made for evaluation. And secondly, many cake bakeries design cakes for weddings and special conventions. These cakes are made according to the consumer’s desire. Although bakeries earn money from their pastries, bakers put the evaluation before total earnings. Along with this example, I’d also like to mention that one could believe paintings and performing arts are made for money. Artists need to make an income in order to support whatever lifestyle they may have and specifically they need money to purchase supplies for their work. Also, composers and directors need the income in order to pay their actors and performers. Therefore, this objection fails to explain why food can’t be art because food and art both can be produced for money. I have yet to think of any reasons for why food can’t be art that stand against my argument. Along with art, food can be made for the same purpose of evaluation and it can be profound. Many ingredients are only used to enhance the beauty of a meal and food can represent our ethnicity, religion, culture, traditions, and history. I was capable of addressing a relationship for almost all forms of art. These forms would include paintings, musicals, dances, and theatrical plays. I would also like to point out that I am arguing for food “can be” art. This does not mean that food is “always” art with an exact relation to all forms of art. So next time you find yourself sitting in a restaurant ordering that delicious gourmet Mediterranean tomato and peach salad, consider yourself about to eat a work of art.
ELECTRICAL CIRCUIT An electrical circuit is the route where electrons of a voltage or current source flow. The moment where those electrons leave an electrical circuit is called the return or earth ground. The exit point is called the return because electrons regularly end up at the source when the complete the path of an electrical circuit. This is how the Fish Bite Light works.
Dates Session Times) Introduction (49:20) 1. James 1:1-18 – Wisdom for Tough Times (55:35) 2. James 1:19-27 – Wisdom and Pure Religion (55:03) 3. James 2:1-13 – Wisdom and the Law of Love (52:53) 4. James 2:14-26 – Faith Works with Wisdom (60:12) 5. James 3:1-12 – Wisdom Is Known Through Speech (59:30) 6. James 3:13-18 – Wisdom: False and True (60:24) 7. James 4:1-10 – Wisdom in Relationship (58:43) 8. James 4:11–5:6 – A Wise Perspective for Living (55:56) 9. James 5:7-12 – The Wisdom of Patience (54:25) 10. James 5:13-20 – The Wisdom of Confession and Prayer (61:49)
What did the colonists have to eat as daily rations? What was with the drinking water? How did the Jamestown hunger crisis get “fixed” – at least for a short while? Document 4: What were sleeping quarters like for the colonists? What was Smith’s chief complaint with colonists who were not sick? Document 5: What does the Virginia Company consider to be the “strength of a kingdom”? Upon arriving in the colony, what is supposed to happen to the women who were sent over? Why are families so important to a colony? What’s the “cost” of a wife? Why do you think the company wanted men to pay? Why wouldn’t the company want the first women married off to servants? The first men to marry are to receive what in return? Document 6: A lot of the children seem to die young. What does a high infant mortality rate suggest about life at Jamestown? Why is there such a dramatic increase in the number of colonists at certain points (males: females: 20-24)? Why do women increase later than men? Why might the female population decrease between 20-24 and 25-29? As all colonists turn 30, their numbers seem to dwindle… Why aren’t there many older people in Jamestown?
