zilongwang/ReadingBank huggingface dataset:
T: 36oC from arm laceration - Control local bleeding - Analgesia - rVIII 50U/kg - TxA 1g IV over 10min - FAST US exam - Portable CXR, PXR - CT Head, C-spine, Chest, Abdo, Pelvis - Arm x-ray - Hematology consult minutes nurse to cue “she’s bleeding a lot from that arm” Triggers For progression to next state - 8 minutes or all learner actions complete 2. Back from CT (assume 20 minutes passed) 2. Back from CT Rhythm: sinus HR: 95/min BP: 125/80 RR: 12/min O2SAT: 100% **At state onset, verbal report from radiology “small ICH, no shift” Patient initially complains of mild HA. Vomit x1 in scanner. Two minutes into state, patient wants to leave AMA Learner Actions - Re-assess patient - rVIII & TxA if not already given - Check cap sugar - IV/IM sedation for agitation - ± Plan for intubation - Neurosurgery consult - Hematology consult (if not yet done) Modifiers - No sedation by 12 mins patient pulls out IV & becomes verbally aggressive Triggers - Verbalize plan for intubation 3. Intubation - No plan for intubation but patient sedated and actions complete 4. Labs Back 3. Intubation Rhythm: sinus HR: 100/min BP: 120/80 RR: 15/min O2SAT: 100 % Patient calm after sedation given Learner Actions - RA Pupils/neuro exam prior to paralysis - Pre-oxygenate with 100% - Neuro-protective measures - Elevate head of bed - Post-intubation CXR & sedation Modifiers - Propofol given BP 95/70, HR 105 Triggers - Intubation complete 4. Labs Back 4. Labs Back Rhythm: sinus HR: 85/min BP: 115/75 RR: 12/min O2SAT: 100% * start state by giving labs to team Learner Actions - ICU consult - Discuss with Heme if any further management required END CASE PRN
Obstetric Hemorrhage-Reporting/Systems Learning Assessment Requirements-Unit In Place- Consistently Executed In Place- Not Working Not In Place Comments Establish a culture of huddles for high risk patients and post-event debriefs to identify successes and opportunities. Multidisciplinary review of serious hemorrhages for systems issues. Monitor outcomes and process metrics in perinatal quality improvement (QI) committee. For each requirement that is not in place and consistently executed, complete an Action Plan
Chipman et al., May (1993)55 47oN 20oW Euphotic Zone 11 0.84 (0.19) Marra et al., June (1995)56 59.5oN 21oW Euphotic Zone 4 1 (0.46) Savidge et al., May/June (1995)57 47-60oN 20oW Euphotic Zone 25 0.70 (0.32) Bury et al., May (2001)58 47oN 20oW Euphotic Zone 8 0.84 (0.50) Painter et al., July (2010)25 49oN 16oW Euphotic Zone 3 0.55 (0.22) Table 1: Mean productivity rates from the NE Atlantic as reported in the literature. All estimates were made using the 13C stable isotope method. Figures Figure 1: Flow diagram explaining the steps needed to be taken to calibrate and subsequently calculate primary production from a glider.
81. Why does Minny think she no longer has a job with the Footes at the end of chapter 17? 82. What book does Minny discover Johnny Foote is reading in chapter 18? 83. What secret does Minny finally reveal to Celia as they wait for the doctor to come in chapter 18? 84. What does Dr. Tate accuse Celia of in chapter 18? 85. What modern convenience does Skeeter's mother refuse to have added to the house as Skeeter explains in chapter 19? 86. Where does Skeeter go in chapter 19 to cool off in the overwhelming heat? 87. Who is Pascagoula's cousin?
173. Why do Minny and Aibileen insist Skeeter take the job in New York City? 174. Why does Miss Hester decide not to fire her maid, Flora Lou, even though she knows it was her in Skeeter's book? 175. Why has Mrs. Leefolt borrowed a silver service from Hilly Holbrook in chapter 34? 176. Why does Mr. Leefolt instruct his wife to have his daughter's preschool teacher changed? 177. What job has Skeeter arranged for Aibileen to take at ten dollars a week? 178. How many more copies does Skeeter tell Aibileen that Mrs. Stein has ordered for their book? 179. Who told the foreman at Leroy's job to fire him in chapter 34?
Partnerships & Innovation Henan University TNE Staff Information – Diploma of Business (Enterprise) and Diploma of Information Technology Site Coordinator Mr Nick Cypreou Coordinator, HE Diplomas, China PO Box 14428, Melbourne City MC, Victoria 8001, Australia Phone: (+613) 9919 8555 Mobile: (+61) 425 832 403 Email: Quick Links TNE Teaching Report Site Specific Pre-Departure Information You are required to participate in a pre-departure meeting which will be organised by the Site Coordinator. All VU travel and accommodation related processes and forms can be found . VU Policies: You may find you need access to particular VU policies. VU’s policies can be found at: The policy sets out VU’s expectations of its staff. It is advisable to familiarise yourself with these expectations before going offshore. Arrival in Kaifeng, China Local weather It is recommended that you consult an international website for weather forecasts: Zhengzhou airport Airport pickup is arranged by Henan University. You will be met by someone at Zhengzhou airport carrying a sign and taken to your accommodation. Map of Kaifeng See link for .
