zilongwang/ReadingBank huggingface dataset:
Essential Criteria Desirable Criteria Proven ability to manage staff both individually and as a team – to develop capabilities, facilitate collaborative working, and ensure high levels of motivation The ability to influence people and manage change in line with the strategic aims of the organisation Understanding of database marketing, including selecting data for marketing campaigns, data modelling and analysis Project Management skills Excellent communication skills, and an ability to communicate information in an easily accessible format for a variety of audiences Ability to effectively plan and prioritise a complex and varied workload and provide an efficient service to internal customers.
On the ribbon, click Add (+). In the Method enter in Line Item method. Complete the header fields and the fields on the Main tab according to the following table. Field Description Jefferson County Contract Contract This box identifies the contract number. Use the plus one button to assign the next available number or manually assign a number by typing it into the field. Method This list specifies the contract enforcement method. The enforcement method designates how the contract will operate. You may change this option if you have permission to do so. Once a contract has been posted, the enforcement method may not be changed. Enforcement options are: Encumbered Accounts: The contract requires accounts and amounts to be entered, and the accounts are encumbered for the entered amounts. If the contract was converted from a bid, users are not held to the bid item total, but the GL account total. Requisitions, purchase orders, and invoices restrict accounts entered to those on the contract without exceeding the amount for the account and the appropriate fiscal year. Nonencumbered Accounts: The contract is encumbered as purchase orders are issued against it. Item/Qty/Cost/Disc: These contracts only have line items with no general ledger allocations, and therefore, are unencumbered. Each detail line lists a commodity code, inventory item, and item description. Each line must also have either a contracted quantity, unit price, discount percent, or cost plus amount. When this type of contract is used with a requisition or purchase order, the requisition or purchase order detail lines must conform to at least one contract line item. The
time, using the event log and e-mail notification features. Select At a Scheduled Time to establish when the import runs. This selection also includes event log and e-mail notification features. POs This option determines the type of purchase orders to Print indicates purchase orders are being printed for the first time and either printed on paper, or sent to a TylerForms form for electronic distribution; Reprint indicates purchase orders are being reprinted; Cancelled indicates purchase orders have a status of cancelled Print ‘REPRINT’ on PO This check box, if selected, causes the program to print the word “REPRINT” on the first detail line of the report. This is an optional field. Send W-9 to Vendor This check box, if selected, directs the program to automatically send a W-9 to the vendor. Include 1099 for Non-1099 Vendors This box, if selected, directs the program to send a W-9 to the vendor regardless of whether the 1099 Vendor check box is selected in the Vendors program. This box is available if the Send W9 to Vendor check box is selected. Include PO Numbers These boxes determine the range of purchase orders to print or reprint. The default values, 00000000 to 99999999, include all purchase orders. Fiscal Year This box indicates the fiscal year of the purchase orders to be printed. This is an optional field. Department/ Location This list indicates the department associated with the purchase orders being printed. This is an optional field. Processing Records Selected This box displays the number of records selected for processing. The
Wanted to stay out of all affairs Wars African nations attacked American ships. sends Marines Problems with and and at war and seized American ships to steal supplies and prevent the other from trading Embargo Act – banned all foreign trade (hurt American trade and resulted in loss of jobs) as President War Hawks – Americans who demanded war with Reasons to declare war Impressments of sailors British attacks on US trade British support of Native Americans US desire to control War of 1812 Bad Time for war – weakened military due to spending cuts – fighting French in so decide to blockade American ports instead of sending troops Battles and Events British attack on – American Victory British defeat Napoleon in 1814 and send full force to the . British burned to the ground Dolly – saves important documents from the White House as her husband rallies the troops – Americans held the fort in Francis Scott Key writes the Star Spangled Banner Treaty of – Signed in 1814 – no clear victory US became less reliant on trade Weakened Native Americans Creates American nationalism The Battles of Fought two weeks after the war ended Americans, led by General Andrew Jackson crush British
the new teacher support programs. Other praises/strengths include the additional, more intensive support of the instructional coach whose primary focus is classroom management and instructional strategies. PLAN COMPONENT ACTION STEPS PERSON(S) RESPONSIBLE FUNDING SOURCE EVIDENCE OF IMPACT Beginning Teachers (Years 1 – 2) 1. Title I Title II Sp. Ed. CTE County Mentoring Other: Evidence: 2. Total $: 3. 4. Experienced Teachers (3+ Years) 1. Title I x Title II Sp. Ed. CTE County Mentoring Other: Evidence: 2. Total $: 3.
