zilongwang/ReadingBank huggingface dataset:
4. The Department has valued greenhouse gas emissions reductions attributed to the VEET scheme by adopting a carbon valuation series that was produced by the Federal Climate Change Authority as part of its 2014 Targets and Progress Review.Please outline whether you think this approach is appropriate for valuing greenhouse gas emissions reductions over the period 2016 to 2050? The modelling has likely underestimated the benefits of reducing greenhouse gas emissions to Victoria, by using a ‘cost of abatement’ value (what it costs to reduce one tonne of greenhouse gas emissions) instead of a ‘social cost of carbon’ value in the calculations. The social cost of carbon is defined as the costs imposed on the wider economy by greenhouse gas emissions (most commonly carbon dioxide). These economic damages can take various forms including decreased agricultural yields, harm to human health, property damages from increased flood risk and lower worker productivity. The United States uses a value of $37 per ton of greenhouse gas abatement to guide energy policy decision‐making. This is significantly higher than the 2015 values for carbon abatement which have been used in the VEET modelling (starting at AU$5.49 per tCO2‐e for 2015). Because the likely benefits of greenhouse gas emission reductions have been underestimated, we can be very confident that the 6.9 Mt/yr CO2‐e target will deliver at least the predicted benefits, and that higher targets could also deliver positive benefits if a more realistic value is used. 5. Is there a case to exclude any business sector(s) from participation in the VEET scheme? No 5a. Please outline why this is your preferred option, and comment on how this should be implemented: 5b. Please outline why this is your preferred option: There is ample evidence that significant opportunities exist for business and industry to improve energy efficiency at low or negative cost, and that such efficiency and productivity improvements would deliver benefits to individual businesses and to the wider Victorian economy. I support the inclusion of large energy users (industry, hospitals, universities etc.) in the VEET scheme. However, I do not support these businesses receiving benefits under the scheme for retrospective investment decisions. Investments in energy efficiency made prior to inclusion in the scheme were presumably based on sound economic and business rationales, and hence meet the definition of ‘business as usual’ activities which are excluded under VEET. 6. Should the VEET scheme be amended to better ensure Yes
DIVISION I CORE GPA/TEST SCORE INDEX Prior to August 1, 2016 (Sliding Scale A) CORE GPA SAT ACT 3.550 & above 400 37 3.525 410 38 3.500 420 39 3.475 430 40 3.450 440 41 3.425 450 41 3.400 460 42 3.375 470 42 3.350 480 43 3.325 490 44 3.300 500 44 3.275 510 45 3.250 520 46 3.225 530 46 3.200 540 47 3.175 550 47 3.150 560 48 3.125 570 49 3.100 580 49 3.075 590 50 3.050 600 50 3.025 610 51 3.000 620 52 2.975 630 52 2.950 640 53 2.925 650 53 2.900 660 54 2.875 670 55 2.850 680 56 2.825 690 56 2.800 700 57 2.775 710 58 CORE GPA SAT ACT 2.750 720 59 2.725 730 59 2.700 730 60 2.675 740-750 61 2.650 760 62 2.625 770 63 2.600 780 64 2.575 790 65 2.550 800 66 2.525 810 67 2.500 820 68 2.475 830 69 2.450 840-850 70 2.425 860 70 2.400 860 71 2.375 870 72 2.350 880 73 2.325 890 74 2.300 900 75 2.275 910 76 2.250 920 77 2.225 930 78 2.200 940 79 2.175 950 80 2.150 960 80 2.125 960 81 2.100 970 82 2.075 980 83 2.050 990 84 2.025 1000 85 2.000 1010 86 GEORGE JENKINS HIGH SCHOOL GUIDE TO THE NCAA
Beginning August 1, 2018 CORE GPA SAT ACT 3.300 & above 400 37 3.275 410 68 3.250 420 39 3.225 430 40 3.200 440 41 3.175 450 41 3.150 460 42 3.125 470 42 3.100 480 43 3.075 490 44 3.050 500 44 3.025 510 45 3.000 520 46 2.975 530 46 2.950 540 47 2.925 550 47 2.900 560 48 2.875 570 49 2.850 580 49 2.825 590 50 2.800 600 50 2.775 610 51 2.750 620 52 CORE GPA SAT ACT 2.725 630 52 2.700 640 53 2.675 650 53 2.650 660 54 2.625 670 55 2.600 680 56 2.575 690 56 2.550 700 57 2.525 710 58 2.500 720 59 2.475 730 60 2.450 740 61 2.425 750 61 2.400 760 62 2.375 770 63 2.350 780 64 2.325 790 65 2.300 800 66 2.275 810 67 2.250 820 68 2.225 830 69 2.200 840 & above 70 & GEORGE JENKINS HIGH SCHOOL GUIDE TO THE NCAA
speeds were significantly different. The analysis of the speed of execution values indicate significant differences of mean time between moderate speed and fast speed in the three series, always with less tension time for FS (Table 1). Table 1. Execution Time. 1st Set 2nd Set 3rd Set FS MS FS MS FS MS ET (sec) 16.0 1.0 31.0 5.0* 15.0 2.0 32.0 5.0* 15.0 1.0 32.0 4.0* Δ% 93.0 109.0 114.0 Values expressed in means ± SD. ET = Execution Time, FS = Fast Execution, MS = Moderate Execution. *Indicate differences to FS (P<0.05) Table 2 shows the subjects’ heart rate, sustolic blood pressure, and heart rate product during the three sets. Significant differences were observed between the two speeds at 2nd and 3rd set, showing statistically higher values for the moderate speed compared to the fast speed. No differences were found for systolic blood pressure between the two speeds of execution. Significant differences were observed in the three sets, with higher values for the moderate speed compared to the fast speed. Table 2. Hemodynamic Parameters. Parameters Rest 1st Set 2nd Set 3rd Set FS MS FS MS FS MS FS MS HR (beats·min-1) 70.0 8.0 71.0 7.0 117.0 16.0 124.0 19.0* 118.0 9.0 130 14.0* 117.0 12.0 130.0 14.0* Δ% 6.0% 10.0% 11.0% SBP (mmHg) 120.0 10.0 120.0 9.0 154.0 10.0 153.0 13.0 161.0 8.0 161.0 16.0 160.0 13.0 168.0 16.0 Δ% -0.04% 0.02% 0.1% DP (mmHg x bpm) 8.417 1.034 8.520 1.132 18.103 3.465 19.282 4.160 19.039 2.260 21.093 4.019* 18.783 3.119 22.007 4.421* Δ% 6.5% 11.0% 17.0%