I find that Mr. Henderson’s pre-existing diabetic neuropathy was a major contributing factor to his diabetic foot ulcers, as a person without diabetic neuropathy would not have able to wear ill-fitting shoes for a length of time sufficient to have caused the diabetic ulcers. Following the long line of cases that have consistently and strictly construed the requirements of the accidental disability retirement statute, I conclude that Mr. Henderson’s disability was not owing to “a personal injury sustained or a hazard undergone . . . while in the performance of [his] duties.” See Damiano v. Contributory Retirement Appeal Bd., 72 Mass. App. Ct. 259 (2008), quoting Namvar v. Contributory Retirement Appeal Bd., , 1005 (1996). Accordingly, the Boston Retirement System’s denial of Gregory Henderson’s application for accidental disability retirement is affirmed. SO ORDERED. DIVISION OF ADMINISTRATIVE LAW APPEALS ___________________________________________ Angela McConney Scheepers Administrative Magistrate DATED:
■ ADDENDUM, Effective January 1, 2015: The textbooks and equipment cost has been updated to the table below. Program Program Length Credit Units Per Unit Cost Tuition Textbooks and Equipment (estimated) Diploma programs Medical Administrative Assistant 33 weeks 48 N/A $18,336 $1,606 Medical Assistant 41 weeks 60 N/A $20,652 $2,088 Medical Insurance Billing and Coding 33 weeks 48 N/A $17,603 $1,949 Effective January 1, 2015. ■ ADDENDUM, effective November 10, 2014: The following Academic Progress Plan language has been updated in the catalog. Academic Progress Plan (APP) If at the end of any SAP evaluation period on the plan (APP) the student does not meet the plan’s requirement(s), the student will receive a dismissal letter and will be dismissed from the program. Additionally, a student is deemed to have not met the plan’s requirements by earning a failing grade (“F”) in any course while on the APP. ■ ADDENDUM, Effective November 1, 2014: The textbooks and equipment cost has been updated to the table below and will go into effect on November 1, 2014. Program Program Length Credit Units Per Unit Cost Tuition Textbooks and Equipment (estimated) Diploma programs Medical Administrative Assistant 33 weeks 48 N/A $18,336 $1,600 Medical Assistant 41 weeks 60 N/A $20,652 $2,092 Medical Insurance Billing and Coding 33 weeks 48 N/A $17,603 $1,929 Effective November 1, 2014. ■ ADDENDUM, effective October 29, 2014: The following calendar has been updated to the catalog. ■ ADDENDUM, Effective October 2, 2014: The Dream Award Program and Scholarships language has been removed from page 22 of the catalog. ■ ADDENDUM, Effective October 2, 2014: The following language has been added to the catalog. Effective September 28, 2014, the school is voluntarily withdrawing the ABHES accreditation for its Medical Assistant Program.
■ ADDENDUM, Effective January 1, 2016: Textbooks and equipment costs for modular programs have been updated to the catalog. Program Program Length Credit Units Per Unit Cost Tuition Textbooks and Equipment (estimated) Diploma programs Medical Administrative Assistant 33 weeks 48 N/A $14,669 $2,033 Medical Assistant 41 weeks 60 N/A $16,522 $2,382 Medical Insurance Billing and Coding 33 weeks 48 N/A $14,082 $2,252 Program Program Length Credit Units Tuition Textbooks and Equipment (estimated) Degree programs Accounting* 24 months 96 Flat-Term Rate $579 per term Business Administration 24 months 96 Flat-Term Rate $579 per term Criminal Justice 24 months 96 Flat-Term Rate $579 per term Nursing 24 months 108 $36,720 340/unit $675 per term Paralegal 24 months 96 Flat-Term Rate $579 per term Book Price effective January 1, 2016 *Currently not enrolling students ■ ADDENDUM, Effective November 9, 2015: The following linear calendar dates have been updated to the catalog.