Expand literacy resources in media center to differentiate curricular materials and provide opportunities for students to read appropriate leveled text to increase fluency Fiction and non-fiction texts for media/periodical for media checkout Ongoing as needs arise Media checkout records, reading logs and RI Texts: L4GA Coaches and media specialist Provide intense, job- embedded PL on reading writing strategies Contract with the university of Delaware to deliver on-site PL on reading strategies and the approach to writing targeting narratives and persuasive writing in ELA and informational writing and research in other content areas Stipends for summer work August 2018 – June 2019 PL attendance sheets walkthroughs, principal observations, and quarterly data digs with system and school leadership L4GA Asst. supt., principal, and coaches Plan to enhance summer reading opportunities for students of poverty Order varying leveled texts for summer check out Spring agendas and sign in sheets L4GA Coaches and media specialist Provide resources and activities that support the school curriculum and represent a diverse range of experiences and perspectives Summer literacy camp to help students become excited about reading and writing in preparation of the new school year Spring - planning Summer - camp Attendance, students satisfaction surveys, reading logs, and RI L4GA Principal and coaches
Provide online literacy resources with text sets to offer a wide variety of fiction and non-fiction to all students in the content areas NEWSELA Ongoing Principal observation and TKES/ Quarterly data digs with district and school leadership General fund Principal and coaches Expand literary resources in the classroom and media center to differentiate curricular materials and help students understand the process of close analysis, interrogation of documents, and argument writing Document-based units and Mini Q’s in ELA and Social studies Ongoing Principal observation and TKES/ Quarterly data digs with district and school leadership L4GA Principal, coaches, and media specialist Provide a professional development platform to analyze teacher performance student engagement, and lesson content Audio enhancement for ELA social studies and science classrooms Stipends for summer work August 2018 – June 2019 Principal observation and TKES/ Quarterly data digs with district and school leadership L4Ga Supt. And principal Provide PL to leadership to further best practices in literacy Literacy conference and workshops, L4GA leadership conferences Substitutes for PL Ongoing Travel records, agenda, LKES, TKES, and RI L4GA Principal and instructional coach Provide PL on best practices in literacy Literacy conferences and workshops, L4GA teacher institutes Substitutes for PL Stipends for summer work ongoing Travel records, agenda, TKES and RI L4GA Principal and instructional coach
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WLR 848 para 16 as followed in Stuart v Goldberg [2008] 1 WLR 823 para 81 per Sir Anthony Clarke MR, as now corrected by Lord Wilson in Re B at para. 44. On this, to my mind, orthodox approach I agree with Underhill LJ that HHJ Richardson in the EAT was entitled to reverse the tribunal on the basis that it failed to give weight to the five factors identified in para 24 of my Lord’s judgment and that, if it had done, the answer would have been that the connection between Mr Jeffery’s employment and Great Britain was indeed sufficiently strong for it to be appropriate that Mr Jeffery should have a claim for unfair dismissal. The fact that the EAT is itself a specialist tribunal makes it all the more difficult for Mr Laddie to establish that the EAT decision was wrong. Lord Justice Jackson: I also with Underhill LJ’s disposition of both appeals and, subject to what appears below, with his reasoning. Concerning the distinction between matters of law and fact, I share the difficulty articulated by my lords as to how the dicta in Lawson and Ravat are to be reconciled. In agreement with Longmore LJ, I would rest on the conclusion that a decision whether a case falls within the territorial scope of section 94(1) of the 1999 Act is, as stated by Lord Hoffman in Lawson, an evaluation of facts, but that the evaluation itself should be treated as a matter of law. The formulation by Lord Hope in Ravat does not in my view chart a clear departure from this approach. The correctness or otherwise of this conclusion has no effect on the outcome of appeals nor, I believe, on the law generally. Whether an appeal tribunal is undertaking a relatively generous rationality review (favoured by Underhill LJ) or a relatively restrained substantive review (preferred by Longmore LJ and myself), the practical outcome is the same, namely that an appeal tribunal should be slow to interfere with an evaluative judgment of a first instance tribunal in a matter of this kind and should not do so unless it is satisfied that the judgment is wrong.
Picture Archiving and Communications System Administrator (PACS) Senior Biomedical Technician Wellstar system: (5 Hospitals, 800+ beds (system total), 10 imaging centers, 70+ physician groups, 4 Health parks). Senior Administrator Healthcare/IT: (Cisco switches, Patch panels, port activation) PACS Administrator: AGFA impax 6.5, Impax workstations hp, Cardiovascular Information System Administrator: Siemens AcomNet, Heartlabs Hemodynamics Administrator: Seimens Axiom Sensis, Philips Witt. Electrophysiology systems administrator: Siemens, Cardiolab/MacLab Electrophysiology mapping system administrator: Calypso 3 Biomedical Technician monitoring system: HP, Philips, Propaq Telemetry: Welch Allyn Acuity EKG systems: GE Muse, GE cardiology system integration. GastroInterology Lab support: Olympus Electrophysiology virtualization mapping support, Intravenous ultrasound, Echocardiogram cardiac output. Defibrillators: Physio-Control, HP, Zoll DaVinci robotic surgical system support. Technical support virtualization. Image virtualization support 3D. Technical support for critical care procedures. Customer service for Physicians. Developed protocols for preventive maintenance. Provided technical support for the hospital system. Configured modalities for departmental use. Cardiovascular Information System Specialist. Tested, Calibrated, Repaired medical equipment in for critical care areas. Biomedical support for ICU, Surgery, CCU Memorial Hospital, Atlanta, Ga. July 1996-January 1999 Senior Biomedical Technician Grady System 900+ beds, 8 health centers, Level 1 trauma center Patient monitoring: HP and telemetry Defibrillator: Zoll, Physio-Control Electrosurgical Unit: Aspen Labs Test equipment: DynaTech Nevada for EKG, Defibrillator, ESU Troubleshoot Medical Equipment in critical care areas.
