zilongwang/ReadingBank huggingface dataset:
RADA REDAKCYJNA – EDITORIAL BOARD Wolfgang Benz (University of Technology – Berlin) Dan (Hebrew University – Jerusalem / Simon-Dubnow-Institute – Leipzig) Jan Doktór (Jewish Historical Institute – Warsaw) David Gershon Hundert (McGill University – Montreal) Gertrud Pickhan (Free University – Berlin) Antony Polonsky (Brandeis University – Waltham, Mass.) Szymon Rudnicki (Warsaw University) Paweł Śpiewak (Jewish Historical Institute – Warsaw) KOLEGIUM REDAKCYJNE Eleonora Bergman, Michał Czajka (sekretarz redakcji), Helena Datner, Jan Doktór (redaktor naczelny), Daniel Grinberg, Anna Michałowska-Mycielska, Joanna Nalewajko-Kulikov, Szymon Rudnicki, Paweł Śpiewak, Rafał Żebrowski Sekretariat redakcji – Agata Szydłowska
From 1910 to the end of WWII, took control of the Korean peninsula and expressed the goal of assimilating the Korean people into the Japanese state through imperialistic models no different from France or the United Kingdom at the time. This work examines why the Japanese failed however, using primary sources to explain how Japanese rhetoric, segregation policies, political domination, granting Koreans few political rights, and other unequal institutions created a Korean resistance to the Japanese. Duncan, John B., Lee, Jung Chul, Lee, Jeong-il, Ahn, Michael, & Davey, Jack A. The Institutional Basis of Civil Governance in the Chosŏn Dynasty. Seoul: Seoul Selection, 2009. (DS913.35 .I57 2009) A study of how the Chosŏn dynasty ran a stable government for five hundred years prior to the modern concept of the nation-state. The book asserts the Chosŏn government embodied Confucian ideology and the political order avoided concentration of power in any one government apparatus. This book examines the Korean monarchy’s system of civilian governance, the Government Service Examinations that tested state officials on Confucian classics, maintaining the Annals of the Chosŏn dynasty, and the use of inspections and audits to curb tyranny from high ranking officials. Eckert, Carter J. Offspring of Empire: The Koch’ang Kims and the Colonial Origins of Korean Capitalism, 1876-1945. Seattle: University of Washington Press, 1991. () Eckert, a Professor of Korean History at Harvard, challenges the conventional view that Japanese colonialism of beginning in 1910 destroyed a young capitalist economy on the peninsula. While politically oppressive, Eckert argues that Japanese imperialism served as a catalyst for industrial development. Evans, James W. A Morning in June: Defending Outpost Harry. Tuscaloosa, AL: University of Alabama Press, 2010. (DS921.6 .E945 2010) In June, 1953 the Korean War was settled into a position near the original pre-war demarcation line between North and South Korea, with all sides fighting to win a peace and achieve the best military and diplomatic advantages going into negotiations at Panmunjom. Evans was part of the 5th Regiment that defended Outpost Harry, set on the front protecting a direct route to Seoul, as it survived two days of heavy Chinese assault that devolved into hand-to-hand combat in the final days of the war.
Name Date Unit Position Instructor/Evaluator: Position Excellent Satisfactory Needs Practice SKILL 32-4 Nasopharyngeal and Oropharyngeal Suctioning Steps Comments Reviewing Pertinent Information 1. Assess signs and symptoms of upper and lower airway obstruction requiring suctioning including wheezes, crackles, or gurgling on inspiration or expiration; restlessness; ineffective coughing; tachypnea; hypertension or hypotension; cyanosis; decreased level of consciousness; and excess nasal secretions, drooling, gastric secretions, or vomitus in the mouth. 2. Check patient’s chart for low platelet count, use of anticoagulants, and recent history of epistaxis or nasal trauma. 3. Determine factors that normally influence upper or lower airway functioning such as the following: • Fluid status • Lack of humidity • Infection Preparing for Suctioning 4. Wash hands. 5. Gather supplies needed: • Suction source • Extension tubing connected to suction device • Sterile suction kit • Sterile water-soluble lubricant • Small bottle of sterile water or normal saline if not included in kit • Gown, mask, goggles, or face shield 6. Prepare the equipment: • Ensure that suction is working.