Kelsey S. Henderson Curriculum Vitae Contact Department of Sociology and Criminology & Law Information University of Florida Email: 3219 Turlingon Phone: (386) 365-4624 P.O. Box 117330 Office: 3361 Turlington Gainesville, FL 32611 EDUCATION: Criminology, Law, and Society, Ph.D. (Expected Spring, 2015) Fall, 2011-Present University of Florida, Gainesville, FL Dissertation: Investigating the Predictors of True and False Guilty Pleas Committee: Dr. Lora Levett (chair), Dr. Lonn Lanza-Kaduce, Dr. Allison Redlich, Dr. Jodi Lane, Dr. Gregory Webster Criminology, Law, and Society, M.A Summer 2013 University of Florida, Gainesville, FL Thesis: Can Expert Testimony Sensitize Jurors to Variations in Confession Evidence? Committee: Dr. Lora Levett (chair), Dr. Lisa Hasel, Dr. Lonn Lanza-Kaduce Criminology, Law, and Society, B.A Summer 2011 University of Florida, Gainesville, FL MANUSCRIPTS SUBMITTED: Henderson, K.S. & Levett, L.M. (Revise & Resubmit at Law & Human Behavior). Can Expert Testimony Sensitize Jurors to Variations in Confession Evidence? Henderson, K.S. (Forthcoming). In Steven Chermak & Frankie Bailey (Eds.), Ronald Cotton. Encyclopedia of Notorious Crimes, Criminals, and Criminal Trials in American History. Santa Barbara, CA: ABC-CLIO. Henderson, K.S. (Forthcoming). In Steven Chermak & Frankie Bailey (Eds.), Ronald Williamson. Encyclopedia of Notorious Crimes, Criminals, and Criminal Trials in American History. Santa Barbara, CA: ABC-CLIO. Levett, L.M., Henderson, K.S., Behl, J.D. (Forthcoming). In Robin Cautin & Scott Lilienfeld (Eds.), Jury Decision Making. Encyclopedia of Clinical Psychology. Hoboken, NJ: Wiley-Blackwell. WRITING IN PROGRESS: Henderson, K.S. & Levett, L.M. (in progress). The Effects of Cross-Examination on Juror Decisions about Confession Evidence. PAPER AND POSTER PRESENTATIONS:
2019-2020 Henderson Family Graduate Fellowship for Florida Teachers The Henderson Family Graduate Fellowship for Florida Teachers was created to support Florida public school teachers who are pursuing a Master’s or Specialist degree. The fellowship will defray the costs of tuition and fees for up to two semesters in an academic year (summer, fall, or spring). Students will be considered for support if they meet the following criteria: Currently employed as a full-time teacher in Florida Three years of professional full-time teaching experience The fellowship is awarded to graduate students who are enrolled or accepted at either the FSU Campus in Tallahassee, or Panama City, Florida campus, and pursuing a Master’s degree in the colleges of Arts and Sciences, Social Sciences and Public Policy or Education. The degree is further defined as an M.A., M.S., or Master’s in Education or a Specialist degree, within a Humanities field defined as Economics, History, Classics, English, Geography, Government, Political Science, Reading and Modern Languages, Literature or general Humanities program) or in the Sciences (defined as Biological Sciences, Chemistry & Biochemistry, Environmental Sciences, Geology, Mathematics, Meteorology, Oceanography, Physics, Statistics or a general Science program). No one individual may receive the fellowship for more than two (2) semesters in an academic year (summer, fall, or spring). Preference shall be given to, but not limited to, students enrolled in the summer semester, and applicants who have not previously received the Henderson Family Graduate Fellowship for Florida Teachers. Additionally, preference shall be given to, but not limited to, applicants who have no additional fellowship support. Note: Undergraduate degrees do not necessarily need to represent the above mentioned programs. APPLICATION INSTRUCTIONS: Please use this URL to apply: A complete application package must include the following materials: Cover letter from the applicant addressing how this fellowship will impact progress towards degree Application form Transcripts (can be copies) GRE scores (can be a copy) Two letters of recommendation: One letter must be from the applicant’s current county administrator or school principal Second letter must be from a colleague, individual or professor who can attest to the applicant’s teaching competence and creativity. Currently enrolled FSU students:
Brock, J. (2011). Commentary: Complementary approaches to the developmental cognitive neuroscience of autism—reflections on Pelphrey et al. (2011). Journal of Child Psychology and Psychiatry, 52, 645–646. Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). . Journal of Autism and Developmental Disorders, 43, 932-955. Bishop, D. V. M., & Snowling, M. J. (2004) Developmental dyslexia and specific language impairment same or different? Psychological Bulletin, 130, 858–886. Cain, K. (2010). Reading development and difficulties. Oxford: Wiley-Blackwell. Catts, H. W.,Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders:Acase for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293. Chen, R. S., & Vellutino, F. R. (1997). Prediction of reading ability: A cross-validation study of the simple view of reading. Journal of Literacy Research, 29, 1–24. Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277–299. Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British picture vocabulary scale-II. Windsor, UK: NFER-Nelson. Eigsti, I-M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37, Elliot, C. D., Smith, P., & McCulloch, K. (1996). British ability scales (2nd ed.). Windsor, UK: NFER.
