zilongwang/ReadingBank huggingface dataset:
Kemp, R (2016) ‘The Fourth Industrial Revolutions: Blockchain and Smart Contracts’ Available from [Accessed 21/09/2016] Lewis, A (2016) ‘A gentle introduction to smart contracts’. Available from https://bitsonblocks.net/2016/02/01/a-gentle-introduction-to-smart-contracts/ [Accessed 01 June 2016] Mason, J. (2016) Construction Law from Beginner to Practitioner, Routledge Publications Mason, J. (2007) Journal of Construction Management and Economics, 25 (5). pp. 519-527. Mason, J. (2007) Construction Law Journal, 23 (6). pp. 436-443. Mason, J. (2009) International Journal of Law in the Built Environment, 1 (3). pp. 194-205. Morgan, P (2014) ‘Pamela Morgan at Bitcoin South: Innovating Legal Systems through Blockchain Technology’. Available from: [Accessed 01/06/2016]. Mosey, D., Howard, C. & Bahram, D. (2016) Enabling BIM through procurement and contracts, Society of Construction Law Papers D192. Nakamoto, S. (2008) ‘Bitcoin: A Peer-to-Peer Electronic Cash System’ Available from https://butcoin.org/nitcoin.pdf [Accessed 24/09/2016] NBS (2015) National Construction Contracts and Law Survey Available from https://www.thenbs.com/.../nbs-national-construction-contracts-and-law-survey-2015 Norton Rose Fulbright (2016) Smart Contracts: Coding the Fine Print [Accessed 25/10/2016] Peters, G. & Panayi, E. (2015) ‘Understanding Modern Banking Ledgers through Blockchain Technologies: Future of Transaction Processing and Smart Contracts on the Internet of Money’. Potts, K. (2008) Construction Cost Management: Learning from Case Studies, Spon Text.
29. Anderson, J.S. and E.D. Jensen. Distributed real-time specification for Java: a status report (digest). in Proceedings of the 4th international workshop on Java technologies for real-time and embedded systems. 2006. ACM. 30. Borg, A. and A. Wellings. A real-time RMI framework for the RTSJ. in Real-Time Systems, 2003. Proceedings. 15th Euromicro Conference on. 2003. IEEE. 31. Bollella, G. and J. Gosling, The real-time specification for Java. Computer, 2000. 33(6): p. 47-54. 32. Locke, D., Mq telemetry transport (mqtt) v3. 1 protocol specification. IBM developerWorks Technical Library], available at . ibm. com/developerworks/webservices/library/ws-mqtt/index. html, 2010. 33. Vijayaraghavan, A. MTConnect for realtime monitoring and analysis of manufacturing enterprises. in Proceedings of the international conference on digital enterprise technology, Hong Kong. 2009.
Risk Assessment Descriptors: Use the descriptors below to assess the LIKLIHOOD of a risk occurring 5 4 3 2 1 Descriptor Probable Possible Unlikely Rare Negligible Likelihood of Occurrence Most likely to occur than not Reasonable chance of occurring Unlikely to occur Will only occur in rare circumstances Will only in exceptional circumstances Greater than 50% chance Between 50% and 5% Between 5% and 0.5% Between 0.5% and 0.05% Between 0.05% and 0.005% Greater than 1 in 2 chance 1 in 20 change 1 in 200 chance 1 in 2000 chance 1 in 20,000 chance Risk Impact: Use the descriptors below to assess the IMPACT severity if a risk occurs Score 5 4 3 2 1 Descriptor Catastrophic Major Moderate Minor Insignificant Severity of Impact Permanent loss of core service or facility Sustained loss of service which has serious impact on delivery to customers Some disruption in service with unacceptable impact on delivery to customers term disruption to service with minor impact on delivery to customers Interruption in a service does not impact on the delivery to customers Example: LIKELIHOOD IMPACT OVERALL INCLUDE? 5 X 4 = 20 Y Risk Item #1 X = Risk Item #2 X = Risk Item #3 X = Risk Item #4 X =
DREAMS AND VISION, LLC CONSENT FOR OVER-THE-COUNTER MEDICATION Dreams and Vision LLC, has my permission to administer the following over-the-counter medications to __________________________________________. I understand that these medications will be administered when the symptoms warrant and according to the directions. MEDICATION Neosporin First Aid Spray Calamine lotion (with or without Phenol) Rubbing alcohol Betadine scrubs, hydrogen peroxide Hydrocortisone Cream MEDICATION Metamucil/Milk of Magnesia Acetaminophen Pepto-Bismol Robitussin/Dimetapp Cepacol or Chloraceptic Benadryl caps Lpecac syrup Ibuprofen __________________________________ Signature of legal guardian __________________________________ Signature of Consulting Psychiatrist FOR EXTERNAL TREATMENT Minor burns, cuts, and abrasions Scrapes, cuts, and minor burns Allergic rashes (poison ivy, oak, etc.) Insect Cleaning area of minor injury Rashes, itching, skin irritation FOR INTERNAL TREATMENT Constipation Headaches or minor pain Upset stomach sneezing, watery eyes, congestion Sore Throat Allergic reaction (stings) antihistamine Induce vomiting (cleared with physician) Fever, inflammation, pain ______________________ Date ______________________ Date
Changes handwriting into text Converts document into PDF file Edit and convert documents Send as email Save in various formats Navigate through Save onto memory stick Convert and Edit Handwritten notes into TEXT Go into computer and Open Pen and Ink Editor in Programs Take IntelliPen receiver and remove left hand corner cover Insert IntelliPen receiver into USB port on computer Open File in Menu Bar on Open Click on My Notes Choose correct document. It will end in .eli (file default) Open You will now see your written notes created by the IntelliPen Choose EDIT from drop down menu bar and click Choose CONVERT TO TEXT from drop down menu bar and Wait a few seconds You will now see your notes are in typed text Save this document onto your memory stick. File will default to .ant IMPORTANT: Delete your work from the IntelliPen device! Safely remove device from computer Turn Device OFF How to load the IntelliPen PEN & INK software The software is loaded onto the DSS laptops and also the stand alone DSS computers in the libraries If the software is not loaded you can ring the DSS or to a librarian. You can load it yourself To Begin Put the MINI disk into the disk drive (no need to use larger disk) Go into Explorer