could respond to a situation of injustice. Eg a ‘looking through binoculars’ type of action might represent awareness or standing next to someone with your arm around their shoulder could be solidarity. 98 – trust walk. In pairs students lead each other around some sort of maze – each taking it in turn to be blind-folded. Invite the participants to reflect on ‘trust’ and where it is linked into justice. 99 Blind-fold 2: Another form of this – a little risqué – is to do the same activity with some tacks spread around the floor. This would need good class discipline [in reality it is not that dangerous] – and invite the class to identify what the tacks could represent for someone in a particular unjust situation eg – someone seeking asylum. 100 Volunteer to serve meals at a soup-kitchen or sit in the dining room with staff adults close by and chat.. 101 Assist with odd jobs for the poor, the elderly – and at home. 102 Creation of a meaning journal linked to service. 103 Sports events with younger student or children from a minority [Muslim children, refugee children, Asylum Seeker children] Your ideas and sharing of ideas. Idea Year Level Comment 104 105 106
Return to your original registration profile you can make edits and updates as necessary Project Completion Indicators icons represent the three stages of your service project: Preparation, Action, and Reflection. Green indicates you have completed the project portion; gray indicates this project portion is not yet complete Service Project Page Icons This page will be available once a student successfully registers for a project. Icon Description Project Info Review location (consider its distance), description, and additional information for your service learning project Preparation (REQUIRED) This includes building and creating a student profile and reviewing/signing all forms. Choose from several options to show how you have prepared for your service project. This stage is ideally completed before your project begins Action (REQUIRED) Indicate specific and times where you completed service activities. Please provide a brief description of your service experience for the date. The description can be bulleted or numbered. Note: Do not include time completing the preparation or reflection activities. Reflection (REQUIRED) Choose from several options to reflect on your service project. BUSINESS/COMMUNITY PARTNERS (AND EDUCATORS) General
Person Specification Residential Services and Supported Living Operations Manager Key Criteria Essential Desirable Qualifications And Training Relevant social care experience Recognised management qualification or experience. To hold the registered manager’s qualification or be prepared to attain this. X X Competence Summary (Knowledge, abilities, experience) Knowledge of the current Health and Social Care legislation and A commitment to the modernisation of services – including personal budgets, Person centred working and the principles of promoting independence. Full understanding of meeting CQC registration and inspection standards Knowledge of the impact of welfare benefit changes on support arrangements Knowledge of external funding opportunities and challenges from potential funding cuts in the placing authorities. Experience of setting and monitoring quality standards Evidence of effective liaison and co-operative working with other agencies Commitment to equality of opportunity of employment and service delivery Understanding of and full commitment to the requirements of safeguarding vulnerable adults Management qualification or willingness to undertake management training Commitment to continued professional development X X X X X X X X X X Skills Planning and Project Management skills Leadership skills Negotiation skills Problem solving skills Budget planning and monitoring kills Good IT Skills X X X X X X Work-related Personal Requirements Excellent written and verbal communication skills Commitment to seeking the views and participation of people who use services, their parents and carers in the planning and provision of services X X
4 3 2 Content Information, findings, and supporting evidence are presented in a very clear, very concise, and very logical manner. Information, findings, and supporting evidence are presented in a clear, concise, and logical manner. Some lapses occur in the way information, findings, and supporting evidence are presented. Voice Presenter projects voice very well. Speech is very clear and easy to understand. Presenter projects well. Speech is clear and understandable. Presenter needs to speak more loudly and clearly. Body Posture Presenter’s body language aligns closely with the tone/ topic of the presentation. Presenter’s body language is appropriate and fits the occasion. Presenter’s body language is rigid or inappropriate. Eye Contact Presenter knows material very well; eye contact with the audience is plentiful. Presenter knows material; eye contact with the audience is regular. Presenter lacks familiarity with their presentation; more eye contact with audience needed. Intonation Presenter inflects voice very appropriately; speaker’s voice represents well the tone of the topic presented. Presenter inflects voice appropriately; speaker’s voice represents the tone of the topic presented. Presenter’s speech is somewhat monotone. Speech needs more fluctuation and enthusiasm. Attire Presenter’s attire aligns tightly to the Presenter’s outfit is appropriate for the Presenter appears to have put little or no
Sl. No Name of item 1. LEAVE MANAGEMENT PORTAL Scope: Analytics setup and profile creation, Admin Portal, Personal Employee Panel, Authority Define, Leave Database Management, Bulk SMS Facilities to employees and authorities, Domain registration, Window Hosting, Server Management with one year Maintenance. 2. Annual Maintenance cost per year including sms facilities, renewal of domain and services and updating domain as per requirements
Performance levels 7 Extends interpretation 6 Builds interpretation 5 Explains answer 4 Understands issues 3 Recognises alternatives 2 Offers simple, quick answers 1 Begins to answer Table 2 Art rubrics elementary grade level. (Source: Valerie Burger, undated) Category Expert Competent Novice Needs development Craftsmanship Form is carefully planned, form is balanced. Edges are smooth, refined. Walls are even thickness. Joining is secure and hidden. All surfaces are smooth, without burrs or wobbles. Form is somewhat planned, and is slightly asymmetrical. Most edges are smooth, refined. Walls are even thickness with minimum wobbles. Joining is secure and hidden. Most surfaces are smooth, without any burrs. Form is unplanned and lacks balance. Some edges are smooth but many are unrefined. Joining is secure but is obvious. Walls vary in thickness with some ‘wobbles’. Surfaces are mostly smooth with some wobbles, but some burrs are evident. Form lacks planning and effort. Surfaces are uneven thickness, burrs readily appear. Joining is insecure. Surfaces and edges are unrefined. Creativity Design is unique, and displays elements that are totally their own. Evidence of detail, pattern or unique applications. Design is expressive; has some unique features. Has ‘branched out’ to some degree. Design lacks individuality. Has few details or is not appropriate for the form being expressed. Evidence of copying ideas. Lacks many design elements or interest. Has minimal additional features or copies the ideas of others. Not much attempt to shown individuality. Production/effort Uses class time to the maximum. Always on task. Time and effort are evident in the execution of the piece. Uses class time for work but is sometimes distracted by others. Work falls short of excellence. Has difficulty focusing on the project much of the time. Easily distracted by others. Hardly evidences caring about quality of the work. No additional effort is noted than to complete it.