Jannali East Public School Playground Behaviour Continuum YELLOW ZONE Behaviour Consequences Teacher Action ( Executive/Principal ) Unsafe Students redirected by the teacher Teacher redirects student behaviour Inform student of the consequences of continued behaviour Refer to Expectations Are you being safe/respectful? Unintentional rough play Out of Bounds Disrespect Deliberate lateness to littering ORANGE ZONE Unsafe Thinking Space – Time off the playground 5 – 10 mins Teacher nominates a place in the area they are on duty within their vision Record behaviour in Orange Playground Book Teacher has Restorative discussion with student informing them what will happen if the behaviour continues. Aggressive Play Disrespect Swearing at students Consistent non compliance Ignoring/arguing with teacher instructions Disrespectful comments to students RED ZONE Unsafe B Send student to Principal/Executive or send for help Student completes reflection sheet Restorative discussion with student/s Restorative discussion with student/s Contact parents to inform of incident Record incident in Data Base Student off the playground for a period of time Reflection sheet and incident kept in Red Zone Folder for each stage. Physical Violence to students and teachers Absconding from school grounds Disrespect Racism/Discrimination Swearing at Staff Damage to school property Bullying Inappropriate Exposure Playground Behaviour Book ( Orange ) – Brought to the playground each day by School Captain or Prefect and given to the primary teacher on duty. All teachers on duty record their own incident and the book returned to Stage 3 Classroom at the end of lunch. The teacher recording an incident MUST inform the class teacher at the end of break time. Executive to entries in Playground Behaviour Book each week. Jannali East Public School Classroom Behaviour Continuum Safe Respectful Learner
The spread of ‘alternative’ curricula In a but rapidly increasing number of schools, history is disappearing as a discrete subject within the curriculum. This is particularly true in Year 7, the first year of secondary school (see Table 1). Although most schools (about 75% of those responding to the survey) reported that they still teach history as an entirely discrete subject in Year 7, 6.6% teach it as part of an ‘integrated’ humanities programme while a further 7.1% offer it within an ‘alternative’ curriculum, based around the development of specific skills or competences rather than around subjects. Nine of the 42 schools that referred to an ‘alternative curriculum’ specifically named the ‘Opening Minds’ (RSA, 2010) curriculum initiative developed by the Royal Society of Arts. Others referred to ‘enquiry’, ‘skills’ and ‘competency’ or to various kinds of integrated provision (‘clusters’, ‘themes’ or ‘projects’). In two cases the programme was presented explicitly as a transitional programme bridging the move from primary school, and four others saw its focus as ‘learning to learn’. [Insert Table 1 about here] Table 1. Teaching arrangements for history in the first year of secondary school (Year 7) What is striking is the variation between different types of schools in terms of the format in which they reported teaching history. Over 90% of the independent and grammar schools represented still teach history in Year 7 as an entirely separate subject, but only 72.3% of the comprehensives and 59.1% of the academies that responded claimed to do so. When invited to indicate whether they thought their alternative curriculum programme had impacted positively or negatively on pupils’ learning, only four of the 42 history teachers indicated that its effects had been positive. While most suggested that it was still too soon to tell, 18 teachers gave very negative assessments. They highlighted the pupils’ lack of historical knowledge and
FOR IMMEDIATE RELEASE Contact: Autumn Payton Email: Phone: (985) 748-7890 Livingston- District Attorney Scott M. Perrilloux reports that 34-year-old Jeremy Griner, of French Settlement, LA was sentenced to 20 years with the department of corrections for attempted second degree murder. Griner was found guilty by a Livingston Parish Jury back in July 2018. On January 22, 2017, LPSO deputies were dispatched to the Kangaroo gas station located on Highway 43 in Albany, LA in reference to a stabbing. Through investigation, it was learned that the victim, Bradley Burton and the defendant Jeremy Griner were at the gas station for a custody exchange. Upon arrival, Griner exited his vehicle, came from behind a gas pump and began to chase Burton around the parking lot with a brass knuckle knife and stabbed him over 15 times almost completely scalping his head. Assistant District Attorney Brad Cascio represented the state in this case; Judge Elizabeth handed down the sentence.