1996-1997 Oil & Gas Equity Analyst, John S. Herold, Inc. Stamford, CT 1992-1996 Portfolio Manager and Consultant, Morris Anderson & Associates Ltd. New York, NY 1989-1992 Investment Banking Associate, Chemical Bank. New York, NY PUBLICATIONS James, Sharon D. and J Myles Shaver, 2016. Motivations for Voluntary Public R&D Disclosures. Forthcoming in Academy of Management Discoveries. James, Sharon D., 2016. Strategic Bankruptcy: A Stakeholder Management Perspective. Journal of Business Research, Vol. 69(2): 492-499. DOI: 10.1016/j.jbusres.2015.05.006. Ithai and Sharon D. James, 2015. Who Are You Promoting? Voluntary Public Disclosure and Executive Turnover. Strategic Management Journal, Early View Online. DOI: 10.1002/smj.2393. James, Sharon D., 2014. The Use of Voluntary Public Disclosure and Patent Strategies to Capture Value from Product Innovation. Journal of Applied Business and Economics, 16(5), Sharon D., Michael Leiblein, and Shaohua Lu, 2013. How Firms Capture Value From Their Innovations. Journal of Management, Vol. 39(5): 1123-1155. DOI: 10.1177/0149206313488211. James, Sharon D. 2013. A Stakeholder View of Strategic Bankruptcy. Southern Management Association Conference Proceedings. New Orleans, LA. Bromiley, Philip and Sharon James-Wade, 2003. Putting Rational Blinders Behind Us: Behavioral Understandings of Finance and Strategic Management. Long Range Planning, Vol. 36(1): 37-48. WORKS IN PROGRESS When do family and non-family principals collide? An exploratory analysis of the communications equipment industry (With Erick Chang, Arkansas State University) – Under review for a special issue in Entrepreneurship Theory and Practice Disclosure to attract or deter? How firms use public R&D disclosures to capture value from innovation – Revising manuscript for submission to Strategic Management Journal
DBQ ESSAY QUESTION PRACTICE Jacksonian Democracy Step 1: Analyzing the prompt Directions: The first step in doing any DBQ is determining exactly what the question is asking you to do. Jot down your ideas in your workspace. Here is a sample prompt we will work with: Jacksonian Democrats viewed themselves as the p3339guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820’s and 1830’s to what extent do you agree with the Jacksonians' view of themselves? In order to answer this question fully, you will need to include a consideration of: 1--who the p2529Jacksonians (or Jackson's supporters) were 2--the p2530constitutional issues of the 1820's and 1830's and how Jackson dealt with them 3--any evidence that p2531political democracy was being challenged or developed at this time 4--issues of p2532individual liberty raised during the 1820's and 1830's 5--issues involving p3340equality of economic opportunity 6--how well the view that Jacksonian Democrats were guardians of the four areas can be supported. Give specific examples of all four areas. You will find some examples in the documents, which you will read and analyze first. Draw on information that you have learned in your studies to provide other examples and to help explain the extent to which you agree with the statement. ___________________________________________________________________ Step 2: Recalling relevant information Directions: When answering any question, you should briefly list the main events of the time period addressed before you read the documents (do so in your work space). This will become your "outside information" that you will weave into your essay. Essays that lack this required outside information do not generally receive very high scores. Outside Information p2537This is some of the information that AP students included in their essays.