Work habits/attitude Is respectful and open to positive suggestions. Cleans work area thoroughly. Is respectful and accepts suggestions. Cleans work area most of the time. Lacks openness for suggestions for improvement. Has difficulty being on task to cleaning up. Leaves cleaning up to others. Has an ‘attitude’ and is not open to assistance from suggestions. Activity 3: Supporting teachers in establishing learning goals In the following dialogue, the school leader is working with a teacher to help them create a rubric for assessing the skill of writing in a play format. As you read it, note in your Learning Diary how the school leader avoids telling the teacher what to do, enabling her to think for herself.
Task 2.1 – Plan, assist in leading and review a activity session Session Plan Template Session Plan 1 Date of session Time and duration Participants (who, number, age/ability, etc.) Focus/aim of session Topic/sport/activity Facilities/working Equipment list Purpose of activity Name and description of activity Use written descriptions and/or diagrams Adaptation Suggest 1 change to make each activity more/less challenging Introduction and warm up Main session Cool down and Other things to remember/be aware of
Review of the session What went well? Review tool(s) used (if any) What needs more work? What will you change for next time? Task 2.1 – Plan, assist in leading and review a sport/physical activity session Session Plan Template Session Plan 2 Date of session Time and duration Participants (who, number, age/ability, etc.) Focus/aim of session Facilities/working space/environment Equipment list Purpose of activity Name and description of activity Use written descriptions and/or diagrams Adaptation Suggest 1 change to make each activity more/less challenging Introduction and warm up
Task 3.2 Assist in planning and leading a sports event Practical Observation Form – to be completed by the Tutor/Assessor(s) Learner name In order to meet the course requirements, learners must deliver at least 1 sports/physical activity event Event Type of event Date of The learner must be assessed demonstrating the following assessment criteria The parts of the assessment criteria only need to be met once Assessment criteria/Action required AC met? Y/N Notes on observation Demonstrate the responsibilities for the chosen role at a sports event Demonstrate the ability to work as part of a team Use at 3 different verbal communication methods Use at least 3 different communication methods Final comments and feedback Feedback to learner Further areas/opportunities for development Tutor/Assessor signature Date
MAKING A CALL Lift the Handset or press Speaker (For the remainder of this guide we will refer to lifting the handset but pressing the Speaker key is also valid) Dial the required internal number For external calls, dial 0 first for an outside line HOLD Ask the caller to please hold: Press Hold - hold key flashes. You may replace handset if you wish. To retrieve a call: Lift the handset. the Flashing Line Key TRANSFER With a call in progress: Press Transfer Dial an extension, external number or programmed one-touch key and announce the call when they answer (optional) Replace the handset Note: If the called extension is busy or does not answer, press the Green Flashing Key to return to your caller. If the extension answers and indicates that they do not wish to take the call, ask them to hang up and you will be put directly back to the original caller. REDIAL Last dialed number Lift the handset and press #5 to initiate the call Recently dialed numbers Without lifting handset press Redial (Right Cursor key). the Cursor button up or down to search for the required number Lift the handset to initiate the call CONFERENCE With a call in progress (internal or external) the More soft key and then the Conf soft key Dial an internal or external number When the party answers, press the Add soft key Repeat the above 3 steps until all parties are in the conference. Then press the Begin soft key to begin the conference Note: Any may exit the conference by hanging up. As long as at least one of the parties is an extension on the phone system the conference will remain active. CALL PICK UP
To: Administrator Dear Approval to Enter Adjoining Private Land In accordance with Clause 27.2.3 of the General Conditions of Contract, I have attached a copy of the consent(s) obtained from the landowner and occupier with regard to our request to enter the property with plant and equipment for the purpose of carrying out the work under the Contract. The attachments are (1) Yours sincerely Insert details of attached approvals.
Success criteria Parents are impressed and encourage their daughters to attend school Female students actively participate in lessons (evidence from learning walks) Event is Toilets in good order Resources needed Make time TESS-India units Building materials Timescale This term Immediately October (before the main exams) Immediately Person with responsibility School leader All teachers Sangay Moses Detailed actions Visit families with examples of the female students’ work to demonstrate their achievement and potential Use strategies in lessons to build the female students’ Run a careers evening in school and invite successful businesswomen Carry out repairs to the female toilets and ensure all the doors will lock and toilets flush Development priority Improve attendance of female students in school Table R1.2 School development plan – blank template.