and sympathy are persuasive and many HB2 supporters should consider them before advocating their opinions. Works Cited Bishop, Scott and Benham, David Special to the Observer. "Pro and Con: Should Charlotte Pass LGBT Protections?" Charlotteobserver. N.p., 28 Feb. 2015. Web. <http://www.charlotteobserver.com/opinion/op-ed/article11673401.html>. Borrello, Stevie. "Sexual Assault and Domestic Violence Organizations Debunk 'Bathroom Predator Myth'." ABC News. ABC News Network, 22 Apr. 2016. Web. Gordon, Micheal, Mark S. Price, and Katie Peralta. "Understanding HB2: North Carolina's Newest Law Solidifies State's Role in Defining Discrimination." The Charlotte Observer. N.p., 26 Mar. 2016. Web. Haas, Ann P., Philip L. Rodgers, and Jody L. Herman. "Suicide attempts among transgender and gender non-conforming adults." work 50 (2014): 59. The Free Press"The Latest: Pros, Cons Debated for Transgender Law." Timesfreepress.com. N.p., 23 Mar. 2016. Web. Vliet, Elizabeth Lee, M.D. "Doc: 'Gender Neutral' Bathrooms Are Dangerous." WND » Doc: ‘Gender Neutral’ Bathrooms Are Dangerous » Print. N.p., 12 Apr. 2016. Web. <http://www.wnd.com/2016/04/doc-gender-neutral-bathrooms-are-dangerous/print/>.
SHELLS E) AND SHELLS. APPROX. $100 EACH APPROX. $110 EACH. COST APPROX. $40 EACH. F) EACH PLAYER AT NO CHARGE GAME (ONE HOME PAIR AND AWAY PAIR) (SOCKS SHOULD GAMES ONLY AND NOT USED PRACTICES). G) SHELLS AN H) AT OWN EXPENSE REPLACE LOST OR DAMAGED SOCKS.
Table S5: A) measurement of heat conditioned wristband strength B) measurement of non-heat conditioned wristband strength C) measurement of wristband elasticity. A. Heat conditioned Point (kg) Average SD replicate 1 9.5 9.6 0.1 replicate 2 9.7 replicate 3 9.6 B. Non-heat conditioned Break Point (kg) Average SD replicate 1 17.7 16.8 0.8 replicate 2 16.1 replicate 3 16.6 Elasticity Heat Conditioned Diameter (cm) 100 Pulls Diameter (cm) 200 Pulls Diameter (cm) 300 Pulls Diameter (cm) 500 Pulls Diameter (cm) Average SD replicate 1 6.35 7.87 8.13 8.13 8.13 8.04 0.15 replicate 2 6.35 7.87 7.87 7.87 7.87 replicate 3 6.35 7.87 8.13 8.13 8.13 Figure S4. Individualized linear regression plots of log Koa and estimated log Ksa. Data from each of 22 participants are shown.
n-Undecane -- 91% a 98% 94% 92% a 99% a 97% 96% 93% 67% 96% -- o-Dichlorobenzene -- 97% a 98% 92% 118% a 95% a 93% 96% 99% 68% 102% -- o-Xylene -- 103% a 98% 101% 103% a 91% a 96% 97% 107% 61% 91% -- p-Dichlorobenzene -- 103% a 95% 93% 130% a 88% a 98% 95% 92% 57% 88% -- p-Isopropyltoluene -- 105% a 82% 88% 119% a 79% a 84% 95% 86% 79% 88% -- sec-Butylbenzene -- 108% a 83% 93% 121% a 79% a 88% 96% 92% 83% 90% -- Styrene -- 98% a 94% 92% 101% a 88% a 94% 89% 99% 38% 89% -- tert-Butylbenzene -- 120% a 83% 100% 133% a 78% a 92% 91% 100% 78% 87% -- Toluene -- 149% a 83% 126% 133% a 86% a 114% 91% 154% 20% 107% -- Xylenes (m and p) -- 102% a 94% 96% 101% a 86% a 93% 93% 105% 44% 90% -- a n=3
Future Work Further work is necessary to de-bug the vacuum measurements. The first attempts should include securing the optical fiber cables, and keeping the vacuum pump constantly on. The latter approach would also need to take into account subduing the movement it causes, possibly by moving the pump into another room and feeding the tube through a box of sand. Once the interferometer can resolve angular movements on the order of nanoradians, we will replace the rotational stage with the test mass pendulum. Lastly, we must record the total noise contributions from each component of the interferometer. Acknowledgements I would like to thank Bill Weber for the time and effort he put into getting me acclimated, giving me direction and answering all my questions and Hai-Bo Tu for his patience and guidance throughout the summer. Also, the Universit’a di Trento for hosting me, the University of Florida and the NSF for funding my research experience.
