zilongwang/ReadingBank huggingface dataset:
Maintained & Reproduced? Privilege Belonging Paper Due Peggy McIntosh. “White Privilege: Unpacking the Invisible Backpack” (135-142) Judith Katz. “Heterosexual Privilege: Owning My Advantage, Uncovering My Collusion” 4/25 WED -- Mid-Term -- Mid-Term Week 6 4/30 MON How is Oppression Maintained & Reproduced? Beauty Feminist Blogs Paper Due Naomi Wolf. “Excerpt from The Beauty Myth” (147-160) Stephen Hall. “The Bully in the Mirror” *T. Denean Sharpley-Whiting. “I See the Same Ho: Video Vixens, Beauty Culture, and Diasporic Sex Tourism” 5/2 WED How is Oppression Maintained & Reproduced? Sexuality *Anne Koedt. “The Myth of the Vaginal Orgasm” *Heather Corinna. “An Immodest Proposal” *Various authors. “The Orgasm Gap” Week 7 5/7 MON How is Oppression Maintained & Reproduced? Violence Politics of Safety Due Robin Warshaw. “The Reality of Acquaintance Rape” (199-213) “The Rape of Mr. Smith” (215-217) *Jill Filipovic. “Offensive Feminism: The Conservative Gender Norms that Perpetuate Rape Culture” 5/9 WED How is Oppression Maintained & Reproduced? Masculinity Film: Dreamworlds III *Michael Kaufman. “The Seven “P’s” of Men’s Violence” *Whitney Walker. “Why I Fight Back” Week 8 5/14 MON How is Oppression Maintained & Reproduced? Heteronormativity & Heterosexism Heteronormativity Due Suzanne Pharr. “Homophobia: A Weapon of Sexism” (113-134) *Charlotte Bunch. “Learning from Lesbian Separatism” 5/16 WED How is Oppression Maintained & Reproduced? Reproductive Justice *Dorothy Roberts. “Introduction to Killing the Black Body” *Several feminist blog posts, see Carmen Week 9 5/21 MON How is Oppression Judy Brady. “I Want a Wife” (181-184)
QUIZ 5 Week 8 Mon. 5/14 Women/Femininities in Music Videos * “Lady Power,” Bauer * “Girl Pop’s Lady Gaga Makeover,” Caramanica Screening: Dreamworlds 3: Desire, Sex, and in Music Videos Wed. 5/16 Men/Masculinities in Music Videos * “Owning Black Masculinity,” Balaji In-class group meeting time to work on presentations Week 9 Mon. 5/21 Music video presentations (Groups 1, 2, 3) Wed. 5/23 Music video presentations (Groups 4, 5, 6) Week 10 Broader Implications: Political Representation Mon. 5/28 MEMORIAL DAY: NO SCHOOL Wed. 5/30 Political Implications Screening: Miss Representation QUIZ 6 EXAM: MONDAY June 4, 5:30-7:18 PM
Part B Contractor Information Assessment Organisational Background and Specialism Information Part C – Scored Response and Compliance Part C Award Criteria Max Potential Score Question 1 – Response to the Tender 40 Question 2 – Knowledge & Experience 40 Question 3 – Price 20 Compliance With EC Legislation/ UK Procurement Legislation Pass / Fail QUALITATIVE – 1 2 Each non-price criterion question (and interview questions) will be scored (referencing the above weighting) using the following methodology: Full Points Proposal exceeds requirement. Demonstrated by clear, detailed information and unequivocal evidence 75% of Points Proposal completely meets requirement. Demonstrated ability to meet requirements with clear and convincing evidence Half Points Mostly meets requirement. Evidence is fairly clear and convincing; minor reservations in one or more key areas 25% of Points Mostly fails to meet requirements. Evidence is unclear and/or unconvincing in most areas, although convincing in some areas. Overall response casts doubt on ability to meet requirements 0 Points Significantly fails to meet requirements. In virtually all areas there is a lack of convincing evidence which casts serious doubt about the ability to meet requirements PRICE – 3
data file is Capstone R Data.txt. Do not download the data. Click on the file directly in D2L. Click anywhere in the file. Hit cltr A (command A for a Mac) and then hit cltr C (command C for a Mac). Now open up R and click in R and hit cltr V (command V for a Mac). Then hit enter. Below is a print screen of what you should see if you correctly loaded the data set in R The R data file is set up as follows (Note: When using the variables, use all lowercase): gender age weight height nuclear politics hands camera article purchase gas fitness predator MATH-1530 CAPSTONE TECHNOLOGY PROJECT SPRING SEMESTER 2015 Problem 1: Identify Variable Type. Which of these questions from the class survey measured variables that are categorical and which are quantitative? Use your word processor to underline the best option (or you may highlight in yellow if you are using a color printer). AGE Categorical Quantitative Neither NUCLEAR SAFETY Categorical Quantitative Neither WASH HANDS Categorical Quantitative Neither
Read MI, chpt. 7 Final project peer-workshop/studio day: MANDATORY DRAFT Final Exam Day Friday, 5/20 Mandatory attendance Presentations project peer-workshop; no formal exam Final paper/project (with reflective analysis) due Multicultural potluck!
