zilongwang/ReadingBank huggingface dataset:
* Non-attendance at employment provider appointments is reported through a Non-attendance report and results in an income support payment suspension rather than a Connection Failure. However, failures to attend initial appointments with party providers, such as Work for the Dole host organisation, can result in a Connection Failure. 1 January to 31 March 2015 Income support payment suspensions Indigenous Indigenous % Non Indigenous Non Indigenous % Total Total % Financial YTD Financial YTD% Income support payment suspension - at appointment 64,302 19.66% 244,023 74.63% 308,325 94.29% 902,860 94.81% Income support payment suspension – disengagement from activity 7,878 2.41% 10,794 3.30% 18,672 5.71% 49,382 5.19% Income Support payment suspensions 72,180 22.07% 254,817 77.93% 326,997 100.00% 952,242 100.00% Income support payment suspensions are applied when a job seeker to attend an appointment and a Non-attendance Report is submitted or when a job seeker disengages from an activity and their provider indicates on a No Show No Pay Participation Report that they wish to discuss this with the job seeker. 1 January to 31 2015 Finalised CCA Outcome Indigenous Indigenous % Non Indigenous Non Indigenous % Total Total % Financial YTD Financial YTD% JSCI updated - referral for ESAt 133 1.88% 351 4.96% 484 6.84% 2,266 7.53% JSCI updated - eligible for higher stream <20 N/A 37 0.52% 56 0.79% 286 0.95% Persistent non-compliance (Serious Failure) 1,657 23.41% 1,475 20.84% 3,132 44.24% 13,394 44.49% Other outcomes 997 14.08% 1,746 24.66% 2,743 38.75% 11,528 38.29% No outcomes 248 3.50% 416 5.88% 664 9.38% 2,635 8.75% Total 3,054 43.14% 4,025 56.86% 7,079 100.00% 30,109 100.00%
If you complete the survey online, you will be emailed a you notification. Alternatively, if you attempt to do the survey online again, a prompt will advise if you have completed it or not. I completed this survey and sent it back. Why am I being sent a reminder notice? It may take a couple of weeks for your survey details to be processed which can result in a reminder notice to be sent to you in the interim. You can disregard the reminder notice. How do you use the information I provide? How did you get my name and details? The Department of Jobs and Small Business is the government department that develops the programs and policies to do with employment assistance. Various organisations (such as the Department of Human Services and jobactive providers) deliver these services and programs on our behalf and this gives us limited access to their records. Who will have access to the information I provide? Results from the survey are grouped together so you will not be individually identified in any reporting of results from the survey. As such all of the information you provide will remain anonymous and confidential. No information you provide will be placed on your record or affect any of your payments or assistance you receive in any way. How is my privacy protected? Any information that you give will be completely confidential, and will be used for research purposes only. The Department of Jobs and Business is bound by Social Security legislation, the Commonwealth Privacy Act, and strict confidentiality principles to ensure your privacy is protected. Where will the information I provide be published? Only aggregated data from the survey is reported. You will not be individually identified in any reporting of results from the survey. Please see the page for the aggregated survey results are reported. I don’t want to undertake any future surveys, how do I opt out? If you would like to opt out please call 13 62 68 or email . Where can I get more information about jobs services? Further information on jobactive is available at the . Alternatively you can call 13 62 68.
Curriculum Vitae for Gunnar Johanson Date of birth 26 March 1951 Nationality Swedish Current position Professor of Occupational Toxicology and Risk Assessment, and Head of Unit, Work Environment Toxicology (since 2002) Address Fax Email Work Environment Toxicology, Institute of Environmental Medicine, Karolinska Institutet, SE-171 77 Stockholm, Sweden +46 8 5248 7752 +46 8 336 981 Gunnar.Johanson@ki.se Web sites Karolinska Institutet: Institute of Environmental Medicine: Work Environment Toxicology: Nordic Expert Group: Academic degrees 1988 Doctor of Medical Sciences in toxicology, Karolinska Institutet. Thesis title: “Toxicokinetics of 2-butoxyethanol. Uptake, distribution, metabolism, and excretion in man and laboratory animals” 1984 MSc in toxicology, Karolinska Institutet 1973 BSc in chemistry and biology, Uppsala University Employments 2002- Professor of Occupational Toxicology and Risk Assessment and Head of Unit, Work Environment Toxicology 2000-2001 Professor of Occupational Toxicology and Risk Assessment, Sw National Institute for Working Life (NIWL) 1999-2002 Adjunct professor of Occupational Toxicology, Dept of Medical Sciences, Uppsala university 1999-2001 Program Director, Toxicology and Risk Assessment, NIWL 1991-1999 Associate Professor in Occupational and Environmental Medicine, Dept of Medical Sciences, Uppsala university
anxious logical reserved authoritative malicious respectful bitter manipulative responsible calm maternal sarcastic carefree mature satisfied careless modest scientific caring naive self-accepting cheerful negative self- conscious clever nervous selfish cold neurotic sensible confident noisy sensitive cranky normal sentimental critical objective serious cynical oblivious silly demanding observant skilful dependable obsessive sociable disciplined organised stable dogged overburdened strained domineering Over confident strong dreamy paternal stubborn dutiful patient sympathetic efficient perceptive tactful energetic perfectionist temperamental extroverted persuasive tenacious fair passive flexible pleasant thoughtful flirtatious powerful tough greedy precise trusting giving pretending trustworthy guilty progressive unassuming protective uncertain hard proud unconcerned helpful questioning understanding imaginative quiet unreasonable immature rational vain inconsiderate reactionary vulnerable independent realistic warm intelligent reasonable wilful introverted reassuring wise irresponsible rebellious witty irritable regretful worried jealous rejecting
_________________________________________________________________________________________________ STOP & SHOP Don’t forget to make sure your Stop and Shop card benefits the High School – cards can be registered to more than one school, so add the HS to your card ___________________________________________________________________________________________ *******All and sign up instructions can be downloaded from our website – we can be found under the PARENT TAB on the HIGH SCHOOL web page or click
Easter and Beyond April 29, 2018 “Following the Good Shepherd” (John 10:1-18) 1. Introduction: Laying down his life for the sheep A tourist in the Middle East observed with interest a shepherd putting his sheep into a sheepfold one evening. The sheepfold had only one opening and there was neither a door nor gate to enclose it. When the tourist noticed this, he asked the shepherd, “Without a door or gate, can’t the sheep escape? And what’s keeping predators from getting in and attacking them? The shepherd answered, “Nothing can get in or get out at night because I am the door. When the sheep are in the sheepfold, I lie across the doorway. No sheep can get out except over my body and no wolf can get in except over me.” This little anecdote nicely captures the message of the metaphor in this morning’s Gospel lesson. The larger context of this passage contains a beautiful mixed metaphor that describes Jesus as the Good Shepherd of the sheep and the Gate of the sheepfold. These two images are closely related and emphasize that Jesus both protects and gives life to those who follow him. On the one hand, Jesus is the gate for the sheepfold, guarding the sheep from thieves and robbers who try to sneak over the wall (10:1). Only the true shepherd enters through the gate and has access to the sheep (10:2). The sheep also enter through Jesus, the gate, and are saved and are given abundant life (10:9-10). Jesus is also the good shepherd who lays down his life for the sheep, protecting them from the ravenous wolves that wish to attack and scatter the flock (10:11-13). While the hired hand flees at the first sign of danger, the good shepherd stands his ground and risks his life for the sake of the sheep. Jesus, the good shepherd, also leads the sheep to green pastures where they receive abundant life (10:3-4, 9). The images of Jesus as sheep-gate and good shepherd are a source of great comfort to all Christians because they illustrate the loving care and the abundant life that we receive from our Lord. Our tendency, however, is to limit the Good Shepherd’s care to the confines of these
Why did John decide to defend Captain Preston and his men? was Captain Preston from? They are all of the British soldiers and Captain from Britain. He decides to defend them because he believes in liberty and justice for all, not just the colonists. He understands that the British soldiers were not wrong in their actions. He also understands how it must feel to be in a foreign land and defending yourself with jurors of the land. (Think back to some of the British laws, and why the colonists were upset with Britain.) Describe some of the arguments John makes on behalf of the British soldiers during the trial. He notes that the Captain that the colonists are saying told the soldiers to shoot was in front of the soldiers. If he had told them to fire, he would have been shot first. He notes that the colonists were not throwing snowballs, but ice and oyster shells. He notes that the colonists were harassing the soldiers, and it was over 200 men and boys, all taking part in this behavior. This would have been a frightening experience for the soldiers. They were also shouting and daring the soldiers to fire, and the ‘order’ may have been misinterpreted. How does John react when he sees a drawing of the Boston Massacre? He is He knows that the recreation drawing of the events is very biased, and does not give the complete or accurate view of the Boston Massacre. During the trial, what do you find out really happened at the Boston Massacre? What did the colonists do? The colonists were harassing the British soldiers. Preston said that he be foolish to order the men to shoot, and that it never happened, based on the story given by another colonist who did not want to lie. Preston was actually speaking to this colonist when the first shot was fired. The soldier that shot was a misfire after he was beaten with a club and fell to the ground. Compare and contrast the closing arguments by each side in the trial. While Adam’s closing argument changes based on Abigail’s advice, in the end, he simply restates the truth. The person fighting for the prosecution states that since the British soldiers all admit to
PTO switch must be OFF. Fuel is dirty. Prime Injector. or faulty injectors, see your John Deere Distributor is low. cables are or corroded. ENGINE MISSES UNDER LOAD Fuel is dirty. Air filter is dirty. Fuel filter plugged or dirty. ENGINE HARD TO START or faulty injectors, see your John Deere Distributor. Fuel is dirty. Electrical connections dirty. Air lock in fuel line. Disconnect fuel line from fuel filter. Fuel should flow. ENGINE WILL NOT SLOW IDLE Fuel and/or fuel filter is dirty. Plugged fuel line. Valves not seating correctly - adjust valves. (See TM1533 or your John
Low engine speed - raise engine RPM. Low engine oil level. Engine radiator and screens. Electrical IF WILL NOT TAKE A CHARGE Dead cell in battery. Loose or corroded connections. worn out. electrolyte level. STARTER DOES NOT WORK Loose or corroded connections. worn out, output is low. Faulty starter. STARTER CRANKS SLOWLY worn out, output is low. Engine oil is too heavy. Loose or corroded connections. ELECTRICAL SYSTEM DOES NOT WORK Blown fuse. or corroded connections. worn out, output is low.
LIGHT COMES ON WHEN ENGINE IS RUNNING Low engine speed. Faulty voltage regulator. Faulty battery. Faulty alternator. INDICATOR LIGHTS DO NOT COME ON IN "START" POSITION Faulty indicator bulb. Faulty wire or sensor. Hydraulic Drive System IF CHECK HYDRAULIC SYSTEM FAILS TO FUNCTION Oil level low. Faulty relief valve. Faulty pump or motor. Clogged suction line. NOISY PUMP Low oil level/ wrong oil. Air leaks. FOAMING OIL Low oil level. oil. Air leaks. Tighten fittings - check SLOW REEL SPEED Oil level low Oil overheated Wrong oil. Worn pump or
out of adjustment. Reel dull. Ground speed too high. Engine speed too slow Bed knife and/or reel grooved, ribbed, or rifled due to knife adjustment too tight or running machine without grass in the reels. CORRUGATED OR RIBBED APPEARANCE TO TURF Ground speed too high or engine rpm too slow. GRASS BUILDUP ON ROLLS Scraper out of adjustment. MOWERS WILL NOT RAISE/LOWER Not enough oil in reservoir. Transaxle pump does not rotate. No output from pump. Control valve spool does not move. MOWER REELS SQUEAL Operating reel without
Leng, N., Chuen, T., & Nancy, N. (2009). Teaching and learning calculus with the TI-Nspire: A design experiment. Retrieved October 10, 2010 from http://atcm.mathandtech.org/EP2009/papers_full/2812009_17308.pdf Lubinsky, J. (2010). It all adds up! Using technology in the math classroom. High-tech teaching success! A step-by-step guide to using innovative technology in your classroom (pp. Waco, TX: Prufrock Press. National Council of Teachers of Mathematics (NCTM). (1989). Commission on Standards for School Mathematics. Curriculum and Evaluation Standards for School Mathematics. Reston VA. Patten, S. (2001). School: The Story of American Public Education. Stone Lantern Films and PBS. 2001. Retrieved from http://www.pbs.org/kcet/publicschool/ about_the_series/index.html. Pomerantz, H. (1997). The role of calculators in mathematics education. Retrieved from therole.pdf. Rich, B. (1991). The effect of the use of graphing calculators on the learning of function concepts in precalculus mathematics. Doctoral Dissertation, The University of Iowa, 1990. Roschelle, J. & L. Gallagher (2005). A Research Perspective on Using Graphing Calculator Interventions to Improve Mathematics Achievement. Palo Alto, CA: SRI International: 12. SRI (2006). TI-Nspire™ math and science learning handhelds: what research says and what educators can do. Menlo Park, CA.
How are the above similar, use proper mathematical terms? How are the above different, use proper mathematical terms? Make a generalization for what the negative sign does to the parent function. If , what do the values of a, b & c do to the function? Graph the following by using only the rules you just set. Be sure to label the x- & & vertex. Confirm each one using the graphing calculator.
SREB - Schools That Work – Counseling/Advisement Program College – Building a Strong AP Program (Featured Speaker) College Board – How to Develop and Sustain a Successful AP Program Orange County Public Schools (Orlando, FL) Leadership Conference – Building A Successful AP Program (Featured Presenter) RESA, – Building a Successful Program (Featured Presenter) Gwinnett County Public Schools’ Summer Leadership Conference – Establishing a Collaborative Culture Where All Students Can Learn at High Levels (Presenter) Professional Learning Communities – Establishing a Collaborative Culture Where All Students Can Learn at High Levels (Presenter) Fulton, Richmond, Dekalb, Oconee, Oglethorpe and other districts in Georgia – Establishing a Collaborative Culture Where All Students Can Learn at High Levels (Presenter) Growing Leaders National Forum for Student Leadership - Implementing a District Wide Student Leadership Program (Presenter) Additional Information: Married to the former Lisa Hogan of Snellville, Georgia Three children: Jaryd – University of Georgia graduate and currently attending John Marshall College of Law, Cameron- University of Alabama graduate, and Preston – Georgia Institute of Technology Sophomore Enjoys Youth League coaching, jogging, and fishing Member and Past-President of the Kiwanis Club Charter Member of Mosaic Rotary Club of Gwinnett Presenter and former Participant of Leadership Gwinnett (Class of 2000) Former President of Region 7 AAAAA Member of Ethics Board for City of Suwanee, Georgia
Works Cited "Colorado Voters Recall Two Gun Control Backers." Weekend Edition Saturday 14 Sept. 2013. Student Resources in Context. Web. 22 Dec. 2013. "Democrats Giron and Morse ousted." Denver Post [Denver, CO] 11 Sept. 2013: 11A. Infotrac Newsstand. Web. 22 Dec. 2013. "Hard Lessons of the Colorado Recall." Editorial. New York Times 12 Sept. 2013: A30. Print. Healy, Jack. "Suspect Bought Large Stockpile of Rounds Online." New York Times 23 July 2012: A1(L). Infotrac Newsstand. Web. 12 Dec. 2013. Killough, Ashley. "Colorado Recall a Proxy in National Gun Control Debate." CNN. Cable News Network, 10 Sept. 2013. Web. 08 Dec. 2013. Lizza, Ryan. "The Middleman." The New Yorker 13 May 2013: 26. Student Resources in Context. Web. 10 Dec. 2013. Morse, John. "Rampage. Regret. Repeat." Newsweek 20 Sept. 2013: 1. Infotrac Newsstand. Web. 8 Dec. 2013. recalled in historic." UWIRE Text 13 Sept. 2013: 1. Infotrac Newsstand. Web. 8 Dec. 2013. Petersen, Barry. "Colo. Senator Who Pushed for Gun Control May Lose Job." CBSNews.com. Columbia Broadcasting Sysyem, 18 June 2013. Web. 8 Dec. 2013. Tapper, Jake. "NRA pushes for recall of top legislator in Colorado." CNN. Cable News Network, 17 May 2013. Web. 28 Dec. 2013.
2018 – 2019 Bell Schedule 7:45 – 8:35 Study Hall/Morning Assembly-Gyms Only 7:45 – 8:30 Breakfast/Library/ Morning Tutorials 8:35 – 8:40 Morning Announcement 8:45 – 9:30 1st Period 9:34 – 10:19 2nd Period 10:23 – 11:08 3rd Period 11:12 – 12:50 4th Period 11:12 – 11:42 1st lunch-8th grade 11:46 – 12:16 2nd grade 12:20 – 12:50 3rd lunch-6th grade 12:54 – 1:39 5th Period 1:43 – 2:28 6th Period 2:32 – 3:17 7th Period 3:21 – 4:05 8th Period
Impacts of land use change in China – environmental impacts of the Great Leap Forward – production chains and environmental costs – the changing response of government to public participation in environmental issues Week 3 – 4 x 75 minutes (lectures, videos and student-led discussions) Main Focus: Global Change Impacts 3 (Focus on People’s Republic of China from 1950 to the present) Environmental impacts of economic development – environmental change during the Mao period – environmental change in post-Mao years – overview of changing resource management in China since 1950 – worldwide trends in global change – the “Great Acceleration” – the “Millenium Assessment” Week 4 – 4 x 75 minutes (Quiz on Historical Environmental Impacts in China, lectures, planning of student individual projects) Main Focus: Stewardship versus Confrontation in Managing Resource Use Selection of student project themes, accessing library materials, rubrics for poster design and oral presentations, approaches to social-ecological governance – backcasting – role of communication across disciplines and community sectors – conflict resolution – the TERRECO regional study of resource management in Korea – a watershed-oriented SES framework – social-ecological drivers of change and time trajectories – trade-offs in services – field trip to managed sites Week 5 - 4 x 75 minutes (lectures, videos and student-led discussions) Main Focus: Stewardship versus Confrontation in Managing Resource Use Ecotourism, displacement of harm, regional resource management case studies (biosphere reserves – subsistence agriculture, erosion, fuel wood and reforestation as competing needs in Nzoia River Basin Kenya – payments for forest improvement to maintain Hoa Binh watershed power production and water supply in Vietnam – high fertilization and plastic mulching practices in relation to crop production in Northern China – current global programs on sustainable resource management), the role of models in understanding resource management Week 6 – 4 x 75 minutes (videos, student-led discussions, review of lectures 5 – 8, and discussion of individual student projects) Main Focus: Future Perspectives Displacement of harm, environmental footprints, current management initiatives with respect to climate change and food production, modifying business and economics to support sustainable resource management Week 7 – 4 x 75 minutes (quiz and discussion of individual student projects) Main Focus: Student Individual Projects on Regional Stewardship (Developing Interpersonal Competence) Review and discussion of case studies by students on regional resource management Week 8 – 2 x 75 minutes (Final exam)
Works cited Foundation Le Corbusier, Infos Pratiques Unrealized Project, .web The Nonist, Hugh Ferriss: Delineator of Gotham, . web Novak, Matt. . . Paleofuture.web . Sir Ebenezer Howard British urban planner. .Encyclopaedia Britannica.web Le Corbusier-
Document 8 | John Jenkins Source: Delayed Gratification: , 1st July 2012 “I curse the day I was born a Welshman” Back in 2012, Delayed Gratification associate editor James Montague met John Jenkins, the former terrorist who targeted the Prince of Wales’ investiture. Here's how Jenkins remembers his time as a Welsh nationalist HM Prison Wormwood Scrubs May 1971 Annwyl Mrs White Many thanks indeed for your most welcome and refreshing letter… I say, and, repeat, “welcome” and “refreshing” not for my sake alone, but for the sake of old Mother Wales, who will need to start worrying when letters like yours cease to be written… She is not a beautiful young girl after whom I lust, or an old Duchess whose money and status I desire; she is old, well past her best, decrepit and boozy and has taken strange bedfellows without the saving grace of desperation. I “took up arms” because with many other people, I could feel instinctively that our national identity, our sacred soul, our everything, was not only being threatened but was in the last stages of survival. My aim was to create a state of mind, so that people would not accept all that the English government said and did as Moses on the Mount; to make them realise that all actions are acceptable when performed in the national interest. My friends lost their lives, I and others have lost our freedom for a Wales, free and Cymraeg, and I will never settle for anything less. The fight is not only against inertia and apathy but against time itself, because Cymraeg can only be saved and cultural renaissance created by an Independent Welsh Government. We must always remember that to be liked is fatal, because all we can hope for then is benign toleration. We must aim preferably at being hated, then at least we gain a healthy respect. is to diplomacy what bullion is to banknotes. I have always believed that there is a direct connection between one’s social attitude towards a people, and its fighting record. I hope you and your husband have not gained the impression that I am a bloodthirsty militarist. It is simply that the Government has placed us in the final position where we either become men or mice; there is no honourable position in between. Er mwyn Cymru
Wife’s niece 1874.10.20 Isabella Mary Francy Harris Lindsay, wife of Major Alex. Lindsay, Royal Horse Artillery, and eldest dau. of late Maj.-Gen. Phillip Harris, died of typhoid at Mean Mean, India. (NM 15.12.74) Wife’s nephew 1879.05.21 George Henry Walter, youngest son of the late Maj.-Gen. Phillip Harris, died at Gloucester Crescent, Hyde Park. (NM 01.07.79) SOURCES Books and Directories Hart’s army list. No. 62. John Murray: London, 01.04.1854. Cemeteries WSC – West Street Cemetery, Durban. Newspapers NM – Natal Mercury T of N – Times of Natal Official Documents AGO – Attorney general’s Office CSO – Colonial Secretary’s Office DGR – Durban Government Register (Deaths) EI – European Immigration MSCE – Master of the Supreme Court Estates RSG – Registrar of the Supreme Court SGO – Surveyor General’s Office All of the above avail. from Pmb. Archives Repository. MSC – Master of the Supreme Court Avail. from Master’s office Personal Communication Merrett, C.E. Private Papers MP A1580 – Moreland’s land lists Unpuplished Manuscript Blamey family history. Typescript, 1966. Avail. from Campbell Collections. Ph. 031-260 1720
Country (if not UK) Mode of attendance (please tick the relevant box) Full-time Part-time Full-time Part-time Full-time Part-time Month and year in which your course started and finished (or will finish) Start date Mm/yyyy End date Mm/yyyy Start date Mm/yyyy End date Mm/yyyy Start date Mm/yyyy End date Mm/yyyy Qualification Subject Qualification type (for example, BA, MA, PhD) of qualification Are there any other qualifications that you feel are relevant to your application? Please provide full details (UG/PG, FT/PT, Start date / End date etc.) 4: Professional Experience that is relevant to this application Dates (mm/yy) Full or Employer/Organisation (including location) Description of relevant experience From To No. of years 5: Proposed study – Project Details Please provide a project for your proposed programme of research Please make your case for support in the two sections below (Total of 4000 characters, including spaces, in Arial font no smaller than size 11). Section 1: Outline your proposed project and your preparation for study and previous experience.
JOHN WATSON MY EDUCATION HISTORY JAN 2013 – JAN 2015 Dublin Business School MSc in Computer Science Finished Jan 2015 AUG 2012 – SEP 2012 Institute of Tech School 3 year course Graduated with 1.1 Degree AUG 2009 – JUL 2012 Technical Collage Communication/IT MY WORK EXPERIENCE MAY 2014 – NOW C++ Developer Bank of America Responsibilities 1 PROJECTS Project 1 Project 3 FEB 2012 – APRIL 2014 Developer & Tech Support CITI GROUP PROJECTS Responsibilities 1 Responsibilities 2 Responsibilities 3
121st Annual Meeting of the United States Animal Health Association October 12-18, 2017~ San Diego, California USAHA Subcommittee on Johne’s Disease AGENDA Monday October 16, 2017 1:00 PM to 6:00 PM Room – Sunset Room Chair: David Smith Co-chair: Dr. Elisabeth Patton Time Topic/Title Presenter(s) 1:00PM Introduction and Roll Call Dr. Smith, NYS Dept. of Agric. and Markets 1:05 Review of Minutes of Last Meeting Dr. Elisabeth Patton, WI Dept. of Agric., Trade, & Consumer Protection 1:10 Review of Old Business 1:15 Update from National Cattlemen’s Beef Association Dr. Kathy Simmons, National Cattlemen’s Beef Association 1:30 MAP Early Diagnostics Project Dr. Vivek Kapur, Penn State Univ. and Dr. Bettina Wagner, Cornell Univ 2:15 (A U.K. Perspective on MAP) Dr. Alex Morrow, International Animal Health and Welfare Research Coordination Department for Environment, Food and Rural Affairs 3:00 BREAK ALL 3:30 Use of phage-PCR to detect M. avium paratuberculosis in blood and milk samples Dr. Catherine E. D. Rees, CSO PBD Biotech Ltd 4:30 Johne’s Proficiency Testing Update Dr. Kevin Stokes, USDA VS, Nat’l Veterinary Services Laboratory 5:15 Business Meeting 6:00 ADJOURN
ANTE- 22 23 22.5 23 0.5 5 5 0 MIS 23 19 21 21 0 5 5 0 Table 25: Rank from the results and the suggested level (suffixes) Suffixes Rank Nation/ Bauer rank Productive Receptive Average rank Combined rank Differences Actual Suggested Difference -EST 1 1 1 1 0 2 1 1 -ABLE 1 3 2 2 0 3 1 2 -ER (com) 3 2 2.5 3 0.5 2 1 1 -ER 4 4 4 4 0 3 1 2 -S 5 20 12.5 12 1.5 2 2 0 -EE 6 9 7.5 5 2.5 6 2 4 -ESS 7 17 12 11 1 4 2 2 -ITY 8 8 8 6 2 4 2 2 -NESS 9 12 10.5 7 3.5 3 2 1 -TH 10 5 12.5 12 0.5 3 2 1 -ISM 11 10 10.5 7 3.5 4 2 2 -LESS 12 13 12.5 12 0.5 3 2 1 -IST 13 23 18 19 1 6 2 4 -IAN 14 7 10.5 7 3.5 5 2 3 -Y 15 16 15.5 15 0.5 3 3 0 -LING 16 25 20.5 21 0.5 5 3 2 -IFY 17 6 11.5 10 1.5 6 3 3
If we set the border to separate each suffixes into familiar, middle frequency, and not familiar depends on the percentage of productive test as we did for prefixes, 6 suffixes were recognised as familiar. The suffix –er, -est, and –s appear in beginner level textbooks enough times for acquisition to occur. If students lose these suffixes when they are writing sentences, teachers correct their mistakes, so they can notice that they made mistakes and the grammar is incorrect because of that. The other suffixes such as –ism, -ee, -less, and ian are also seen in texts sometimes, however, these ones don’t have a relationship with grammar and are added after specific roots, so students can’t have enough feedback from what they read or write. Research Question 2: Which language did the subjects use to answer the part of the test they can answer in either language, English and Japanese? The subjects were able to answer in either languages when they took the test. The productive part required them to type their answers in their own words without any alternatives. According to some researchers, Japanese students who are learning English tend to remember the meanings and other information about English in Japanese at the beginner level. Some people who are used to learn English tend to remember the meanings in another way to say with the basic meanings. However, if the students don’t try to remember it in many ways, they might not be able to answer in English when asked. The table below shows the prefixes and suffixes that the subjects could answer in English, and the example answers the subjects wrote. Table 29: The prefixes and suffixes that subjects could answer in English and the some examples of their answers. Prefixes and suffixes Example answers in English (the number shows how many of the subjects answered in the same way) Non- Not (4), no (2), negative (2) Un- Not (7), negative, deny, cannot Im- Not, deny, cannot, impossible, negative Ante- Huge, big Anti- Opposite side (2), not, dangerous, against, reject Arch- Powerful, main part
Johnny Jobseeker Sales and Marketing Specialist Duncan BC Phone: 250-732-2222 Email: john.jobseeker@gmail.com http://ca.linkedin.com/in/johnnyjobseeker/ ☑ 10+ years sales experience ☑ Excellent communicator and negotiator ☑ Keen Relationship builder with prospects ☑ Apt listener to deal with objections ☑ Solution focused; able to persuade ☑ Quickly learn product knowledge Johnny Jobseeker Sales and Marketing Specialist 123 Something Street Vancouver BC V9L1H2 Phone: 250-222-2222 Email: john.jobseeker@gmail.com http://ca.linkedin.com/in/johnnyjobseeker/ ☑ 10+ years sales experience ☑ Excellent communicator and negotiator ☑ Keen Relationship builder with prospects ☑ Apt listener to deal with objections ☑ Solution focused; able to persuade ☑ Quickly learn product knowledge Johnny Jobseeker Sales and Marketing Specialist 123 Something Street Vancouver BC V9L1H2 Phone: 250-222-2222 Email: john.jobseeker@gmail.com http://ca.linkedin.com/in/johnnyjobseeker/ ☑ 10+ years sales experience ☑ Excellent communicator and negotiator ☑ Keen Relationship builder with prospects ☑ Apt listener to deal with objections ☑ Solution focused; able to persuade ☑ Quickly learn product knowledge Johnny Jobseeker and Marketing Specialist 123 Something Street Vancouver BC V9L1H2 250-222-2222 Email: john.jobseeker@gmail.com http://ca.linkedin.com/in/johnnyjobseeker/ ☑ 10+ years sales experience ☑ Excellent communicator and negotiator ☑ Keen Relationship builder with prospects ☑ Apt listener to deal with objections ☑ Solution focused; able to persuade ☑ Quickly learn product knowledge Johnny Jobseeker Sales and Marketing Specialist 123 Something Street Vancouver BC V9L1H2 Phone: 250-222-2222 Email: john.jobseeker@gmail.com http://ca.linkedin.com/in/johnnyjobseeker/ ☑ 10+ years sales experience ☑ Excellent communicator and negotiator ☑ Keen Relationship builder with prospects ☑ Apt listener to deal with objections ☑ Solution focused; able to persuade ☑ Quickly product knowledge
Name: Johnny Tremain Study Questions--Chapters 11-12 Chapter 11 Who was Johnny worried about after he heard about the fighting up in Lexington? Why did Doctor Warren want Johnny to stay in Boston? What tune did the British soldiers play on their fifes to insult the Yankees? Where did Uncle Lorne hide when the soldiers came to the printing press to capture him? Where was Merchant Lyte and his daughter going to hide from the war? Who is Miss Lavinia taking with her to England? What did Lavinia confess to Johnny? What did Johnny dress up as to get passed the soldiers and out of Boston? Who did Johnny want to stay with Cilla and Mrs. Bessie at the Lyte’s house after the Lyte’s sail away? Chapter 12 What did Johnny do to his uniform to blend in with the worn out wounded soldiers? What did Johnny say to the sailors that convinced them to take him across the river out of Boston? What kind of condition was Rab in when Johnny found him in the tavern? What did Rab give Johnny before he died? What could Doctor Warren do to fix Johnny’s hand? Johnny knew that lots of men would die in the war, but what was the thing that wouldn’t die?
transactions rather than simply using numbers on paper. Of course, given the Spanish 1 status of the classroom, the biggest obstacle the activity needed to clear was encouraging the students to give their best Spanish effort, reverting to English as infrequently as possible. While several students did speak Spanish regularly, a good portion of the class was so excited about the activity, they neglected to use it as the form of practice it was intended to be. While the activity did not fully encourage students to practice their Spanish, a few minor tweaks could render an already successful lesson into something truly effective. We talked about several options that John might pursue in the future throughout the post round. Each observer noticed that students were referencing posters around the class as vocabulary reminders regarding numbers. As a result, posting more reminders about additional vocabulary around the room might further encourage students to speak in Spanish, even if they need to use their resources to do so. On another note, John’s mentor teacher suggested that John empower the sellers to fine the buyers whenever students use English instead of Spanish. Hopefully, allowing students to monitor each other in a low-stakes fashion would play upon the competitive nature of students. To have the best chance to win the game, students would need to use Spanish whenever possible. While these minor changes could increase the effectiveness of John’s lesson, I want to reiterate that I found the lesson to be well planned already, and it was a pleasure to observe!
Moira Johnson 418 Fairoaks Circle, Chapel Hill, NC 27516 (404) 599-2040 | moirajohnson1@gmail.com Summary Enthusiastic sociologist with 5+ years of social science research experience interested in conducting rigorous research aimed at improving population health EDUCATION Ph.D., Sociology, University of North Carolina at Chapel Hill (expected) 2019 (expected) 2016 Dissertation: “The Predictors and Health Consequences of Non-Cognitive Resources in Young Adulthood” Committee: Kathie Harris (chair), Y. Claire Yang, Robert Hummer, Ted Mouw, and Glen Elder M.A., Sociology, University of Carolina at Chapel Hill 2016 2013 Thesis: “Personal Control Level and Change as Predictors of Inflammatory Dysregulation” Committee: Mike Shanahan (chair), Kathie Harris, Guang Guo, and Lilly Shanahn B.A., Honors Sociology with a minor in Canadian Studies, McGill University (First Class Honors) 2013 Thesis: “Social Supports and Health Status of Greek Adults in Montreal: A Neighborhood Comparative Study” International Baccalaureate Diploma 2009 HONORS & AWARDS NSF Graduate Research Fellowship, 3 year $34,000 annual stipend plus tuition benefits 2014-2017 Population Association of America Poster Presentation Award 2016 Carolina Population Center, Predoctoral Traineeship 2014-Present Distinction on Sociology of Health/Illness & Sociology of Life Course Comprehensive Exams 2016 Robert E. Rabinovitch Scholarship in Canadian Studies, $3,000 academic award 2012-2013 RESEARCH TRAINING & SKILLS 2011 Research Skills: Project management Literature reviews Research methodology and design Navigating IRB Data management (Excel) Statistical analyses (including SEM and measurement) Statistical software (advanced Stata & Mplus, basic SAS) Qualitative data analysis (MAXQDA, Atlas.ti) Visual oral and poster presentations (PowerPoint) Familiarity with a large range of nationally representative datasets (Add Health, MIDUS, ACL, HRS/ADAMS, WLS) Use of sampling weights Linear, logistic and multinomial multi-level modeling Prior Coursework: Statistics for social research Longitudinal and multi-level modeling for survey data analysis Demographic methods Social determinants of health equation models Genetic epidemiology Life course sociology RESEARCH EXPERIENCE
Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure Teacher training Use Costa’s and Webb’s models of questioning. All teachers, reading coach All year $200.00 Classroom observations, lesson plans Training for new teachers and more in depth training for veteran teachers Engage students through the use of interactive notebooks, Socratic seminars, Cornell note taking, Cooperative Learning activities, Philosophical Chairs and other best practices. All teachers All year Lesson plans, student samples, classroom observations Lack of materials Use manipulatives or other hands on learning activities Math teachers, all teachers All year Lesson plans, classroom observations Training needed Use blended learning lessons Math and science teachers All year Lesson plans, classroom observations Limited copies, needing documents on several reading levels Focus on strategies for reading informational text, including primary sources. All teachers, reading coach All year $500.00 (for copies) Lesson plans, classroom observations Teacher training in Use writing tasks which All teachers, reading coach All Year Classroom observations,
TDQ and DBQ. require students to write using evidence from text lesson plans, student writing samples Lack of experience with CPALMS and cMAPS Use Claim Evidence Reasoning format Science teachers All year Classroom observations, lesson plans, student products Develop a framework to model this new practice Use writing logs and mirrored writing to access complex texts ELA teachers All year Classroom observations, lesson plans, writing logs Lack of materials to use Provide additional learning opportunities both before school and on Saturdays Administration, teachers Before school and Saturdays –all year $27,000 Interim and quarterly grades EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Teacher performance will be monitored through frequent administrative walk-throughs using an observation rubric to determine the implementation of the action steps as outlined in this plan. Results of these observations will be shared with teachers individually, and overall campus data will be disseminated to teachers through faculty meetings. This data will reflect percentages of classrooms on campus displaying the desired instructional strategies. It is our goal that by the end of second semester we will see evidence of student engagement strategies in 60% of our classrooms, and that we will see these practices at work in 85% of classrooms by March 15th and 100% by the end of the school year. Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement) Guidance and administration will monitor student performance by using quarterly student grades. The 2015
3. poor understanding of instruction and lack of teacher experience with UbD Train faculty using instruction to plan, develop and teach one UbD unit this school year. All PLTs teachers and develop UbD units first semester. Implement during 3rd quarter. Unit plans, PLT meeting minutes 4. Students struggle to comprehend content specific informational text. Teachers will collaborate with the literacy coach on instructional strategies for reading informational text across the content areas. All teachers and literacy coach Training during first semester and of will be the year Lesson plans, observations by administration, literacy coach and data trends in classroom walkthroughs over time 5. parent communication Provide additional learning opportunities for students both before school and on Saturdays. Administration, teachers All year $15,613.00 Grade reports, attendance at Saturday School based
ECH 3043, Program Development and Management ECH 3073, Children, Families and Community Relationships, II ECH 4013, Supervision of Field III Students PUBLICATIONS Submitted for Review 10 Children’s Books Sparks: Mid-South Children’s Review Journal, Volume 5 PRESENTATIONS AT LEARNED FORUMS AECA- Arkansas Childhood Association -2012 SITE- Society for Information Technology and Teacher Education-multiple presentations- 2012 Network Presentation to Offcampus Instructors – Spring 2011 EOC, Inc- Mississippi County-Headstart training 2010 AECA- Hot Springs- “Language and Literacy for Toddlers and Preschoolers” Chesterfield County Schools – “Family Math and Reading - 1999 Chesterfield County Schools – “Hands on Science” - 1997 American Education Week – “Education in the Community” - 1995 Arkansas State University – “Reading and Writing Reaps Rewards” - 1994 Northeast Arkansas Reading Council – Arkansas State University “Integrating Reading and Writing in Kindergarten” – 1993 FUNDED GRANTS IPAD’s in the classroom- IPAD’s for ECH 4012-Fall 2012-Spring 2013 “Let’s Become an Eggspert” – Greater Jonesboro Education Foundation - 1995 “Reading and Writing Reaps Rewards” – Chapter II Money – 1994, 1995 PROFESSIONAL DEVELOPMENT The Martin Institute 2012 Conference Blackboard Bootcamp – Spring 2011 Dyslexia Workshop – June 2011 Pathwise Training - 2009 Interactive Technology Tranining Conference 2009, Arkansas State University Basic Excel – 2009 NCTE – “Four Factors in Building Effective Instructional Frameworks – 2008 Ferpa Training – 2008 Webextender Training - 2008 Crowley Ridge Reading Council- “Parental Involvement” – 2008 A Guide for Faculty on Responding to Students in Distress. Arkansas State University – 2007 Alyson Lewis, The Seven Minute Difference. Arkansas State University – 2007 William Allen, Director of CLT. Blackboard Training. Fall 2007 William Allen, Director of CLT. Banner Training. Fall 2007 William Allen, Director of CLT. Web for Faculty Training. Fall 2007 Meryl Worley, Live Text Training. Fall 2007 University of Richmond, “Hands on Science” – 1997 Dr. Howard Knoff, “ Project Achieve – Social Skills Training” – 1995 Southwest Missouri State University, “Working with Autistic Students in the Schools” – 1993 SERVICE
Johnson, Marc – Oregon Department of Fish and Wildlife Presentation Title: Genetic influence from out-of-basin hatchery stocks on Upper Willamette River steelhead Abstract for the 2018 Pacific Coast Steelhead Management Meeting Marc A. Johnson, Thomas A. Friesen, David J. Teel, Donald M. Van Doornik, Maureen A. Hess, & James M. Myers Both resident and anadromous Oncorhynchus mykiss, respectively known as rainbow trout and steelhead, are native to Oregon’s Upper Willamette River (UWR). Native UWR steelhead return from the ocean as adults during the late winter and early spring to spawn in the eastern tributaries of the basin that drain the Cascade Mountains. UWR steelhead are listed as “threatened” under the U.S. Endangered Species Act, and their recovery may be limited by effects from high-head dams, intense predation from pinnepeds, as well as ecological and genetic risks from hatchery-produced summer steelhead. In this study, we used baseline genotypic data from native UWR and hatchery-stocked steelhead to investigate genetic influence from the latter, as observed among unmarked juvenile samples collected at Willamette Falls (2009-2011) and throughout the UWR basin (2014). Our results suggest a relatively low, but constant signal of natural production and hybridization from hatchery-stocked summer steelhead, originating from UWR tributaries with ongoing or past stocking histories. We discuss our ability to infer whether the patterns we observed can best be explained through ongoing introgression from hatchery steelhead, or whether past hatchery practices have left a genetic legacy in the UWR basin.
(Directed Studies, in progress) Chemistry (Allison Van Cleve, accepted into PhD program at University of Oregon; Claire Janes, accepted into Medical School at University of Texas) Biomedical Sciences (Anna Lee, Tiffanie Vargas) (Directed Studies, graduated) Bioenvironmental Sciences (Cierra Carter) Biology (Jairus Pulczinski) Biomedical Sciences (Louise Myatt) SERVICE University Committees One Health Campus Council, 2015-present Vice chair Interdisciplinary Faculty of Toxicology, 2014-present Research Subcommittee, Distinguished Achievement Selection Committee, 2014 Health Science Center Environmental Management Committee, 2014-2017 School of Public Health Research Committee, 2014-present Co-director, Program on Asthma Research and Education, 2014-present Founder/Faculty Advisor, Environmental Sustainability Group, 2013-present Wellness Committee, 2015-2017 NIH Grant Study Sections Special Emphasis Panel/Scientific Review Group ZES1 JAB-D(C), Apr 2017. Special Emphasis Panel/Scientific Review Group ZES1 LWJ-J (U2), Nov 2015. Special Emphasis Panel/Scientific Review Group ZES1 LWJ-J (TG), Nov 2015. Special Emphasis Panel/Scientific Review Group ZES1 LKB (K9) 1, Nov 2015. Special Emphasis Panel/Scientific Review Group ZES1 LKB-D (C), Apr 2015. Other National Committees SOT Graduate Education Subcommittee, appointed for 3 years 2018-2021 Institute for Infectious Animal Diseases Advisory Board, 2017-present Host Mentor, SOT Undergraduate Education Program, 2017-present Councilor, SOT Occupational and Public Health Specialty Section, 2015-2017 Postdoc Representative, SOT Committee for Diversity Initiatives (CDI), 2011-2013 Postdoc Representative, SOT Food Safety Specialty Section, 2011-2013 Peer Mentor, SOT Undergraduate Education Program, 2008-2013 Journal Reviewer  Cancer Epidemiology, Biomarkers, and Prevention  Chemosphere  G3 Genes, Genomes, Genetics  Science of the Total Environment  Toxins
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