DREAMS AND VISION, LLC CONSENT FOR OVER-THE-COUNTER MEDICATION Dreams and Vision LLC, has my permission to administer the following over-the-counter medications to __________________________________________. I understand that these medications will be administered when the symptoms warrant and according to the directions. MEDICATION Neosporin First Aid Spray Calamine lotion (with or without Phenol) Rubbing alcohol Betadine scrubs, hydrogen peroxide Hydrocortisone Cream MEDICATION Metamucil/Milk of Magnesia Acetaminophen Pepto-Bismol Robitussin/Dimetapp Cepacol or Chloraceptic Benadryl caps Lpecac syrup Ibuprofen __________________________________ Signature of guardian __________________________________ Signature of Consulting Psychiatrist FOR EXTERNAL TREATMENT Minor burns, cuts, and abrasions Scrapes, cuts, and minor burns Allergic rashes (poison ivy, oak, etc.) Insect Cleaning area of minor injury Rashes, itching, skin irritation FOR INTERNAL TREATMENT Constipation Headaches or minor pain Upset stomach Cough, sneezing, watery eyes, congestion Sore Throat Allergic reaction (stings) antihistamine Induce vomiting (cleared with physician) inflammation, pain ______________________ Date ______________________ Date
INTAKE ASSESSMENT/ NETMIS Interface Residential Program CDS CONFIDENTIAL HMIS # _________________ Assessment HUD-40118 Home Zip Code: _______________ Where did you stay last night? __ Don’t know __ Emergency Shelter __ Foster Care/Group Home __ Hospital __ Hotel/Motel without Emergency Shelter __ Jail/ Prison/ Juvenile Facility __ Living with Family __ Living with Friends __ __ Own house apartment __ Place not meant for habitation __ Psychiatric Hospital or Facility __ Refused __ Rental House Apartment __ Substance Abuse treatment center __ Transitional Housing for homeless How long at that __ 1 week or less __ More than 3 months __ More than 1 week __ 1 Year or longer __ 1 to 3 Months Homeless? __ Yes __ No Domestic Violence Victim? __ Yes __ No INTAKE ASSESSMENT/ NETMIS - page 2
Course Forms, Guidelines : Formative Evaluation Sheet Student's name: Clinical area: Area of evaluation Assigned mark Obtained mark Student's Sgn. Case study 15 1st Daily Clinical Evaluation 15 1st 5 2nd 5 3rd 5 Total Case Study report 10 Final Clinical Exam 20 Committee Evaluation 20 Final Written Exam 20 Total 100% Instructor's Comments: Areas of Strength: Area of Weakness: Suggested Plan of Action: Signature
System #5 liver biopsy abdominal paracentesis hepatic cirrhosis, hepatic encephalopathy System #6 DM management and Insulin therapy DKA Insulin Oral hypoglycemic agents System #7 Kidney function test, urine tests Renal biopsy Hemo and peritoneal dialysis Kidney transplantation ACE inhibitors Diuretics Erythropoietin & Immunosuppressant System # 8 MRI Lumbar puncture Intracranial pressure coma scale Cerebrovascular accident (stroke) Nursing care for client with surgery Spinal cord injury management Care of the client having seizures Mannitol Selected topics Dangerous drug administration (DDA) ,policy Breast cancer Prostate cancer Pain management Palliative treatment Pethidine Sosegon Morphine Steroid therapy
Our values are derived from the Islamic Arabic heritage and the nursing profession which include: integrity, equality, and justice; transparency and accountability; innovation and excellence; leadership and teamwork; discipline; response; and most importantly caring. 1 Course title Clinical Nursing Training 2 Course number (0702414) 3 Credit hours (theory, practical) 4 credit hours (Practical) Contact (theory, practical) 8 hours shift for 56 shifts 4. Class room Clinical settings 4 Prerequisites/co-requisites 0702413 5 Program title B.Sc. in Nursing 6 Program code - 7 Awarding institution The University of Jordan 8 School Faculty of Nursing 9 Department Clinical Nursing 10 Level of course Exit Course 11 Year of and semester(s) 2016/2017- SECOND Semester 12 Final Qualification B.Sc. in Nursing 13 department(s) involved in teaching the course Maternal and child Health Department and Community Health Department 14 Language of Instruction English 15 Date of production/revision 31/01/2017
Interactive Instruction Self-directed learning Case studies Demonstrations Clinical Nursing Rounds Simulations Experiential Learning Experiential learning in clinical setting Independent clinical practice Simulation Mentoring Case studies Demonstrations Independent Study Self-directed learning Independent clinical practice Clinical teaching strategies Mentoring Case studies Demonstrations Clinical Nursing Rounds Seminars Simulations 22. Evaluation Methods and Course Requirements: Opportunities to demonstrate achievement of the ILOs are provided through the following assessment methods and requirements Evaluation Methods Items ILO’s Due dates Grades Students’ Evaluation through training Student’s Clinical Performance assessment (Appendix 4) 1,2,3, 4, 5,6,7 (First Rotation: 8th Week) (Second Rotation: Week 16) *5% 5% Faculty Evaluation (Appendix 5) Week 16 10% Final Student’s Evaluation Clinical Exam (Appendix 6) 1,2,3,4, 5,7 Week 14-15 25% Final Written Exam 1,2, 3, 4, 5,6, 7 Exam ( Week 11) (Sunday 27/11/2016 (Rehab lab) *40%