INSTRUCTIONS FOR COMPLETING THE FNS 529 AND TERMS & CONDITIONS FOR THE CHILD NUTRITION EQUIPMENT GRANTS IN FY 2018 FNS 529 – This is a new format in accordance with the OMB Omnibus Circular Requirements for grant awards Need to complete the following highlighted boxes Box 1 – Complete XXXX-18-XX-01 – This should be the Grant and State abbreviation Box 2 – Insert date of award, this should be when you send out the award document for signature Box 3- Indicate this IS NOT a Research Grant Box 4 – Insert the CFDA Number Box 5 – Insert the DUNS Number Box 6 – blank Box 7 – Insert USDA/FNS/XXXX REGIONAL OFFICE Box 8 – Insert CFDA Name Box 9 - Insert Recipient (Grantee) – this should be name and address Box 10 – Enter WBS Number Boxes 11/12/13/15 – Amount of Grant (If grant funds were distributed incrementally, these boxes would have different numbers) Box 16 – If applicable, insert cost sharing or matching component Box 17 – Insert applicable Indirect Cost Rate Box 18 – Insert Regional Office information Box 19 – Insert appropriate Program Area (WIC) Box 20 - Insert Grant start date Box 21 – Insert end date Box 22 – Insert brief project description Signature Block – complete Regional Administrator information (The RA should sign the document after the State returns the signed form)
3 1/30-2/3 Continue Methods Elicited Behaviors and Classical Conditioning T-Mazes/ Writing Workshop Chapter 3 4 2/6-2/10 Continue Elicited Classical Conditioning Basics Auto-shaping Chapter 4 5 2/13-2/17 Continue Classical Operant Conditioning Shaping Hollis (1997) T-Maze Lab Due Chapter 6 6 2/20-2/24 Schedules of Reinforcement Schedules of Reinforcement/ Writing Chapter 7 2/24 Paper Topic Due 7 2/27-3/3 Extinction Continue Schedules Rat Challenge Intro Chapter 8 Shaping Lab Due 8 3/7-3/11 Exam 1 Due 3/6 Stimulus Control Extinction Continue Chapter 8 3/10 Paper Outline Due 3/13-3/17 Spring Break! 9 3/20-3/24 Escape, Avoidance, and Punishment Stimulus Control Chapter 9 Seligman & Maier (1967) Schedules Lab Due 10 3/27-3/31 Classical Conditioning: Processes and Application Rat Challenge Chapter 5 Extinction Lab Due 11 4/3-4/7 Choice, Matching, and Self Control Observational Learning Rat Challenge 4/5“Change It” Due Chapter 10 Chapter 11 Stimulus Lab Due Due 12 4/10-4/14 Continue Observational Biological Dispositions Zoo Trip 4/14 Introduction Due Chapter 12 13 4/17-4/21 Biological Dispositions Exam 2 Due 4/19 No Class 4/19-4/21 Rat Challenge (On Own) Methods and Results/Discussion Due 4/21 14 4/24-4/28 Applied Behavior Analysis Comparative Cognition Rat Challenge Chapter 13 Zoo Lab Due Rat Challenge 4/30 1:00pm 15 5/1-5/5 Continue Comparative Cognition Check for Readings on Moodle
Lamar State College-Port Arthur Vocational Nursing Program Packet Orientation Sessions TUESDAY October 3, 2017 @ 4 p.m. OR MONDAY October 9, 2017 @ 4 p.m. OR TUESDAY October 10, 2017 @ 4p.m. Vocational Nursing Program Application Deadline October 16, 2017
Synthesis of pethidine can be relatively long and difficult. A synthesis procedure found on Rhodium Archive Index describes the formation of five intermediates before producing pethidine as a final product. I chose to reference this particular synthesis because it describes the entire procedure from start to finish in thorough detail. Additionally, the procedure gives the reader the option to omit difficult steps, if desired, by recommending the purchase of a pethidine derivative. Synthesis of pethidine begins by creating a slurry of an isonicotinic acid. This slurry is refluxed for 60 hours, vacuum filtered, and reduced with sodium thiosulfate. A second slurry is created to be placed in a column. This column chromatography is meant to elute the previous slurry for the purpose of removing iodine. This eluted solution is recrystallized and then reduced in a high-pressure reaction vessel. From this stage forward, the procedure suggests purchasing hydrochloride to surpass the two previous steps. The purchased intermediate is placed in a mixture of acid and refluxed for 6 hours. Unwanted material is removed, and additional solvents are brought in to create another slurry. Several more steps are taken to add reagents and allow for proper mixing, leaving a brown oil left to be fractionally distilled. The fourth intermediate can be prepared by passing chlorine gas into a mixture containing some of the previously product formed. The final intermediate is produced by forming several mixtures, putting it through a reflux, and extracting the organic layer with water. Extracts are combined, and pH of the solution is adjusted. Finally, a hydrochloride salt is refluxed to produce the final product pethidine whose Raman spectra can be viewed in Figure 2. Figure 2. Raman shift of Pethidine Hydrochloride after injection in water in various levels of concentration. Each graph will represent the values from the different levels of concentration
January 10th Welcome! procedures and policies. Assignment: Plagiarism tutorial in blackboard (must be completed by Friday, January 26th at 11:59 p.m.) Reading Assignment: Montoya, Chapters 14-16 January 12th Pick Paper Topics Discussion: Research Papers and Reconstruction January 15th College is closed to honor the great civil rights leader, Dr. Martin Luther King, Jr. Do something to celebrate the dream. January 17th Discussion: Reconstruction January 19th Discussion: Reconstruction continued January 22nd Class will meet in Jacobs Library. Attendance is MANDATORY or you will be withdrawn from the class at the end of the drop period. January 24th Discussion: Indigenous Western Cultures January 26th Discussion: Westward Expansion January 29th Discussion: Genocide January 31st Discussion: The Industrial Revolution February 2nd Discussion: Robber Barons and Organized Labor February 5th Discussion: Immigration and Nativism February 7th Discussion: Politics and Realignment Reading Assignment: Chapters 17-20 February 9th Discussion: Teddy Roosevelt, Progressivism, Taft and Wilson February 12th Exam I – All Chapters 14-17 (Remember your blue book, note card and blue or black pen) February 14th Discussion : Workplace reforms, Socialism, and Plessey v Ferguson Reading Assignment: Montoya, Chapters 18-20 February 16th Discussion: Imperialism and the Spanish American War February 19th College Closed to honor the great U.S. Presidents, Washington, Jefferson, and Lincoln February 21st Discussion: America and the East