1. (a) Write down the first three terms of the sequence un = 3n, for n 1. (1) (b) Find (i) (ii) . (5) (Total 6 marks) 2. Arturo goes swimming week. He swims 200 metres in the first week. Each week he swims 30 metres more than the previous week. He continues for one year (52 weeks). (a) How far does Arturo swim in the final week? (b) How far does he swim altogether? (Total 6 marks) 3. Find the term in x3 in the expansion of (Total 5 marks) 4. Find the cosine of the between the two vectors and . 6 marks) 5. Consider the points A (1, 5, 4), B (3, 1, 2) and D (3, k, 2), with (AD) perpendicular to (AB). (a) Find (i) (ii) , giving your answer in terms of k. (3) (b) Show that k = 7. (3) The point C is such that = (c) Find the position vector of C. (4) (d) Find cos . (3) (Total 13 marks) 6. Consider the vectors c = 3i + 4j and d = 5i – 12j. Calculate the scalar product cd. 2 marks) 7. Find the size of the angle between the two vectors and . Give your answer to the nearest degree. (Total 4 marks)
training materials and have hand-outs printed at CRS offices for distribution to the participants. CRS will also provide a laptop to the volunteer, if he/she does not have one. CRS strongly recommends that the volunteer becomes familiar with the Sierra Leone Feed the Future Entrepreneurial Agriculture for Improved Nutrition Activity prior to arrival in the country as well as country information that will be provided. KEY CONTACTS CRS Baltimore Priyanka Subba Volunteer Recruiter Sierra Leone Farmer to Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: Bruce White Project Director EA Farmer to Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7249 / 410-428-4224 Cell Skype: brucew219 Email: CRS Country Program Nikaj van Wees Chief of Party Feed the Future Sierra Leone Entrepreneurial Agriculture for Improved Nutrition activity 41 Riverside Drive, Brook Fields, Freetown Email: +232 7887 4104 Wellington Dzvene Agro Inputs and Farm Services Advisor Feed the Future Sierra Leone Entrepreneurial Agriculture for Improved Nutrition activity 41 Riverside Drive, Brook Fields, Freetown Email: +232 769 759 38 Mohamed Kamara Secretary General Tawopaneh ABC Mathombo Village, Yoni chiefdom
manufacturer for entire Project. DELIVERY, STORAGE, AND HANDLING Comply with manufacturer’s instructions and recommendations, Section 01 60 00 requirements, and as follows: Deliver materials to job site in sealed, unopened cartons or crates. Upon receipt, inspect the shipment to ensure it is complete, in good condition and meets project requirements. Store material under cover in a clean and dry location, protecting units against weather and defacement or damage from construction activities, especially to the edges of panels. FIELD CONDITIONS Field Measurements: Contractor to field verify dimensions of rough openings (R.O.) and threshold depressions to receive sill. Mark field measurements on shop drawing submittal. WARRANTY Manufacturer Warranty: Provide Folding Glass Storefront system manufacturer’s standard limited warranty as per manufacturer’s published warranty document in force at time of purchase, subject to change, against defects in materials and workmanship. Warranty Period beginning with the earliest of 120 days from Date of Delivery or Date of Substantial Completion: Rollers and Glass Seal Failure: Ten (10) years All Other Components Except Screens: Ten (10) years Exception: Five (5) years if NOT installed by manufacturer's certified trained installer. PRODUCTS MANUFACTURERS Basis-of-Design Product by Manufacturer: NanaWall SL73 by NANA WALL SYSTEMS, INC. () NANA WALL SYSTEMS, INC. 100 Meadow Creek Drive, Corte Madera, CA 94925 Toll Free (800) 873-5673 Telephone: (415) 383-3148 Fax: (415) 383-0312 Email: Substitution Procedures: See Section 01 20 00; Submit completed and signed: Document 00 43 25, Substitution Request Form (During Procurement) Document 00 63 25, Substitution Request Form (During Construction) PERFORMANCE / DESIGN CRITERIA NOTE: Add "Delegated-Design" Paragraph below if Contractor is required to assume responsibility for design. A. Delegated Design: Engage a qualified professional engineer, as defined in Section 01 40 00, Quality Requirements, to design the Folding Glass Storefront system according to the following performance requirements: 1. (Insert project specific performance / design requirements here.) NOTE: Select one of the four Performance Criteria paragraphs for different Sill and Opening types, deleting paragraphs not chosen.