will plan with assessment in mind and will know how and when to let children learn. Parents and Pupils will Be encouraged to support and enhance the school ethos and to contribute positively to the teaching and learning environment. The school operates a home / school agreement system. Parents are encouraged to participate in this agreement. A copy can be found in the appendix Academic Organisation September 2016 Classes: Nursery – Mrs Hughes with Mrs Jones and Miss Morris Reception – Mrs Griffiths/Mrs Tidy (on Tuesday) with Miss Black, Mrs Schocker and Miss Chapple Y1 – Miss Burn/Mrs Bowen (on Thursday and Friday am) with Miss Webber Y2 – Mrs Davies with Mrs Bowen Y3 – Mrs Howard with Mrs Morris (soon to be a vacancy .5) Y4 – Mrs Bews (Monday, Tuesday and Friday)/Mrs Tidy (Wednesday and Thursday) Y5 – Mr Kelleher Y6 – Mrs Jones with Mrs Fairweather and Mrs Coffey PPA – Mrs Kneath We have a Nursery classes and children who are 3 or 4 may attend. Children are eligible for fulltime Education in September of the school year in which they are 5. All classes are mixed gender and ability. All areas of responsibility at Hendrefoilan Mrs. A. Field Headteacher Mrs. B. Jones Deputy Headteacher, Teacher – Year 5 Mr. M. Kelleher ICT Mrs C. Bews English as an additional language, more able and talented, Looked after children, Numeracy/Maths KS2 Mrs. S. Howard Literacy/English KS2 Mrs. Mrs. C. Davies SEN K. Griffiths Foundation Phase Leader Nur/Rec, Literacy/English in the FP Ms. D. Burn Foundation Phase Leader Y1/Y2, Numeracy/Maths in the FP Mrs. D. Tidy Teacher cover Mrs. J. Hughes Nursery, Health and Safety Mrs. A. Bowen Teacher cover Mrs J Kneath Teacher planning preparation and assessment time Mrs. A. Davies School Secretary Mrs C Lingard Administrative and Organisational Assistant
What is your favorite song right now? What are 3 hobbies/activities that you enjoy? Tentative Schedule for Fall 2017 * Subject to Change * Week Date Day Material Covered Assignments Due 1 8/21 M Syllabus Review and Introduction 8/23 W Any Old Bag Speech Syllabus Contract 8/25 F Group Activity 2 8/28 M Chapter 1 Assign CIP Chapter 1 P2P 8/30 W Chapter 2 Chapter 2 P2P 9/1 F Chapter 3 Chapter 3 P2P 3 9/4 M No Class 9/6 W Chapter 4 Assign Info Speech Chapter 4 P2P 9/8 F Chapter 5 Chapter 5 P2P Info Topic Due 4 9/11 M Chapter 6 Chapter 6 P2P CIP Due 9/13 W Chapter 7 Chapter 7 P2P 9/15 F Chapters 8&9 Chapters 8&9 P2Ps 5 9/18 M Chapters 10&12 Chapters 10&12 P2Ps 9/20 W Info Speech In Class Workshop Info Outline 9/22 F Chapter 11 Chapter 11 P2P 6 9/25 M Chapter 13 Chapter 13 P2P 9/27 W Informative Speeches 9/29 F Informative Speeches
balance. This remainder is then either forgotten about or disregarded as being immaterial. Whatever the reason, these unredeemed cards can add much to a business’s bottom line, should they be allowed to recognize it. Gift cards do have a downside however. Any retail store that uses gift cards can fall victim to fraud, either due to customers or employees perpetrating the fraud. Customers can shoplift cards, either using the cards themselves or stealing the authorization information from the magnetic strip with an electronic device. Stolen, fake, and empty cards are also frequently sold on auction sites or bargain sites. Employees are just as likely to steal cards, but also have other opportunities to commit fraud. They may pretend a customer’s card is empty or deactivated and convince the customer to hand over the card. Or they may use sleight of hand to swap the customers card with an empty one. Losses from fraud can be significant, but the benefits a company gains from its gift card program often far outweigh the losses. Tax Accounting Implications
CURRICULUM VITAE Dr. Roxanne Lee Henkin Professor Department of Interdisciplinary Learning and Teaching The University of Texas at San Antonio 1 UTSA Circle San Antonio, Texas 78249 (210) 458-5427 A) ACADEMIC TRAINING E.D.D.in Curriculum and Instruction, Reading, Northern Illinois University; 1990 Areas of specialty: Writing, Reading, Language Arts, Literacy, Literacy for Social Justice, Critical Literacy. M.S.Ed. in Reading, (3.91 out of 4 Grade Point), Northern Illinois University; 1983 B.S.Ed. (Magna Cum Laude), Northern Illinois University; 1972 EDUCATIONAL EXPERIENCE Professor, The University of Texas at San Antonio, 2006 to present Chair, ILT Doctoral Committee, 2008 to 2010, GAR, 2009-2010. Director, San Antonio Writing Project, 2006 to present Lead Co-Editor (along with Janis Harmon and Elizabeth Pate) Voices From the Middle, 2005-2011 Associate Professor, University of Texas San Antonio, 2003 to 2006 Professor, National-Louis University, Chicago, IL 2001 to 2003. Professor and Reading Doctoral Program Chair, 2003 Professor and Reading & Language Department Chair, 2001 to 2002. Associate Professor, National-Louis University, 1996 to 2001. Assistant Professor, National-Louis University; 1990 to 1996. Courses taught in the Graduate Reading, Language and Literacy, Writing and Doctoral Programs. NLU Program Head, Reading & Language Doctoral Program, 2003 NLU Program Head, Language and Literacy; 1992 to 2003 NLU Department Chair, 2001-2002
Piaget, J., & Inhelder, B. (2000). The Psychology of the child. NY, NY: Basic Books Shusterman, R. (2008). Body consciousness: A philosophy of mindfulness and somaesthetics. New York: Cambridge University Press. Throop, C.J. (2005). Hypocognition, a “sense of the uncanny,” and the anthropology of ambiguity: Reflections on Robert I. Levy’s contributions to theories of experience in anthropology. Ethos, 33(4), 499-511. Vygotsky, L.S. (1962). Thought and language. Cambridge: M.I.T. Press Ward, J. (2006). The student’s guide to cognitive neuroscience. Hove and New York: Psychology Press
effectiveness, and safety. Journal of Traumatic Stress, 18(5), 379-384. 6 Feb. 13 Case conceptualizations and treatment plans Film: Fearless No assigned readings 7 Feb. 20 Type I trauma: Combat IRT for severe and chronic nightmares Group and family approaches for PTSD Co-morbid mood and anxiety disorders Pharmacotherapy for PTSD: traditional and new approaches Shay, J. (1995). Achilles in Viet Nam: Combat Trauma and the Undoing of Character. New York: Scribner. (entire) Davis, M, Barad, M., Otto, M., Southwick, S. (2006). Combining phamacotherapy with cognitive therapy: Traditional and new approaches. Journal of Traumatic Stress, 19(5), 571-581. Resick, P.A., Monson, C. M., & Rizvi, S. L. & Calhoun, K.S. (2008). Posttraumatic Stress Disorder. In D. H. Barlow (Ed.), Clinical Handbook of Psychological Disorders, 4th Edition (pp. 65-122). New York: The Guilford Press. Laddis, A. (2011). Medication for complex posttraumatic disorders. Journal of Aggression, Maltreatment, & Trauma, 20, 645-668. 8 Feb. 27 Type II trauma: Childhood sexual, physical, and emotional abuse and neglect Developmental effects of First case conceptualization and treatment plan due