Jess Glynne Shares New Video for “Ain’t Got Far To Go” + sold-out North American tour WATCH/POST: “Ain’t Got Far To Go” Debut LP, “I Cry When I Laugh” – iTunes () & Spotify () The UK-based R&B sensation Jess Glynne has shared her new video for “Ain’t Got Far To Go” today – - in support of her debut LP “I Cry When I Laugh.” The feel-good video features Glynne and a talented crew of dancers, young and old, coming together to get down to some seriously impressive choreography. The young powerhouse vocalist has had a busy 2016 already, having appeared on The Daily Show with Trevor Noah to perform her smash single “Don’t Be So Hard On Yourself” (), along with an appearance on NBC’s TODAY to perform the single too (). Glynne took home her first GRAMMY Award in 2015 for her vocal contribution and feature on Clean Bandit’s 3x platinum hit “Rather Be.” She’s also officially eclipsed ten million single sales worldwide, combined with over one billion YouTube views. Don’t miss this rare chance to see Jess Glynne live on her US run with support act Conrad Sewell—many dates (below) are sold-out, however please inquire for review ticket opportunities! “’Ain't Got Far To Go’ is a really special song for me. It was a very defining moment in creating the album, it was the song that made everything make sense and I can't thank Knox Brown enough for that. Making this video in Cuba was so fitting, the journey the colors the people everything was so perfect. We met some amazing people who were so grateful, charming and hard-working and that's what this song is about. Once again Declan and Jolene brought the song to life and I think it's my favourite video so far in so many ways. I hope you enjoy it!” – Jess Glynne Jess Glynne ‘I Cry When I Laugh” North American Tour + supported by Conrad Sewell Jan-28 - Orlando, FL @ The Social + *SOLD OUT* Jan-29 – Fort Lauderdale, FL @ Culture Room + Jan-30 – St. Petersburg, FL @ The State Theatre +
III. Screen Shots of kiosk pages VI. Picture of installed kiosk located in Ketchikan Discovery Center VII. Item Cost Water logged designs info@waterloggedin AK.com $160.00/per page Kiosk Phoenix 1-877335-4675 Item # 1500401 $3172.00- $2854.00 Ask for free shipping specials 20 days of someone’s time to gather/take images/ text/ design meet with designer and install Varied on grade level Total project cost For a 30 page, GS 5 about $9,980
interesting clinical findings in these kids – more so than I had experience of before! Despite their obvious clinical excellence, I was shocked by the hygiene standards on the wards – there were posters about effective hand washing and how to stop the spread of TB yet no soap by the patients’ sinks and horrific toilets. My GP experience was fascinating too – despite the huge patient lists for per GP and nurse and frankly no order when it came to making and turning up for appointments, the patients had the utmost respect for their GP and often showered them in gifts as they were aware how little they earned compared to their workload. Also every patient was very keen to have their blood pressure checked with each appointment – some even bringing their own kit! I liked how the GP did at least an annual home visit to every patient to make sure they were coping and also check home conditions were suitable for their children. In Old Havana, there is a lot of overcrowding and damp housing so this brought about and aggravated many respiratory problems. Overall I was impressed with how much knowledge the Cuban doctors have about medical problems and how important clinical skills are with the lack of technology and medical equipment we take for granted. They have learnt to be resourceful in every way, including exporting their medical knowledge around the world and making their own medicines, all of which was amazing to experience. They were all so kind to invite me back to work with them (I doubt I would be needed as Cuban doctors are numerous!) However I do hope to go back in 5-10 years to see how the relaxation of the embargo has affected their healthcare – hopefully for the better.
A Family Impact Analysis on Online Articles on Family Policy Jessica A. Neel Louisiana State University Author Note Jessica A. Neel, Studying Child and Family Studies, Louisiana State University. Correspondence in reflection to this paper should be directed to Jessica A. Neel. Email: jneel1@tigers.lsu.edu.
References Bogenschneider, K. (2006) 2nd edition. Family Policy Matters. Lawrence Erlbaum Associates. Clift, E. (2012, September 30). If Obama wins, what changes for his second term? The Daily Beast, Retrieved from http://www.thedailybeast.com. Conover, S. (2012, September 02). Top-down vs. bottom-up. The American, Retrieved from http://american.com. Family impact checklist: Using evidence to strengthen families. (n.d.). The Policy Institute for Family Impact Seminars. Gamage, D. (2012, October 31). ObamaCare’s cost to the working class. The Wall Street Journal, Retrieved from http://online.wsj.com. Kawak, J. (2012, October 25). Yes, We can afford higher taxes – Here’s why. The Atlantic, Retrieved from http://www.theatlantic.com. MacDougal, E. (2012, October 10). The way to help the poor. The New York Times, Retrieved from http://www.nytimes.com. Mead, W. R. (2012, September 07). Whatever we are isn’t working. The American Interest, Retrieved from http://www.realclearpolitics.com. Moroney, M. (2012, October 18). Obama gave young Americans the shaft on jobs. Real Clear Policy, Retrieved from http://www.realclearpolicy.com. Porter, H. (2012, 6 October). Has a disillusioned Barack Obama lost the will to win? The Observer, Retrieved from http://www.guardian.co.uk. Richter, P. (2012, September 13). Mideast violence offers reminder of ‘Arab Spring’ dangers. Los Angeles Times, Retrieved from http://www.latimes.com. Wilson, R. (2012, September 23). Mitt’s not over yet. The New York Daily News, Retrieved
Electoral College – a body of representative electors c hosen from each state who cast final ballots that actually elect the president Elector – member of the electoral college chosen by methods of each Reapportionment – the reallocation of the number of seats in the House of Representatives after each decennial census Gerrymandering – manipulate the boundaries of (an electoral constituency) so as to favor one party or class Gatekeeper – the role played by the nation media in filtering information to be released to the public; through with information is filtered for dissemination, whether for publication, broadcasting, the internet or some other mode of communication; role played for what subjects become national political issues and for how long Scorekeeper – the role played by the national media in keeping track of and helping make political reputations Watchdog – the role played by the national media in investigating political personalities and exposing scandals
Other summer commitments A very important part of the program is the work where we workshop ideas. It is always very difficult to get a large group all together at one time. It is natural for students to engage in paid work, including summer clerkships, take some vacation and have other honorary commitments. Nevertheless, a relevant factor in making the final selection may be whether a particular applicant is able to make a sufficient commitment, including being available at common meeting times. Thus in the following section could you indicate particular times and dates where you could not attend group meetings. Please provide the details of major time commitments such as summer clerkships, regular employment and planned vacations. NB: Continuance in the program will be dependent on properly meeting the time commitments made and you are expected to make total disclosure in this section. Applicant’s declaration I declare that the information provided on this form and the information given to support my application is correct and complete. I acknowledge that the Faculty of Law reserves the right to vary or reverse any admission decision on the basis of incorrect or incomplete information.