51 a) in case of digitization of records(already registered) Across the Counter 52 b) in case of than (a)(to be registered) 5 days 53 Name correction in Death Certificate 5 days 54 Non-availability certificate for death entry 5 days SLA period forOther services at each level which are delivering manually in the ULBs:- Section Sl. No. Service Name SLA Period Revenue (or) Town Planning 55 Temporary Use of Parks/Community Halls/Play ground 5 56 Road cutting permission for individuals 5 Public Health 57 Sanitation Certificate 5 Public Health 58 Registration of Pet Dogs 5 Town Planning 59 Occupancy Certificate 5 Town Planning 60 Certified copy of Building Permission 5 Town Planning 61 Land use certificate as per Master Plan 5 All Sections 62 Other Services if any , which are delivering manually 5
Student Leadership Accreditation Portfolio cover sheet – please include at the front of your portfolio Self-assessor Peer moderator Self- assessment? Write ‘Bronze’, ‘Silver’ or ‘Gold’ Evidence complete? Please tick Supporting statement complete? Please tick Peer moderated? Please initial if you agree with the level Peer moderator comments Optional Commitment Organisation and planning Communication Being accountable Being a role model my skills to help others Understanding my community Team working Presenting Reflection Candidate’s signature: Peer moderator’s signature:
Agency Project Manager sends RFP package to prequalified firms Date: Pre-proposal Conference for prequalified firms Date: N/A Deadline for receipt of proposals per the RFP Date: Agency Project Manager evaluates proposals for responsiveness Date: Selection Committee reviews proposals and determines if interviews are necessary Date: If necessary, Selection Committee interviews and ranks prequalified firms Date: Selection Committee sends Agency Head recommendation of selected firm for approval Date: Agency Head approves Selection Committee’s recommendation Date: Agency completes negotiations and requests concurrence from OSE to post Notice of Intent to Award Date: OSE reviews proposed award package and concurs with the posting of the Notice of intent to Award Date: Agency posts Notice of Intent to Award Date: A/E submits Schematic Design Documents to OSE for review Date: OSE, Agency, A/E and CM-R jointly review Schematic Design Documents Date: OSE sends Schematic Design comments to Agency Date: N/A Phase II PIP Approval (A-1 approval date) Date: Agency and CM-R agree on GMP (Note: GMP may be phased) Date: A/E submits properly completed Construction Documents to OSE for review Date: OSE sends Construction Documents comments to Agency / A/E Date: Agency sends Building/Construction Permit to OSE for approval Date: OSE sends approved Building/Construction Permit to Agency Date: Agency executes Exhibit “A” of the CM-R contract to begin construction Date: CM-R/Contractor begins Construction Date: Agency and A/E schedule Substantial Completion and Certificate of Occupancy/Use Inspections with OSE agreement Date:
OSE advertises RFP in SCBO Date: N/A Selection Committee shortlists firms Date: Agency Project Manager sends RFP package to shortlisted firms Date: N/A Pre-proposal Conference for shortlisted firms Date: N/A Deadline for receipt of proposals per the RFP Date: Agency Project Manager evaluates proposals for responsiveness Date: Selection Committee reviews proposals and determines if interviews are necessary Date: If necessary, Selection Committee interviews and ranks shortlisted firms Date: N/A Selection Committee sends Agency Head recommendation for approval Date: Agency Head approves Selection Committee’s recommendation Date: Agency completes negotiations and requests concurrence from OSE to post Notice of Intent to Award Date: OSE reviews proposed award package and concurs with the posting of the Notice of intent to Award Date: Agency posts Notice of Intent to Award Date: DBx firm submits Schematic Design Documents to OSE for review Date: OSE, owner and DBx firm jointly review Schematic Design Documents Date: OSE sends Schematic Design comments to Agency Date: N/A Phase II PIP Approval (A-1 approval date) Date: DBx firm submits Properly Completed Construction Documents to OSE for review Date: OSE sends Construction Documents comments to Agency / DBx firm Date: Agency sends Building/Construction Permit to OSE for approval Date: OSE sends approved Building/Construction Permit to Agency Date: DBx contractor begins Construction Date: Agency and DBx firm schedule Substantial Completion and Certificate of Occupancy/Use Inspections with OSE agreement Date: Agency sends executed Certificate of Substantial Completion to OSE Date:
1 IRPE All OneCI operational tasks not related to any maintenance or operations of CI’s Microsoft Azure could server environment. 2 T&I Provide administrative and operational support of OneCI components in CI’s Microsoft Azure cloud infrastructure. Contact Information IRPE OneCI Functional Administrator Name: Michael Bourgeois, Executive Director, Institutional Research, Planning & Effectiveness Email: Phone: 805-437-3925 IRPE OneCI Technical Support Administrator Name: Shaun O’Donnell Email: Phone: 805-437-8956 NSC Consulting Support Name: Mick Haney Email: T&I Helpdesk Email: Phone: 805-437-8552 References BP.00.011 Business Practice for IT Project and Procurement Governance: About this Document Date: 01/10/2018 Authors: Peter Mosinskis Neal Fisch Nasser Mansour Michael Bourgeois Melissa Bergem Approved by: Name Title Date
1/16 #2 Red hook Orange/black eye 1/16 #2 Bronze Hook Orange/black eye 1/8 #1 Red Hook Chartreuse/black eye 1/4 #1 Red Hook Orange/black eye 1/16 #2 Red hook Chartreuse/ black eye 1/16 #2 Bronze Hook Chartreuse/black eye 1/8 #1 Red Hook Orange/black eye 1/4 #1 Red Hook Chartreuse/black eye 1/16 #2 Red hook White/red eye 1/16 #2 Bronze Hook White/redeye 1/8 #1 Bronze Hook Orange/black eye 1/4 #1 Red Hook eye 1/16 #2 Red hook Pink/black eye 1/16 #2 Bronze Hook Pink/black eye 1/8 #1 Bronze Hook Chartreuse/black eye 1/16 #2 Red hook Unpainted 1/16 #2 Bronze Hook Unpainted 1/16 #2 Gold Hook Unpainted
Name: ________________________ Slab Clay Lantern Roll slabs, dry to almost leatherhard and use metal cutouts. Assemble slabs into 3-D form A B C D-F Structure The slab structure is stable and extremely well connected. Walls are consistent and straight. The slab structure is stable and well connected. Walls are mostly consistent and straight. The slab structure is mostly stable and well connected. are somewhat consistent and straight. The slab structure is stable and well connected. Walls are consistent and straight. Surface The surface and inner shapes are extremely carefully smoothed. The surface and inner shapes are carefully smoothed. The surface and inner shapes are mostly carefully smoothed. The surface and inner shapes are not carefully smoothed. Overall Design The overall design of the vessel and cutouts creates a very pleasing aesthetic effect. The overall design of the vessel and cutouts creates a pleasing aesthetic effect. The overall design of the vessel and cutouts creates a somewhat aesthetic effect. The overall design of the vessel and cutouts does not create a very pleasing aesthetic effect.
and which matter types that LAC/CL tend to present with. Improving our understanding of eligible young people’s interaction with legal aid –applicant research SLAB will have an improved understanding of the extent to which looked after children and care leavers interact with the legal aid system. SLAB will: make a specific inquiry as to the care status of applicants as part of SLAB’s civil applicant survey. Strategic Development Directorate (a) to be alert to matters which, or which might, adversely affect the wellbeing of children and young people to whom this Part applies, (b) to assess the needs of those children and young people for services and support it provides, (f) to take such other action as it considers appropriate for the purposes of improving the way in which it exercises its functions in relation to those children and young people. Improving our understanding of eligible young people’s interaction with legal aid –literature review SLAB will have an improved understanding of the extent to which looked after children and care leavers interact with the legal aid system. SLAB will: Conduct a literature review into the ways in which members of the eligible group are likely to interact with the broader justice system or to experience justiciable issues, their communication needs to better understand where SLAB fits in to their life course. Understanding their communication needs would also form part of the project. Strategic Development Directorate (a) to be alert to matters which, or which might, adversely affect the wellbeing of children and young people to whom this Part applies, (b) to assess the needs of those children and young people for services and support it provides, (c) to promote the interests of those children and young people, (f) to take such other action as it considers appropriate for the purposes of improving the way in which it exercises its functions in relation to those children and young people. Learning from Corporate Parenting and delivery partners SLAB will: explore what other corporate parents and relevant delivery partners do as part of the research Strategic Development Directorate (a) to be alert to matters which, or which might, adversely affect the wellbeing of children and young people to whom this Part applies,
1999-2004 (PI: 75%) “Parental Investments and Children's Mental Health” NIH/NIMH K01-MH001647 Annual Direct $130,000 Direct Costs: $650,000 2003-2004 (PI: 20%) “Cost-Sharing and Service Use in the U.S. Schizophrenia Care and Assessment Program” The Medstat Group Annual Direct Costs: $85,000 Total Direct Costs: $85,000 2004-2007 (PI: 30%) "Elementary School Climate and Child Behavior Problems" NIH/NIMH R03-MH069796 Annual Direct $50,000 Total Direct Costs: $100,000 2004-2013 (Investigator: 20%) PI: N. Ialongo “Center for Prevention and Early Intervention” NIH/NIMH P30-MH086043 & P30-MH066247 Annual Direct Costs: $1,824,181 Total Direct Costs: $16,200,000 Role: Methods Core Project Director 2005-2008 (Investigator: 15%) PI: S. Rosenberg "The Intervention for Dually Diagnosed Clients" NIH/NIMH R01-MH072556 Annual Direct Costs: $565,000 Direct Costs: $1,696,600 Role: Lead Economist 2005-2013 (Investigator: 2%) PI: S. Stephan "School Mental Health Program and Policy Analysis Centers: Advancing Mental Health Services in Schools" HRSA/SAMHSA U45-MC00174 Annual Direct Costs: $450,000 Total Direct Costs: $3,815,588 Role: Consultant on cost evaluation
Arts and Social Sciences Ms Tanja Malan Arts and Social Sciences Building room 481 021 808 9519 tanja@sun.ac.za Economic and Management Sciences Ms Ilse Gelderblom Schumann Building room 704 021 808 9525 Education Prof. Estelle Swart Education Building room GGC 2026 021 808 2305 Engineering Mr Minnaar Pienaar Engineering Building room 214 021 808 4205 Law Ms Wiss Mr Bradley Greenhalgh “Ou Hoofgebou” (Old Main Building) room 2026 021 808 3780 Medicine and Health Sciences Dr Retief Clinical Building Tygerberg Campus room 1049 021 938 9379 Theology Ms Marieke Brand “Kweekskool” (Theological Seminary) room 1024 021 808 2142 AgriSciences (Elsenburg) Ms Carol Levendal Cape Institute for Agricultural Training: Elsenburg 021 808 7712
Appendix B: Area Maps Initial Condition “Time zero” or 2008 in tables 2025, Scenario A1B Mean, 0.39 m SLR by 2100 2050, Scenario A1B Mean, 0.39 m SLR by 2100 2075, Scenario A1B Mean, 0.39 m SLR by 2100 2100, Scenario A1B Mean, 0.39 m SLR by 2100 “Time zero” 2025, Scenario A1B Maximum, 0.69 m SLR by 2100 2050, Scenario A1B Maximum, 0.69 m SLR by 2100
Slam poetry Rubric Categories Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%) Knowledge & Understanding Content Slam poem/rap shows a limited degree of understanding of the novel Slam poem/rap shows some understanding of the novel Slam poem/rap shows considerable understanding of the novel Slam poem/rap shows a high degree of understanding of the novel Thinking Selection of examples and quotations Slam poem/rap provides examples and quotations with a limited degree of effectiveness Slam poem/rap provides examples and quotations with some effectiveness Slam poem/rap provides examples and quotations with considerable effectiveness Slam poem/rap provides examples and quotations with a high degree of effectiveness Communication Preparedness Length of rap (4 verses) Presentation skills: volume, gestures, tone, etc. Student demonstrates a limited degree of preparedness, and use of presentation skills Student demonstrates some preparedness, and use of presentation skills Student demonstrates considerable preparedness, and use of presentation skills Student demonstrates a high degree of preparedness, and use of presentation skills Application Themes Slam poem/rap does not connect the character to themes in an effective manner. Slam poem/rap only connects the character to 2 themes; these connections are somewhat effective Slam poem/rap connects the character to 3 themes with considerable effectiveness Slam poem/rap connects the character to 3 themes with a high degree of effectiveness Comments: Editing Checklist Includes a minimum of 4 verses Each has a minimum of 4 lines