[16] Counsel for the applicant submitted further that the imprisonment sentence in terms of section 38(2)(a) is unconstitutional because it requires the courts to impose sentences which: ‘(a) are in themselves grossly disproportionate to the severity of the crimes for which they are meted out, and (b) are irrationally severe compared to the sentences for other equally and more serious offences, including offences created in terms of the same statute and that the imprisonment sentences have this effect in the roles they fulfil: section 38(2)(a) obliges the courts to impose grossly disproportionate sentences of imprisonment even when there are circumstances present which may justify a sentence other than imprisonment. The impact of this was render the prescribed sentence in breach of the prohibition of cruel, inhuman or degrading punishment in Article 8(2)(b) and the guarantee of equality in Article 10(1) of the Namibian Constitution.’ Cruel, inhuman or degrading punishment [17] The court was then referred to Article 8(2)(b) of the Namibian Constitution hich provides that: “No persons shall be subject to torture or to cruel, inhuman or degrading treatment or punishment.” and it was argued that this prohibition forms part of the provisions of Article 8 which are designed to protect the innate dignity of every human being. Article 8(1) provides that the dignity of all persons “shall be inviolable” and that Article 8(2)(a) goes on to say that, in any judicial proceedings or in other proceedings before any organ of the State and during the enforcement of a penalty, “respect for human dignity shall be guaranteed”, in respect of which the Supreme Court had held in the Corporal Punishment case, that “no derogation from the rights entrenched by art 8 is permitted”, that the state’s obligation under it “is absolute and unqualified” and that “no questions of justification can ever arise”.
Period 6: 1865-1898 Key Concept 6.1 Key Concepts Use this column to take notes on key facts, ideas, or concepts you can use on the exam. Related Thematic Learning Objectives (Focus of Exam Questions) Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States. I. Large-scale industrial production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — generated rapid economic development and business consolidation. WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. A) Following the Civil War, government subsidies for transportation and communication systems helped open new markets in North America.
Resources Needed On-site people, facilities: librarian Equipment: laptop computers, projector Materials: Model supplies, learning folders, rubrics, post-it notes Model materials- shoe box, art supplies, posters, magazines, fabric, items from nature Community Resources: Tennessee State Park Ranger for final presentation, park ranger or other expert in animals and ecosystems Reflection Methods (Individual, Team, and/or Whole Class (such as Journal, Whole Class Discussion, or Survey)) Outlines of learning for adaptations, animals, and ecosystems Group work rubric Whole class discussion with post-it notes during entry event Daily discussions Model timeline Vocabulary sheet to be filled in as words are learned, feedback from public audience. Nature walk reflection and drawing Notes Three-prong Learning Folders with the following study guides inside: Outlines for ecosystems, adaptations, and animals; Independent writing in response to specific question to enhance and focus learning, model timeline, vocabulary sheet, nature walk reflection page.
Measure of Center Definition Example When it’s best to use Mean or “___________” The point on a number line where the data is _____________________. example 1: x x x x x x x x 1 2 3 4 5 6 7 8 Mean: ___________ example 2: 3, 24, 7, 15, 51, 30, 11 Mean: ___________ When the data has no very high or very low numbers. Median The _____________ value in an ordered set of data. example 1: 41, 7, 66, 18, 98, 22 Median: ___________ When there are a few values much higher or lower than most of the others. Mode The piece of data that occurs ________________. example 1: 6, 52 ,17, 31, 52, 71, 17 Mode: ___________ When there are some identical values or in surveys with yes or no questions. Circle Graphs (6.14) Circle graphs show a relationship of a part to a ________________.
Chapter Twenty-Five: “Who Told You You Could Sell My Spleen?” Summarize John Moore’s story. Describe the lawsuit that set a legal precedent for patenting biological “products” such as cell lines. Why did Ted Slavin start Essential Biologicals? Why did scientists find the Moore lawsuit deeply troubling? Summarize the pros and cons of giving patients legal ownership of their cells. What was the Supreme Court of California’s decision regarding the Moore lawsuit? Summarize the reasoning behind the decision. Do you agree with the court’s ruling? Explain your answer. Chapter Twenty-Six: Breach of Privacy Why did Zakariyya decide to participate in research studies at Johns Hopkins? What is ironic about his participation in these studies? In spite of her deliberate decision to not read her mother’s medical records, Deborah Lacks still learned extremely upsetting details about her mother’s illness and autopsy. Describe how Deborah found out about her mother’s painful death. Explain why Gold’s journalism could be considered irresponsible and/or unethical. How have laws regarding medical privacy changed sincethe early 1980s? Chapter Twenty-Seven: The Secret to Immortality Explain how the human papillomavirus (HPV) causes cervical cancer. Are scientists able to definitively explain why HeLa grew so powerfully? Describe the contribution that HeLa has made to research on the HIV virus and the AIDS epidemic. Explain Van Valen’s theory that HeLa cells are “no longer human.” Was his theory accepted by the scientific community? According to Stevenson, why did scientists develop the argument that HeLa cells are no longer human? Explain the Hayflick limit. Why are HeLa cells able to live beyond the Hayflick limit? Chapter Twenty-Eight: After London What motivated Pattillo to organize the HeLa Cancer Control Symposium? Carefully reread the speech Deborah gave at Morehouse College, paying particular attention to her repetition of the word “understanding.” Why do you think understanding HeLa was so important to Deborah? What obstacles does she mention as impeding her understanding? Describe Keenan Kester Cofield. Why did he get involved with the Lacks family?