Jesus Juarez Emerging Leader Each year, TSCA nominates one school counselor to be TSCA’s Jesus Juarez Emerging Leader. This person should be an outstanding school counselor who is active in their local chapter. The counselor who is chosen will serve on the TSCA Board for the year 2011-2012. After having served on the TSCA Board, it is recommended that this person continue to be involved in TSCA as an officer or committee chair or member. Please nominate yourself or someone you know who would be a good candidate as Emerging Leader for 2011-2012. Fill out the information below and return by May 1, 2011 to: Michael Kaprelian TSCA President-Elect 1405 Exeter Dr Plano, Texas 75093 Name of Nominee: ___________ Address: _____________________________ Phone (work): (home): ___________ Nomination submitted by: ___________ Write a brief paragraph describing the nominee:
Refunds for electronic tickets purchased directly from Jet Airways (through our offices or via our website) can be obtained by contacting our Reservations department on the US toll free number 1-877-835-9538. The refund of a ticket issued by a Travel Agent must be processed through the issuing Travel Agent. Airport ticketing counters do not issue refund credit. As per tariff / fare rules, all refunds are through original issuing office of the ticket to original form of payment (as per IATA & fare regulations) except payments made in cash. These are settled by check to the passenger unless cash is paid by someone else. In such cases, we would require the cash receipt or nomination letter from the passenger. Refunds (continued) Service charges and/or penalties are collected for some refunds, depending on the fare rules for the ticket purchased. Certain refund requests cannot be accommodated in the time frames discussed above. For example, tickets with adjustments, for example, a guest buys a First Class ticket but actually travels in the Economy cabin; these may require that we verify the itinerary and class of service flown, and this can take time. We will refund the value of tickets purchased by you from our offices or airport ticketing counters directly to you: In cash, if the ticket has been paid for in cash; Credited to the credit card account, if the ticket has been paid for by credit card Credited to the respective bank account, if the ticket has been paid for by card Cancellation of Reservations
President’s Award (1 per SUS institution) Florida Quality Award (up to 5 annually) Chancellor’s Quality (no more than 1 annually) 9. Opt-in Instructor-led Continuous Helpful Faculty-driven Flexible 10. Provide URLs to course examples. The most recent student evaluations for the course. Export Ally accessibility report. Course “map” illustrates alignment: Course Goals Learning Objectives Assessments Content Activities 11. #1 2 Learning Objectives (Competencies) QM Points QM 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. 3 12. Observable Specific Student-centered Typically uses an action verb 13. The student will know how to describe learning objectives and use them within an educational setting. The student will write measurable learning objectives. 14. QM 2.2 Module or unit level learning objectives align with course level objectives or goals. Goal: Create a preliminary plan for your course development. Objective: Create an online discussion in Canvas 15. Describe how learning objectives provide a framework for a great course. Organize course topics/objectives to create a course map. Edit a photo using Photoshop. 16. 85% 17. Not every standard is required
Animal beanbags -61 Number beanbags – 10 Nylon beanbags -25 Yarnballs- (red , white and blue ) – 51 Yarnballs – colors -27 Spongeballs – (baseball size ) -26 Lily pad frog beanbag toss – 1 Ring toss game -1 Poly spots – yellow numbered -50 Colors -6 Square -12 Hands -6 sets Feet-6 sets Arrows – straight – 6 / curved 6 Go -4 Slow – 4 Whoa -4 Jump – enough for every student – more in closet downstairs. Balancing plates – 18 Assorted balls - baseball and softball size Koosh – 15 Plastic loop -9 Nubbie -9 Spider – 3 Rubber -2 Red rubber ( bouncy –baseball size ) -21 Yellow all-ball ( will need air ) -11 / smaller -9 cups – 12 Rubber chickens –( squeaking ) -12 Nobbie Balls – 8” -4 ( need air ) Assorted balls – in crate Puzzles – skeleton / muscle Stadium cups Rubber horseshoes – 2 red -2 blue Stethoscopes – 8 Wristbbands – colors -60 ( in plastic sheeting box) Foam hoop holders – 10 sets Buffalo drum -1
Hockey sticks -18 Clorax scoops – top shelf Baseball gloves – 4 crates Hi –Li scoops -13 T-ball stands – 8 ( more in storage shed ) Bucket stilts – 5 sets Stilts – 3 sets Jump ropes Skip It – wands -13 / ankle -8 Hula hoops Hippity hops – 3 big / 3 small Pennies – Yellow -4 Green – 6 Red – 4 Blue -2 Mesh - in box on middle shelf Team flag belts Cones – red , blue ,green , yellow , faded Air Compresser - **PLEASE DO NOT TAKE OFF THE SHELF. Standards – 3 sets
CURRICULUM VITAE - KAREN M. JETTER UC Agricultural Issues Center One Shields Ave, Davis, CA 95616 Phone: 530-754-8756 e-mail: jetter@primal.ucdavis.edu Areas of Interest Agricultural Economics Nutrition Exotic Pests and Disease Market Models Education 1990-1998 University of California, Davis, Davis, CA, PhD, Agricultural and Resource Economics 1980-1984 University of California, San San Diego, CA, B.A., Economics Employment 07/2010-present University of California Agricultural Issues Center, Davis, Associate Project Scientist 04/2003-03/2010 University of California Agricultural Issues Center, Davis, Assistant Research Economist 07/1998-03/2003 University of California Agricultural Issues Center, Davis, Research Fellow 09/1990-06/1998 University of Californa, Davis, Dept. of Ag and Resource Econ., Davis, Research Assistant 09/1991-12/1991 University of California, Davis, Dept. of Ag and Resource Economics, Davis 06/1991-09/1991 The World Bank, Washington, DC, Research Assistant 09/1989-09/1990 Manes and Associates, Pasadena, California, Consultant 06/1986-09/1989 Corps, Ngaundere, Cameroon, Volunteer 06/1985-06/1986 Dai-Ichi Kangyo Bank, Los Angeles, Loan Assistant Teaching 1999 Winter Quarter, Course Number=ARE/ECN 115A, Economic Development 2002 Winter Quarter, Course Number=ARE/ECN 115A, Economic Development Publications Journals S.C. Blank, K.M. Jetter, C.M. Wick, J.F. Williams. With a ban on burning, incorporating rice straw into soil may become disposal option for growers. California Agriculture, 47(4): 8-12.