Springboard stories Organizational Goals of Intended Audience Mission vision values Current priorities Foundational documents – Saskatchewan reads Key Concepts: People do things for their reasons not ours: Reconnaissance – get to know your audience Universal Principles of Advocacy - Robert Cialdini Reciprocation Liking Authority Social Proof/Consensus Building Commitment and Consistency: Scarcity Key Concept: Cultivate relationships of credibility and trust Meeting State reasons for meeting BASIC MODEL of communication Identifying common objectives/agendas Community Engagement Strategies Next Steps How can you help? Your local library staff is available to visit your classroom in May or June. Book her now! Encourage your students to participate Inform and engage parents Be a Level Up! partner! How can we help you? Talk about your library in the context of the conversation Post Meeting Write it all Down Capture the conversation looking for commonalities and potential shared successes Staying Connected Communicate back about conversation – and action items that may have arisen.
Suspension and/or inversion Cone Electrical – Captive bolt Slaughter without stunning Inversion stress Competent animal handlers; proper design and operation of equipment Poultry Upright restraint Mechanical leg clamping Electrical – Stress of resisting restraint in ostriches Competent animal handlers; proper equipment design and operation Ostriches Restraining by inversion Rotating box Fixed side(s) (e.g. Weinberg pen) Slaughter without stunning Inversion stress; stress of resisting restraint, prolonged restraint, inhalation of and ingesta Keep restraint as brief as possible Proper design and operation of equipment Cattle Presentation of animals Specific procedure Specific purpose Animal welfare concerns/ implications Key Animal welfare requirements Applicable species Restraining by inversion (contd) Rotating box (contd) Compressible side(s) Slaughter without stunning Inversion stress, stress of resisting restraint, prolonged restraint. Preferable to rotating box with fixed sides. Keep restraint as brief as possible Proper design and operation of equipment. Cattle Body restraint Casting/hobbling Manual Mechanical stunning methods. Slaughter without stunning Stress of resisting, restraint; animal temperament; bruising. Keep restraint as short as possible. Competent animal handlers goats, calves, small camelids, pigs Rope casting Mechanical stunning methods. Slaughter without stunning. Stress of resisting, restraint; prolonged restraint, animal temperament; bruising. Keep restraint as as possible. Competent animal handlers Cattle, camelids Leg restraints of 3 or 4 legs Mechanical stunning methods. Slaughter without stunning. Stress of resisting restraint; prolonged restraint, animal temperament; bruising. Keep restraint as short as possible Competent animal handlers Sheep, goats, small camelids, pigs Article 7.5.7. Stunning methods 1. General considerations The competence of the operators, and the appropriateness, and effectiveness of the method used for stunning and the maintenance of the equipment are the responsibility of the management of the slaughterhouse, and should be checked regularly by a Competent Authority. Persons carrying out stunning should be properly trained and competent, and should ensure that: a) the animal is adequately restrained;
Focus on the slave trade BBC NEWS Millions were forcibly deported from Africa American Antiquarian Society) As European countries debate whether to apologise for the transatlantic slave trade in past centuries, BBC News Online's Tom Housden examines the enforced movement of millions. The exact numbers of Africans shipped overseas during the slave trade are hotly debated - estimates range between 10 and 28 million. What is undisputed is the degree of savage cruelty endured by men, women and children. Up to 20% of those chained in the holds of the slave ships died before they even reached their destination. Between 1450 and 1850 at least 12 million Africans were taken across the notorious Middle Passage of the Atlantic - mainly to colonies in North America, South America, and the West Indies. The Middle Passage was integral to a larger pattern of commerce developed by European countries. European traders would export manufactured goods to the west coast of Africa where they would be exchanged for slaves. Click here to see a map of the North Atlantic slave trade The slaves were then sold for huge profits in the Americas. Huge profits Traders use the money to buy raw materials such as sugar, cotton, coffee, metals, and tobacco which were shipped back and sold in Europe.