Note: The placement of all Search Services on a single application server is for demonstration purposes only. A complete discussion about SharePoint Server 2010 Search Topology options and best practices is out of scope for this document. Create the Web Application Browse to Central Administration and navigate to Manage Web Applications in the Application Management section. In the toolbar, select New and create your web application. Ensure that the following is configured: Select Classic Mode Authentication. Configure the port and host header for each web application. Select Negotiate as the Authentication Provider. Under application pool, select Create new application pool and select the managed account created in the previous step. In this example, two web applications were created with the following settings: Setting http://Portal Web Application http://Teams Web Application Authentication Classic Mode Classic Mode IIS Web Site Name: SharePoint – Portal – 80 Port: 80 Host Header: Portal Name: SharePoint – Teams – 5555 Port: 80 Host Header: Teams Security Configuration Auth Provider: Negotiate Allow Anonymous: No Auth Provider: Negotiate Allow Anonymous: No
Only Checked benefits apply Spring Show Benefits Banner in Premier Location Flyers for Competitors Class Sponsorship Sponsor Named Ring* Summer Show Benefits Banner in Premier Location Flyers for Competitors Class Sponsorship Fall Festival Show Benefits Banner in Premier Location Flyers for Competitors Sponsor Named Ring* NEDA Symposium Benefits Banner in Premier Location Flyers for Auditors Individual NEDA Membership Omnibus Benefits Salute Benefits Logo and Link on NEDA Website * Quantities Limited/Available while supplies last Tip of the Hat Benefits If Less than 10 Issues indicate which Issues: Note: Tip will “go green” and become electronic mid-year) Jan Feb Mar/apr may jun jul aug sep oct nov/dec Mailing List Benefits E-Mail List Benefits (restrictions Facebook Page Link Indicate which Months: Jan Feb Mar apr may jun jul aug sep oct nov dec Sponsor Highlight on NEDA.org Indicate which Months: Jan Feb Mar apr may jun jul aug sep oct nov dec eNewsletter Sponsorship Indicate Months: Jan Feb Mar apr may jun jul aug sep oct nov dec Month Long Survey on NEDA.org Indicate which Months: Jan Feb Mar apr may jun jul aug sep oct nov dec
without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. (Source: Code of Conduct and Discipline at the Sac State University.) If you engage in academic dishonesty and any behavioural misconduct related to this class, you will receive a failing grade on the test or assignment, and a failing grade in the course MBA 270 – GLOBAL BUSINESS MANAGEMENT CLASS SCHEDULE (subject to change) Week Date Topic Activity 1 Jan 27 Introduction Introduction to course 2 Feb 3 Chapter 1 Expanding Abroad Lecture/Case Analysis Blue Group – Acer write-up due Feb 2nd 3 Feb 10 Chapter 2 Understanding the Intl Context Lecture/Case Analysis Red Group – Global Wine War write-up due Feb 9 4 Feb 17 Chapter 2 Understanding the Intl Context Lecture/Case Analysis Team 1 - Benelli 5 Feb 24 Chapter 3 Transnational Strategies Lecture/Case Analysis Blue Group – Stella Artois write-up due Feb 23 6 Mar 3 Chapter 3 Transnational Strategies Lecture/Case Analysis Team 2 - GE 7 Mar 10 Chapter 4 Transnational Organization Lecture/Case Analysis Red Group – Kent write-up due Mar 9 8 Mar 17 Chapter 4 Transnational Organization Lecture/Case Analysis Team 3 - Lundbeck 9 Mar 24 Spring 10 Mar 31 Holiday
Annex 1 – Keywords / Categories for the case study [Please select the keywords by marking the grey cells from this list or add your own in “other”. Note that not all sections need to be selected, depending on the case study] CONTEXT Climate Location type Type of crisis Urban Rural Natural disaster Conflict Complex emergency please specify here SUPPORT METHODS Cash / Vouchers Loans NFI Distribution Advocacy / Legal Site Planning Training Structural assessment Guidelines / mass communications Other Household items Construction materials / Fixings Other Please specify Please specify SETTLEMENT OPTIONS Non displaced / returns Dispersed Short term land/house/flat Unplanned camps Collective centres Hosting Planned and managed Planned relocation Resettlements Urban neighbourhoods Other Please specify SHELTER TYPES Emergency shelter Transitional shelter Host family support Rental support Core housing Housing repair / retrofitting Other Please specify
9. March 19 to March 25. Information Technology Applications in Hospitality. Reading: Chapter 5: E-Commerce. WK09 Discussion Board How to start an online order and delivery business? Quiz_CH05 (30). 10. March 26 to April 1. Spring Break No Activity 11. April 2 to April 8. Reading: Chapter 8 Global Distribution Systems and Channels. WK11 Discussion Board distribution channels. Quiz_CH08 (30). 12. April 9 to April 15. Reading: Chapter 6 Restaurant Management Systems. WK12 Discussion Board all department up to date? Quiz_CH06 (30). 13. April 16 to 22. Reading: Chapter 7: Hotel and Resort Technology. WK13 Discussion Board hotel technology. Quiz_CH07 (30). 14. April 23 to April 29. Reading: Chapter 11 Technology in the Casino Industry. WK14 Discussion Board Recognition Technology and Casino Technology. Quiz_CH11 (30). 15. 30 to May 6. Reading: Chapter 12 Technology for the Meetings and Events Industry. Term Project Due (150). WK15 Discussion Board event and meeting technology. Quiz_CH12 (30).