Appendix B Patient ID # Patient age Date of fall Shift of fall Day of week of fall Location of fall Activity at time of fall Fall Scale Length of Stay Level of Injury Key Shift: 7a-7p= A, 7p-7a=P Activity at time of fall: Ambulating=1, Getting OOB=2, Standing up=3, Sitting down=4, Toileting=5, Sleeping=6, Chair=7, Wheelchair=8 Primary Diagnosis: Neurologic=1, Hematology/Oncology=2, GI=3, Infectious disease=4, Respiratory=5, Cardiac=6, ENT=7, Renal=8, Orthopedic=9, Metabolic/endocrine=10, Psychiatric=11, Unknown/other=12 Level of Injury: None=1, Minor=2, Moderate=3, Major=4, Death=5 Location of fall: Patient room=1, Hallway=2, Bathroom=3, Radiology/T&T=4
Daly, J. (2017, January). Awaken Pittsburgh develops mindfulness programs for youth, teachers. Pittsburgh Post-Gazette. Retrieved from Thomas, W. C. (2016, October). Louisville's experiment: Can teaching empathy boost math scores? Christian Science Monitor. Retrieved from Oaklander, M. (2016, September). The mindful classroom. Time. Retrieved from Turner, C. (2016, December). Teachers are stressed, and that should stress us all. NPR Morning Edition. Retrieved from Khorsandi, Y. (2016, September). The movement of meditation replacing detention in schools. Newsweek. Retrieved from Kamenetz, A. (2016, August). When teachers take a breath, students can bloom. nprEd Blog. Retrieved from McNeil, E. (2016, May). Study: Teacher stress reduction leads to instructional improvement. EdWeek Blog. Retrieved from Boyce, B. (2016, January). Publisher’s roundtable on mindfulness. Mindful. Retrieved from Harris, E. A. (2015, October). Under stress, students in New York schools find calm in meditation. New York Times. Retrieved from Jones, S. (2015, July). How mindfulness can help teachers & educators with stress. Live Sonima. Retrieved from Lim, A. (2015, June). Patricia Jennings teaches how mindfulness frees teachers from stress. AuthorStory. Retrieved from Webb, C. (2015, May). Author Patricia "Tish" Jennings stops by #ConversationsLIVE, BlogTalkRadio. Retrieved from Meissner, T. (2014, September). Mindfulness for teachers: Simple Skills for Peace and Productivity in the Classroom. Present Moment. Retrieved from Recent Course Development and Teaching University of Virginia, Curry School of Education 2017 – present EDIS 5013 Teaching Mindfulness in Schools - Developed a new online graduate course that introduces the knowledge and skills teachers need to introduce mindful awareness practices to students in preK-12 school settings. Applying instructional design questions, students design a series of lessons that are developmentally and culturally appropriate
Basic and Applied Social Psychology Biological Psychiatry Cognition and Emotion Current Directions in Psychological Science Developmental Psychology Emotion Emotion and Cognition European Journal of Social Psychology Health Psychology JAMA Journal of Applied Social Psychology Journal of Consulting & Clinical Psychology Journal of Experimental Psychology: General Journal of Experimental Social Psychology New England Journal of Medicine Organizational Behavior and Human Decision Processes Personality and Social Psychology Bulletin Personality and Social Psychology Review Political Psychology Psychophysiology Psychological Bulletin Psychological Science Psychological Review Risk Analysis Science Social Cognition Grant Reviewing and Advisory Board Memberships Member, Advisory board for the National Cancer Institute, Program in Palliative Care Decision Making, National Institutes of Health (2016 – present). This board meets quarterly to review evidence and advise Institute scientists on the development of new research. Member, Review Panel for the U.S. National Science Foundation, Program on Decision, Risk, and Management Science (2008-2010). The panel met twice yearly to review grants and advise the program directors on funding decisions. Member, Expert Review Panel for the Swiss National Science Foundation The review panel evaluated in the Swiss National Center for Excellence in Research on Affective Science in Geneva (Klaus Scherer, PI). Associate PI. Time Sharing Experiments for the Social Sciences, an NSF funded infrastructure project that offers researchers opportunities to conduct experiments on randomly-selected subject populations (2003-2008). Ad-hoc grant reviews for the U.S. National Science Foundation, Social Psychology Program (2000-present). Ad-hoc grant review for the Fetzer Foundation (2003). Administration & Institutional Development at Harvard University (2007-present)
Human Services, Inc. Employment Application Applicant Information Full Name: Date: Last M.I. Address: Street Address Apartment/Unit # City State ZIP Code Phone: Email Date Available: Social Security No.: Desired Position Applied for: Are you a citizen of the ? YES NO If no, are you authorized to work in the U.S.? YES NO Have you ever worked for this company? YES NO If yes, when? Education High School: Address: From: To: Did you graduate? YES NO Diploma: College: Address: From: To: Did you graduate? YES NO Degree: Other: Address: From: To: Did you graduate? YES NO Degree: References Please list three professional references. Full Name: Relationship: Company: Address: Full Name: Relationship: Company: Phone: Address: Full Name: Relationship: Company: Phone: Address:
1941 Mark Eisenberg Original from 1935 – 1945. Sterling 1934 – 1958 Script letter E 1942 – 1945 Eisenberg ice in block letters 1945 – 1958 Eisenberg ice in script 1970 – present Used the best quality Austria C4rystals Early pieces unmarked Emmons Since 1949 Emmons Jewelers, Inc; Newark NJ Forerunner to Coventry Sold only at home parties Was noted for authentic stones Eugene Since 1950 Worked as designer for Miriam Haskell? Evans 1920s – 1950s Evans Case Co – compacts, cigarette cases, & lights Enamel jewelry Fashioncraft Robert Florenza 1951 – 1981 Dan Kasoff Inc, NY NY Gale General Chain Since 1894
Marked SP Providence RI Gerry’s 1950 – 1996 Gerry’s Creations Goldette Har 50s – 60s Hattie Carnegie Since 1918 – 1979 Early 60s Kenneth J Lane worked for them Hickok 1900s Marked HMCO, Savoy, Kristol Men’s jewelry Hobe 1903 – 1992 Marked in 1948 Hollycraft 1936 until the late 70s. Founded by Joseph Charbajian. Produced jewelry in the 1940s bearing a paper Hollywood Mfg Co hangtag Hollywood Mfg Co. Made by Hollycraft Paper hang tag was used in the 1940s bearing the Hollywood name Inna Cytrine (Paris) Jomaz (See Mazer)