What specific details let the reader know that sending Elsie away was difficult for Henrietta? Why do you think Henrietta initially chose not to tell people about her cancer diagnosis? What does this decision suggest about Henrietta’s personality? What important information did Henrietta’s doctor fail to give her before starting her cancer treatment? How did she react when this information was eventually shared with her? Chapter Six: “Lady’s On the Phone” Explain who Roland Pattillo is. How is he connected to both Henrietta Lacks and George Gey? Paraphrase the information on page 50 describing the Tuskegee Syphilis Study. What do the Tuskegee Syphilis Study and the Mississippi Appendectomies suggest about the history of African Americans and medicine? Why do you think Pattillo agreed to help Skloot contact Henrietta’s family? How does Deborah Lacks initially respond to Skloot’s request for information?
Who profited monetarily from the sale of HeLa cells and other human biological materials? In what ways, it any, did Gey personally profit from the development of HeLa? Chapter Fourteen – Helen Lane How soon after Henrietta’s death did the media attempt to write about her cells? What reasons did Berg give for wanting information about the woman whose cells were used to grow HeLa? How did TeLinde, Gey, and others at Johns Hopkins respond to Berg’s request? Why did they respond this way? Summarize the various factual errors that appeared in the stories about HeLa. Why didn’t Henrietta’s family know that her cells were still alive? In what specific ways do you think that learning of HeLa soon after Henrietta’s death might have changed her family members’ lives?
Explain the connection that Sonny makes between his mother’s personality and the ways he believes HeLa cells have been used. Sonny and Lawrence repeat the refrain “That’s a miracle,” when discussing the scientific advances made possible by their mother’s cells. What does this refrain suggest about their worldview and values? Give an example of indirect characterization that reveals that the Lacks family distrusts doctors. What are “night doctors?” Where did the term originate and why? What do the Lackses believe “night doctors” do? Is their belief based on real events? Explain your answer. What was the original intent of Johns Hopkins in setting up the hospital? Did the doctors working at the hospital live up to that intent? Why did the family treat Rebecca Skloot differently from journalists who had come around before? What made her so different? Why were the Lacks family so angry at the end of this chapter?
How have laws regarding medical privacy changed since the early 1980s? Chapter Twenty-Seven – The Secret of Immortality Explain how HPV causes cervical cancer. Are scientists able to definitively explain why HeLa grew so powerfully? Explain the theories that Henrietta’s family have about why her cells are so powerful. Describe the contribution that HeLa has made to research on the HIV virus and the AIDS epidemic. Explain Van Valen’s theory that HeLa cells are “no longer human.” Was his theory accepted by the scientific community? Explain the Hayflick limit. Why are HeLa cells able to live beyond the Hayflick limit? Chapter Twenty-Eight – After London What did Deborah hope would happen as a result of the BBC documentary?
What you do Role: Blue Hat Job: lawyer Role: white hat Job: Historian Role: red hat Job: Psychologist Role: Green hat Job: journalist Role: yellow hat Job: Literary Anaylst Role: Black hat Job: Scientist What you look for or question What are the laws/ethics? What are the historical facts that Create the context of this Story? How do you/Rebecca Skloot/ Other characters feel in this chapter? What bias is evident? What side of the debate is Presented? Report on characters’ conflicts, Plot, climax, description, details. Resolution. What is the logical evidence Presented or experimentation?
Which paragraph is the least developed? On the basis of your descriptive outline of “The HeLa Factory” chapter, what do you think is the main point? Is that point explicit or implicit? Activity 7C Drawing Conclusions from Structure One of the most vital communication skills is the ability to take written text and summarize in your own words a specific text’s original meaning. Taking the chapter entitled “The HeLa Factory” (or a different chapter if you are working as a group and have been assigned another chapter), summarize that chapter in a well-drafted paragraph. In composing a summary, you need to consider the following questions: How did the author order the chapter? (Which event comes first, in the middle, last?) What is the effect of this order on the reader? How has the structure of the chapter helped make the author’s premise clear, convincing, and engaging? Activity 8 Noticing Language Here are some health industry and scientific words and phrases from the text that may or may not be unfamiliar to you. Some of these words you may have seen before while others may seem new. The best method to identify the meanings of the words is to consult the Index at the back of the text that begins on page 367. culture culture medium American Type Culture Collection Standardization of the Field FISH The HeLa Cancer Control Symposium HLA Marker Medical Genetics National Foundation for Infantile Paralysis Tuskegee Syphilis Study Activity 9 Annotating and Questioning the Text Turn to page 275 in Chapter 33 entitled, “The Hospital for the Negro Insane.” This activity works best with small learning groups. Follow directions listed below. Label these elements in the left-hand margin next to the following sentences: Issue or problem being addressed: “The Crownsville that . . .”