16. May 7 to May 13. Information Technology Investment. Reading: Chapter 13: Strategic Hospitality Technology Investment. WK16 Discussion Board Technology Investment. Quiz_CH13 (30). May 14 to May 15. Course Review/ Study Day. May 16 to May 22. Examination (150 points) will be released on May 16 and due on May 22 at 11:59 pm.
Please read HSPM 1 Discussion Board Policy carefully, available in the module of “WK01 Class Information” on Canvas. Main Post The main post is the first and longest post by yourself to the weekly discussion board. You have to complete the main post in order to read other classmates’ posts. For each discussion board, you are required to post one main post about the topic by Thursday night at 11:59 pm (20 points). However, if you miss the deadline, you still can post the main post until Sunday at 11:59 pm with late penalty. Late penalty is 2 points (10% of the grade) for each late day. The discussion board is a week long assignment and due on Sunday. No late work is acceptable after 11:59 pm on Sunday. Length of the main post is at least 150 words. Response to classmates’ posts You should reply to at least two other classmates’ posts for each weekly topic by Sunday night at 11:59 pm (10 points for each response). The length of responses is at least 100 words. The two responses have to be separated by 12 hours. It is the student’s responsibility to post and respond to the discussion board during the assigned time. No late response post is acceptable. You have to complete the assignment by the due time. Main post Critical thinking and quality Outstanding 15 Meet Expectation 14 - 12 Acceptable 11 - 10 Need Improvement 9 - 5 Unacceptable or No post 0 15 Length, 150 words, and stylistics Meet expectation 3 Need improvement, Short by 10% 0 Unacceptable, short by 20% -3 3 Timeliness, due Thursday at 11:59 pm On time 2 Late by 1 day 0 Late by 2 to 3 days -2 2 Response #1 Critical thinking and quality Meet Expectation 7 Acceptable 6 - 5 Need Improvement 4 - 3 Unacceptable or No post 0 7 Length, 100 words, and stylistics Meet expectation 2 Need improvement, by 10% 0 Unacceptable, short by 20% -2 2 Response #2 Critical thinking and quality Meet Expectation 7 Acceptable 6 - 5 Need Improvement 4 - 3 Unacceptable or No post 0 7 Length, 100 words, and stylistics Meet expectation 2 Need improvement, Short by 10% 1 Unacceptable, short by 20% 0 2 2 responses should be separated by 12 hours Meet expectation, 2 Did not separate by 12 hours, 0 2
A.4 – Keywords [Please select the keywords below by marking the grey cells that apply, or adding your own.] CONTEXT Location Urban Peri-Urban Rural Type of Crisis Natural Disaster Conflict/Violence Complex/Multiple SUPPORT METHODS Cash-Based Interventions Conditional cash transfer Restricted cash/vouchers Unconditional & Unrestricted Loans / Micro-credits etc. Other Specify NFI in-kind Distribution Household items Shelter materials (incl. kits) / Fixings WASH items (& kits) Other Specify Advocacy / Legal assistance Site/Settlement Planning Infrastructure Training/Capacity Building Tech. Assistance / Quality Assurance Structural Assessment Guidelines / Mass Communications Site Management Debris/Rubble Removal Other Specify SHELTER ASSISTANCE Emergency Shelter Transitional Shelter Host Family Support Rental Support Core Housing Housing Repair / Retrofitting Permanent Houses Other Please specify SETTLEMENT OPTIONS / Returns Owner occupied Rental Informally occupied Displaced, dispersed Rental Host families Spontaneous / Self-settled Displaced, communal Collective centers Planned site/settlement Unplanned site/settlement Planned resettlement sites Dispersed resettlements Other (specify) [Please only select up to three themes below, based on the key highlights of the project, and elaborate on these in the narrative.] THEMES Aspects Advocacy Coordination Local construction techniques/capacity Socio-Technical Assistance quality Cross-cutting issues Accessibility / Disability Inclusion Disaster Risk Reduction Environment GBV risk mitigation Gender mainstreaming Security of Tenure / HLP Community engagement Local authority engagement Local private sector engagement Women’s empowerment Linkages Integrated programming with recovery Livelihoods Long-term/Wider impacts Quality/Success Indicators Adaptability Cost effectiveness Coverage (scale vs needs) Cultural appropriateness Durability Efficiency Habitability / Comfort Occupants’ satisfaction Timeliness of the assistance Other (please specify)
between banks created unprecedented problems in the world economy. In this paper we analyze the detailed trading data from the European (e-MID) interbank market to better understand how interbank trading reflected these economic problems. We construct and examine physical networks of trade that allow us to examine bank connectedness over time. Further, we compare and contrast correlation networks (constructed with Granger-causality between stock returns) with physical networks (constructed from interbank trades) to better interpret results from each. We demonstrate that correlation and physical networks reflect important, but different, economic conditions in the European banking sector. During the crisis, physical bank networks reveal a breakdown in connectivity in the interbank market. Interestingly, correlation networks show increased comovements in market returns during the crisis that have been interpreted as an increase in connectivity, a connectivity that we ascribe to a common factor unrelated to interbank trading. Moreover, correlation and physical networks respond differently to monetary and macroeconomic shocks. Interconnectedness in physical networks adjust strongly and quickly to central bank operations and to announcements of new information, revealing important markers of liquidity at short (daily) horizons. Conversely, while interconnectedness in correlation networks marks the onset of the crisis, this metric changes little in response to central announcements and interventions. Our results demonstrate that correlation networks can identify (and forecast) periods of impending financial crises. Complementarily, physical interbank trading networks serve to identify weakening interconnectedness in the interbank system
Dear Parent/Guardian: We want to let you know that the child(ren) listed below will receive free lunches, breakfasts, and snacks at school because they receive [State SNAP] or [State TANF]. Name of Child Name of School If there are other children in your household who aren’t listed above, they also qualify for free meals. Please contact the school your child/children attend in the following situations: If there are other children in your household who are not listed above and you would like them to receive free meals at school You do not want your children to have free meals You have any additional questions [name] [phone number] [e-mail address] Sincerely, [signature] Non-Discrimination Statement: This explains what to do if you believe you have been treated unfairly. “In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.
