zilongwang/ReadingBank huggingface dataset:
PROVIDER: Name of Provider: Address: Postal Code/City: Country: UNIVERSITY OF PITTSBURGH: School or Department: Address: City/State/Zip Code: Country: Phone/Fax/email: Scope of Services. Provider shall perform the following services (the “Services”): Name of Project: Locations (or “See attached Schedule A”): Description of Services and Deliverables (or enter “See attached Schedule A”): Dates and Deadlines (or enter “See attached Schedule A”): Times (or enter “See attached Schedule A”): Fees; Payment Terms. Provider will be paid as follows: . Provider’s fees shall include all expenses, and Provider, as an independent contractor, shall be responsible for all such expenses and taxes incurred in connection with providing the Services. The University shall pay the fees within thirty (30) days following completion of the Services. Term and Termination. This Agreement commence as of the Effective Date and shall continue thereafter until the completion of the Services to the University’s satisfaction. This Agreement may be terminated by the University at any time and without cause upon written notice. If terminated by the University without cause, the University shall pay Provider for the Services provided up to the date of termination set forth in the written notice. Representations and Warranties. Provider represents and warrants that: (a) Provider will comply with all applicable laws, rules and regulations in performing the Services, (b) the Services will be performed using such care and skill as is customary for the provision of similar services in the location(s) where the Services are performed, (c) all Services will meet any specifications and requirements set forth in this Agreement and (d) Provider has, and shall maintain in effect for the duration of this Agreement, all licenses, permits, qualifications and approvals that are legally required for Provider to render the Services. Independent Contractor. The University and Provider shall each be and remain an independent contractor with respect to all rights and obligations arising under this Agreement. Nothing contained in this Agreement shall be deemed or construed to create a relationship of employment, principal and agent, partnership, co- or joint employer or joint venture. Insurance. The University may require of applicable insurance prior to performance of the Services. Entire Agreement; Amendments; Assignment. This Agreement, including any schedules, exhibits, attachments
Example of Services Degree of Risk Insurance Determination Hiring seamstress to mend theater costumes; provider is sole proprietor; all work performed off-site Low risk activity; probability of property damage and personal injury is minimal Reasonable circumstances that would justify deviation from minimum levels of insurance Hiring photographer; provider is sole proprietor; photo shoot to take place at various University locations Moderate risk activity; potential exist for property damage and personal injury Advisable to include minimum levels of insurance Hiring window washers to clean exterior windows of a 6-story building; provider is a business entity; all work performed on University property High risk activity; probability of property damage and personal injury is heightened Circumstances would not justify deviation from minimum levels of insurance Schedule A – Scope of Services Please refer to the drafting tips above under Scope of Services. If you do not need a separate Schedule A to detail the Scope of Services, simply delete this Schedule and re-name any subsequent Schedules accordingly. Schedule B – Insurance Please refer to the drafting tips above under Section 8 – Insurance. If you make a business decision to not require the recommended levels of insurance, simply delete this Schedule and re-name any subsequent Schedules accordingly. Minors Contact your if the Services involve the Provider or its personnel having “direct contact” with minors or the performance of services in University dormitories or children’s buildings (i.e., buildings intended primarily for use by minors, including the Child Development Center and the Falk School). “Direct contact” is defined by Pennsylvania law as a person who cares for, guides, supervises or controls, or who has routine contact with, minors under the age of 18. If the Services involve direct contact with minors or the performance of services in University dormitories or children’s buildings, provisions addressing required background clearances will need to be included. Your , in consultation with the Office of General Counsel, can provide the appropriate requirements suitable to your agreement.