Research Project 10% 100% Overall Expectations Strand Overall Expectations Construction Technology Fundamentals Students will: A1. describe the components and systems of buildings, the properties of various building materials, and the processes in which those materials are used; A2. demonstrate an understanding of the safe and correct use of construction tools, equipment, and techniques; A3. use correct terminology to describe building components and construction materials, equipment, and processes. Design, Layout and Planning Skills Students will: B1. design construction projects, individually or in groups, applying a design process to plan and develop the projects and other problem-solving processes to address various related problems and challenges; B2. use drawings to represent design ideas and solutions to technological challenges, and interpret drawings accurately when working on construction projects; B3. apply the mathematical skills required in the planning and building of construction projects. Fabrication, Assembly and Finishing Skills Students will: C1. use tools, equipment, and techniques correctly and safely when preparing materials for a project; C2. use fabrication and assembly techniques safely, accurately, and in the correct sequence; C3. prepare surfaces and apply finishing products, trim, and hardware correctly and safely. Technology, The Environment and Society Students will: D1. demonstrate an understanding of ways in the construction industry affects the environment; D2. describe ways in which the construction industry affects society. Professional Practice and Career Opportunities Students will: E1. identify and follow health and safety regulations, standards, and procedures related to the construction industry; E2. identify career opportunities in the construction industry, and describe the training required for these careers. Evaluation of Achievement of Overall Expectations All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A student’s achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall
Key responsibilities To work with Supporter Retention and Development Manager, the Supporter Acquisition Manager and the Individual Giving Assistant(s) in delivering the direct marketing operational plan in order to achieve annual net income targets and other KPIs. To project manage key stages of direct marketing projects including the development of communications and one-off analysis projects, in conjunction with appropriate team members. To manage key supplier and agency relationships on a day-to-day with the objective of delivering successful campaigns while developing strong, respectful relationships with key agencies. Planning To negotiate project costs with key suppliers to ensure that owned direct marketing projects are as cost-effective as possible. To actively participate in planning and review meetings with Individual Giving and other colleagues and key suppliers, and to maintain a thorough understanding of latest developments, current trends and legislation as it applies to the fundraising environment. To play a role in monitoring and reviewing annual budgets and forecasts. 2. Activities To manage the delivery of successful direct marketing activities across a variety of media in order to recruit and/or develop new individual supporters to Sense. To prepare briefs, resource gathering, reviewing concepts, reviewing and signing-off estimates, copy, scripts and artwork, and liaison with key staff members responsible for Sense services as well as parents of service users to deliver strong and impactful communications and campaigns. To take a role in briefing agencies and agency as necessary, including creative agencies and telemarketing, about what Sense does ahead of campaign launch.
Research Ribs- MUST DO Research Victorian London and RL Stevenson. Present this in a creative way. Headline Hot Salad Create a collage of news headlines; explain how the headlines link to Jekyll and Hyde using writing and illustrations. Gaming Garlic Chicken Design a game that explores the themes and characters of the novel. Diary Dippers Create your own Dr Jekyll Journal based upon the events of the novel. Wordquest Wrap Create a Jekyll and Hyde themed set of riddles that could be used to test the class. Retold Rice Surprise Create a mini modern version of the novel- include a front cover and synopsis. Zoom Burger Find a picture linked to Jekyll and Hyde for you to a short creative story or poem about. Draw two squares around items to describe in particular detail within your writing. Encyclopaedia Enchiladas Create a Jekyll and Hyde Encyclopaedia of Knowledge for a Y8 to use next year. Newspaper Nachos Write a newspaper with a series of articles that follow Dr Jekyll’s story and Hyde’s various crimes.
English 9 – Mr. Rose Name________________________________________ Dr. Jekyll & Mr. Hyde – Character Data Character Physical Description Role in Story Adjectives/Behaviors 1. Mr. Enfield 2. Mr Utterson 3. Mr. Hyde 4. Dr. Jekyll 1. A tall gentleman with a “good nature.” 1. Enfield is a distant cousin to Mr. Utterson. He walks regularly through the streets of London with his cousin. It is on one of these walks that they pass by Mr. Hyde’s house, which gets Enfield to tell his “story of the door,” which provides the inciting force for the story – its gets Utterson more interested in investigating the relationship between Jekyll and Hyde. 1. A “well-known man about town,” his personality is opposite of Mr. Utterson’s. He does not like to gossip, and feels bad after he tells Utterson the story of the door.