self-determination as the first right was to insist on its independence and its inviolability. The significance of this claim should not be underestimated. Delinking sovereignty from preconditions such as the standard of civilization in the 19th century and the discourse of development in the 20th century constituted a revolution in how membership in international society was imagined. As Robert Jackson has argued, this entailed a novel framework for international politics in which self-determination constituted a “categorical imperative” that allowed all former colonies to achieve sovereignty. For the first time, the recognition of formal sovereignty was detached from an evaluation of the characteristics and attributes of the state in question. This universalization of self-determination implied that in so far as their place in international society was concerned, all political communities were equal. They could no longer be ranked hierarchically according to political and economic conditions. Thus while earlier iterations of the concept of entailed an evaluation of society’s level of civilization or developed and plotted as culminating project of development, in positing self-determination as a right and a ‘categorical imperative,’ anti-colonialists sought to overturn a long standing understanding of independence and membership in international society. Thus far, I have argued that the anti-colonial reclassification of the self-determination from a principle to a right and its redefinition as the first right establishes the priority or primacy of in two ways. First, self-determination was understood to be prior to other rights in the sense that political autonomy and self-government were necessary preconditions for the recognition and protection of other rights. Second, the right of self-determination was primary in the sense that it could not be said to depend on evaluations of a sociological kind. The transformation of to a right now codified in the Covenants on Human Rights and restated in the 1960 Resolution 1514 had one more significance. Rights, unlike principles, created obligations on states and created an opportunity to refashion international organizations as enforcers of rights.
Assessor name: Assessment task: Additional assessment requirements: Additional comments / incidents: Total score: Result Please tick Pass Fail Learner signature: Date: Assessor signature: Date: IV signature: (if sampled) Date: Speaking, Listening and Communication assessment level 2 Learner: Assessor: Date: ST1 total ST2 ST3 Overall total 2 Skill Standard: Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Mark Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussions forward 4 – Good Pass Considered complex information in detail. Gave highly relevant, cogent responses. Used appropriate language. ST1 Presented relevant information and ideas in a highly effective way, using a range of techniques including visual or aids. Presented information persuasively to others. ST1 Adapted contribution / presentation to actively engage the audience and fully meet their and also to suit purpose and situation ST1 Made significant contributions. Took on a wide range of Lead in moving discussion forward / effectively structured presentation. ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 3 - Pass Considered complex information. ST1 Presented information and ideas clearly ST1 ST1 ST1
Gave relevant, cogent responses. Used appropriate language. (including visual or aids if appropriate). Presented information persuasively, where Appropriate. purpose and situation discussions. Took on range of roles. Helped to move dis- cussion forward / reasonably structured presentation ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 2 – Borderline Fail Listed to information. Gave relevant responses. Used appropriate language most of the time. ST1 Presented information and ideas reasonably clearly. Some attempt at persuasion, though not always successful. ST1 Contribution on the whole appropriate to the audience, purpose and situation. ST1 Made reasonable Contributions. Occasionally took on another role. Attempted to move discussion forward but not always successfully /made some attempt to structure presentation. ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 1 - Fail Listed to information at times. Gave relevant responses but these were not always relevant. Used appropriate language at times. ST1 Presented information and/ideas, although sometimes needed clarification. ST1 Made limited contri- butions – some of which may not have been relevant to the audience and/or purpose and/or situation. ST1 Made limited contri- butions. Took on only one role eg advocate. Took little or no responsibility for taking discussion forward / limited structure to presentation. ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 0 – Insufficient to Assess Made little or no contribution. ST1 Little or no information presented. ST1 Made little or no Attempt to make contributions suitable. ST1 Made little or no contribution / little or no structure to presentation. ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3
Communicating & influencing Able to communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Able to resolve tensions/difficulties as they arise. Able to provide guidance to colleagues to develop understanding and resolve problems. Application/ Interview Application/ Interview Application/ Interview Other skills & behaviours Demonstrate a commitment to delivering services that add value and support the student experience. Demonstrate a proactive approach to following standards and engagement in sharing best practice. Able to demonstrate a sufficient knowledge of database systems and standard IT packages including Word, Excel and Access. Application/ Interview Application/ Interview Special requirements Maintain the integrity and confidentiality of all university data and information at all times. JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## Noise (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: Frequent hand washing Ionising radiation
STUDENT LOANS COMPANY BOARD NON-EXECUTIVE DIRCTOR VACANCY INFORMATION PACK CLOSING DATE - SUNDAY 5 FEBRUARY 2017 Table of Contents Introduction ……………………………………………………………………………….. Page 3 to 4 The role and person specification ………………………………………………..page 5 to 6 How to Apply ………………………………………………………………………………page 7
Impact of new regional corrections on TP/J1/J2 times series Climate Applications Temporal Scales TOPEX+Jason-1+Jason-2 Global Mean Sea Level Long-term evolution (trend) Inter annual signals (> 1 year) Annual and Signals Regional Mean Sea Level Long-term evolution (trend) + Annual and Signals Mesoscale Signals < 2 months
Hide Webpart To hide the title for webpart, click the modify shared webpart Click Appearance Change the Chrome type to None. Done. To add image to boxes at bottom of home page Edit Page on New Link Get pop up box Add title Add Link URL and image URL – this refers to the number of boxes at the bottom, eg 1+ 1st Box, 3 = third box etc Add number for whatever box you are working on