Our values are derived from the Islamic Arabic heritage and the nursing profession which include: integrity, equality, and justice; transparency and accountability; innovation and excellence; leadership and teamwork; discipline; response; and most importantly caring. 1 Course Clinical Nursing Training 2 Course number (0702414) 3 Credit hours (theory, practical) 4 credit hours (Practical) Contact hours (theory, practical) 8 shift for 56 shifts 4. Class room Clinical settings 4 Prerequisites/co-requisites 0702413 5 Program title B.Sc. in Nursing 6 Program code - 7 Awarding institution The University of Jordan 8 School Faculty of Nursing 9 Department Clinical Nursing 10 Level of course Exit Course 11 Year of study and semester(s) 2016/2017- SECOND Semester 12 Qualification B.Sc. in Nursing 13 department(s) involved in teaching the course Maternal and child Health Department and Community Health Department 14 Language of Instruction English 15 Date of production/revision 31/01/2016
3 Specialized health care procedure and medication. Limited mobility. Physical limitation requiring assistance (stander, walker, gait trainer or wheelchair). Special food prep or feeding. Health or sensory interventions 15-45 minutes daily. Frequent physical prompts and direction assistance for personal care. Requires toilet schedule, training, direct help, diapering.□ Serious behavior problems almost daily. Defiant and/or prone to physical aggression which may be harmful to self or others. Requires a Behavior Intervention Plan (BIP) and behavior goals and objectives on the IEP. Requires close visual supervision to implement BIP. □ Difficulty participating in a large group. Requires low student/staff ratio, close adult proximity, and prompts including physical assistance to stay on task. Primarily complies only with 1:1 directions and monitoring. Abilities and skills require strategies/adaptations not typical for class as a whole, such as: Discrete Trial, ABA, Structured Teaching, PECS or Assistive Technology. Requires Sign Lang. or Alternative Communication over 80% of time. □ Does not participate without staff in close proximity for direct instruction, safety, mobility or behavior monitoring. Requires adult to facilitate social interaction with peers and remain in close proximity at all times. Difficulty following school routines & schedules. Needs direct support to get to & from class. □ 4 Very specialized health care procedure requiring care by specially trained employee (G tube, tracheotomy, catheterization). Takes medication, requires positioning or bracing multiple times daily. Health or sensory related interventions 45 minutes daily or more. Direct assistance with most personal care. Requires two-person lift. Direct 1:1 assistance 45 minutes daily or more. □ Serious behavior problems with potential for injury to self and others, runs away or aggressive on a daily basis. FAA or FBA has been completed and the student has a well-developed BIP that must be implements to allow the student to safely attend school. Staff has been trained in the management of assaultive behaviors. □ Does not participate in a without constant 1:1 support. Requires constant verbal and physical prompting to stay on task and follow directions. Regularly requires specific 1:1 instructional strategies to benefit from the IEP. Cognitive accommodations and modification not typical for the class group. Requires Sign Lang. or Alternative Communication 100% of time. □ Participation may require additional staff for direct instructional and behavioral support. Requires direct supervision going to and from class. Always requires modifications and accommodations for class work. Rarely interacts with or is interested in peers. □
Sadness/depression Loss of appetite Sleep difficulty Attention/concentration Overeating Weight gain/loss Eating disorder Excessive Difficulty trusting others Low self-esteem Physical pain/discomfort Medical issues Issues with elder parents Lack of joy/satisfaction in life Social withdrawal/isolation Stress Loneliness Feeling disorganized Problems with Alcohol Marijuana Cocaine Prescription drugs Other illicit substances Restlessness/fidgety Negativity Difficulty forgiving Nightmares Unemployment Feeling tired/fatigued Hopelessness Easily distracted Anger Self-injury (cutting, burning, scratching, pulling out hair) Hyperactivity Obsessive thoughts/fears Chronic headache Difficulty making decisions Poor judgment Overly concerned about what other people think Irritability Trouble with authority Legal problems/court involvement Separation/divorce Mood swings Overly sensitive Frequent conflicts with others Difficulty accepting/making changes Risky/dangerous behavior Few friends Smoking Inappropriate/uncomfortable sexual thoughts/urges Cruelty/neglect of pets Issues from childhood Codependency (partner’s substance abuse) Confusion Feeling spacey/detached from one’s surroundings Crying spells Adultery/infidelity Feeling empty/dissatisfied Feeling like a failure Body image Gambling Phobias (germs, heights, confined places, etc.) Loss/grief due to death Impulsiveness Compulsive behaviors checking, etc.) Housework/home maintenance Feelings of inferiority Trouble taking responsibility Menstrual problems, PMS, menopause Lack of motivation Children with special needs Perfectionism Religion/spirituality Bad temper Self-control Procrastination Hallucinations Please take a moment and review the issues or problems you have noted on this questionnaire. Which three items are you most concerned about. In other words, which three concerns would you most like to have addressed in your treatment? 1. 2. 3. VII. Substance Use and Addictive Behaviors