On or before the last operating day of October Not Required Yes, complete as CEP LEA (Do not report direct certifications in Section 3 for CEP schools. Instead use FNS-834 to report SNAP matches for special provision schools.) Yes, complete as CEP LEA (Report the students in CEP schools matched with SNAP on FNS-834, Data Element #3.) last operating day of October Yes Yes, complete as standard counting & claiming LEA Yes, complete as standard counting & claiming LEA How should CEP LEAs report information on the FNS-10? October data under CEP can be reported on the FNS-10. The free claiming percentage currently used under CEP (ISP times 1.6) in the LEA/school should be applied to the current October enrollment number to estimate the number of children approved for FREE lunches to report in 15a. CEP LEAs will not report REDUCED PRICE data in 15b. If CEP is elected after October 31, the LEA should follow standard reporting procedures using data from household applications. Residential Child Care Institutions (RCCIs) Are Residential Child Care Institutions (RCCIs) with day students eligible to elect CEP? No, by law, RCCIs are not eligible to elect CEP [42 U.S.C. 1759a(a)(1)(F)(ii)(cc)]. Independent Review of Applications Is an LEA that elects CEP subject to the independent review of applications even though only direct certification will be conducted in the relevant school year? No, only those districts that collect applications can be required to conduct a second review of applications. If an SFA elects CEP and does not collect applications, they would not be required to conduct an independent review of applications. Student Charges
Discuss one of the following with reference to two or more texts: (a) ‘The social and racial dichotomies of these texts are inevitably frozen or naturalized by the very language of the elite narrator or writer.’ (b) ‘The passion, tragedy and beauty glimpsed in indigenist texts must suggest or draw the outlines of a different, less dichotomous, more hybrid and mestizo culture.’ (c) ‘The racial is just one among several forms of “otherness” explored in these texts.’ 5 Penning the Dictator Answer one of the following with reference to two or more texts: (a) ‘Writing on dictatorship ranges disconcertingly between the poetics of silence and allusion to and exhibitionist displays of literary virtuosity.’ (b) ‘El lenguaje es origen común de la literatura y del poder: lo que sirve para liberarnos sirve también para sojuzgarnos.’ (c) ‘Violence against in these texts suggests that the history of dictatorship is closely related to that of patriarchy.’ 6 Labyrinths of Fiction Answer one of the following with reference to two or more texts or films: (a) ‘Play in these texts is intellectually serious stuff.’ (b) ‘In these texts, authorship, meaning, identity and the limits of rationality are probed and questioned.’ (c) ‘The fragmentary, discontinuous and often brief form of these texts serves to reveal and open up unforeseen dimensions of experience in the mind of the reader.’ END OF PAPER
No 29 (25%) 13 (11%) 2.8 (1.3-6.0) Can you read: Well A little No 36 (31%) 22 (19%) 59 (50%) 73 (62%) 17 (15%) 27 (23%) Baseline 3.2 (1.5-7.0) 6.1 (3.1-12.2) Ever attended school No Yes 41 (44%) 66 (56%) 28 (24%) 89 (76%) 3.0 (1.6-5.5) Baseline Serious illness No Yes 75 (59%) 52 (41%) 101 (80%) 26 (20%) Baseline 2.8 (1.6-4.9) Where sought treatment Hospital 20 (83%) 4 (17%) 35 (71%) 14 (29%) 2.4 (0.7-8.7) Baseline
Poverty markers Income 1 2+ 95 (75%) 31 (25%) 741 (71%) 303 (29%) 0.18 109 (60%) 72 (40%) 0.01 per day 1/2 3 56 (44%) 77 (56%) 378 (36%) 666 (64%) 0.15 55 (30%) 126 (70%) 0.12 Average poverty score -0.4 (2.3) -0.07 (1.9) 0.03 0.70 (1.9) <0.0001 Poverty quartile 1 (lowest) 2 3 4 (highest) 46 (37%) 33 (26%) 22 (17%) 25 (20%) 278 (27%) 267 (26%) 253 (24%) 246 (24%) 0.01 20 (11%) 43 (24%) 53 (29%) 65 (36%) <0.0001
Social protection inclusion NHIF CHF TASAF Any social protection 8 (6%) 11 (9%) 6 (5%) 26 (21%) 33 (3%) 128 (12%) 7 (0.7%) 175 (17%) 0.34 0.33 0.02 0.51 * Adjusted for household size, mean age, % female 1 Households with versus without disabled household member 2 Households from survey versus Households from CHF
Table 3: Social Protection enrolment among cases with disabilities and controls without disabilities (Nested Case-Control Study) Cases (n=127) Controls (n=127) Age- sex adjusted OR (95% CI) Enrolled in any scheme Yes No 13 (10%) 114 (90%) 15 (12%) 112 (88%) 0.8 (0.4-1.9) Baseline Enrolled in CHF Yes No 6 (5%) 121( 95%) 14 (11%) 113 (89%) 0.4 (0.1-1.1) Baseline Have health insurance Yes No 13 (10%) 114 (90%) 24 (19%) 103 (81%) 0.5 (0.2-1.0) Baseline If yes, paid for insurance Yes No 7 (54%) 6 (46%) 15 (63%) 9 (38%) 0.9 (0.2-3.9) Baseline Amount paid per month £2.81 (SD=£3.08) £10.30 (SD=£24.57) P=0.26 If yes, used in last year 0 1 >1 3 (23%) 4 (31%) 6 (46%) 11 (46%) 5 (21%) 8 (33%) P=0.13 Health insurance convenient Yes 9 (69%) 12 (50%) 2.7 (0.6-11.7)
Partially/No 4 (31%) 12 (50%) Baseline Why not enrolled in social protection Do not qualify Do not need Do not know about it Other 9 (8%) 12 (11%) 75 (66%) 17 (15%) 8 (8%) 16 (16%) 69 (68%) 9 (9%) P=0.43
Table 4: Enrolment and use characteristics among CHF members Characteristic N (%) Paid for CHF membership No Yes 8 (4%) 172 (95%) If yes, amount paid per month £4.08 (SD=£3.44) Costs considered: Low OK High 45 (26%) 104 (60%) 22 (13%) Anyone insured sought health service in last month No Yes 69 (39%) 112 (62%) Waiting time changed after joining insurance Improved Stayed the same Worsened 57 (32%) 113 (63%) 8 (4%) Quality of healthcare changed after joining insurance Improved Stayed the same Worsened 74 (41%) 101 (56%) 6 (3%) Friendliness of staff change after joining insurance Improved 58 (33%)
Getting Started with Skillport 8i This guide will help you learn about important features and functionality in Skillport 8i. Sign in to Skillport In a browser, navigate to your Skillport Sign In page. Enter your username and password and click Sign In. Note that passwords are case-sensitive. Explore the Home Page Once you have signed in to Skillport, the Home page displays. The Home page provides easy access to content and actions you use most often in Skillport: Access Quick Links, containing key popular options such as Learning Transcript, My Approvals, and Support. Find messages from your organization in this area. View Featured Topics, which are specific courses or content highlighted by your organization. See Recently Viewed items, as well as view recommended and featured content.