A.P. Government Worksheet Chapter 13: The Presidency The American people tend to look to the president mainly as an administrator. responsible for economic policy. the foreign policymaker the chief foreign and domestic policymaker Presidents in the twentieth century generally attain office through getting elected vice-president first serving in the House and then running for President a non-partisan process the nomination and election process As agenda-builder and chief legislator, the President can Propose laws. veto laws Get congress to give priority to his policy agenda. All of the above His chief executive role places the President at the head of the a. Armed services b. cabinet. c. Federal bureaucracy. d. State Department A pocket veto is the situation in which the president Lets a bill die by neither signing nor vetoing it when Congress has adjourned. Rejects a congressional override. Lets a bill become law by neither vetoing nor signing it. Sends a law back to Congress with amendments and deletions of items he disapproves. In his role as economic manager and crisis manager, the president Uses secret diplomacy Tries to protect his own interests as well as the nation's. Tends to respond in accordance with his party platform. Relies on the Office of Management and Budget. An advantage of modern technology for today's Presidents is that Presidents can use mass media to enhance personal power. communicate directly with the masses. increase their visibility all of the above. Studies show that Presidential popularity Remains relatively stable during the first term of office. Has a roller coaster effect and is highest during the honeymoon period. Rises the longer he stays in office. Shows a downward spike whenever there is a national crisis. The notion of two Presidencies refers to The conflict between cabinet members and the president concerning national defense. The gap between the constitutional power of a President and the real power than comes form his popularity. The greater amount of Presidential power in foreign rather than domestic policy. Conflict between the white House staff and the President over the control of domestic policy. The President is usually more effective in handling foreign policy problems than domestic problems because He can make decisions in secret. He has better foreign policy advisors. military power is decisive Congress is less involved in foreign policy. Decision-making during both the Cuban missile crisis and the war in showed The frustration of Presidents in executing their war-making powers. The unquestioned power of Presidents in global matters. The effects of foreign policy on presidential popularity. The accountability of Presidents in foreign policies. In the the power to declare war is granted to the
droplet of typsin and then plated out at an appropriate density. Again, the polypropylene was checked with a microscope to ensure that all the cells had detached. We found that this protocol did not affect the plating efficiency compared to cells cultured directly in tissue culture flasks. For each survival curve, at least three repeats were irradiated on the same day, with the experiment repeated at least once on a different day. Dosimetry: Linear Energy Transfer calculations, beam homogeneity and beam stability To calculate the dose rate given to cell nuclei, the following formula adapted from Belli et al. (1989) and Combs et al. (2009) was used: (1) where L(keV µm-1) is the LET, (particles cm-2 s-1) is the particle flux, and (g cm-3) is the density of the medium. A slab approximation is used for the cell nucleus even though the cell nucleus can be spherical. A more realistic including spherical cell nuclei would be more representative. However, small variations in the thickness of the nucleus make very little difference to the “volume averaged LET”, as shown below. Hence, such a model makes very little difference to the uncertainties presented in this paper. The volume averaged LET of the particle will depend on the thickness of the nucleus. Concerning V79 cells that are attached to a substrate and lying flat, there is considerable literature on the thickness of the V79 cells nuclei (see Bettega et al. 1998 for experimental work and review ). Here, the value of 6 µm ± 2 µm for flattened nuclei was taken. To our knowledge, for V79 cells in suspension the nuclei dimensions have not been investigated, especially in the current “droplet” based experimental set-up. Therefore, confocal microscopy (Axiovert 2000, Zeiss, Germany) was used to analyse the central thickness of the cells, in 0.5 µm slices, lying on the polypropylene. The cells were fixed with 2% paraformaldehyde, permeabilised with 0.05% triton-X, treated with RNase, stained with To-Pro (Invitrogen, USA) and imaged through the polyproylene on a special jig constructed for the confocal microscope to accommodate custom dishes used in the present experiment. Sampling 100 cells, the average cell nucleus thickness was
Particle Incident Energy MeV Max. range in water microns LET at cell entrance keV/m LET at cell middle keV/m LET at cell exit keV/m Volume averaged LET keV/m H+ 2 77.7 16.4 17.7 18.4 17.6 He+ 4 37.3 116 122.6 132.9 123 Table 2 Contributions to the dose uncertainty. Average number of particles per cell Standard deviation of particles assuming Poisson distribution Dose uncertainty contribution due to Poisson statistics Dose uncertainty contribution due to volume average LET variation Dose Uncertainty due to Flux variation (5%) unit Particles Particles Gy Gy Gy Average dose (Gy) Protons Alphas Protons Alphas Protons Alphas Protons Alphas Protons Alphas 0.5 2 1.41 0.35 0.004 0.03 1 28 4 5.52 1.85 0.20 0.46 0.003 0.008 0.05 0.05