September 11, 2008 1:00 p.m. Ms. K. Williams HPER 30 Ms. M. Henderson September 16, 2008 1:15pm Dr. Mushi Social Work (Graduate) 20 Ms. M. Henderson September 16, 2008 6:00 pm Ms. McCoy University College 25 Dr. E. Young September 18, 2008 8:00 am Mr. Claude Wilkinson English 25 Ms. M. Henderson September 18, 2008 Ms. University College 25 Dr. E. Young September 18, 2008 Dr. White Computer Science 5 Ms. M. Henderson September 18, 2008 Ms. Dorothy Varn Fine Arts 9 Dr. E. Young October 1, 2008 6:00 pm ~ 8:40 pm Dr. Omishakin Natural Science and Environmental Health (Graduate) 10 Ms. A. Purewal October 2, 2008 6:00 pm ~ 8:40 pm Dr. Omishakin Natural Science and Environmental Health (Graduate) 6 Ms. A. Purewal October 2, 2008 Dr. Ngwang English 20 Ms. M. Henderson October 2, 2008 11:00am Ms. G Lee Social Work (Graduate) 25 Dr. E. Young October 2, 2008 Dr. Ahanonu Education (Graduate) 20 Ms. M. Henderson October 9, 2008 Dr. Ngwang English 26 Ms. M. Henderson October 9, 2008 11:00 am Mr. Antonio Brownlow - FYE Information and Applied Technology 25 Ms. A Purewal October 13, 2008 5:00 pm Mr. Glen Stevens Greenwood Center (Graduate) 6 Ms. M. Henderson October 16, 2008 11:00 am Ms. E. Earvin - FYE Criminal Justice 25 Dr. E October 27, 2008 10:00 am Dr. Ngwang English 30 Dr. E. Young October 27, 2008 11:00 am Dr. Ngwang English 25 Ms. M. Henderson October 29, 2008 10:00 am Dr. Ngwang English 30 Ms. M. Henderson
2:30 pm Social Science/Sociology - taught in Social Science Lab February 5, 2009 9:30 am Dr. B. Education 25 Dr. E. February 5, 2009 11:00 am Dr. E. Turk - FYE Mass Communication 25 Dr. E. February 5, 2009 1:00 pm Dr. B. Ealey Education 13 Dr. E. February 10, 2009 8:00 am Mrs. M. Osborne English 6 Ms. A. Purewal February 10, 2009 9:25 am Mrs. M. Osborne English 28 Ms. A. Purewal February 10, 2009 1:00 pm Mr. C. Wilkerson English 25 Ms. M. Henderson February 23, 2009 9:00 am Dr. Mims Social Work 32 Dr. A. Payton February 24, 2009 8:00 am Ms. Amber Hendricks English 27 Dr. E. Young February 24, 2009 9:25 am Ms. Amber Hendricks English 27 Dr. E. Young February 24, 2009 1:00 pm Ms. Amber Hendricks English 27 Dr. E. Young February 24, 2009 11:00 am Ms. Smith Student Support Services 20 Dr. E. Young February 26, 2009 11:00 am Ms. Smith Student Support Services 20 Dr. E. Young March 9, 2009 9:00am Dr. Ngwang English 25 Ms. M. Henderson March 9, 2009 10:00am Dr. Ngwang English 25 Ms. M. Henderson March 9, 2009 9:00am Dr. Ngwang English 25 Ms. M. Henderson March 9, 2009 10:00am Dr. Ngwang English 25 Ms. M. Henderson 26, 2009 6:00 pm Ms. McCoy University College 17 Dr. E. Young April 1, 2009 10:00 am Dr. Jo Baldwin English 30 Ms. M. Henderson April 1, 2009 11:00 am Dr. Jo Baldwin English 30 Ms. M. Henderson April 14, 2009 High School Tour Northwest Community College 7 Ms. A. Purewal April 20, 2009 High School Tour Coahoma High School 34 Ms. A. Purewal 28, 2009 Mr. C.Wilkinson 10 Ms. M. Henderson
Federal Highway Administration 27. Popular Title: Worker Safety RIN 2125-AF51 Stage: Undetermined Previous Stage: None. Abstract: This rulemaking would modify 23 CFR 630.1108(a) to incorporate the provisions of Section 1405 of MAP-21. This rulemaking would ensure that positive protection measures and temporary longitudinal traffic barriers would be used in work zones in certain situations. It would also set forth a basis for positive protection devices in most circumstances. Effects: Prompting action: Statute Rulemaking Project Initiated: 07/06/2012 Docket Number: Dates for Undetermined: Federal Register Citation for Undetermined: None
Henry County Public Schools will produce globally competitive students. Accomplishments in 2013 Completed training and implementation of the MAP assessment program Completed the collaborative Career Exploration Tour for all seventh grade students through PHCC Participated in the NCTM Conference and conducted division –wide share fairs for teachers
2/26/18 Monday 17 Orthopedic Injuries Chest Injuries 30 31 2/28/18 Wednesday 18 Environmental Emergencies Obstetrics & Neonatal Care Vehicle Extrication and Special Rescue 32 33 38 3/4/18 Sunday 19 Spine Immobilization 3/5/18 Monday 20 Vehicle Extrication LAB 3/7/18 Wednesday 21 Pediatric Emergencies Geriatric Emergencies Patients With Special Challenges 34 35 36 3/12/18 Monday 22 Transport Operations Incident Management 37 39 3/14/18 Wednesday 23 Terrorism Response and Disaster Management Team Approach to Health Care 40 41 3/18/18 Sunday 24 TRACTION SPLINT UPPER EXTREMITY SPLINTING 2A 2B 3/19/18 Monday 25 TRACTION SPLINT UPPER EXTREMITY SPLINTING 2A 2B 3/21/18 Wednesday 26 Trauma Assessment 3A 3/26/18 Monday 28 Long Board & KED 4 3/28/18 Wednesday 29 TRACTION SPLINT UPPER EXTREMITY SPLINTING 2A 2B 4/1/18 Sunday 27 LAB 4/2/18 Monday 30 Trauma Assessment 3A 4/4/18 Wednesday 31 CPR 1 4/15/18 Sunday 8am 32 Final Practical Exam 132Hrs
11th December 2017 Dear Parents and Carers, Firstly may I take this opportunity to wish you all a wonderful Christmas and a happy New Year, and to say thank you for supporting the school in 2017. Our next parent meeting will be on 5th January 2018 at The Priory School 10am – 12noon and we have a guest speaker attending from Healthwatch. I have attached some information about the organisation, for you to read before the meeting. Healthwatch have worked closely with lots of families with children with Special as well as families in the community with and without children, and we have always had positive feedback about the support they have offered. If you would like to join us on the 5th January 2018, please can you complete the slip below and return it to me at the Priory School by the 18th December 2017, or email me at Kind regards, Amanda Barber Learning Mentor I/we would like to attend the Parent/Carer Group on 5th January 2018 Signed by:___________________________________________ Parent/Carer of:_______________________________________
APPLICATION FORM for the post of: Inspector Manager (Healthcare) – Cork Please complete each section of this application as and as carefully as possible using black lettering as applications will be short-listed on the basis of the information provided on this form. It is imperative that all sections of this application form are completed in full. Surname: Other Names: (in full) Title: Mr □ Ms □ Miss □ Other (please specify) Address for Correspondence: Telephone: Home: Work: Mobile: Email: Work Permit: Are there any legal restrictions on your right to work in this Country? Yes No (If yes, please supply details) Source of Application: (Please state name of Newspaper, Periodical; Internet, Internal) 5. Have you previously availed of a Voluntary Early Retirement Scheme or any other Redundancy Scheme in the Public Sector? Yes No If yes, do the of the Scheme allow you to apply for the position? Yes No 6. Declaration: I understand that as a condition of employment, the information presented in this application form is correct to the best of my knowledge. Signed: Date: (Please note – if emailing application, signature not required)
Agenda HIGH QUALITY CURRICULUM: Differentiating for DEPTH and COMPLEXITY TIME TOPIC LEAD RESOURCES 8:45 Coffee and casual conversations 9:00 Welcome! Pam Jan Todd 9:15 Self-Study: NAGC Standard 3 using the Snapshot Survey Todd Jan Kim 9:30 What Makes Curriculum Different for Highly Capable Students? Jan Todd Kim