of Appeal File No. .................... COURT OF APPEAL BETWEEN: Appellant/Respondent (Plaintiff) AND: Appellant/Respondent (Defendant) NOTICE OF INTENTION TO ACT IN PERSON TAKE NOTICE that I now intend to act personally in this proceeding in place of ................[name of lawyer]................ . Date: Signature of party ...........................[type or print name].......................... My address for service is: [Set out the street address of the address for service. One or both of a fax number and an e-mail address may be given as additional addresses for service.] Fax number address for service (if any): E-mail address for service (if any):
To for The Leadership Experience, applicants will: Review and discuss the requirements of The Leadership Experience Program with your supervisor and demonstrate the “Successful Participant Behaviors,” as outlined in the Program at a Glance document. Complete this Intent to Enroll form. Explain why you and your department would benefit from your participation in the program. Obtain your immediate supervisor’s signature on this Intent to Enroll form. Submit the completed and signed Intent to Enroll form to Learning & Organizational Development with attention to Kathy Hurst. Once received and reviewed, all applicants will be contacted and informed of status. APPLICANT INFORMATION NAME Phone Division/College Department Job Title EPA SPA 800 # Supervisor’s Name Are you a LEAD Graduate? Yes No How many people do you supervise? ______________ How many have you been at UNC Charlotte? ______________ How many have been a manager/supervisor of others? __________________ What has been your previous Leadership training experience? How will your department benefit from your participation in The Leadership Experience? Contact Kathy Hurst (704.687.0664) with questions.
Will the funding for the supervision be part of the DRIVE application? Yes / No Feasibility Feasibility study available If yes, annex number: If no, when will it be available? Yes / No If yes, indicate here topics are covered. 1) 2) 3) ….. Applicant’s current and operational International Corporate Social Responsibility (ICSR) policy Signed declaration of subscription of OECD guidelines for multinational enterprises attached (see Annex I of this form) If yes, number: Yes / No Applicant’s current and operational ICSR policy attached If yes, number: Yes / No A report on the performance of this policy is available and attached If yes, annex number: Yes / No The ICSR policy has been certified If yes, by which organisation? Yes / No If no to any of the questions above , please clarify Reputation
costs for the entire project and its individual components. Also specify in what stage each individual project finds itself, which parties are involved, how these different project components have been financed, etc.. Project components Components Part of DRIVE application? (y/n) 1 2 3 4 ……. Instruction Please describe the various project components and their dimensions / amounts / capacities in as much detail as possible. For instance “two water treatment plants with a capacity of XX m3 each.” Include all project components, even if not part of the DRIVE transaction. Indicate clearly which components fall under the DRIVE transaction and which do not. Project costs Instruction Use the Excel file “Financial Analysis Tool DRIVE” (see: ) to present an estimate of the project costs. The cost estimate needs to be based on a detailed Bill of Quantities specifying the number of a certain input and the applicable price. This Bill of Quantities is a part of the Excel file. Financial Analysis Tool DRIVE Project organization, implementation and planning Project organization in the implementation phase Please elaborate on the project organization during the preparation and implementation of the project. Who are the main stakeholders in this project? Elaborate on the role in the project of every organization involved (ministries, province, municipality, state owned company, NGO, Environmental commission/authority), management, etc.
EMADLANGENI MUNICIPALITY INTENTION TO AWARD TENDER Project Name Supplier/Service Provider Tender Number Amount Compilation and Development of Indigent register Zafrica Projects MN25/2014-15 R 396 900 NB: THIS AWARD IS SUBJECT TO NO APPEALS BEING LODGED WITHIN 7 WORKING DAYS FROM DATE OF THIS ADVERTISEMENT. FOR ALL ENQUIRIES, KINDLY CONTACT SCM Office on 034 331 3041. DURING WORKING HOURS Yours Sincerely ______________________ Mrs GPN Ntshangase MUNICIPAL MANAGER 28/07/2015