Skillport 8 Reports User Reports User Listing Summary by Group Detailed by Group Detailed by User Summary by Approval Manager Detailed by Approval Manager User Privilege Summary by Group Detailed by Group User Participation Total User Participation (Chart) User Participation by Group User Participation Summary by Group Learning Activity Summary by User Summary by Asset Activity by Group Asset Activity by User Asset Activity by User with Lessons Learning Plan Note: Was “My Plan” in v7 User Learning Plan Detailed User Learning Plan Summary by Content and Group Group Learning Plan Assignment *NEW* Development Plan User Participation Total User Participation User Participation by Group User Participation Summary by inGenius User Summary by Community Detailed by Community Most Active Users Content Reports Content Activity Summary by Content Course Activity by Content Content Completion (Chart) Total Duration (Chart) Learning Most Popular Titles KnowledgeCenter Access Access Summary By KC Access Summary By KC and User Activity by KC Skillsoft Advantage Access Access Summary By SA Access Summary By SA and User Activity by SA Business Exploration Series Access Access Summary By BES Access Summary By BES and User Activity by BES Learning Program Summary by Learning Program Summary by Group Summary by User Detailed by User Matrix by Learning Program Live Learning Program Summary by Live Learning Summary by Group Summary by User Detailed by User Matrix by Live Learning Credentialing Summary by Credential Summary by User Detail by Credential ILT Course and Session Summary by ILT Course Detailed by ILT Course and Session Content Reports (Continued) ILT Student Roster Detailed by Session and Course Detailed by Course and User Detailed by user Books and Videos Subscriptions Subscription Summary Individual Usage Detail
Books and Videos Content Activity Summary by Asset Detail by inGenius Content Summary by Community Summary by Asset Type Detailed by Content Most Recommended Assets Most Commented Assets Training Effectiveness Reports Content Evaluation Summary by Evaluation Detailed by Evaluation Linked Evaluations by Asset Executive Overview User and Content Statistics Content Usage Statistics System Reports Skillport User Login Summary by Group Detailed by Total Logins (Chart) User Login Activity (Chart) New Registrations Skillport Registrations (Chart) Library Note: Skillport 7 had separate Course Catalog and Books24x7 reports. Library Summary *NEW* Library Detail *NEW* Credential Listing (was Credential Catalog) Assignments by 20140317
SPA 1 Lesson plan Week of October 21- November 1, 2013 Cynthia Curry, Instructor STANDARDS ACOS IB PHASE 1 ACTFL BLOOM’S Recognize target language words and phrases spoken in context. PYP Interpret oral and written information in the target language on a variety of topics in the present time frame. PYP Present oral and written information in the target language using familiar vocabulary and correct structure in the present time frame. Acts. 1-4; PYP Identify tangible and intangible products of a target culture, including symbols and expressive art forms. Identify typical activities and events of a target culture. PYP, act. 5 Identify other subject-area topics that relate to topics discussed in the target language class. Obj. A Understand and respond to simple, short spoken texts Communicate information in a limited range of everyday situations Request and provide information in a limited range of everyday situations Use language appropriate to a very limited of interpersonal and cultural contexts Use some aspects of register in formal and informal oral communication Use basic vocabulary accurately Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/ correct tone Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Application- applying knowledge to actual situations Analysis- breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized
Acrylics & Add-On’s Acrylic Services Acrylic Full Set 120-minutes, $70 Add French Application $15 Add Gel Polish Application $15 Acrylic Fills 75-minutes, $45 Acrylic or Gel Overlay 60-minutes, $55 (No extension of natural nail) Polish change 30-minutes, Feet $10 (Removal and polish application) Repairs (each nail) $7 Add French Rebalance $15 Acrylic Removal 45-minutes, $30 Paraffin Dip Feet $15/Hands $10
/ion and Language in Windows 10: Windows 10 Checklist: After installing Windows 10: Our experience has been that the Windows 10 install restores the system to the factor default, this means that if you changed certain system settings in Windows prior to the update they have been reset. Check that the UAC is turned off click here for steps Check that the Region and Language is correct click here for steps Check that your email program is set as default click here for steps If your Printer driver is compatible with Windows 10 make sure that the size is A4 or if using pre-printed paper that the custom paper size is selected. Make sure that if the Windows 10 is the Pastel Server that this is shared correctly click here for steps
Improving standards (SPA 1 prompt – officers must make an identified contribution to the improvements and evaluation of service delivery across all appropriate aspects of the authority’s functions) Management and administration (SPA 1 prompt – officers must manage and assess resources to provide efficient delivery of services) Equal opportunities (SPA 1 prompt – officers must contribute to the development of the authority’s policies in improving access to their services and in raising achievement levels for their local community)