Illegal aliens are subject to detainment and deportation at any time, as are legal aliens if they commit and are convicted of a crime. In many cases however, unless an illegal alien has committed a crime and been convicted, most are not detained or removed from the U.S. simply because they cannot be identified as illegal aliens. Becoming a naturalized citizen The process of becoming a United States citizen with full citizenship rights is called naturalization. Overseen by the Bureau of Citizenship and Immigration Service (BCIS), there are several ways for aliens to become naturalized. The most common way, used by individuals who hold an immigrant visa, is to obtain legal permanent resident status by residing in the country for a period of five years. During this time, a legal alien may not spend more than six months at once overseas. He or she must be physically present in the country for at least six months of the year for a total minimum of two and a half years. It is possible to become a permanent legal resident and later, a naturalized citizen through marriage to a United States citizen. In this case, the naturalization period is shortened from five years to three years, provided the couple has been married for at least three years and the spouse is still a citizen of the United States. Other factors that affect naturalization and eligibility for citizenship include being at least 18 years old, possessing good moral character and basic reading and writing skills. Potential citizens are required to understand United States government and history, although there are some age-related exceptions to the latter two. After the application and interview process is completed, the BCIS will grant or deny citizenship to the individual who has applied. If the BCIS needs more information before a decision can be made, it will continue the case. Individuals who have been denied citizenship may appeal. This country was built on the strength of its immigrant population. While the face of the American immigrant has changed and will change over the years, one thing remains the same: you can enter just as long as you have the correct paperwork and can follow the State Department's rules. source:
A similar conclusion can be drawn from comparing US and UK fines; the US imposes far higher penalties than the UK. The LIBOR scandal provides a direct comparison in fines to Barclays. The FSA fined Barclays £59.5 million, the highest fine ever given. This is made to look small by the $200 million and $160 million fines imposed by the Commodity Futures Trading Commission and Department of Justice respectively. Despite the US fines were still only to the value of 3.933% of Barclays 2011 profits. These fines are not the biggest this year; HSBC recently received a $1.9 billion fine for failing in its money laundering controls. This fine is a lot more significant than any UK fine, 8.687% of HSBC’s 2011 profits, but still unlikely to really impact a Bank which made $21.872 billion last year. International Intervention Presently there are no international organisations with the power to undertake enforcement actions against banks; this could soon be to change if the states using the Euro currency agree to instil powers in the European Central Bank. There are some international organisations which produce recommendations for states to comply with, including the Bank for International Settlements (BIS) and the Financial Action Task Force (FATF). Without any sanctioning powers the guidance these bodies can provide is only compliance-based. The power of these recommendations depends on their implementation by sovereign states; the UK is a member of the Basel Committee on Banking Supervision as well as a FATF. FATF provides recommendations in combating “money laundering, terrorist financing and other related threats to […] the international financial system.” It produces periodic reports assessing the compliance of member states; it has found the UK to be largely compliant. The UK was encouraged to become fully compliant but there are no consequences for not doing so. A discussion classifying the UK as a ‘political citizen’ or ‘amoral calculator’ would
SECTION 07 01 50 MAINTENANCE OF MEMBRANE ROOFING GENERAL The General Conditions, Supplementary Conditions, Instructions to Bidders, and Division 01- General Requirements shall be read in conjunction with and govern this section. The Specification shall be read as a whole by all parties concerned. Each Section may contain more or less than the complete Work of any trade. The Contractor is solely responsible to make clear to the Subcontractor the extent of their Work. SUMMARY This section includes requirements for supplying labor, materials, tools, and equipment to complete the Work as shown on the Drawings Architectural Division as specified herein including, but not limited to, the following: Cleaner Primer Sealants Polyester Fabric Reinforcement (optional) Roof Coating Walkway System (optional) Roof Texture At Walkways (optional) RELATED REQUIREMENTS DIVISION 07 – Thermal and Moisture Protection Section 07 01 20 – Maintenance of Thermal Protection DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.13 – Roof Moisture Survey DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.16 – Roof Maintenance Program DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.19 – Preparation for DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.23 – Roof Removal DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.81 – Roof Replacement DIVISION 07 – Thermal and Moisture Protection Section 07 01 50.91 – Roofing Restoration DIVISION 07 – Thermal and Moisture Protection Section 07 01 60 – Maintenance of Flashing and Sheet Metal DIVISION 07 – Thermal and Moisture Protection Section 07 01 90 – Maintenance of Joint Protection DIVISION [project specific] - LEED Requirements Section [project specific] – [project specific]. REFERENCES
Helsinki Accords: Declaration on Human Rights Description The Helsinki Declaration of August 1, 1975 was a turning point in Cold War relations inside European borders. The Soviet Union and the Warsaw Pact countries celebrated the acknowledgment of their national boundaries; a desired goal since the end of World War II. West European democracies celebrated the Warsaw Pact countries' willingness to adopt ten major points of international diplomacy. One of the most pivotal of these points was the seventh clause of the treaty, an agreement to uphold human rights. Each East European country promised to protect minority rights, allow religious worship, and grant political and economic freedom for all of their citizens. Each country published the Helsinki Declaration at home, which created a promise of wide reforms if the countries honored this agreement. As citizens throughout Eastern Europe petitioned for their new human rights, a widespread dissident movement against the Communist Parties of Eastern Europe emerged, including the arrival of the Charter 77 in Czechoslovakia. Source The Final Act of the Conference on Security and Cooperation in Europe, August 1, 1975, 14 I.L.M. 1292. Primary Source—Excerpt The participating States will respect human rights and fundamental freedoms, including the freedom of thought, conscience, religion or belief, for all without distinction as to race, sex, language or religion. They will promote and encourage the effective exercise of civil, political, economic, social, cultural and other rights and freedoms all of which derive from the inherent dignity of the human person and are essential for his free and full development.