EPSY 5221: Principles of Educational & Psychological Measurement Interpreting Model Fit in IRT (the Rasch Model) Model-data fit is always an important aspect of the data to evaluate whenever doing statistical analysis. This essentially amounts to checking the assumptions of the model. In IRT, there are a number of ways to evaluate model-data fit. We are focusing on two. Item Fit First is the item fit statistic. We do this with a weighted mean squares statistic generated by the model (WMS). If the data fit the model for items, then the data are consistent as the model predicts. Model Prediction: The model predicts the probability of correct response to the item based on person ability. For an item, we expect people with abilities to have lower probabilities of correct responses and people with higher abilities to have higher probabilities of correct responses. If we look at groups of people with various levels of ability across the measure, then smaller proportions with lower scores get the item correct and larger proportions with higher scores get the item correct. If this is what we observe in the data, then "the item fits the model." If an item produces responses where lower-ability people have a higher than predicted probability of correctly responding and/or people with higher abilities have a lower than predicted probability of correctly responding, then the item doesn't fit the model. When this occurs, the WMS value increases (bigger differences between what we observe in the data and what the model predicts). When WMS values go beyond 1.5, we are concerned about the quality of the item. If the item doesn't fit the model, there is a good chance that the item isn't measuring the same thing as the overall test - or that the item has serious flaws. Some high-stakes testing programs use more conservative criteria for making fit decisions, such as when WMS values are larger than 1.2 or 1.3, the item is reviewed for misfit. For item 54 above, the WMS value is 1.17, not bad, just a little over 1.0 which is ideal. We can see that the observed proportion of correct response (y-axis) does not map exactly to the model-predicted curve. At some points around abilities (particularly -2.0 to -1.0), a larger proportion of people answer the item correctly than the model predicts – and in areas of moderate ability (particularly
URE Annexure referred to in to part (a) & (b) of Unstarred Question No. 2456 due for answer on 08.08.2016 regarding Inter linking of minor and major rivers for floods and drought Present status of Inter Basin Water Transfer Links Sl. No Name States concerned States benefited Status Peninsular Component 1 Mahanadi (Manibhadra) - Godavari (Dowlaiswaram) link Odisha, Maharashtra, Andhra Pradesh, Karnataka, & Chattisgarh, Andhra Pradesh & Odisha Feasibility Report Completed 2 Godavari (Inchampalli) - Krishna (Pulichintala) link Odisha, Maharashtra, MP, AP, Telangana, Karnataka & Chattisgarh, Telangana & AP Feasibility Report Completed 3 Godavari (Inchampalli) - Krishna (Nagarjunasagar) link Odisha, Maharashtra, Madhya Pradesh, Andhra Pradesh, Telangana, Karnataka & Chattisgarh, Telangana Feasibility Report Completed 4 Godavari (Polavaram) - Krishna (Vijayawada) link Odisha, Maharashtra, Andhra Pradesh, Karnataka, & Chattisgarh, Andhra Pradesh Feasibility Report Completed 5 Krishna (Almatti) – Pennar link Maharashtra, AP, Telangana & Karnataka Andhra Pradesh & Karnataka Feasibility Report Completed 6 Krishna (Srisailam) – Pennar link -do- -- Feasibility Report Completed 7 Krishna (Nagarjunasagar) - Pennar (Somasila ) link -do- Andhra Pradesh Feasibility Report Completed 8 Pennar (Somasila) - Cauvery (Grand Anicut) link Andhra Pradesh, Karnataka, Tamil Nadu, Kerala & Puducherry Andhra Pradesh, Nadu & Puducherry Feasibility Report Completed 9 Cauvery (Kattalai) - Vaigai link Karnataka, Nadu, Kerala & Puducherry Tamil Nadu Feasibility Report Completed 10 Ken-Betwa link a) Ken-Betwa Link Phase-I b) link Phase-II Uttar Pradesh & Madhya Pradesh - do- Uttar Pradesh &Madhya Pradesh Madhya Pradesh FR completed also DPR Phase-I completed in April 2010&DPR Phase-II Completed in January 2014. 11 Parbati -Kalisindh- - Chambal link Madhya Pradesh, Rajasthan & Uttar Pradesh (UP requested to be consulted during consensus building ) Madhya Pradesh& Rajasthan Feasibility Report Completed
Sl. No Name States concerned States benefited Status 13. link West Bengal West Bengal Draft FR completed 14. link (Alternative to Assam, West Bengal & Bihar Assam, West Bengal & Bihar Alternative to M-S-T-G Link. Not to be taken up. FR -- Feasibility Report PFR – Pre feasibility Report DPR – Detailed Project Report S&I -- Survey and Investigation MCM -- Million Cubic Meters
Whitehead, K. A. (2009). Categorizing the categorizer: The management of racial common in interaction. Social Psychology Quarterly, 72(4), 325–342. Whitehead, K. A., & Lerner, G. (2009). When are persons “white”? On some practical asymmetries of racial reference in talk-in-interaction. Discourse & Society, 20(5), Wigglesworth, G. (1993). Exploring bias analysis as a tool for improving rater consistency in assessing oral interaction. Language Testing, 10, 305–319. Wilkinson, S., & Kitzinger, C. (2006). Surprise as an interactional achievement: Reaction tokens in conversation. Social Psychology Quarterly, 69(2), 150–182. Williams, S. (2013). Mobile devices and learner interaction inside and outside the classroom. In T. Pattison (Ed), IATEFL 2013: Liverpool conference selections (pp. 172-174). Faversham, Kent, UK: IATEFL. Wootton, A.J. (1997). Interaction and the development of mind. New York, NY: Oxford University Press. Yeldham, M. (2016). Second language listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 50(2), 394-420. Yinger, R. J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. Teaching and Teacher Education, 2(3), 263–282. Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 426-443), New York, NY: Routledge. Zimmerman, D. H. (1999). Horizontal and vertical comparative research in language and social interaction. Research on Language and Social Interaction, 32(1-2), 195–203.
Objective: Identify and describe the transformations: translations, reflections, and rotations. EQ: How would transformations be used outside of Geometry and mathematics? This activity will give you an introduction to three types of transformations: translations, reflections, and rotations. These types of transformations are called rigid transformations because they preserve the distance between every pair of points. In other words, the size of the image will not change, only its position and orientation. Instructions to begin: Open ‘Internet Explorer’ Enter the URL and press ‘Enter’ Capital Letters Matter! ( T U S R 7 z ) ‘Transformations Interactive.xlsx’ click ‘File’ and ‘Download’ At the bottom of the screen, ‘Open’ After the file opens in Microsoft Excel, click ‘Enable Editing’ at the top of the screen Your screen should now look like this: Complete the introduction steps on the computer to begin Part 1 of this worksheet. Part 1 – Translations the definition of Translation: Enter these X and Y points into the document. These points produce an image called the Pre-Image: the original figure prior to transformation Point X Y Coord. A 3 4 (3,4) B 0 5 (0,5) C -3 3 (-3,3)
Name: ______________ Class: _______ Date: _______________ Interactive Marker: Reality Check In lines 63-70, what unexpected consequences does immortality have in this story? In lines 80-89, determine the author’s tone from the following phrases: “reap the ultimate punishment for reaching heaven,”(lines 81–82) and “snared in its trap of deification,”(line 85). Explain why Brin wrote this story and cite specific evidence from the story to support your ideas. Name: ______________ Class: _______ Date: _______________ Critical Vocabulary: Reality Check taciturn: nemesis: fecundity: burgeoning: sapiency: exponentiating: rejuvenation: plaint:
Name: ______________ Class: _______ Date: _______________ Interactive Marker The Coming Merging of Mind and Machine In lines 1-10, describe Kurzweil’s tone in this opening paragraph, citing evidence for your opinions. What might this tone suggest about the author’s point of view? What other processes besides learning might involve a succession of events? Name: ______________ Class: _______ Date: _______________ Interactive Marker The Coming Merging of Mind and Machine Find one word on page 569 that begins with each of these prefixes: inter-, bio-, and neuro-. ____________________________________ find words that mean the following: “between countries”, “the account of a person’s life”, and “an expert who studies the nervous system” ____________________________________ In 23-39, summarize the contents of these two paragraphs. What does the content of this passage suggest about Kurzweil’s point of view? In lines 40-44, explain how Kurzweil relates the concept of exponential growth to the growth of technology in this paragraph. What does this suggest about the overall structure of this selection?
Name: ______________ Class: _______ Date: _______________ Interactive Marker The Coming Merging of Mind and Machine Is there a point at which the virtual becomes indistinguishable from the real, and would this development be positive or negative? In 46–63, what two things does the author compare in this analogy? How does this analogy serve the author’s purpose? How does the fact that the Wide Web is now ubiquitous support Kurzweil’s argument? Name: ______________ Class: _______ Date: _______________ Interactive Marker The Coming Merging of Mind and Machine In lines 90–98, examine the graph, and state the claim or argument this content supports. How do the last two sentences underscore this point? In 99–116, identify the counterargument Kurzweil is responding to. What word signals that Kurzweil is about to respond to this claim? Think about a technology that is considered new in the present day. Extrapolate how it may develop and change in the future. _________________________________ _________________________________
Other contact details Nominate other contacts for the purposes of communicating with NADA. Primary contact The primary contact may be the delegate or another nominated person. Name Position Direct phone Service phone Mobile number Email I wish to receive Check all that apply Formal communication Advocate–quarterly digital magazine Member news bulletin Secondary contact Name Position Direct phone Mobile number I wish to receive Check all that apply Advocate–quarterly digital magazine Member eUpdate–email news bulletin Administration contact Name Position Direct phone Mobile number Email I wish to receive Check all that apply Advocate–quarterly digital magazine Member eUpdate–email news bulletin
Service profile Please complete the following details so NADA can provide targeted services for our members. If you are applying for an associate membership please ensure the details given are AOD specific to your service/organisation. What is the core business of your service? Check only the most relevant Counselling Rehabilitation activities Maintenance pharmacotherapy (non-opioid) Support and case management Assessment Withdrawal management (detoxification) Maintenance pharmacotherapy (opioid) Consultation activities Involuntary treatment Information and education Harm reduction and other services Check only the most relevant Health promotion Peer education Living skills programs Community development Needle and syringe program Policy School-based programs Family support Research Service delivery setting only the most relevant Community/Outpatient Home Inpatient Correctional Residential Priority population Check only the most relevant Men Women Young people Aboriginal/Torres Strait Islander Families Parents with children Injecting drug Homeless People with comorbid mental health and AOD Culturally and linguistically diverse communities People connected to, or from the criminal justice system Gay, lesbian, bisexual, transgender, intersex Other Source of funding Check all that apply State Commonwealth Other NSW Health Local Health District Family and Community Services Criminal Justice DoH NGOTGP DoH SMSDGF DP&MC IAS Dept of Social Services Primary Health Network Client contribution Private/Philanthropic Other numbers Check one only Number of staff (in terms of full time equivalent positions) 5 or fewer 6 to 30 Over 30 Other service description Optional
Interactive Process Employee/Supervisor Meeting Summary Employee: Date: The following parties were in attendance at the meeting: ________________________________________, Employee ________________________________________, Supervisor ________________________________________, Title: ______________ ________________________________________, Title: ______________ ________________________________________, Title: ______________ Employee’s Limitation or Restriction Employee’s Job Function that the Limitation or Restriction Impacts Possible Accommodation(s) Provided Accommodation(s)
Interactive Notebook Rubric for: “How do the skeletal, respiratory and circulatory systems work together to maintain homeostasis?” 5 4 3 2 Entries discuss how systems work together. Discusses all three systems and how the work together. Discusses all three systems partially and how the work together Discusses only one or two systems working together. Does not explain how systems work together. Understanding Homeostasis Understands the concept of homeostasis and explains how the systems contribute. Partially understands the concept of homeostasis but explains how the systems contribute Partially understands the concept of homeostasis and partially explains how the systems contribute Doesn’t understand concept of homeostasis or explains how the systems contribute. Relation to Essential Question Entries did not relate to the essential question. Entries touched upon the essential question. Entries predominantly related to the essential question. Entries related solely to the essential question. Organization Entries are not organized and easy to follow. Entries are organized but not easy to follow. Entries are partially organized but not easy to follow. Entries are not organized and hard to follow. Spelling and Grammar There are ten or more grammar or spelling errors. There are five or more grammar or spelling errors. There are fewer than five grammar or spelling errors. are no grammar or spelling errors. TOTAL POINTS EARNED: ___________/25
Section A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. Equation 1 Area A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. Sub-subsection heading. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document. A bunch of text that says something profound will soon appear in this document.
Arestis, P., & Sawyer, M. C. (2010). 21st Century Keynesian Economics. Houndsmills, Basingstoke, Hampshire: Palgrave Macmillan. Holcombe, R. G. (Ed.). (1999). 15 Great Austrian Economists. Auburn, Ala: Ludwig von Mises Institute. Klaver, C. C. (2003). Economics: Classical Political Economy and Cultural Authority in Nineteenth-Century England. Columbus: Ohio State University Press. Tilly, R. H., Welfens, P. J. J., & Heise, M. (2007). 50 Years of EU Economic Dynamics: Integration, Financial Markets, and Innovations. Berlin: Springer.
INTERACTIVE FUND / APPLICATION FORM 2016-2017 Application deadline: Application number: ________________________ November 24, 2016 Date received: ___ ___/___ ___ /___ __ APPLICANT INFORMATION CORPORATE ENTITY NON-PROFIT ORGANIZATION INDIVIDUAL ARTIST Co-Applicant (If applicable): Company/Organization/Individual Company/ Individual Contact Name Contact Name Title Title Permanent Address Permanent Address Postal Code Postal Code Telephone Fax Telephone Fax Email Email Website Website Is your company affiliated with any other entities? Yes No Parent Company (If applicable): Are you using a service provider/contractor for any portion of the project? Yes No Service Provider/Contractor (If applicable): Please provide a brief logline for the project no more than 140 characters to be included in the Creative BC database:
L R A N G E and R A N G E M O U N T A I N S P L A I N S O R L O L A N D S A N S H I E L D C H I A N H I G H L A N D S L P L A I N Regions Song (sing it to the tune of Y-M-C-A). Young man, let’s take a trip out of town. I said, young man, take a long look around. I said, young man, we have regions to learn. There are eight geographic regions. First stop is the Coastal Plain. Excellent harbors and broad lowlands. Next up, Appalachian Highlands America’s oldest mountains, rounded and eroded. Regions CA-CI-GR-BC Regions CA-CI-GR-BC The Canadian Shield, wraps around Hudson Bay In a cool, giant horseshoe way. You’ll see glacier-carved you’ll see erosion-worn hills, You’ll see rock formations, yes, you will. Regions CA-CI-GR-BC Regions CA-CI-GR-BC Next stop, the Interior Lowlands, rolling flatlands is what you will see. Many rivers, broad river valleys, you’ll cross over grass-covered hills. Young man, to stop now would be strange, With the next stop, you’re in the Basin and Range. Isolated mountain ranges, elevations will change, The lowest, creepiest point will be Death Valley. Regions CA-CI-GR-BC Regions CA-CI-GR-BC You’ve made it, all the way to the West And now, young man, you might think the Coastal Range best. California to Canada we will go, Rugged mountains, fertile valleys You will find eight places, different and unique As you travel east to west, through the geographic regions! (repeat)
Criteria Exceptional Very Good Acceptable Needs Improvement No Submission Frequency & Quantity (10 points) 3 or more EACH week. (8 points) At least 2 posts EACH week. (7 points) At least 1 post EACH week. (6 points) 1 post total or does not post in all weeks discussion is current. (0 points) No Submission Quality (15 points) All posts use course terms and concepts accurately, focus on the topic, and show critical thinking. (12 points) Majority of posts use course terms and concepts accurately, focus on the topic, and show critical thinking. (10.5 points) Less than half of posts use course terms and concepts accurately, focus on the topic, and show critical thinking. (9 points) No posts use course terms and concepts accurately, focus on the topic, or show critical thinking. Or, posts only once the entire discussion. (0 points) No Submission Community (15 points) All posts acknowledge posts of others and expand the discussion using examples from reading, Web research, or personal experience as appropriate. (12 points) Majority of posts acknowledge posts of others and expand the discussion using examples from reading, Web research, or personal experience as appropriate. (10.5 points) Less than half of posts acknowledge posts of others and expand the discussion using examples from reading, Web research, or personal experience as appropriate. (9 points) One or more posts violate Mutual Respect Policy and/or no posts acknowledge the contributions and ideas of class peers. Or, posts only once the entire discussion (0 points) No Submission Citation (5 points) All posts use accurate citation in APA format where appropriate. (4 points) Majority of posts use accurate citation in APA format where appropriate. (3.5 points) Less than half of posts use accurate citation in APA format where appropriate. (0 points) One or more posts are plagiarized. [This may be grounds for a zero in the entire discussion!] Or, posts only once the entire discussion (0 points) No Submission Length (5 points) All posts are a reasonable length (100-300 words). (4 points) Majority of posts are a reasonable length words). (3.5 points) Less than half of posts are a reasonable length (100-300 words). (3 points) All posts exceed word limit or fail to meet word limit. Or, posts only once the entire discussion (0 points) No Submission Discussion Board Rubric Sample #4
14 Bedti - Varda link Maharashtra, Andhra Pradesh & Karnataka Karnataka Pre-Feasibility Report Completed 15 Netravati – Hemavati link Karnataka, Tamil Nadu & Kerala Karnataka Pre-Feasibility Report Completed 16 Pamba - Achankovil - Vaippar link Kerala & Tamil Nadu, Tamil Nadu Feasibility Report Completed Himalayan Component 1. Manas-Sankosh-Tista-Ganga (M-S-T-G) link West Bengal, Bihar& Bhutan Assam, West Bengal & Bihar FR in progress 2. Kosi-Ghaghra link Bihar , Uttar Pradesh & Nepal Bihar & Uttar Pradesh FR in Indian portion in progress 3. Gandak-Ganga link -do- Uttar Pradesh Draft FR completed(for Indian portion) 4. Ghaghra-Yamuna link -do- Pradesh FR completed (for Indian portion) 5. Sarda-Yamuna link Bihar, Uttar Pradesh, Haryana, Rajasthan, Uttarakhand& Nepal Pradesh &Uttarakhand FR completed (for Indian portion) 6. Yamuna-Rajasthan link Uttar Pradesh, Gujarat, Haryana & Rajasthan Haryana & Rajasthan Draft FR completed 7. Rajasthan-Sabarmati link -do- Rajasthan & Gujarat Draft FR completed 8. Chunar-Sone Barrage link & Uttar Pradesh Bihar & Uttar Pradesh Draft FR completed 9. Sone Dam – Southern Tributaries of link Bihar & Jharkhand & Jharkhand FR in progress 10. link West Bengal, Odisha & Jharkhand West Bengal, Odisha & Jharkhand Draft FR completed 11. Subernarekha-Mahanadi link West Bengal & Odisha West Bengal & Odisha Draft FR Completed 12. Kosi-Mechi link Bihar , West Bengal & Nepal Bihar PFR completed. FR to be up Entirely lies in Nepal 13. Farakka-Sunderbans link West Bengal West Bengal Draft FR completed 14. Jogighopa-Tista-Farakka link (Alternative to M-S-T-G) Assam, West Bengal & Bihar Assam, West Bengal & Bihar Alternative to M-S-T-G Link. Not to be taken up. FR -- Feasibility Report PFR – Pre feasibility Report DPR – Detailed Project Report S&I -- Survey and Investigation MCM -- Million Cubic Meters Annexure-II Annexure referred to in to part (c) of Unstarred Question No. 2448 due for answer on 08.08.2016 regarding Inter-linking of river projects.
Sl. No. Basin Catchment area (Sq. Km) Average Water Resources Potential (BCM)* 1 Ganga-Brahmaputra-Meghna (a) Ganga 861452 525 (b) Brahmaputra 194413 537.2 (c) Barak & others 41723 48.4 2 Godavari 312812 110.5 3 Krishna 258948 78.1 4 Cauvery 81155 21.4 5 Subarnarekha 29196 12.4 6 Brahmani-Baitarni 51822 28.5 7 Mahanadi 141589 66.9 8 Pennar 55213 6.3 9 East Flowing Rivers between Mahanadi and Pennar 86643 22.5 10 East Flowing Rivers between Pennar & Kanyakumari 100139 16.5 11 Rivers draining into Myanmar (Burma) and Bangladesh 36302 31
IDPs, for Advocacy High-level actionable advocacy at EHCT level + Donors + Humanitarian International Organization (HINGO). Targeting GOE and African Union. Engagement of Group , HINGO, Development actors for IDP TF and its TOR Advocacy note with actual solutions for service delivery to EHCT + AU office IOM – UNHCR IOM - UNHCR Coordinated response Design and implement a coordination structure consisting of designated “lead” agencies, Federal and Regional government entities. Finalize TOR of the IDP TF Include/invite IDPs (reps) at IDP TF Invite NDRMC as co-lead iof IDP TF. IOM – UNHCR IOM – UNHCR IOM - UNHCR
Matters arising from minutes CDAT – Funding secured – Liquor accord – selling alcohol to minors. 6th Sept – Ice Campbell to speak to Alison DV Collective – DV Collective to have separate event to What’s In Wello. Day event on the 25th Nov for White Ribbon Day. (cards with phone numbers on them for help). Pledge, BBQ. What’s In Wello – Motion – Keep ‘What’s In Wello’ separate to the White Ribbon Day event. Seconded – Campbell. CARRIED. Correspondence General Business Bellhaven – Hayley – Activities Officer. Looking for volunteers to run bingo. Need; one on one chat, Police check, detail. If you are interested call – Gin Walsh 0438292097. New Manager is Cathy Date of next meeting 17th August 2016 at Senior Citizens Centre at 10 15 am Meeting Closed Meeting closed 10 55 am Signed: Dated: 09/08/2016