Developing the service (SPA 2 prompt – officers must make a recognised contribution to the policy, planning and meeting of performance targets for their authority/business plan) Improving standards (SPA 2 prompt – officers must make an identified contribution to the improvements and evaluation of service delivery across all appropriate aspects of the authority’s functions)
Management and administration (SPA 2 prompt – officers must manage and assess resources to provide efficient delivery of services) Equal opportunities (SPA 2 prompt – officers must contribute to the development of the authority’s policies in improving access to their services and in raising achievement levels for their local community)
SPA Objective 40 CFR § 281.34 Release Reporting, Investigation, and Confirmation In order to be considered no less stringent than the corresponding federal requirements in 40 CFR part 280, the state must have release reporting, investigation, and confirmation requirements that conform with the following: Corresponding State Rule Citation State Statutory Citation (a) Ensure all owners and operators promptly investigate all suspected releases, including: When unusual operating conditions, release detection signals and environmental conditions at the site suggest a release of regulated substances may have occurred or the interstitial space may have been compromised; and When required by the implementing agency to determine the source of a release having an impact in the surrounding area. (b) Ensure all owners and operators promptly report all confirmed underground releases and any spills and overfills that are not contained and cleaned up. (c) Ensure all owners and operators contain and up unreported spills and overfills in a manner that will protect human health and the environment. Certification of SPA Objective 40 CFR § 281.34 Release Reporting, Investigation, and Confirmation: 40 CFR § 281.34(a) 40 CFR § 281.34(b) 40 CFR § 281.34(c) It is the opinion of (state xxx) Attorney General the state meets the no less stringent criterion for SPA Objective 40 CFR § 281.34.
STATE OF CALIFORNIA STEP-PARENT ADOPTION / DECLARE MINOR FREE INVESTIGATION INTAKE / QUESTIONNAIRE MADERA SUPERIOR COURT Family Court Services 200 South G Street Madera, CA, 93637 PH #: 559-416-5560 FAX #: 559-673-8216 CASE # ____________FCS CASE #________COURT DATE: ___________ TYPE OF PETITION: STEP-PARENT ADOPTION ($300) DECLARE MINOR FREE ($300) DUAL STEP-PARENT ADOPTION/DECLARE MINOR FREE ($450) NOTE: INVESTIGATION FEE IS DUE FROM THE PETITIONER ON THE DAY OF THE APPOINTMENT rev. 10/2013 SECTION 1: PETITIONER’S INFORMATION NAME (Last, First, Middle): RELATIONSHIP TO CHILD: MAIDEN NAME: NAMES YOU ARE KNOWN BY: DATE OF BIRTH: PLACE OF BIRTH: ATTORNEY NAME / TELEPHONE # / FAX # TEL. # E-MAIL ADDRESS: HAS THE NON-CUSTODIAL PARENT BEEN SERVED? Yes No STREET ADDRESS SOCIAL SECURITY # DRIVER’S LICENSE # / STATE: CITY STATE ZIP CODE HOW LONG AT THIS ADDRESS? YEARS:__________ MONTHS__________ SECTION 2: NATURAL FATHER’S INFORMATION NAME (Last, First, Middle) DO YOU CONSENT TO THE ADOPTION/DECLARE THE MINOR FREE PETITION? Yes No OTHER NAMES YOU ARE KNOWN BY: DATE OF BIRTH: PLACE OF BIRTH: ATTORNEY NAME / TELEPHONE # / FAX # HOME TEL. # CELL TEL. # E-MAIL ADDRESS: STREET ADDRESS SOCIAL SECURITY # DRIVER’S LICENSE # / STATE: CITY STATE ZIP CODE HOW LONG AT THIS ADDRESS? YEARS:__________ MONTHS__________ SECTION 3: NATURAL MOTHER’S INFORMATION: NAME (Last, First, Middle) DO YOU CONSENT TO THE ADOPTION/DECLARE THE MINOR FREE PETITION? Yes No OTHER NAMES YOU ARE KNOWN BY: DATE OF BIRTH: OF BIRTH: ATTORNEY NAME / TELEPHONE # / FAX # HOME TEL. # CELL TEL. # E-MAIL ADDRESS:
Education Health and Care Plan in place? YES NO Don’t know Learning Disability/Difficulties known? YES NO : Protection Plan in place? YES NO : Child in Need Plan/CAF in place? YES NO : Other professionals involved in care of child/ young person:- (please complete where this information is known. Yes / No Name if Known Consent to contact Yes/No Contact number General Practitioner Children Social Care Support in Education Emotional Wellbeing Worker Prevention Service/Family Outreach Worker Healthy Child Practitioner Voluntary Services Youth Justice Service Other Referral Source:- Referral from Professional/Agency:- Name: Address:
Día 38 Miércoles 18 nov. Continue reviewing Lección 18 ORAL ASSESSMENT 2 Día 39 Viernes 20 nov. Indicativo vs. subjuntivo ORAL ASSESSMENT 2 SEMANA 15 Día 40 23 nov. Indicativo vs. subjuntivo ORAL ASSESSMENT 2 COMPOSICIÓN 3 en clase Miércoles 25 nov. VACACIONES DE ACCIÓN DE GRACIAS: NO HAY CLASE Viernes 27 nov. VACACIONES DE ACCIÓN DE GRACIAS: NO HAY CLASE SEMANA 16 Día 41 Lunes 30 nov. Más práctica Día 42 Miércoles 2 dic. Más práctica Día 43 Viernes 4 dic. Más práctica El EXAMEN FINAL for SPA 202 01 (class meets 9:30 MWF) is on December 8th at 8 am in our classroom. El EXAMEN FINAL for SPA 202 02 (class meets 10:30 MWF) is on December 10th at 10:30 am in our classroom. Please note: You cannot take the exam on a different date or with a different section that your own.
7. How will you attract, hold, increase your market share? If a franchise, will the franchiser provide assistance in this area? Based on the franchiser's strategy? How will you promote your sales? 8. What pricing strategy have you devised? MARKETING PLAN This is the marketing plan of____________________________ I. MARKET ANALYSIS A. Target Market - Who are the customers? 1. We will be selling primarily to (check all that apply): Total Percent of Business a. Private sector _______ ______ b. Wholesalers _______ ______ c. Retailers _______ ______ d. Government _______ ______ e. Other _______ ______ 2. We will be targeting customers by: a. Product line/services. We will target specific lines ________________ b. Geographic area? Which areas? ________________ c. Sales? We will target sales of ________________ d. Industry? Our target industry is ________________ e. Other? ________________ 3. How much will our selected market spend on our type of product or service this coming year? $________________ B. Competition 1. Who are our competitors? NAME ________________________________________ ADDRESS _________________________________________
Pre-Req Modules ⁭ Excl.Req. Modules ⁭ Assessment Sitting 1st Sitting 2nd Sitting Assessment Type Departmental Assessment Departmental Assessment Exam Session Autumn Autumn Duration N/A Bonded Modules (i.e. modules are to be examined at the same date and time) N/A Type of Bond Departmental Allocation (for FTE & white sheet production) Psychology (if different) PART B (optional) Module Proposed by (HOD) Dr. AnnMarie Groarke Academic Qualifications of PhD Are there others involved in the programme delivery Yes If yes, give names Qualifications All those responsible for module teaching will be full time permanent members of staff No. of hours of delivery 1 hour or 2 hour lecture Over the Duration of the Module No. of Lectures Indicative number of 7 lectures. The number of lectures will be variable across students, depending on their assessed need. The student will be directed to attend lectures across relevant MSc / PhD level modules offered in the Lecture Duration
SPA449 IT for Graduate Students 5 MS Word, MS Excel, MS PowerPoint (to advanced level); NVivo (Introductory). Transferable skills module Continuous Assessment. Students must complete tasks and submit work via Blackboard. Mairéad Faherty For timetable / course outline, see .
OH Horticultural Structures - Glasshouse, Nursery (Non-retail) N Y Other Infrastructure No OI Crop Packing and Storage Areas N Y Other Infrastructure No OJ Forest N Y Infrastructure No OK Forestry Operations N Y Other Infrastructure No OL Agricultural Equipment and Storage Areas N Y Other Infrastructure No OM Underground Mining N Y Other Infrastructure No ON Surface Extraction Mining N Y Other Infrastructure No OO Slag/Other Waste Heap N Y Other Infrastructure No OP Evaporating (Settling/Ponding/Tailing) Dam N Y Other Infrastructure No OQ Well/Extraction Field (Exploration and Production) N Y Other Infrastructure No OZ Mining n.e.c. N Y Other Infrastructure No VACANT Use Code Space Code Narrative Use Div Net Lettable Inclusion Division Name Capacity PC Under Renovation/Refurbishment/Derelict - Use unspecified N Y Other Infrastructure No PD Vacant Office A Y Office No PE Vacant Shop/Showroom B Y Shop/Showroom No PF Vacant Storage D Y Storage No PG Vacant Entertainment/Leisure G Y Entertainment/Leisure No PH Vacant Restaurant H Y Restaurant/Eating No PI Vacant Community I Y Community No PJ Vacant Accommodation F Y Visitor Accommodation Number of Rooms PK Vacant Industrial E Y Industrial No PY No Access A Y Office No
Above are two examples of an “I-gram” (Continuum, left) and an “M-gram” (Magnetogram, right) obtained with the MDI instrument on the SOHO spacecraft. The or “intensity-gram,” is a conventional, visible-light view of the Sun’s photosphere and sunspots. The M-gram, or “magneto-gram,” reveals the polarity of magnetic fields on the photosphere—white and black indicate N and S magnetic polarity. Both types of data show different characteristics of the same thing: magnetically active regions on the photosphere. While the I-gram is a direct, visible light image of the photosphere, the magnetic polarities shown in the M-gram are derived from measurements of polarization in the light emitted by gases embedded in the magnetic fields. Either of these types of images can be used in this activity to determine the rotation of the Sun. Measuring Solar Rotation—Solar Latitude/Longitude Method What you will do You will make a more refined measurement of the Sun’s period of rotation by measuring the Sun’s angular velocity. How you will do it You will use SOHO MDI I-gram or M-gram solar images and a specially plotted, transparent latitude/longitude grid called a Stonyhurst Disk (see example below) to track the motion of sunspots in terms of degrees of longitude. From this angular motion measurement, you will calculate the spot’s angular velocity, and from that result the rotation period of the Sun. Materials and Skills Printed out full-disk images of the Sun on different dates—SOHO MDI or M-grams recommended: Properly scaled transparency copy of a date-appropriate Stonyhurst disk (see Appendix on page 84) Sunspot Latitude/Longitude Tracking Log (page 31) Angular Velocity and Solar Rotation Period Worksheet (page 32) Familiarity with latitude and longitude and the geometry of a sphere Basic math skills: ratios, units of physical quantities Background The method for measuring solar rotation in the previous activity makes the assumption that we view the Sun from a point in space directly over the Sun’s equator, which gives