piece together the information needed in order to align your body for a straight path of travel. In future lessons, we will use the same skills and techniques to practice crossing more driveways, as well as street intersections. Evaluation of the Lesson Attached Alternative Lesson (Plan B) Continue work on alignment, two-point touch, arc width, and walking in step. Data Collection Form Student: John Dates: 2/25/15-2/27/15 Measurable Objective: John will increase knowledge and skills for aligning his body with environmental landmarks and clues to cross driveways as quickly and safely as possible while doing the two-point-touch cane technique. Skill Sequence Date 2/25 1 2 3 4 5 Use touch-and-drag technique to travel along shoreline 90% 90% 90% 90% Identify when he has reached a driveway using environmental clues + + + + Align body to cross driveway using shoreline + + + + Listen for turning traffic N/A + + + Use two-point-touch technique to cross driveway + + + + Switch back to touch-and-drag technique once cross is completed + + + N/A ** If veered- use environmental cues to determine which direction the sidewalk is N/A N/A N/A + ** If veered- follow the shoreline back towards the sidewalk N/A N/A N/A + + Independent Performance - Dependent Performance
Written Language Sign Linguistics ✓ ✓ ✓ ✓ ✓ Broad Curriculum * * Modules covered by Broad Curriculum are not administered by the Centre or the School of Linguistic, Speech and Communication Sciences. Dates for assignment work or examinations will be advised by the BC course “home” department. Late submission of assignments will not be accepted unless medical grounds or other extenuating circumstances apply. These must be documented. Supplemental Assessments: If a student fails to pass any module the Court of Examiners may permit them to repeat the assessment required during the supplemental period. For courses where coursework assignments are submitted, students must revise their submission on the basis of feedback from their lecturer and examiners during the summer months and re-submit on Friday 29 August 2014. Supplemental assignments must be submitted by Friday, 22 August 2014 For signed language (i.e. ISL 1, ISL 2), a supplemental testing period is provisionally scheduled for the week of 22 August 2014. Students cannot register for their Senior Freshman year unless they have successfully completed all assessment relating to their Junior Freshman year. Supplemental examination for other modules (e.g. Sign Linguistics, POD) are set by the Examinations Office and will be published online at Programme Breakdown for Academic Year 2013-14 The Bachelor in Deaf Studies is a modular based programme. It is our intention to teach the following modules in the coming academic year. NOTE: Course reading identifies core texts for each of the modules. This does not comprise the entire course reading list for these courses, which will be made available with the complete course outline for each module at the
Ad Agency Project To Whom It May Concern: The prestigious media company, Frieggé Inc., is looking to partner with an outside ad agency on a new propaganda initiative. Frieggé Inc. has developed three possible campaigns to use for this initiative. Your task is to choose one of the campaigns and develop a proposal that will convince Frieggé Inc. to work with your agency. You and your partner(s) will create two samples of your agency’s work. You will write a written proposal explaining your work and how it relates to the specific campaign on which you are working. In addition, you will present your ads and campaign to a panel of Frieggé Inc. representatives. The unit that will accompany this project is World War I and the beginning of World War II. You will be assessed on your ability to apply your knowledge of these events into a convincing advertisement that reflects your campaign. For example, if I was creating a poster for the enlistment campaign, and I wanted to use the bombing of Pearl Harbor, I would not make a poster simply depicting the event itself. Instead, I would use elements from the event as a way to convince someone why they should enlist in the army. Campaign Choices All campaigns can be for either World War I OR World War II. Enlistment Campaign—Your goal is to get people to enlist in the United States Army. The campaign should make reference to specific events that would require the United States to need people to enlist. Neutrality Campaign—Your goal through this campaign is to tell the people why the United States does not need to go to war. This campaign should make reference to specific events and historical reasoning for why the United States should remain neutral. War Campaign—Your goal is to show the American people why going to war is necessary. In other words, this is the opposite of the neutrality campaign. Convince the people through reference to specific events why going to war is necessary. Ad Agency Project (Continued) Project Breakdown
which coincides with the basic textbook definition of present value. If income growth and/or returns are not constant over time, the net growth rate may nevertheless remain constant, in which case: General Equilibrium In computing equilibrium price I have treated incomes and bond returns as exogenous at each date , but in general equilibrium these are endogenous and depend on tastes and technology. Restrictions on tastes and technology can narrow the possible range of incomes and bond returns, and the range of prices as well. Consider a complete-markets representative agent economy with a single durable consumption good which is consumed in each of the periods 0,1,...,. The agent labors in each period to produce output: with the amount of labor and a number in the range . The agent's consumption in period is , and leisure time is , with time constraint . Taking consumption in period 0 as the numeraire good, let be the competitive equilibrium price of the consumption good in period , with normalization . The agent's intertemporal budget constraint is then: The agent chooses a consumption sequence and leisure sequence so as to maximize lifetime utility subject to equations 14 and 15, with a function which I suppose is log-linear and invariant with respect to each temporal reordering of consumption-leisure pairs: with a number in the range . Denote by and the utility-maximizing choices of consumption and leisure, subject to equations 14 and 15. Since is additively separable maximizes the function subject to: