zilongwang/ReadingBank huggingface dataset:
c. “Four young men were killed.” d. “I had the keys in my hand, and I blew it.” 3. How is the timing of the parents release of this story appropriate for what is going on in the town? It was released on the one year anniversary of the accident. It’s being told during Baxter’s arraignment. It’s being told during the week of graduation festivities, in an effort to inspire students to remain sober. There is never an appropriate time to remind kids of the dangers of alcohol. 4. Which of the following would be the best alternative title for this selection? a. The of September 13 b. A Fatal Mistake: Teenage Drinking and Driving c. The of Parents d. High School Drinking Problems 5. The hospital had trouble identifying the boys because a. officials could not find their families. b. the boys all had false licenses and some of their bodies were mutilated. c. there weren’t enough staff members on duty at the hospital that night. d. everyone was withholding information. 6. Baxter feels that a. the judge’s sentence was unfair. b. he will never graduate from high school. c. he is responsible for the whole accident. d. he should not be blamed for the accident. 7. True or False? Because of the accident, all the seniors promised that they would not drink during senior week. True 8. The authors imply that the parents of the dead boys felt that a. Tyson should not be punished. b. boys shared no blame for the accident. c. Tyson should have come to the boys’ funerals. d. Tyson should be allowed to attend graduation. 9. The authors that most of the parents’ anger has been toward a. school officials. b. Senator H. Craig Lewis.
SEMESTER I CORE COURSE METHODOLOGY IN PHYSICS (PH1B01U) Module I Historical perspective on Physics and its method (12 hrs) Ancient perspectives on the universe - Geocentric model of Ptolemy – Copernican Revolution. Galileo, and his emphasis on experiments and observations. Kepler's laws. Newton and the deterministic universe - Maxwell and the unification of electricity, magnetism and optics. Planck’s hypothesis of quantum. Quantum mechanics. Einstein and his theories of relativity. Contributions by S. N. Bose, M. N. Saha, C. V. Raman and S. Chandrasekhar. Emergence of modern physics and technology - Semiconductor revolution - nanotechnology. Contemporary worldview - the expanding universe – fundamental particles and the unification of all forces of nature. (All from a historical perspective –details and derivations not required) Physics, and its relation to other branches of Science. Hypotheses; theories and laws in science- verification (proving), corroboration and falsification (disproving), Revision of scientific theories and laws. Significance of Peer Review. Publications and patents. Module II Measuring instruments (12 Hours) Measurement of time – water clocks – sun dials – pendulum clocks – digital clocks – atomic clocks. Length measurement – rulers – standard metre – micrometers – screw gauges- travelling microscope – laser range finder- sonar – GPS. Angle measurement – spectrometer verniers - scale and telescope - measurement of stellar parallaxes. Electrical measurement - Working principle of galvanometer, voltmeter, ammeter and digital multimeters. Module III Error Analysis (12 Hours) ideas – uncertainties of measurement – importance of estimating errors –dominant errors – random errors – systematic errors - rejection of spurious measurements.Estimating and reporting errors – errors with reading scales, errors of digital instruments – number of significant digits and relative errors – standard deviation – error bars and graphical representation. Propagation of errors – sum and differences – products and quotients – multiplying by constants – powers Calibration – need for calibration – methods of calibration.
Hirudinomorpha – Hirudinaria Module 8 Phylum Arthropoda 10 hrs Salient features Type - – Penaeus Classification upto classes Subphylum Chelicerata Class 1. Merostoma – Limulus 2. Arachinida – Spider 3. Pycnogonida – Nymphon Subphylum Mandibulata Class 1. Crustacea – Daphnia 2. Chilopoda - Centepede 3. Symphyla - Scutigerella 4. Diplopoda - Millipede 5. Pauropoda - Pauropus 6. Insecta – Butterfly (Detailed account of examples are not necessary) Phylum Onychophora – eg. Peripatus (Mention its affinities) Insect pests Pests of coconut – Oryctes rhinoceros, Rhynchophorus ferrugineus, Nephantis serinopa, Eriophid mite Pests of paddy – Leptocorisa acuta, Spodoptera mauritius Pests of stored grains - Trogoderma granarium, Tribolium castaneum, Sitophilus oryzae Module: - 9
Phylum – Mollusca 3 hrs Salient features and classification upto classes Apalcophora – Neomenia Monoplacophora – Neopalina Bivalvia – Perna Polyplacophora – Chiton Gastropoda – Xancus Cephalopoda – Sepia Scaphopoda – Dentalium Module 10 Phylum - Echinodermata 3 hrs Salient features , classification upto classes 1. Asteroidea – Astropecten 2. Ophiuroidea - Ophiothrix 3. Echinoidea – Echinus 4. Holothuroidea – Cucumaria 5. Crinoidea – Antedon Module 11 Phylum Hemichordata 1 hr Salient features eg: Balanoglossus PRACTICALS
SEMESTER II CORE COURSE II DEVELOPMENT AND ENVIRONMENTAL ECONOMICS (EC2B02U) Module I Economic Growth and Development: Meaning and indicators of economic growth and development-GNP-Per capita income-PQLI-HDI-HPI – Sen’s capabilities approach- features of underdevelopment - factors affecting economic development (capital, labour and technology) - Development Gap - measuring poverty -theories of economic growth and development: Classical – Marxian - Schumpeterian - Stage theory – structuralist - dependency- and market-friendly approaches (concepts only). (35 Hrs) Module II Approaches to Economic Development: The vicious circle of poverty - low level equilibrium trap - Critical minimum effort thesis - Big push – Lewis model – Dualistic theories - balanced vs unbalanced growth strategy - cost-benefit analysis. (33 Hrs) Module III Human Resource Development - concept of intellectual capital- population growth and economic development – Malthusian theory of population - theory of demographic transition - issues of good governance. (15 Hrs) Module IV Environment-Economy Linkage - environment as a necessity and luxury - environment as a public good – global environmental issues and concerns - Causes for environmental degradation - market failure for environmental goods - the tragedy of commons - sustainable development - property right approach to environmental problems - valuation of environmental damages – pollution - control of pollution: policy instruments and legislations - environmental accounting. (25 Hrs)
SEMESTER III COMPLEMENTARY COURSE FOR I ZY3C03U - PHYSIOLOGY AND IMMUNOLOGY 3 hrs/week 54 hrs Credits 3 Part I HUMAN PHYSIOLOGY 36 hrs Module 1 : Nutrition 3 hrs Malnutrition disorders, Vitamin deficiencies, and mineral deficiencies (Iron, Calcium and Iodine) Module 2: Respiration 5 hrs Transport of O2 and CO2 in blood, respiratory disorders – Dyspnoea, Hypoxia, Asphyxia, Hypo and Hypercapnia, CO poisoning, smoking and its physiological effects. Module 3: Circulation 7 hrs Blood – Composition and function, Brief account of mechanism of blood clotting; Disorders of blood clotting – Haemophilia, cerebral and pulmonary thrombosis, Cerebral haemorrhage, Blood pressure and factors controlling it; electrocardiogram, Cardiovascular disorders – Arteriosclerosis, Myocardial infraction, Angiogram and Angioplasty. Module 4 Excretion 6 hrs Structure of human nephrone, composition of urine – normal and abnormal constituents, urine formation (ultra filtration , selective reabsorption, tubular secretion and counter current mechanism); Hormonal control of renal function, Kidney disorders – myeleonephritis, glomerular nephritis, nephrotic syndrome, Dialysis
4.Alexander, Michael (ed.) A History of English Literature. New York: Palgrave-Macmillan, 2007. 5.Sampson, George (ed.) A History of English Literature. Delhi: Foundation, 2004. 6.Thorndike, Lynn. Encyclopedia of World Civilization (Vol 2). Delhi: Shubi Publications, 1990. 7.Yeats, W. B. Writings on Irish Folklore Legend and Myth. London: Penguin, 1999. 8.Warner, Marina. From the Beast to the Blond. London: Vintage, 1995. 4. CORE TEXT Susan Varghese. Evolution of Literary Movements: The Shapers of Destiny. Current Books. SEMESTER III COMMON COURSE FOR PROGRAMMES OTHER THAN B COM Course V: REFLECTIONS ON INDIAN POLITY, SECULARISM AND SUSTAINABLE ENVIRONMENT MODULE I: Readings on Indian Constitution and Federalism (18 hours) 1. The Preamble of the Constitution 2. Rajendra Prasad : “Let Posterity Judge” 3. Sebastian : “Exciting Views” 4. Amulal Hingorani : “Brother Abdul Rahman” Note: “Dimensions of Indian Federalism” by Rajesh Kumar is excluded. MODULE II: Readings on Gandhian Philosophy (18 hours) 1. Vallathol : “My Master” 2. Louis Fischer : “Gandhi and Western World” 3. Raja Rao : “The Cow of the Barricades”
8. Gabriel Okara : “Once Upon a Time” MODULE THREE: SHORT STORIES (18 hours) 1. Anton Chekov : “The Lottery Ticket” 2. O. Henry : “Jimmy Valentine” 3. R. K. Narayan : “A Shadow” 4. Anita Desai : “A Devoted Son” 5. A J Cronin : “Two Gentlemen of Verona” 4. CORE TEXT Dr Leesa Sadasivan Ed. Perspectives in Literature. Foundation Books.
Module 11- Specific Concerns (18 hours) 1. Literature and Science – Aldous Huxley 2. Literature and Ecology – William Rueckert 3. Science and Society – Albert Einstein 4. A Little Bit of What You Fancy – Desmond Morris Module 111 – Narratives on Science (18 hours) 1. Moxon’s Master – Ambrose Bierce 2. The Stolen Bacillus – 3. EPICAC – Kurt Vonnegut 4. Comets – Jayant Narlikar Module 1V – Science on Stage (18 hours) 1. The Last War – Neil Grant 2. Unplugged – G. L. Horton Module V – Poetic Musings on Science (18 hours) (18 hours) 1. Science – Robinson Jeffers 2. Hiroshima Remembered – Satchidanandan 3. Cosmic Gall – John Updike 4. Once I Looked into Your Eyes – Paul Muldoon 5. Your Attention Please – Peter Porter 6. The Microbe – Hillaire Belloc 7. The Magnet and the Churn – William S. Gilbert 4. Core Text Dr K Sujatha and Dr Sobhana Kurien Ed. Evolution of the Philosophy of Science: Literary Perspectives. Ane books and Mahatma Gandhi University.
4. Wole Soyinka : “Telephone Conversation” 5. Omprakash Valmiki : “Joothan” MODULE THREE: Gender Questions (18 hours) 1. Jamaica Kincaid : “Girl” 2. Taslima Nasrin : “At the Back of Progress” 3. Judy Brady : “Why I Want a Wife” 4. J B Priestley : “Mother’s Day” 5. Amartya Sen : “More Than 100 Million Women are Missing 4. CORE TEXT Dr P J George Ed. Reflections on Vital Issues. Orient Blackswan.
SEMESTER V CORE COURSE VIII PRINCIPLES OF MACRO ECONOMICS (EC5B08U) Module I - Basic Concepts Micro and Macro Economics – Macro statics and Macro dynamics – Economic models – macro economic variables – Stock – Flow – Endogenous and Exogenous – Actual GNP and Potential GNP – Net Economic Welfare (NEW) 10 hrs Module II - National Income Accounting National Income Concepts and their relationships – Real Vs Nominal GNP – GNP deflator – Consumer Price Index and Producer Price Index – Methods of measurement – Value Added – Income and expenditure methods- Estimation of NI in India- difficulties in the measurement of national income – Estimation of GNPMP-GDPMP-NDPMP-NNPMP -NNPFC - personal income-Disposable personal income-percapita income - private income - private saving and investment-compensation of employees and operating surplus. 25 hrs Module III - Classical Economics Classical Revolution – Key Classical assumptions – Say’s Law of Markets – Classical theory of employment, output, prices and interest – Classical dichotomy – Quantity theory of money – Cash transactions and Cash balances approaches. 20 hrs Module IV - Keynesian System Keynesian Revolution – Keynes’ attack on Classicals – Consumption Function – APC, MPC, APS and MPS with numerical illustration - Keynesian model of income determination – Keynesian cross – 450 ASF – ADF – Effective demand – changes in equilibrium income – Effect of an increase in autonomous investment and taxes with algebraic illustration – Investment multiplier – Static and dynamic – balanced budget multiplier- multiplier in perspective-leakages of the multiplier - Income determination in an open economy and foreign trade multiplier- Pigou effect and Keynes effect-Keynesian theory of demand for money and interest rate. Keynesian analysis on stickiness of wages and prices.
Monday, Dec 18 Tuesday, Dec 19 Wednesday, Dec 20 Thursday, Dec 21 Friday, Dec 22 REVIEW PD 1 Exam D1 Exam D2 NO SCHOOL NO SCHOOL REVIEW PD 2 Exam D1 Exam D2 REVIEW PD 3 Exam D3 Exam D4 REVIEW PD 4 Exam D3 Exam D4 LUNCH REGULAR SCHED 5th Period Review Go to 7th period from 3rd period. 7th Period Review Lunch based on 7th period location Go to 6th period from 4th period. 6th Period Review Lunch based on 6th period location Exam D5 Exam D7 Exam D6 Exam D5 Exam D7 Exam D6
"Image Processing." —Wolfram Language Documentation. N.p., n.d. Web. 30 Mar. 2016. <https://reference.wolfram.com/language/tutorial/ImageProcessing.html>. "Image Representation." —Wolfram Language Documentation. N.p., n.d. Web. 31 Mar. 2016. <https://reference.wolfram.com/language/guide/ImageRepresentation.html>. "ImageData." —Wolfram Language Documentation. N.p., n.d. Web. 31 Mar. 2016. <https://reference.wolfram.com/language/ref/ImageData.html>. "ImageLines." —Wolfram Language Documentation. N.p., n.d. Web. 31 Mar. 2016. <https://reference.wolfram.com/language/ref/ImageLines.html>. "MatrixPlot." —Wolfram Language Documentation. N.p., n.d. Web. 31 Mar. 2016. <https://reference.wolfram.com/language/ref/MatrixPlot.html>. "RGBColor." —Wolfram Language Documentation. N.p., n.d. Web. 29 Mar. 2016. Wolfram, Stephen. An Elementary Introduction to the Wolfram Language. N.p.: n.p., n.d. Preface: Elementary Introduction to the Wolfram Language. Web. 30 Mar. 2016. <http://www.wolfram.com/language/elementary-introduction/preface.html>.
Net Force__30N ^____________ Balanced/Unbalanced__unblanced 17. What is the formula for Velocity? For Acceleration? V= d/t and a direction a= V2-V1/t 18. What units are used for distance, time, speed, velocity, acceleration? Distance- meters, feet, yards, ect Time- min, sec, hr, ect speed- km/min, ect. Acceleration- km/min2 19. Review your notes from Unit 1 –Matter – yes, you may see questions on this topic on the test! For real! Review your matter notes 20. Complete the chart on Newton’s Laws. Newton’s Law 1 Newton’s Law 2 Newton’s Law 3 Define the Law An object in motion stays in motion: an object at rest stays at rest UNLESS acted on by an outside force Force is related to mass and acceleration F=ma Every action has an opposite and equal reaction Every force has an opposite and equal force Give an Example of the Law When you have to stop quickly in your car and your backpack gets thrown off the seat A race car speeds up faster than a dump truck from a stop rocket ship launching sitting in a chair
May be more than two products Opposite of synthesis Single Replacement One element replaces another element in a compound. If a stronger cation or anion is introduced to an ionic bond, then one part of the ionic bond will leave. A + BC → AC + B Zn + HCl → H₂ + ZnCl₂ Double Replacement Two compounds produce two new compounds. The positive ions replace each other. We can think about forming the products through FOIL. The inside and outside elements of the reactants will combine. AB + BD → AD + AC NaCl + KBr → NaBr + KCl 2 K(OH) + Pb(NO₃)₂ → 2 K(NO₃)₂ + Pb(OH)₂ Combustion A reaction that uses a hydrocarbon and oxygen as reactants to create carbon dioxide and oxygen. A hydrocarbon must contain both hydrogen and carbon, and sometimes oxygen. CxHy + O₂ → CO₂ + H₂O CH₄ + 2O₂ → CO₂ + H₂O Types of Reactants-
**Ball, J. (2006). Clinical handbook for pediatric nursing. Upper Saddle River, NJ: ISBN 978-0-1311-3316-0 **Fortinash, K., & Holoday Worret, P. (2007). Psychiatric nursing care plans (5th ed.). St. Louis: Elsevier. ISBN 978-0-323-03981-9 Leeuwen, A. M. (2012) Davis’s comprehensive handbook of laboratory & diagnostic tests with nursing implications 5th ed.). Philadelphia: Davis. ISBN 978-0-8036-3664-0. Littwack, K. (2009). Clinical for effective perioperative nursing care. Philadelphia: ISBN 978-0-8038-2121-3 Merenstein, G., & Gardner, S. (2010). Handbook of neonatal intensive care (7th ed.). St. Louis: Mosby. ISBN 978-0-323-06715-7 **Otto, S. E. (2007). Oncology nursing clinical reference (5th ed.). St. Louis: Mosby. ISBN 978-0-3230-4185-0 **Peterson, S. (2003). Middle range theories application to nursing research. Philadelphia: J.B. Lippincott. ISBN 978-0-7817-4192-0 **Schell, H., & Puntillo, K. (2006). Critical care nursing secrets (2nd ed.). St. Louis: Mosby. ISBN 978-0-3230-4178-2 **Stillwell, S. (2006). Critical care nursing reference (4th ed.). St. Louis: Mosby. ISBN 978-0-323-03214-8 **Swearingen, P. (2006). Manual of medical-surgical nursing (6th ed). St. Louis: Mosby. ISBN 978-0-3230-3727-3
Below Level (0 points) Almost at level (1 point) At Level (2 points) Beyond Level (3 points) Proficiency Scale Proficiency Scales not filled out. Proficiency Scales filled out occasionally. Proficiency Scales filled out weekly for both terms. Proficiency Scales filled out weekly for both terms and personal reflection completed. Placement of foods on the Australian Guide to Healthy Eating pie chart. No ingredients filled in on the Australian Guide to Healthy Eating pie chart. Some ingredients filled in on the Australian Guide to Healthy Eating pie chart or some ingredients placed incorrectly. All ingredients filled in on the Australian Guide to Healthy Eating pie chart. All ingredients filled in on the Australian Guide to Healthy Eating pie chart which also included sauces, herbs and spices used in recipes. Practical Check List Practical Check List not completed. Practical Check List filled out occasionally. Practical Check List fully completed. Practical Check List fully completed appropriately. Recipe Pages No recipes stuck into workbook. Recipes occasionally stuck in. Recipes stuck in weekly and all filled out correctly. Recipes stuck in weekly and all filled out correctly plus recorded which weeks you were absent. Recipe Evaluations Recipe evaluations not completed. Recipe evaluations occasionally completed. Questions 1 – 4 of All recipe evaluations completed. All recipe evaluations completed with detail plus topic evaluation completed. Total: ___________/15 Percentage: ___________ Grade: ___________ EX: 100-90% VG: 89-75% G: 74-60% MR: 59-50% NS: 49-0%
Period 1&2 1 (Early Civilizations 2 (classical civilizations Characteristics of River Valley Civilizations Impact of agriculture Development of writing Hunters and Gatherers Daoism Confucianism Hinduism Greek politics Indian politics Roman politics Roman empire Christianity Buddhism Mesopotamia Oracle bones Gupta Empire Mauryan Empire Greek city-states Ancient Rome’s conquests Legalism Classical social order Ashoka Regional fragmentation Hebrew’s view of God Monotheism Four Noble Truth Neolithic Revolution Pastoralism Dynastic Cycle Migration Patterns Imperial Cities Alexander the Great Hellenistic Greece Persian Empire Zoroastrianism Vedas Dharma Eightfold Path Filial Piety Social hierarchy in Rome Women in the Classical world Yellow Turban Rebellion Spartan Rebellion Qanat system Period 3(Middle Ages/ Islam Western European religious order Byzantine women Aztecs Incas Incan irrigation Islam: Five Pillars Divisions of Islam Impact of the Crusades East African international trade Sub-Saharan economic and political order Song empire Tang empire Sui empire Foot-binding Mongol military Mongol Yuan dynasty Commercialism after the decline of Arabic trade Umayyad/ Abbasid Muslim caliphates Mayans Japanese political order Feudalism Silk Road Sand Road American Web Indian Ocean Trade Chinese inventions Shintoism Constantinople Anatolia Qu’ran Animism Black Death Seljuk Turks Women’s role in world Vietnam’s economy Kievan Rus Bedouins Ibn Battuta Mansa Musa Gold/salt trade Period 4 (1450-1750, Exploration) Ming Dynasty
TEMPLATE II: Quantitative information for the entire country by month Name of OIE-listed aquatic animal disease: Measuring units: Precise identification of agent (strains, serotypes, etc.) where applicable: Animals Kilogrammes Tonnes Period Number of new outbreaks Total number of outbreaks Species Code* Total number of (according to the used measuring unit) susceptible animals deaths animals destroyed animals slaughtered animals vaccinated in response to the outbreak(s) Month 1 Month 2 3 Month 4 Month 5
Further analysis would also be needed to assess whether the program had the intended effect of reducing forum shopping. The results thus far are not promising. Some noticeable districts, such as the Eastern District of Virginia and the Western District of Wisconsin are popularly known as “rocket dockets” due to their speed and efficiency in resolving all case, not just patent ones. Litigants may still have an incentive to file in these districts. Moreover, some districts, such as the Western District of Wisconsin and the Eastern District of Texas have a reputation for being pro patentee due to the series of local rules it has adopted. In the E.D.TX, for instance, Judge Ward requires parties to turn over discovery at the onset, sanctioning them if they fail to comply. Moreover both parties are required to come up with a list of agreed upon claim terms, thus narrowing the number of terms in dispute. The pilot program could perhaps fix this by requiring districts subscribing to the program adhere to universal local patent rules. Yet, even should this occur, there may still remain an incentive for judges to forum shop in certain districts either for speed or reputation. Further, some pilot program districts have a greater percentage of their judges participating in the program. Thus, litigants know a priori that in some districts there is nearly a 80% chance of getting a pilot judge whereas in other districts like the Northern District of California, the odds are much less due to the lower percentage of pilot judges per total number of district judges. Added to the fact that nothing in the law actually requires litigants to file or not file in any particular forum, it appear at least on first blush that the pilot program may not have mitigated forum shopping as much as intended. Reform Patent Law Internally If the results here hold up to additional specifications, the fundamental problem may lie in patent law in general. Patent law – and its emphasis on interpreting the patent’s claims – may be too indeterminate for proper resolution as there is little common understanding of claim terms through either definition or through legal standard. Patent office rules may not have kept up with modern times as the PTO requires that claims be drafted within a single sentence, regardless of how many ideas are
District of Columbia and the Eastern District of Virginia seem to have developed experience in patent law cases, as least as measured by the number of appeals in the short time frame under study. As such, I created two alternative measures of “experience.” In the first measure, I added the judges from the District of Delaware to the list of pilot program judges. Since over 20% of the cases in the database hail from Delaware, this increased the size of our dummy variable. Alternatively, I also created a variable where I coded as “1” any judge in the dataset who had at least three pending cases on appeal. Of course, the three case cutoff is somewhat arbitrary, but a review of the data indicates that most judges in the dataset have only one case under appeal. Thus, if a judge has multiple cases under appeal, it is more likely that they have more experience in patent law. This measures may undercount experience as well. A particular judge, for instance, may have a lot of experience in patent litigation, but for whatever reason, many of the cases from his or her courtroom end up settling. The nature of the judge’s experience is also somewhat unaccounted for. A judge could have experience in infringement analysis but not in validity determinations or in holding Markman hearings. The Federal Judicial Center contends, for instance, that while Markman hearings are only held in 4% of all patent cases, over 60% of all total Markman hearings occur before pilot judges. I also controlled for the technology at issue, using two alternative measures. It may be the case that judges in certain districts hear cases having more complex technology than in other districts, and as such, failure to control for complexity could obscure the results as reversals may simply be more common in complex cases. The technology at issue in the case may in fact impact case duration as well as case complexity. First, I coded each patent case according to one of eleven broad subject matters: 1) medical; 2) computers/online; 3) electronics; 4) chemical; 5) consumer products (other than electronics); 6) manufacturing/mechanical/other; 7) telecommunications; 8) transportation; 9) electrical; 10) energy; and 11) design patents. As detailed in Figure 5, the distribution of patents in dispute across technology category differed among the district courts, reflecting either differences in known expertise of the
Turner, Ronald. 2006. “Ideological Voting on the National Labor Relations Board.” University of Pennsylvania Labor and Employment Law Review 8: 707. Turner, Ronald. 2009. “On the Authority of the Two Member Board: Statutory Approaches and Judicial Choices.” Hofstra Labor and Employment Law Journal 27: 13. Weingast, Barry R. 1984. “The Congressional Bureaucratic System: A Principal-Agent Perspective (with Applications to the SEC).” Public Choice 44: 147-91. Weingast, Barry R., and Mark J. Moran. 1983. “Bureaucratic Discretion or Congressional Control?: Regulatory Policymaking by the Federal Trade Commission.” Journal of Political Economy 91: 765-800. Yung, Corey Rayburn. 2010. “Judged by the Company You Keep: An Empirical Study of the Ideologies of Judges on the United States Courts of Appeals.” Boston College Law Review 51: 1133.
differences.While Republicans in general are more likely to vote counter-ideologically, the effect is more pronounced for women as opposed to men (72% v. 66% predicted probability). Even Democratic women are slighly more likely to vote counter-ideologically than Democratic men. The predicted probability for Democratic women is 29% compared to 23% for Democratic men. Moreover, this result persists broken down by the Board decision, with women, especially Republican women, more likely to vote counter-ideologically against liberal Board decisions. By contrast, partisan panel effects are diminished once one factors in gender. Having two Democratic colleagues increases the proclivity of Republican judges to vote For instance, a Republican sitting with two Democrats will vote against his partisan leanings 72% compared to just 60% when sitting with like-minded partisans. But these differences are much tighter than what we saw previously concerning deferral. Regressions 2 and 3 in Table 2 and Figure 9 illustrate the results broken down by legal issue, with women judges being substantially more likely to issue a counter-ideological vote in cases involving statutory interpretation. Women hearing statutory interpretation cases have a predicted probability of voting counter-ideologically 58% compared to 51% for men. This figure is reduced and narrowed for cases involving the more deferential standard of substantial evidence (46% v. 43%). Moreover, the effect of partisanship is especially acute in statutory interpretation cases. Republicans have a remarkable 79% predicted probability of voting counter-ideologically in statutory interpretation cases compared to just 16% of Democrats. This effect persists even considering the tone of the Board decision. No matter whether the Board decision is conservative or liberal, Republican judges vote counter-ideologically at high rates in the high 70s compared to Democrats, who vote counter-ideologically at near equal rates in conservative or liberal Board cases.