Identifying and Applying the 5 Principles as exemplified through high quality, commercially available curriculum models. Embedded Activity: Understand the 5 Principles of high quality curriculum for Hi-Cap learners through examination of high-quality curriculum examples. Apply 5 Principles as “criteria for judgment” when selecting/designing high quality curriculum. Jan Todd Kim by J. Leppein (Erickson framework) ARTICLES—Extended Reading C. Tomlinson, “.” Tomlinson, “.” Extended Learning— presentation on High Quality Curriculum, Whitworth Institute. Includes slides on Parallel Curriculum Model. LUNCH ON YOUR OWN * On your own. *Hi-Cap Co-op Council is provided a “working lunch” in Admiralty Room. Curriculum materials available for browsing. We will be starting immediately at 12:00. Please be prompt. DIFFERENTIATION in MATHEMATICS: Depth and Cognitive Complexity Mary Ellen TRANSITION to K20 Space --BREAK CHOICE #1: ADMIRALTY ROOM K20 Meeting with OSPI Jodi Hess and Gayle Pauley. Roles & Responsibilities OSPI staff WA Kids K-2 Identification and Services Jacob Javits Grants Todd Jan CHOICE # 2: MT. ERIE ROOM Differentiation in Math for K-8 Teachers Mary Ellen
Team Planning 2:45 Homework: Read Ch. 5 Plus/Delta TEAMS Upcoming HI-Cap Meeting Dates January 28, 2016: . Free-of-charge to Co-Op members. 8:30 am – 12:30 pm February 18, 2016: PLC—Differentiation in Math for teachers of highly capable learners, K-8 9 am – 3 pm PLC—Coordinators March, 24, 2016: PLC—Differentiation in ELA for teachers of highly capable learners, K-8 9 am – 3 pm PLC—Coordinators 28, 2016 CO-OP General Membership—Secondary Programming, Chapter 5 “Authentic Honors Programs,” Next Gen. Science (Brian), Secondary Math (Mary Ellen)
Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 Tutor Time With Tim Horton’s Every Wed. From 3:00pm-4:00pm District Holiday Non-Attendance Day for Teachers/ Students 5 6 7 8 9 10 B1 9th/10th 8:25– 8:55 12th 9:00– 9:30 B2 9th/10th 9:56–10:26 11th B3 9th/10th 12:58- 1:28 B4 9th/10th 1:33– 2:0311th/12th 2:08– 2:38 Tutor Time 3:00pm-4:00pm A2 9th/10th 9:56– 10:26 12th 10:31– 11:01 A3 11th/12th 11:26– 11:56 9th/10th 12:58– 1:28 A4 9th/10th 1:33– 2:03 Last Day To Register for February 7, 2015 ACT Test 12 13 14 15 16 17 Dual Enrollment Students First day of class GO College Team Meeting 2:30pm- 3:30pm A2 9th/10th 9:56– 10:26 12th 10:31– 11:01 A3 11th/12th 11:26– 11:56 9th/10th 12:58– 1:28 A4 9th/10th 1:33– 2:03 Tutor Time 3:00pm-4:00pm B1 9th/10th 8:25– 8:55 12th 9:00– 9:30 B2 9th/10th 9:56– 10:26 11th 10:31-11:01 B3 9th/10th 12:58- 1:28 B4 9th/10th 1:33– 2:03 11th/12th 2:08– 2:38 Non-Attendance Day for Teachers/ Students 19 20 21 22 23 24 Martin Luther King Jr. Day Non- Attendance Day B1 9th/10th 8:25– 8:55 12th 9:00– 9:30 B2 9th/10th 9:56–10:26 11th B3 9th/10th 12:58- 1:28 B4 9th/10th 1:33– 2:0311th/12th 2:08– 2:38 Tutor Time 3:00pm-4:00pm A2 9th/10th 9:56– 10:26 12th 10:31– 11:01 A3 11th/12th 11:26– 11:56 9th/10th 12:58– 1:28 A4 9th/10th 1:33– 2:03 SAT Test 26 27 28 29 30 31
A.C.I. Weekly Bulletin January 22nd – January 26th Monday, January 22 Day 2 Dear/Regular Day Schedule Last Day – Term 2 Tuesday, January 23 .5 Exams-am/.5 Tutorials-pm Cafeteria Services Closed Today A.M. EXAMS: 9:00 am – 11:00 am (Sr. Math & ESL) P.M. Tutorials SHSM First Aid and CPR Training – select students Wednesday, January 24 Day 3 Dear/Regular Day Schedule Start of Term 3/Semester 2 Semester Math and CIV/CAR Turn-a-Round Day SHSM First Aid and CPR Training – select students Thursday, January 25 Day 4 Dream/Regular Day Schedule Outdoor Ed. field trip to Value Village – 2:30 p.m. dismissal Friday, January 26 Day 1 Dear/Regular Day Schedule Good Shephard Shelter Visit – 8:45 a.m. – 2:00 p.m. - Social Justice Club and Gr. 12 Society, Challenge and Change class “The purpose of life is a life of purpose”. Robert Byrne
Dates Jan 26 Monday Jan 27 Tuesday Jan 28 Wednesday Jan 29 Thursday Jan 30 Friday Standard MLI.IP1E; MLI.PIB MLI.IP1E; MLI.PIB MLI.IP1E; MLI.PIB MLI.IP1E; MLI.PIB MLI.IP1E; MLI.PIB Essential Question/ Key Question Cómo es tu casa? Qué pasó en la casa con la familia? Cómo es tu casa? Qué pasó en la casa con la familia? Cuáles son tus quehaceres? Que estás haciendo? Que estás haciendo? Lesson Opener Calentamiento: Kahoot- repaso de la casa Calentamiento: Kahoot- repaso de la casa Calentamiento: de los quehaceres Calentamiento: Kahoot del presente progresivo Calentamiento: Kahoot—repaso del presente progresivo Procedures/Strategies CSI House Activity --Graphic organizer --Logic_grid --Instructions/clues Finish CSI House Graphic Organizer activity La casa inventory page(finish for homework) 1)Los quehaceres song (Señor Wooly) 2)Label the chores (worksheet-dropbox) 3)Workbook p.113/114 Present progressive: 1)Questions on present progressive notes 2) Present progressive preview 3)Present progressive sentences (Sue Summers) Más practica con el presente progresivo: Multiple worksheets to practice el presente progresivo Lesson Summary Review vocabulario de la casa TOD: presente progresivo Assessment/ Evaluation Homework: Finish La casa inventory Tarea: Go home and do 2 or 3 chores without asking and view lesson present progressive on OLC Materials Needed Worksheets Ipads Worksheets Ipads Worksheets/ipads/workbook Worksheets/ipads/ workbook Worksheets/ipads/ workbook
------. Cong. Senate. Bill Analysis: Subsituted. By Van de Putte. 12 April 2007. Washington: GPO. Print. ------. Cong. Rept. House. Bill Analysis. By Deshotel. Washington: GPO. Print. -------. Cong. Rept. House. A Bill to be Entitled an Act. Washington: GPO. Print. -------. Cong. Legislative Budget Fiscal Note. By John S. O’Brien. 9 April 2007. Washington: GPO. Print. -------. Cong. Legislative Budget Board. Fiscal Note. By John S. O’Brien. 1 April 2007. Washington: GPO. Print. -------. Cong. Legislative Budget Board. Fiscal Note. By John S. O’Brien. 3 April 2007. Washington: GPO. Print. -------. Cong. Legislative Budget Board. Fiscal Note. By John S. O’Brien. 12 April 2007. Washington: GPO. Print. -------. Cong. Legislative Budget Board. Fiscal Note. By John S. O’Brien. 23 April 2007. Washington: GPO. Print. ------. Cong. Rept. House. Bill Analysis. By Bonnen. Washington: GPO. Print. ------. Cong. Rept. House. Proceedings. House Journdal. Washington: GPO. Print. ------. Cong. Senate. Bill Analysis. By Deshotel et al. 4 April 2007. Washington: GPO. Print. ------. Cong. Senate. Bill Analysis. By Bonnen et al. 12 2007. Washington: GPO. Print
English Demonstrative Adjectives p. 260-261 ws #52 Proper Adjectives p. 262-263 ws #53 Noon Dismissal Mixed Review p. 264-265 ws #54 Math WKB p.83(all) & Ch. 7 Review p.252 Study for Test Extra Credit p.250 & 251 Spelling Bee End of Month Assembly Ch. 7 Test WKS Drops #30 Reading Greatest Invention WS for Wordskills Quiz Wordskills Quiz Tsunami WS Noon Dismissal Uninvited Guests WS Play: Dolphin Tale Science Review ws p. 175-176 vocab ws p. 181 Spelling Bee End of Month Assembly p. 434-437 MIDTERM Moon Lab p. 441 1-6 ws p. 182 Social Studies Chapter 8 Review WB 57 CHAPTER 8 TEST WB 60 Noon Dismissal Speiser Nelson Pre-Test #18 Speiser-new list passed out Nelson Words 3X Practice Spelling Test Nelson- WKS Speiser- ws Nelson- Test #18 Speiser-ws Nelson- Pre-Test #19
Week Beginning Jan. 9th MONDAY 1A-7th Flute A-M 1B-7th Flute N-Z 3A- 7th Clarinet A-M 3B- 7th Clarinet N-Z 8A--7th Alto Saxes 8B- 7th Low Woodwinds Lesson Times 1A 7:22-7:52 1B 7:52-8:22 3A 9:37-10:07 3B 10:07-10:37 8A 1:22-1:52 8B 1:52-2:22 TUESDAY 1A-7th Tuba 1B-7th Percussion 3A- 7th Trumpet A-M 3B- 7th Trumpet N-Z 8A- 7th French horn 8B-7th T-bone/Baritone . WEDNESDAY 1A-8th Flute I 1B- 8th II 3-8th Clarinet I 3B-8th Clarinet II 8A- 8th Alto Fhorn 8B- 8th Low Woodwinds THURSDAY 1A- 8th Trumpet 1B-8th Low Brass 3A-38th Percussion 3B- Small Ensemble 8A- Small Ensemble 8B- Small Ensemble FRIDAY Make Ups
Many of my respondents also didn’t actively search for newspapers to read but had articles from various new outlets pop up in feed from friends. Some also followed their pages on social media to have their articles appear in their feed for themselves. While others chose to not read newspapers entirely. “same as above” (certain news outlets on social media.) “I read a few left newspapers but mostly use social media as they pop up.” “No but I see articles around” “i follow a lot on facebook and twitter, daily mail sun guardian the times independent etc” “I read The Guardian and the Independent mainly but I also read articles from many different newspapers to become better informed.” “Only metro on the bus and see things shared” “no but articles are from different newspapers like guardian and independent” “i follow some papers like the new york times, the guardian, the independent etc on facebook” “no” Question 5 My next question asked “Do you get your political opinions from your parents? Why or why not?” Interestingly, most of my respondents’ parents either vote conservative and/or do not speak to their children much about politics. With a few not stating or parents being voting Labour. “No” “My parents are labour voters but used to be Conservative, I've spoken with them a few times” “Not really” “don't talk much but i think they vote conservative” “No” “My parents are Conservative voters and we have argued many times but they don't want to have a proper debate.” “We don't talk about politics much but they both vote Conservative” “no parents are conservative we don't talk politics much” “my parents have been conservative all their life and I don't agree but we don't talk about it” Question 6 I also asked “Do you get any political opinions from your music? Why or why not?” These results had most of my respondents not getting any political opinions from their music, considering it to be separate. “No” “Not really but some music has political messages I enjoy.” “no” “No” “a few people and bands i listen to have political parts to their music but its not why I listen”
Monday 9th January – Hopscotch Theatre with Aladdin Friday 13th January – Litter picks for P4/3 and P4 pupils Monday 16th January – Curriculum Newsletters home to parents/carers Monday 16th January – Dance After School Club for P6 & P7 Tuesday 17h January - PLPs home to parents/carers Tuesday 17h January - Gymnastics Lunchtime Club for P3 Tuesday 17th January – Athletics After School Club for P4 Tuesday 17th January – Reconciliation Meeting - 6.30 pm P7 Residential Meeting - 7.15pm Wednesday 18th January – Basketball After School Club for P6 & P7 Thursday 19th January – Athletics After School Club for P7 Friday 20th January – Determined to Dance Programme to work with P2a & P2b pupils for 8 sessions. Please ensure your child has their PE kit Wednesday 25th January – Term Report out today. Friday 27th January – All parents invited to our Scottish Assembly at 1.30pm in school hall. Monday 30th January – All P1 pupils to Glasgow Royal Concert Hall for Funbox concert Students of the Month for December 2016 Congratulations go to the following pupils who continuously followed our school’s Rights Respecting Agreements: P1a Amelia Amin Christopher Keith P1b Olivia Glasgow Rhys Claffey P1c Orla Gallagher Sean Paul Condie P2a McLellan Rocha Devine P2b Matthew O’Dowd Paige Gault P3 Orlaith O’Loughlin Logan Fay P4/3 Adora Joseph Nico Gaultieri P4 Maira Sattar Daniel Balmer P5a Eilidh Murray Luke Leonard P5b Matthew McDonald Demi Davidson P6 Toni Phee Ilo Ndhlovu P6/7 Aoife Deveney Cole Claffey P7 Eva Moran Michael Rogan Thank you, D McGeever
O’Rourke, 1982, 651 P.2d 884, 886; Colo.Const.Art. II § 6. ¶ 11 Request for Attorney Fees. See Rule 54. Judgment; Costs(d). ¶ 12 In re “Beat Shazam on FOX” the following casual connection is established: ¶ 13 In conclusion, your website states the following: Among other cherished values, the First Amendment protects freedom of speech. The U.S. Supreme Court often has struggled to determine what exactly constitutes protected speech. The following are examples of speech, both direct (words) and symbolic (actions), that the Court has decided are either entitled to First Amendment protections, or not. ¶ 14 Bramscher requests immediate relief. Thank you. _____________________________