Listening Comprehension: Horrid Henry’s Nits A First read these statements, and then listen to the text. Complete the following sentences. Stop scratching, please, we’re we’re eating dinner. It wasn’t his fault that nits loved him. I have declared war on nits. Nora the nit-nurse is coming this morning. Tick the correct box/boxes, sometimes more than one. () Perfect Peter washes and combs his hair a every night. b every week c every two years. Henry hates the stinky smelly horrible shampoo much more than a having trouble with his parents. b having nits. c going to school. At the end, Horrid Henry has got a no nits. b few nits. c lots of nits. Match the following sentences. For once, (Moody) Margret a a was too shocked to speak. Oops, he added […] banging heads with b b Weepy William. Nits, said Nitty Nora poking her comb into c c Rude Ralph’s greasy hair. Henry leaned his head near d d hers (Ms Battleaxe’s). Henry leaned over e e Clever Claire. […] He brushed against f f Greedy Graham. Nits, said Nitty Nora poking her comb into g g Lazy Linda’s mop. Henry stumbled and fell against h h Anxious Andrew. Henry leaned across the table and put his head close to i i (Beefy) Bert’s.
Finally, grant funds will support small groups of researchers to pursue the pilot projects and disseminate their findings. Each group will explore both novel approaches to collaborative theological scholarship and innovative ways to disseminate the findings of that scholarship to a broad range of publics. According to Stephen Graham, ATS senior director of programs and services, who will oversee the project, “Dramatic changes across the globe, particularly in the area of technology, have affected theological scholarship, including how research is done, emerging new topics to be studied, and unanticipated ways to communicate findings to various publics.” He added, “These changes are made even more influential by the rapid demographic shifts taking place in North America and the changes in adherence and practice experienced by communities of faith. In response, the missions of many schools have broadened to include a wider range of vocations. Consequently, it becomes evident that theological scholars face the need for significant adaptation in their work.” The award to ATS is to 36 organizations. The Theology program awarded three grants to support scholarship, ministry, and public engagement, while nine additional grants through the Luce Fund for Theological Education will support innovation at institutions of theological education, all ATS member schools or affiliates. ### The Association of Theological Schools in the United States and Canada (ATS) is a membership organization of more than 270 graduate schools across North America. The Association provides a host of programs, services, research, and other resources to support the work of administrators and faculty at member schools. The Commission on Accrediting of ATS accredits institutions and approves degree programs offered by accredited schools.
Please complete ALL sections in BLACK ink or type. CONTACT DETAILS If hand-writing the form, please complete this section in CAPITAL letters: Title: _______ First Name: _______________ Surname: __________________ _ Address for correspondence: _________________________________ __________ _________ _______________ Post Code: __________________ Telephone (Home): ___ _____________________ Mobile: ________________ ___________ Telephone (Work): ______ __________________ E-Mail: __________ _________________ May we contact you at work? – we will do so discreetly: _______________________________ REFERENCES Please provide the names and addresses of at least TWO referees, indicating in what capacity you know them. One of these must be the present or most recent employer, as stated above. Please note that friends and relatives are not acceptable referees regardless of their occupation or professional qualification. REFEREE Name: Address: Telephone No. Home: Business: E Mail: REFEREE Name: Address: Telephone No. Home: Business: E Mail: In what capacity is the referee known to you? In what capacity is the referee known to you? DETAILS OF CURRENT/LAST EMPLOYER Name of Employer Job Title Salary Dates with Employer Reason for Leaving Give a brief description of current duties and responsibilities:
Henry Moore Foundation–BSR Fellowship Name of candidate: ........................................................................................................................................... You should submit one show-reel of your recent work, lasting five minutes. You should take note of the aims of the Fellowship when you select the work. The following file formats will be accepted: .mov, .mp4, .qt and .vob. If sending a DVD, it must be PAL (Region 2/Europe-compatible) and should contain only the five-minute show-reel you would like the selectors to view. The DVD, memory stick or file should be clearly marked with your name and surname; and if you are sending a file by a sharing service, please ensure the message includes your name, surname and postcode. If you feel that it is important that you show some images in addition to your film, video and/or performance work, you may include some still images on the showreel, but should adjust the length of the moving image section of the show-reel (each still image counting as 30 seconds). The files may be sent on a memory stick or CD/DVD to The Registrar (HMF), British School at Rome, 10 Carlton House Terrace, London, SW1Y 5AH; or via WeTransfer to . See the information sheet for further instructions. Title(s) of work(s) Year of completion Brief description of the extracts in your show-reel, and details of how the extract relates to the whole work: The viewing of this DVD will be strictly limited to five minutes. End of page 5