Eastern District of Texas 6,478 6 50% Northern District of Texas 323 3 21% Northern District of Illinois 799 13 30% Southern District of New York 543 10 18% Eastern District of New York 130 6 District Judges, 9 Magistrate Judges 20% District of New Jersey 777 11 40% Western District of Pennsylvania 66 6 38% District of Maryland 102 3 14% Western District of Tennessee 33 2 25% Southern District of Florida 622 3 13% Patent Pilot Program 2016 Update The Federal Judicial Center (“FJC”) produced a report on the patent pilot program at the five-year mark in September 2016. They found that 24% of all active judgeships (a total of sixty-six judges) participated in the pilot program and that more than 76% of patent cases in the designated pilot districts were heard before a designated pilot judge. This figure varies among districts, ranging from a low of 14% in the District of Maryland to a high of 50% in the Eastern District of Texas. As a whole, pilot judges had more patent experience than non-pilot judges, with judges in the Eastern District of Texas having substantially more patent experience than other districts. Overall, the FJC concluded that pilot judges worked more expeditiously in terminating cases, with the differences in total duration time being statistically significant. Controlling for the number of transfers and the judge’s experience, the FJC found that pilot cases are disposed of 8% faster than non-pilot cases. The number of pilot patent varied by district, with pilot cases making up only 23% of the Northern District of California’s patent cases, while about 90% of patent cases in the Eastern District of Texas, the Western District of Tennessee and the Western District of Pennsylvania were part of the pilot. The FTC also found that the rate of appeal did not differ between pilot and non-pilot judges, and that most cases — no matter who presided over them — resulted in affirmances on appeal. The study also found a great deal of variation
increased funding in order for judges to hire additional law clerks with technical training as well as to increase training for judges participating in the program. Participants in the program remain generalist judges; they are free to take on cases of other subject matters as their schedule allows. The program is designed to last for ten years and requires that periodic reports be made to Congress. The bill was widely popular and supported by a vast array of industry groups as well as the patent bar. It passed the House several times with unanimous bipartisan support —a rarity in the current political climate. The program went into operation in mid-2011. Figure 1 below details the district courts participating in the pilot program and Table 1 displays the number of judges participating in each of the pilot districts. Figure 1: Pilot v. Non Pilot Districts Table 1: Pilot Program Patent Cases and Judgeships District Filed from Sept 2011 Pilot Program Judgeships Percent of District’s Judges Northern District of California 1,001 5 District Judges, 7 Magistrate 24% Southern District of California 432 5 25% Central District of California 1,655 6 15% District of Nevada 114 4 30% Eastern District of Texas 6,478 6 50% Northern District of Texas 323 3 21%
public Demo { public static void main(String args[]) { Student tom = new Student(12); tom.showData(); } } class Person { private int age; public Person() { System.out.println("Person Parameter Constructor"); age = 17; } public int getAge() { return age; } } class Student extends Person { private int grade; public Student(int g) { grade = g; System.out.println("Student Parameter Constructor"); } public int getGrade() { return grade; } public void showData() { System.out.println("Student's Grade is " + grade); System.out.println("Student's Age is " + age); } } 96. What are the first 2 lines of output? (A) Person Parameter Constructor Student Parameter Constructor (B) Student Parameter Constructor Person Parameter Constructor (C) Person Parameter Constructor Person Parameter Constructor (D) Student Parameter Constructor Student Parameter Constructor ### (E) No Output. This program does not compile. 97. What are the last 2 lines of output? (A) Student's Grade is 12 Student's Age is 17 (B) Student's Grade is 17 Student's Age is 12 (C) Student's Grade is 17 Student's Age is 17 (D) Student's Grade is 12 Student's Age is 12 ### (E) No Output. This program does not compile. 98. When an object of a subclass is instantiated, the constructor of the
7 4 Managing Low Level Behaviour – (Twilight) TBA 8 5 Nurturing Talk Training – (All day) TBA 9 6 Positive Lunchtimes and Playtimes TBA 10 7 SEMH in the classroom - Guidance for NQTs/RQT’s Session 1 is 1pm to 4pm & session 2 is 03.30pm – 05.00pm TBA 11 8 Small Group Work in a Mainstream Classroom – (full day) TBA 12 9 The National Nurture Group Network Accredited Training – 3 sessions (full days) TBA Teaching Support Service - Integrated Specialist Teaching Training Social Emotional Mental Health 1 Title “Behaviour is Communication”, strategies for practitioners in reception and year one Description of training This training will enable you to:  Identify children’s needs through the behaviour they demonstrate  Assess these needs and set targets using assessment tools.  Implement developmentally appropriate behaviour strategies and interventions to enable progress Refreshments are included drinks on arrival, mid-morning and lunch Tutor: David Chadwick Please book by x Suitable for Teachers and support staff in Reception and Year one setting
Please book by x Suitable for TAs, HLTAs, Mentors, Teachers, SENCOs, SLT Date/s, times & venue TBA – 09.00am to 3.30pm – Margaret McMillan Tower Cost £x per person Teaching Support Service - Integrated Specialist Teaching Training Social Emotional Mental Health 3 Title How to Manage Physical Interventions in Schools
How to decide on the most suitable group work for the pupils depending on their individual needs. How to structure a successful work session Refreshments are included. Lunch is provided plus drinks on arrival, and with lunch. Tutor: Rebecca Hayward Please book by 08.02.18 Suitable for Learning mentors, SENCos, anyone interested in learning about group work within the school setting Date/s, times & venue 01.03.18 – 09.00am to 3.30pm – Margaret McMillan Tower Cost £115 per person Teaching Support Service - Integrated Specialist Teaching Training Social Emotional Mental Health 9 The National Nurture Group Network Accredited Training Description of training This is the National Nurture Network three day accredited course for both teaching and non-teaching staff who are currently working in, or hoping to work in, a nurture group setting in the future, and is essential staff training for schools with nurture groups who are seeking to achieve the National Nurture Group Network Quality Mark – a recommendation for all Bradford schools with nurture group provision. The development of quality nurture group provision allows a school to accurately identify and support vulnerable pupils whose social, emotional and behavioural development is delayed.