JEL-RING MOLD RECIPES Rice Krispies Treat Wreath Prepare 1 and half recipes for Rice Krispies treats. (Before mixing in cereal, add a few drops of food coloring appropriate to the Holiday.) Place large seal on Jell-Ring mold. Spray with vegetable spray (Pam); mix Rice Krispies Treat recipe and press into mold. Fill Jell-Ring mold solid with Rice Krispies treats. Seal and let cool about 30 to 45 minutes and then invert onto Round Cake Taker. Add anything you wish. I do the following: *Valentines Day - Take the cake & push in the top, and pull on the bottom to form a heart. (red food coloring, red hots or conversation candy hearts) Drizzle with melted chocolate on top. *Easter, I place candy in the center and marshmallow bunnies & chicks around the outside no food coloring, and jelly beans) *Halloween - make 2 and place one upside down then the other right side up on top of each other to make a pumpkin. Then die the mix green and place in the insert for a stem, and place on top. (Orange food coloring and no candies) I use black licorice to make the face. *Christmas, (food coloring green, and red hots) use M&M's or Red-Hots to make the berries. Take red shoe string licorice and tie a bow on the bottom.
1 tsp. parsley flakes, crumbled 1/2 tsp. Pepper 1 pinch of paprika 1 pinch of sugar Herb 2 tsp. dried dill weed or chives 1-tsp. parsley flakes 1/2 tsp. Dry mustard 1/2 tsp. Salt 1 tsp. Pepper Old Fashioned French 1-tsp. parsley flakes 1/2 tsp. onion powder 1/2 tsp. Sugar 1/2 tsp. Dry mustard 1/2 tsp. Salt 1/4 tsp. Pepper 1/2 tsp. garlic powder 1/8 tsp. crushed celery seed. Italian 1/2 tsp. Sugar 1/2 tsp. dry mustard 1/2 tsp. Salt 1/2 tsp. garlic powder 1/2-tsp. sweet red pepper flakes 1/4-tsp. Pepper 1/4-tsp. Oregano 1/4 tsp. onion powder 1 pinch of paprika To make salad dressings: Place 1/4-cup vinegar, 2 tablespoons water and mix into quick shake; shake to blend; set aside for at least 30 minutes. Add 1/4-cup oil, shake well; refrigerate any leftovers.
StrawberrySauce 1- 15 ounce pkg. frozen strawberries Water 1 tbsp. Corn starch 2 tbsp. Sugar Salt Thaw berries. Drain. Measure juice. Sieve to remove seeds. Make up to 2 cups with water. Add a little water to the dry mix before adding to the berries, as you would if you were making gravy. Then add this mixture to the berries. Mix and cook till (about 1 minute). Chocolate Sauce 1 cup brown sugar 3 tbsp. Cocoa 2/3 cup syrup 4 tbsp. Butter Cook until not sugary. Remove from heat and add ¾ cup canned milk. Butterscotch 1 ¼ cups brown sugar 2 tbsp. ¼ cup milk 3 tbsp. Butter
Orange Cranberry Relish 1 pkg. fresh whole cranberries and 2 medium oranges with skins (wash well) Cut oranges and put in blender with cranberries. Add 1-cup sugar and mix. Let sit in refrigerator or use in salad. BLOODY MARY ASPIC 1/2 cup cold water 2 envelopes unflavored gelatin 2 cups tomato juice 2 Tbls. strained fresh lemon juice 5 tablespoons vodka 1 teaspoon Worcestershire sauce 1/4 teaspoon Tabasco 1/4 teaspoon celery salt 1/4 teaspoon pepper 1 cup tomato concasse 1 cup rinsed and drained, minced onions 3 tablespoons minced scallion greens 1 each hard boiled egg, sliced 1 cup rinsed and drained, trimmed watercress
“When one is obtaining a license, a license renewal or a loan settlement, the person is required to obtain a “Certificate of Status” (generally called a “good standing” certificate) from the Maryland Department of Assessments and Taxation. On the specific date and time the Department issues a certificate verifying that a business entity is in “good standing,” it means that all documents and fees required by law to be submitted to the Department have been received, and that no other government agency has notified the Department that the entity is delinquent in tax payments.” To obtain a Certificate of Status (Good Standing), visit SDAT online at . SDAT can also be contacted toll-free at (888) 246-5941.
Quality Essential Desirable Education and Training Standard/Higher grade, or equivalent qualifications, including English, or be able to demonstrate equivalent experience HNC Business Administration or similar Job Experience and skills Experience in a busy office environment Good communication skills Excellent IT skills and experience of using Microsoft Office, including Word, Databases, Outlook, PowerPoint and Excel to an intermediate level Proficient in touch typing Competent in taking minutes and action notes Database management experience Ability to prioritise workload and work to tight deadlines Project administration experience Experience of working in the voluntary sector Event management experience European Audit experience Personal Qualities Able to work well on own initiative and as part of a team Confident when dealing with senior staff Ability to recognise others’ workload and offer appropriate assistance Able to project a smart and professional image Able to work out with normal hours and flexibly on an occasional basis as required A commitment to the work of Scottish Refugee Council and to the principles of equal opportunities
Exercise book requirements in all subjects Grade 4 – 7 English Grade 4 – 7: A4 Hard Cover Feint Ruled – 1 Quire 96 pages x 2 Maths Grade 4 – 7 A4 Hard Cover Feint Ruled – 3 quire 288 pages x 1 A4 Soft Cover Exercise Book – 72 page feint ruled x 1 Afrikaans Grade 4 – 7 A4 Hard Cover Feint Ruled – 1 quire 96 page x 1 A4 Soft Cover Exercise Book – 72 page feint ruled x 2 Natural Science & Social Science: 4 – 5: A4 Hard Cover Feint Ruled – 1 quire 96 page x 2 GRADE 6 – 7: A4 Hard Cover Feint Ruled – 2 quire 192 page x 2 Life Orientation: 4 – 7 A4 Soft Cover Exercise Book – 72 page feint ruled x 1 Art Planning Book: Grade 4 – 7 Blank book with no lines to draw in x 1 Technology: GRADE 7 ONLY: A4 Hard Cover Feint Ruled – 1 quire 96 page x1 EMS: 7 ONLY: A4 Soft Exercise Book – 72 page feint ruled x 1 The above-mentioned books will receive a coloured front page and the book will be sent home to be covered in plastic. Thank you for your cooperation and partnership with Vuleka School
Job Learning Assistant Essential Desirable Education and Training Good General Education including English and Maths GCSEs  NVQ 3 Teaching Assistant/Supporting Teaching and Learning in Schools or equivalent  HLTA Qualification  First Aid Certificate  Experience and Skills Experience of working with children and young people  Good understanding of the National Curriculum.  Experience of working and a good understanding of in a particular area EYFS/KS1/KS2.  Excellent numeracy and literacy skills  Excellent interpersonal skills  Understanding of behaviour management strategies  Basic IT Skills  Ability to work independently  Ability to maintain records and pupil files 
Angelica (registered with BE as Angelica IV) Angelica, 15hh 14yo bay mare. Lovely on the flat, regularly scoring high 20's or low 30's when eventing. She absolutely loves to jump, especially across country where she is fabulous against the clock. Done all area intermediate teams, qualified for pony club novice national eventing championships. She came third at her first BE 90 and has come 7th and 10th at BE 100 with a double clear (Angelica IV). Angelica is a fantastic family horse who has a lovely temperament and is very easy to do. Up to date with Jabs, Worming and Dentist. Would suit a confident and competitive teenager. Very sad sale as I am away at university and unable to exercise or compete her as much as she deserves. 5* home wanted as she will be much missed. Asking price is £5,000 including some tack, but will consider any sensible offer. Available to be seen at any time. Contact on 07891439922 or 07718517156.
Procedure (numbered steps format): Teacher Signature required here: ______________________________ Data: Graphing Requirements: Labeled (x and y axis, title, include all units) Graph format is appropriate for data (bar, line, scatter plot) Data is neatly plotted Conclusion: (Write in paragraph form) Discusses support or non-support of hypothesis through data analysis (2 pts) Based on knowledge (may be researched with citations) WHY did you see the results you did. If results were inaccurate explain what should’ve happened and why (2 pts) Relates valid sources of error (2-3) from data collection or lab procedure, how the errors affected the data and ways they could have been prevented (2 pt) (measuring, calculations are not valid sources of error) Explain its importance in life or the unit of study (1 pts)
Development Area Activities to Develop Benefit (to me & organisation) Timescale Date Complete What skills, knowledge or behaviours do you want to learn or develop? What experiences can you gain in your role, by liaising with others? What resources can you use to learn / develop? What will be the benefit to yourself and the organisation of this development? How will you know you have been successful? How long will this take? Note when complete
Classes Double Run 13,991 17,981 32,511 43,007 55,811 Volume VRT 03, 04, 06, 10 Single Run 8,289 10,284 17,549 22,797 29,198 Double Run 13,991 17,981 32,511 43,007 55,811 Volume Throughput Rate Customer Type Tariff Class Volume Throughput Rate ($/GJ) Period ending 30 June 2016 Prices are real 2015-2016 GST exclusive dollars Volume Individual size (GJ per month) 0.63 GJ Next 0.62 GJ Next 1.50 GJ Next 80.75 GJ Next 333.5 GJ All additional size (GJ per qtr) First 1.89 GJ Next 1.86 GJ Next 4.50 GJ Next 242.25 GJ Next 1000.5 GJ VI-Coastal 23.467 23.467 9.092 8.641 7.433 4.012 VI-Country 23.020 23.020 8.789 8.340 7.133 3.799 Customer Type Tariff Class Volume Throughput Rate ($/GJ) Period ending 30 June 2016 Prices are real 2015-2016 GST exclusive dollars Volume Boundary Block size (GJ per month) First 20.83 GJ Next 20.83 GJ Next 41.66 GJ All additional Block size (GJ per qtr) First 62.49 GJ Next 62.49 GJ Next 124.90 GJ VB-Coastal 21.121 21.121 8.183 7.777 VB-Country 20.718 20.718 7.910 7.506 Fixed Charge Customer Type Tariff Class Standing Charge – dollars per annum Period ending 30 June 2016 Prices are real 2015-2016 GST exclusive dollars Volume Individual VI-Coastal & VI-Country 49.499 Volume Boundary VB-Coastal & VB-Country 1,484.970 Demand DMT-1 231,327.41 DMT-2 255,481.11 DMT-3 311,040.74 DMT-4 576,102.53
received radiation therapy; and (d) 38% of the BCS in the sub-set and 39% of the BCS in the total sample reported taking hormonal deprivation therapy. Table 1. Baseline Demographic and Anthropometric Measures for all Breast Cancer Survivors (BCS) and the BCS with Completed pre- and post-PSQI Outcome Measures. All BCS BCS with Completed Pre- and Post-PSQI Comparison Analysis P Value (two tail) t value Mean ± SD Range N Mean ± SD Range N Age (yrs) 59.7 ± 10.4 46 – 82 52 59.4 ± 10.5 36 – 82 39 P = 0.8924 t = 0.1356 Weight (kg) 81.0 ± 16.1 76.7 – 127.1 44 77.5 ± 16.2 50.5 – 113.6 34 P = 0.3454 t = 0.9495 Height (cm) 164 ± 5 152 – 178 44 163 ± 5 152 – 172 34 P = 0.3839 t = 0.8759 BMI (kg·m-2) 30 ± 3 29 – 47 44 29 ± 3 28 – 31 34 P = 0.1485 t = 1.4598 Resting Heart Rate (beats·min-1) 76 ± 9.1 60 – 100 44 76 ± 9.9 60 - 100 34 P = 1.0 t = 0.1498 Resting Systolic Blood Pressure (mmHg) 128 ± 15 100 – 158 44 128 ± 15 100 – 158 33 P = 0.5030 t = 0.6729 Resting Diastolic Blood Pressure (mmHg) 80 ± 8 60 – 96 44 79 ± 8 63 – 96 33 P = 0.5889 t = 0.5428 Years Since Medical Treatment Average Attendance (%) Exercise Level 4.96 ± 6.30 0 – 24 52 82.9% ± 12.7 52 0.65 ± 0.82 4.68 ± 5.78 0 – 21 39 85.1% ± 12.4 39 0.69 ± 0.77 P = 0.8342 t = 0.2100 P = 0.4110 t = 0.8260 P = 0.8137
Accountabilities: The governing body is committed to safeguarding and promoting the welfare of all young people and expects all staff to share that commitment. The post will be dependent on a satisfactory Disclosure & Barring Service (DBS) record check and acceptable references. Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified, especially in the context of a new and growing school which requires flexibility in all of its employees.
Little Grand Canyon near Pomona, Illinois Below: View of the trail and the terrain created using the Map My Hike app Below: Summary of the hike created using the Map My Hike app Presented by: Jennifer Swan, 2014-2015 Executive Director Possible Activities & Features: • Hiking • Photography • Bird & Wildlife Viewing • Herpetology •Geological Formations • Fall foliage colors • Variety of plant life
domestic market, geography, etc.) or change very slowly over time (e.g., levels of human capital, levels of economic development, etc.), one of the few immediate policies that governments can control are firm-specific location incentives to attract investment. Although the competition for direct investment is global, our research design exploits the excellent laboratory that the United States provides for studying the dynamics of fiscal competition. Most U.S. states now have dedicated agencies for the facilitation of domestic and international investment, and many U.S. municipalities now offer location-based incentives. Technically defined as any “deduction, exclusion, or exemption from a tax liability, offered as an enticement to engage in a specified activity (such as investment) for a certain period,” incentives most often take the form of tax holidays and abatements. In a survey of U.S. city and county managers in 1999, 68% of localities used at least one form of incentive, though many used several different forms. This number increased to 95% in 2009. In all, U.S. state and municipal governments now spend approximately $46.8 billion per year on location incentives to attract foreign and domestic investors and retain existing investment. Unfortunately, oversight of these programs has not kept pace with the growth in their use (Thomas 2007). Many of the state incentive programs are opaque, providing little information on allocation decisions. For incentive programs in U.S municipalities, a survey conducted by the International City/County Management Association (ICMA) in 2009 found that only 55% of locations had mandatory performance qualifications for companies receiving incentives, such as the number of jobs created or amount of capital investment provided, while 28% performed no analysis at all. Although state investment incentive programs have more oversight, there remains considerable variation in their reporting and performance requirements (Kansas Inc. 2009). This lack of information makes it difficult to distinguish if these programs are created for sincere benefit
Answer FOUR of the following questions in paragraph form (at least 5 COMPLETE sentences per response). You may write in 1st person (i.e. when I was 16….). Explain an instance in which you were “liberated” through learning. Your experience does not have to be academic. It can be anything in which you learned something meaningful that deeply impacted your life. Describe something you were prevented from learning—either now or as a kid. Who or what prevented you from learning (i.e. was the information censored? Not available?). What are your ideas regarding censorship? Are there specific topics that should never be discussed publicly? If so, why? “We won’t question country, God, capitalism, science, economics, history, the rule of law, but in all those areas we will defer--and continue to defer--to experts, just as we were taught.” Why does Jensen equate all of these different subjects in his discussion of deferment? Would you agree that we—as a society—tend to defer to experts in these specific topics? Do you agree with Jensen’s ideas regarding intellectually “slavery”? If so, why? If not, why? (I honestly do not care how you answer this question, but you MUST support whatever position you take).
Project director (and principal writer), African Christianity in Religious and Cultural Context: An Interdisciplinary Examination of Diverse Forms of Ancient Christianity, National Endowment for the Humanities: Division of Research -- Collaborative Grants, 1996 Younger Scholars’ Award, Association of Theological Schools, Theological Research and Scholarship Award, 1994-1995 Summer Seminar Fellow, American Numismatics Society, 1983 Grants: Institutional Henry Luce III Foundation Grant to the Society for the Arts in Religious and Theological Studies, principal writer, Nov. 2008 ($136,000) Henry Luce III Foundation Grant to Vanderbilt University Divinity School for development of a program in Religion and Contemporary Culture, Nov. 2007 ($340,000) Henry Luce III Foundation Grant to the Society for the Arts in Religious and Theological Studies, principal writer, Nov. 2008 ($136,000) Project director (and principal writer), Luce Foundation grant for Andover Newton Theological School’s Program in Theology and the Arts ($275,000) Books (Single Author) The History, Art, and Controversy (Harvard University Press, 2017). Christianity in Roman Africa: The Development of its Practices and Beliefs, with J. Patout Burns (Eerdmans Press, 2014). Winner, 2015 Catholic Press Association Book Award (History). Baptismal Imagery in Early Christianity (Baker Academic Press, 2012). Second place, 2013 Catholic Press Association Book Award (Liturgy). Living The Art and Architecture of Ancient Christian Baptism (Brill Publishers, Vigiliae Christianae Supplementary Series, 2011). Face to Face: The Portrait of the Divine in Christianity (Fortress Press, 2005). The Substance of Things Seen: Art, Faith, and the Christian Community (Eerdmans Press, 2004). Understanding Early Christian Art (Routledge Press, 2000). Edited Books The Routledge Handbook to Early Christian Art, co-edited with Mark Ellison (Routledge Press, forthcoming 2018, currently in press). The Art of Empire: Christian Art in its Imperial Context, co-edited with Lee Jefferson (Fortress Press, 2015). Visual Theology, co-editor with Kimberly Vrudny (Liturgical Press, 2009). In progress: The Cambridge History of Late Antique Archaeology, co-edited with Leonard Rutgers, Jodi Magness, and Neil Christie (Cambridge University Press, anticipated 2019).
JEOL 7000 Rough Syllabus Instructor Johnny Goodwin Office: 205-348-1576 Mobile: 239-222-4341 Office Bevill 1019 E-mail jgoodwin@caf.ua.edu Office Hours - M-F Text: Download, print and read the Power point presentation Basic Operation and Exploring the JEOL Program, available on our website. Bring to class for notes. Description: Basic vacuum and microscopy techniques. Sample prep and coating. Goals: Session 1: Explanation of microscope and beam formation. Introduction to microscope software. Focus and Stigmate. Load and unload procedures, instruction only. Session 2: Focus and Stigmation. Students must be able to focus and stigmata properly before moving forward with the training. Session 3: Explanation of working distance. Theoretical and practical application of accelerating voltage. Load and Unload procedures, instruction only. Session 4: Focus and Stigmation review. Theoretical and practical application of spot size/ probe current. Load and unload procedures, instruction only. Session 5: Load and unload practical. Practice using student’s samples. Review concepts as needed. Requirements: Read and Print PowerPoint Presentation Basic Operation and Exploring the JEOL Program. Resources: Guide to electron microcopy available from instructor. Evaluation: Ability to load and unload samples, choose a correct acceleration voltage and spot size. Maintain proper working distance while producing a properly focused and stigmated image.
Social and Emotional Learning (SEL) skills Life skills 21st century (C21) skills CASEL (2017) Harvard (2017) IRC (2016) SC (2017) WHO (2003) World Bank (2013) UNICEF MENA (2017) Binkley et al. (2012) NRC (2012) WEF 2015) Problem-solving x Problem-solving Problem-solving x x x Critical thinking skills x x x Critical thinking x x x Creativity x x Creativity x x x Learning and Innovation x x Life and career/ Career orientation x x Sexual and reproductive behaviors and attitudes x Information and communications Technology (ICT) and information literacy x x x Foundational literacies (literacy, numeracy, scientific literacy, financial literacy) x *IRC: International Rescue Committee **SC: Save the Children ***WHO: World Health Organization ****UNICEF MENA: UNICEF Middle East and Africa *****NRC: National Research Council ******WEF: World Economic Forum
Five Themes of Geography Jeopardy Directions: Use your Flipped Video notes on the Five Themes of Geography and Longitude and Latitude to help you answer the following questions. Vocabulary Five Themes Absolute or Relative Part 1 Absolute or Relative Part 2 Coordinates Writings and drawings about the Earth and it’s features Geography The river near my house is polluted with garbage. Human-Environment Interaction This island is 16° N and 64° W Absolute Location We go to school at 196 Main St. New Paltz, NY 12561 Absolute Location 0 degrees latitude is known as… Equator This includes a location’s physical and human characteristics Place New has the Wallkill River and mountains. It also has the college. Place New York is north of Florida Relative Location New York, New York Relative Location 0 degrees longitude is known as… Meridian This groups places by common features like climate, vegetation, and physical or human features Region My new bicycle was sent to me on a Movement Described the location of one place by referring to another place Relative Location Describes EXACTLY where something is located Absolute Location In what order do you read coordinates? Latitude, Longitude Jeopardy:
Mosquito Biology: 100 What is the first stage of a mosquito’s lifecycle? A: Egg Mosquito Biology: 200 True or False: Only female mosquitoes feed on blood? A: True Only female mosquitoes have a proboscis ( a long, jagged mouth part on the mosquito’s head) that is adapted for piercing skin, and only the females feed on blood. Male mosquitoes typically feed on plant nectar. Mosquito Biology: 300 What is the long, feathery on the mosquito’s head used to hear and smell? A: Antenna Mosquito Habitats: 100 True or false: All mosquitoes require water for their larvae to develop? A: True; Larvae (larva) (also called wigglers or wrigglers) is the part of the mosquito lifecycle that comes after the eggs hatch. The larvae hang from the surface of water and breathe through tubes. The larval stage lasts for about 1 week. Mosquito Habitats: 200 What man-made containers can mosquitoes use as larval habitats? A: Buckets, cans, flower pots, or old tires (among other things)
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Scripture: That if you confess with your mouth, "Jesus is Lord," and believe in your heart that God raised him from the dead, you will be saved. A: What is Romans 10:9? Scripture: For “everyone who on the name of the Lord will be saved.” A: What is Romans 10:23? Scripture: There is therefore now no condemnation for those who are in Christ Jesus. A: What is Romans 8:1? For Adults: Scripture: For by you have been saved through faith. And this is not your own doing; it is the gift of God, not a result of works, so that no one may boast A: What is Ephesians 2:8-9? Scripture: And it shall come to pass that everyone who calls upon the name of the Lord shall be saved. A: What is Acts 2:21? Scripture: The Lord is my rock and my salvation. Whom shall I fear? A: What is Psalm 27:1? Scripture: But to all who did receive him, who believed in his name, he gave the right to become children of God. A: What is John 1:12? Scripture: And I am sure of this, that he who a good work in you will bring it to
Times and Temps Points Answer Question 100 41 oF to 135 oF What is the Temperature Danger Zone? 200 155°F (68°C) for 15 seconds What is the minimum internal cooking temperature for ground beef? 300 Defrosting food on the counter at room temperature. What is NOT a safe method to defrost frozen foods? 400 The minimum internal cooking temperature for turkey. What is 165°F (74°C) for 15 seconds? 500 The most common factor leading to foodborne illness. What is time and temperature abuse? Hygiene and HACCP Points Answer Question 100 The proper way to turn off the faucet after washing hands. What is using a paper towel to turn off the faucet? 200 Bracelets, watches, dangly earrings, rings other than plain bands. What are types of jewelry that shouldn’t be worn while preparing food? Or What are examples of physical contaminants? 300 The first step of HACCP. What is “Hazard Analysis”? Or What is “Identify Hazards”? 400 What you should do when you have a cut, scrape, burn, or open wound on your hands. What are bandaging the wound with an impermeable bandage and wearing gloves? 500 A point during the food flow where hazards can be prevented, or reduced to acceptable levels before a food is served. What is a Critical Control Point?
“Pot” Pourri Points Answer Question 100 The most common cockroach in kitchens. What are German cockroaches? 200 Where thermometers in the refrigerator should be located. What are the warmest spots in the refrigerator? 300 high-protein foods on which bacteria can grow most easily. What are potentially hazardous foods? Or What are Time/Temperature Control for Safety Foods (TCS)? 400 Lactose intolerance. What is inability to digest lactose called? Or What is the most common food intolerance? 500 Four illnesses that need to be reported to the local regulatory agency. What are: 1. Shigella, 2. Hepatitis A, 3. Shiga-toxin producing E. coli, and 4. Salmonella? Also acceptable: Norovirus and Entamoeba histolytica.