Joc Walking – my joy – my tension dissipater – my stress release. Dicky hip - Waiting for a hip replacement, I was trapped – then found using a crutch to support the unreliable hip, I could stride out again. Walk tall – freedom again! Asthma – chest tight –breathing foggy. The solution? Get out and walk. Two breaths in, four breaths out; 2 in 4 out; 2 in 4 out – twenty minutes and the asthma has gone. Thankyou Dr. Buteyko! Not a social activity – can’t rhythm breathe and talk! Rubbish – cans and bottles, packets and plastic. Walk with a rubbish bag and clean up the environment along the way. Come home feeling well, relaxed and satisfied the environment has benefited too. My Mate – My Dog. Her joy when I mention that word “Walk”. It lifts my heart to share her excitement – our favourite time of day. Fun and freedom - no lead for us on the dog beach. Pole Walking – a recent discovery. An hour of steady walking at a good pace, with 2 hiking poles and great company. Discovering so many new and interesting walks in our neighbourhood, I didn’t know existed! Just Walking – where you see so much! The clouds, the skies, the ants, the tiny plants, the shells, the trees – the unsurpassed joy of soaking up nature. Strong Walking – sadly a pastime my partner of 53 years can no longer share. Now it is a slow wander – frustration for me and no doubt for him too. Makes me realise how lucky I am to still be
Shortlisted Engg candidates S.No. Student Name Stream 1 10P31A0210 CHINTALAPUDI NARENDRA SUNDARA KUMAR EEE 2 10P31A0214 DASARI BHANU PRASANTH EEE 3 10P31A0244 PASAPULETI LAKSHMAN EEE 4 10P31A0251 SANNEPALLI VENKATA GOPALA KRISHNA EEE 5 10P31A0259 VALLURI SATISH EEE 6 10P31A0295 MUMMIDI SUDHEER KUMAR EEE 7 10P31A02B3 SYED GANSHA KARIMULLA EEE 8 10MH1A0467 BOYAPATI NAGA TEJASWI ECE 9 10MH1A0478 JALLIGAMPALA VEERA RAGHAVULU NAIDU ECE 10 10P3A10248 P GANESH BABU EEE
NATIONAL AGRICULTURAL RESEARCH ORGANISATION The following applicants have been shortlisted for Oral Interviews scheduled to take place at Central Inn, Plot 45/47 Church Road, Entebbe. Job 01: AGROFORESTRY SCIENTIST-NaCORI SR NO. NAME Date and Time of Interview 1. KISA DAVID OCAMA Date: Monday 16th February, 2015 Time: 9.00 a.m 2. NTAKIMANYE AGGREY 3. ROBERT MWERERA 4. JUDITH NANTONGO SSALI 5. MUHEREZA GIDEON 6. AKWATULIRA FLORENCE 7. OKELLO JASPER 8. HENRY KISU-KISIRA 9. OWINYI ARTHUR ARNOLD Job 19: FORESTRY PATHOLOGIST-NAFORRI SR NO. NAME Date and Time of Interview 1. MUGISA PROSCOVIA ANNET Date: Monday 16th February, 2015 Time: 2.00p.m 2. AMUMPAIRE DOREEN Job 23: SEED TECHNOLOGY SCIENTIST-NAFORRI SR NO. NAME Date and Time of Interview 1. JUVENTINE BOAZ ODEI
Job 08: CROP AGRONOMIST-RWEBITABA ZARDI/ BUGINYANYA / NaCORI SR NO. NAME Date and Time of Interview 01 ASIIMWE Date: Monday 16th February, 2015 Time: 9.00 a.m 02 KAWOYA RONALD 03 MUTENYO HELLEN 04 NUWAGIRA FRANCIS 05 OFWONO.W. OSINDE 06 EMANUEL GILBERT 07 AKWERO Date and Time of Interview 08 LAJJA THOMSON SAMS Date: Monday 16th February, 2015 Time: 2.00 pm 09 NANSAMBA ANGELLA 10 NAMBUYA ALICE 11 KABUYE ASUMAN JAFALE 12 ABIGABA MICHEAL 13 ALEX ASIIMWE Job 10: CROP ENTOMOLOGIST- KACHWEKANO ZARDI/NaCORI/Nabuin ZARDI SR N NAME Date and Time of Interview 01 MWESIGE ROSE Date: Tuesday 17th February, 2015 Time: 9.00 am 02 APIO GLORIA BUA 03 ROBERT BARIYANGA 04 MAGALA SWALIK 05 ZAAMU SSEMPA 01 ERIC LERNER KAGEZI 02 MWESIGE ROSE 03 VICTORIA NALUYANGE 04 JULIET AKELLO 05 MAUREEN SOLERA 06 TUMUHISE VENANSIO 07 PARTRICK KUCEL 08 WILBER SSEKANDI 09 MAGALA SWALIK Date: Tuesday 17th February, 2015 Time: 2.00 pm 10 OPIO ANDREW EVANS 11 WILBER 12 MUHAMA CHARLES KABOLE 13 JONAAN 14 ABRAHAM OKKI 15 MWAMULA 16 OKIDI WALTER 17 FAUSTINE
Person specification criteria ESSENTIAL Candidate 1 Candidate 2 Candidate 3 Candidate 4 Candidate 5 Candidate 6 Candidate 7 Candidate 8 Candidate 9 Candidate 10 DESIRABLE TOTAL SCORES Person specification criteria ESSENTIAL Candidate 11 Candidate 12 Candidate 13 Candidate 14 Candidate 15 Candidate 16 Candidate 17 Candidate 18 Candidate 19 Candidate 20
Poster Printable cooking techniques poster Sooodesign Website Website with 15 slides looking at various cooking methods The Daily Meal Website Website with very good details looking at the various cooking methods, dry heat cooking, combination cooking and moist heat cooking The Culinary Cook Principles of storage in relation to dry goods, frozen food, chilled food and fresh vegetables Website Webpage looking at the following, food storage freezing, cooking, reheating and food preparation Food Safety Authority of Ireland Website Webpage detailing storage of food in a fridge includes video on managing fridge storage (0:57) Safefood.eu Website Webpage detailing storage of food in a freezer includes short video using a freezer safely (1:02) Safefood.eu Pdf document Safe food storage, includes storing foods in the fridge, keeping food