resources and staffing Support/advice from Co with assessment, observation and planning Appropriately skilled additional adults routinely used to support flexible groupings, observe pupils, differentiation and some 1:1 Close monitoring to identify “hotspots” through observation with results used in planning Support for identified by risk assessments and strategies implemented to manage these Close liaison and common approach with parents/carers Curriculum and Teaching Methods In class more targeted differentiation of the curriculum and supporting materials to enable full access Strategies developed are formally shared with school staff, parent/carer and are documented Increased differentiation of social, emotional and behavioural learning as well as academic curriculum Level and pace of instructions simplified with attention paid to appropriate amount of teacher talk – chunked instructions, simple sentences Increased emphasis on identifying and teaching to preferred learning Planned opportunities for pupils to reinforce social and emotional skills Some use of specific group or 1:1 programmes around BESD Preparation for any change and the need for clear routines so that children feel safe Resources and Intervention Strategies Further use of positive targeted strategies that include; Further baseline assessments and support, PSD targets HI, VI, other health checks Incident logs, ABC charts, observations in a range of settings with analyses and adjustments made according to findings, consideration given to the use of positive diaries, visual time tables Consideration given to the provision of parenting support/ family centre involvement/Family SEAL/CAF
Increased parental/carer involvement, multi-agency support to plan and regularly review individual plans Encouragement and inclusion in extra curricular activities Develop a multi agency approach additional advice from other professionals as outlined above Curriculum and Teaching Methods Modify of teacher talk to pupil’s identified need Individual targets within group programmes and/or 1:1 A nurturing approach within the classroom which takes account of difficulties in the understanding of social rules and expectations Emphasis on increasing differentiation of activities and materials and account of individual learning styles term individual support focusing on listening, concentration, social skills Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional need rather than chronological age Provision of opportunities for play, creative activities, play Resources and Intervention Strategies Continue with range 1 strategies + use of behaviour targets within classroom or playground Increase visual systems; prompt cards, behaviour plans, risk assessments, portable plans, diaries Regular small group work on conflict resolution, social/emotional skills Short term individual support, using solution focused motivational approaches Additional circle time activities/small circles of support Involvement from a wider range of services
Experience of dealing with challenging and sensitive situation  Application Interview Knowledge and Skills Knowledge and understanding of the statutory requirements of legislation concerning Safeguarding, Equal Opportunities, Health and Safety and SEN  Application Interview Understanding of the theory and practice of providing effectively for the individual needs of all children  Application Interview References Knowledge and understanding of the SEN Code of Conduct and its practical application strategies for meeting the SEN of students in a mixed ability classroom  Application Interview References Knowledge of behaviour management techniques for groups and individuals  Application Interview References Knowledge of effective teaching and learning styles  Application Interviews Knowledge and understanding of how to use comparative information attainment  Application Interviews Knowledge and understanding of the Statementing/EHCP process and the evidence needed  Application Interviews Knowledge and understanding of the role of the external services that support the provision for SEN students within schools  Application Interviews Ability to demonstrate outstanding teaching and be able to create a positive, challenging and effective learning environment  Application Interview References Personal Attributes Resilience, the ability to work pressure and be able to meet deadlines  Application Interview References Proven ability to think both strategically and creatively to prioritise  Application Interview References Excellent skills  Application Interview References Excellent communication skills (including written, oral and presentation skills)  Application Interview References A commitment to safeguarding and promoting the welfare of children and young people  Application Interview Ability to work creatively and collaboratively  Application Interview
Demonstrably professional, honest and loyal  Application Interview References Ability to make and justify difficult decisions  Application Interview Commitment to our students and their learning, wellbeing and safety  Application Interview Committed to equality  Application Interview Inspirational Leadership qualities  Application Interview Able to build and maintain successful and purposeful relationships  Application Interview
Semester 1 Book List – Spring 2018 Elsevier Book Bundle: ISBN: 9780323505253 eText: 9780323500883 N23 Pathophysiology (Required) [Included in Elseveir Bundle] Van Meter, K.C. & Hubert, R.J. (2014). Gould’s pathophysiology for the health professions. 5th ed., Saunders/Elseveir. [Included in Elseveir Bundle] Grodner, M, Escott-Stump, S, & Dorner, S. (2016). Nutritional Foundations and Clinical Application: A Nursing Approach. 6th ed., Saunders/Elseveir. Nursing 23 Course Reader: purchased through Canvas N23 (Optional) Corbett and Banks, A, (2013). Lab tests & drug procedures in nursing with nursing diagnosis. 8th ed., Pearson Publishing. Print ISBN: 9780132373326 eText ISBN: 9780133463606 Nugent, P., & Vitale, A. (Use most recent edition) Nugent test success: Test-taking. Philidelphia: F.A. Davis Co. 2012 ISBN-10: 0803628188 ISBN-13: 978-0803628182 Venes, D., & Thomas, C. (Eds.)(Use most recent edition) Taber’s cyclopedia medical dictionary. Philadelphia: Davis. ISBN: 9780803620537 Payne, L (2011 or most recent) The nursing student’s guide to clinical success. Jones and Bartlett Publ. ISBN: 987-0-7637-7614-5 N33 Professional Role Development (Required) [Included in Elseveir Bundle] Cherry, B. &Jacob, S. (2013). Contemporary nursing: Issues, trends, and management. (6th ed.) Elseveir. San Jose State University School of Nursing Student handbook. 2016 (Available at A.S. Print Shop) ANA’s Foundation of Nursing Practice. 3-book package. PUB# FNDN2010 Nursing: Scope & Standards of Practice ANA’s Code of Ethics with interpretive Statements Nursing’s Social Policy Statement
Clinic PI project – Specify the project and progress as noted from the ambulatory block documents for PGY1 and PGY2. For PGY3, discuss group PI project. Procedures Documentation (Review procedures chart in Section 8) Milestones Review Milestone Milestone 6 (MK1 – Clinical Knowledge) including ITE and study plans, remediation, learning skills Resident Choice Milestone Review (1 area of concern identified by the resident, not Milestone 6) Mentor Feedback (May or may not be related to a specific Milestone)
Code, Section 4731. However, the later law offers more consumer protections. There were no Title 17 Complaints filed during this reporting period, as noted on Exhibit J. OF CLIENTS’ RIGHTS CCR, Title 17, Section 50530, sets forth a procedure whereby a care provider may deny one of the basic rights of a consumer if there is a danger to self or others or a danger of property destruction caused by the actions of a consumer. The Clients’ Rights Advocate must approve the denial and submit a quarterly report to DDS by the last day of each January, April, July, and October. OCRA is including the reports concurrently with the contractual date to provide OCRA’s reports. If this is not acceptable to DDS, OCRA will submit duplicate reports as requested. Attached as Exhibit K is the current log of Denials of Rights from the OCRA Offices. CONSUMER GRIEVANCES Exhibit A, Paragraph 12, of the contract between DDS and Disability Rights California requires OCRA to establish a grievance procedure and to inform all clients about the procedure. DDS has approved the grievance procedure developed by OCRA. The procedure is posted prominently in both English and Spanish at each office. Additionally, the grievance procedure is included in all letters to consumers or others who contact OCRA, when an office declines to provide the requested service to that person. OCRA handled five first level grievances and one second level grievance during this reporting period. OCRA agreed to provide additional information or services to the consumer in two of them. Attached as Exhibit L is a chart detailing the grievances filed against OCRA during this period. OF ATTORNEYS FEES OCRA does not charge consumers, their families or advocates fees for services nor does OCRA seek to recover costs from these individuals. Clients’ Rights Advocates who are licensed to practice law in California, or Assistant, Associate, or unlicensed Clients’ Rights Advocates, all of whom work under the supervision of an attorney, can collect attorney’s fees and costs similar to those collected by private attorneys or advocates for special education cases or other cases where there are statutory attorney’s fees. OCRA collects fees only in special education cases or Writs of Mandamus. Fees and costs may be negotiated at mediation or can be received in those
II. QUANTITATIVE INFORMATION 1. Participant Information Please provide appropriate numbers to support the following activities for this reporting period (4/01 – 10/30/07). See Progress Report Glossary for definitions. NB: To avoid , report only new participant numbers for this reporting period. ACTIVITY NUMBER OF MEN* NUMBER OF DATES OF ACTIVITY LOCATION New activities for this reporting period Faculty, Admin. Students Faculty, Admin. Students Other 25 yrs & under* 26 yrs. & 25 yrs & under* 26 yrs. & older* 25 yrs & under* 26 yrs. & older* 25 yrs & under* 26 yrs. & older* Number of receiving new this reporting seminars, special classes (not internships): 4 4 0 Planning to attend Association of Advance Collegiate Schools of Business- AACSB Conference on Curriculum Improvement & to Kansas State University (Home Institution) Baltimore, Maryland (November 15 through 17) & Manhattan, Kansas (November 18 through 21, 2007) Description of training: Planning to attend the AACSB conference on Undergraduate Business Program Conference, Graduate Business Program Conference, and Emerging Business Curriculum Conference (November 15-17, 2007) in Baltimore, Maryland and Visit Kansas State University, College of Business Administration (November 18-21, 2007) in Manhattan, Kansas. *U.S. Government reports require participants be described by gender (male or female), and by “estimated” age—youth (25 years and under) or adult (26 years and older).
OFFICE OF CLIENTS’ RIGHTS ADVOCACY SEMI-ANNUAL REPORT JULY 1, 2017 – DECEMBER 31, 2017 TITLE 17 REPORT TITLE 17 LETTER REGIONAL CENTER COMPLAINT (INITIALS) NATURE OF COMPLAINT STATUS OUTCOME None ACRC J.K. Regarding M.K. J.K. alleged that ACRC filed a retaliatory APS report; failed to properly maintain and provide him records; removed consumer’s health binder from her home; and performed medical studies on consumer without consent. Completed OCRA did not find that any rights violation occurred. None SCLARC I.M. regarding D.M. I.M. alleged that SCLARC committed fraud by concealing D.M.’s disability diagnosis and ending services at age 3. Completed OCRA did not find that any rights violation occurred.
As a train accelerates away from a station, it reaches a speed of 4.7 m/s in 5.0 s. If the train’s acceleration remains constant, what is its speed after an additional 6.0 s has elapsed? 40)
A ball rolls over the edge of a table with a horizontal velocity v m/s. The height of the table is 1.6 m and the horizontal range of the ball from the base of the table is 20 m. What is the magnitude and direction of the ball's acceleration right before it touches the ground, neglecting air resistance? 65)
Safe System of Work Activity: Semi Auto Cross Cut Description of work activity: Cutting Timber rails to length using a Semi Automatic cross cut Assessment date: Assessor: Responsibilities Site Manager: Peter Scott Supervisor Ben Lowe Number of Ops: 6 Associated Hazards Hazards associated with activity: Serious injury by way of not using correct methods. Site specific Hazards: Busy work environment, movement of trolleys in factory, excessive noise & dust. Work Procedures & Control Measures