safe during storage, storing foods in the freezer and storing food in dry storage National Food Service Management Institute Poster Printable poster, how long food will last for, includes storage information and short video on fridge storage (1:27 ANUCYIA VICTOR FOR MAILONLINE Website The 7 principles of HACCP and other links related to the HACCP concept Food Safety Authority of Ireland Set up talking about the importance of setting up your mise-en-place (4:53) Cooking Light Website What is mise-en-place The kitchn Preparation of fruit and vegetables, Pdf document 24 page document listing culinary techniques when preparing Includes keeping fruit fresh, flavour enhancing fruit when preparing/cooking. Preparing fruit sauces and quality standard score cards. National Food Service Management Institute
Online test Online cooking equipment test Quizlet Online Interactive quiz Online interactive quiz, drag correct answer onto pictures (great for students to use on an Interactive whiteboard) Quizlet Pdf document Pictures of portion control cooking and serving utensils: ladles, spoons, scoops, sieves, colanders Browne Halco Pdf document Pdf looking at what is a serving size Safefood.eu Demonstrate best practice in food hygiene and workplace safety Online presentation Online course with teachers and students notes on course slides, then food hygiene, why bother? (1), personal hygiene (5), cleaning (7), HACCP (8) Safefood.eu Website Safefood webpage looking at aspects of cleaning, includes 3 short videos, cleaning chopping boards (1:06), keeping dishcloths clean (0:44), cleaning utensils(0:29) Safefood.eu Website Safefood webpage looking labels and the important of date and best before, short video (2:00) Safefood.eu Website Food safety advice in emergencies, flooding, power cuts, problems with water supply Safefood.eu Website Website looking at 11 various areas of a kitchen and the various products for a clean and sanitary environment P&G professional
PERFORMANCE MANAGEMENT PROCESS (PMP) EXEMPT EMPLOYEE FORM (OPTIONAL SHORT FORM) Rating Period Covered: Employee’s Name: Employee’s Job Title: Department: Division: Supervisor’s Name: Supervisor’s Job Title: Performance Factors NOTE: Check the box that best describes the performance of this employee on each of the following factors: Satisfactory Unsatisfactory Exceptional/Highly Effective/Effective Improvement Required/ Unsatisfactory 1. Job Knowledge 2. Quality of Work 3. Quantity of Work 4. Dependability 5. Communication Skills 6. Interacting with Others 7. Customer Service Skills Supervisory Performance (Rate only if employee supervises others) A. Planning/Setting Objectives B. Organization and Work Allocation - Coordination C. Staffing D. Leadership/Motivation E. Performance Review/Development Process Comments: (Identify of outstanding performance/accomplishments; goals; and indicate plan for addressing areas needing improvement.) Summary of Overall Performance Exceptional Highly Effective Effective Improvement Required Unsatisfactory Please check one: The employee and supervisor are in agreement not in agreement with the performance appraisal results. If the employee does not agree, the employee may submit his/her concerns in writing. Expectation Setting Meeting Held Employee’s Signature: Date: Supervisor’s Signature: Date: Mid-way Feedback Session Held Employee’s Signature: Date: Supervisor’s Signature: Date: Final Appraisal Meeting Held Employee’s Signature: Date: Supervisor’s Signature: Date: NOTE: The employee’s signature does not necessarily indicate agreement with the performance appraisal results. The signature indicates only that the performance appraisal was held. Reviewed by next higher level supervisor or department designee Reviewer’s Signature: Date:
Pre-AP Short Story Bibliography Anderson, Sherwood. “Sophistication” or “The Egg” Bowen, Elizabeth. “Demon Lover.” Bradbury, Ray. “All Summer in a Day” or “The Sound of Thunder.” Cather, Willa. “Paul’s Case.” Chopin, Kate. “The Story of an Hour.” Collier, Eugenia. “Marigolds.” Doyle, Arthur Conan. “The Red-headed League.” Ellison, “King of the Bingo Game.” Fitzgerald, F. Scott. “Bernice Bobs Her Hair.” Godwin, Tom. “The Cold Equations.” Harris, Joel Chandler. “Brer Rabbit and the Tar Baby.” Hemingway, Ernest. “Indian Camp.” James. “Araby.” Mansfield, Katherine. “Doll’s House.” Marquez, Gabriel Garcia. “A Very Old Man with Enormous Wings.” Morrison, Toni. “Recitatif.” Norris, Leslie. “Shaving.” Poe, Edgar Allan. “The Cask of Amontillado.” Walker, Alice. “Everyday Use.” Welty, Eudora. “A Worn Path.” Rhys, Jean. “Illusion.” Saki. ”The Open Window” or “The Story-Teller.” “Sredni Vashtar” or “The Interlopers.” Wilde, Oscar. “The Nightingale and the Rose.’ Wright, Richard. “Almos’ a Man.” Schulman, Max. “Love Is a Fallacy.” Special if you are doing rhetoric and logic. Fun way to do terms.
- On the pop up panel choose the ‘open with’ link - Choose other from the drop down menu - Now select EndNote X8 from the applications menu - Tick the always open with check box and then press the add button * Finally, press the ‘change all’ button and then press ‘continue’ on the pop up window. - Now you need to do to open a .enw file into EndNote is find it and click on it. - You can use this same method with .RIS files and OVID export files too. Attaching files to a reference. * You can attach a file to a reference by right clicking on the reference and choosing ‘file attachments’. You can also drag and drop a file onto a reference. * References can have more than one attachment, e.g. doc, pdf, jpg etc. Inserting a reference in to Word * To insert a reference, click on the reference you want to insert in EndNote (it should turn blue). * Then, go to the Word, select the EndNote X8 toolbar from and select insert selected citations * Or use the floating toolbar (in older versions of Word) and then select the citation icon, then ‘insert selected citations’. * EndNote should now create an in-text reference and a bibliographic simultaneously. - If you can’t see the floating toolbar you can bring it back by using View>Toolbars>EndNote X8 Adding page numbers to an in text reference To add page numbers, choose Tools>EndNote X8>Edit & Manage Citations, or use the floating toolbar and choose Citations>Edit & Manage Citations * In the window that pops up, enter your page numbers in the ‘Pages’ field. Creating a bibliography from a list of references * To create a list of references without in-text references, select the references you want in EndNote (they should turn blue when you do this. You can use Command-A to select all of your references). * Then right click on the references and choose ‘copy formatted’.
Table 3 Combinations of econometric models considered in this study Model Combinations of econometric models 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 LANDSCP Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes – – – – – – – – – – – CAT1 Yes Yes Yes – – – – – – – Yes Yes Yes Yes Yes – – – STRUCT – Yes – Yes – – – Yes – – Yes – Yes – – Yes Yes – UNTREAT Yes – – – – – Yes Yes Yes Yes Yes – – – – – – RATIO_STRUCT – – – – Yes – – – Yes – – Yes Yes Yes – Yes – Yes RATIO_UNTREAT – – Yes Yes Yes – Yes Yes Yes Yes – – – Yes – Yes – – VEC_STRUCT – – – – – Yes – – – – – – – – – – Yes Yes VEC_UNTREAT – – – – – – – – – Yes – – – – Yes – – – Note: Models are as described in Table 2. ‘Yes’ indicates that the econometric model is included in a particular combination of models. Table C1 in Appendix C shows how forecasts for from various econometric models are combined to generate forecasts for each of the four wood product sales series.
Table A4 Johansen test results, untreated pine continued Series Transformation Excluded observations Deterministic variables Lags Hypothesised number of cointegrating equations Trace test Max-Eigenvalue statistic Test statistic Critical value Test statistic Critical value Cointegrating equation VAR equation Total untreated pine, Treated pine Natural logarithm 2008q3, 2010q4 C SD 1 None 40.67 20.26 38.03 15.89 At most one 2.62 a 9.16 2.62 a 9.16 C C, SD 1 None 21.92 15.49 21.41 14.26 At most one 0.50 a 3.84 0.50 a 3.84 C, T C, SD 1 None 38.29 25.87 37.44 19.39 At most one 0.85 a 12.52 0.85 a 12.52 Note: Test regressions were estimated over the period March 2002 to March 2016. All estimates are significant at the 5 per cent level unless otherwise specified. C Constant or intercept. SD Centred seasonal dummy variables. T Trend. a Insignificant at the 5 per cent level.
Thursday, February 25, 2016 1:00 - 1:15 pm Opening Session GB 2-4 1:25 - 1:55 pm Session 1 – Contributed Reports Mar. A Prospective teachers’ evaluations of students’ proofs by mathematical induction Hyejin Park Mar. B Analyzing students’ interpretations of the definite integral as concept projections Joseph F. Wagner Mar. C Organizational features that influence departments’ uptake of instruction: Case studies from inquiry-based learning in college mathematics Sandra Laursen GB 5 An interconnected framework for characterizing symbol sense Margaret Kinzel 2:05 - 2:35 pm Session 2 – Contributed Reports Mar. A Students’ explicit, unwarranted assumptions in “proofs” of conjectures Kelly Bubp Mar. B Physics: Bridging the symbolic and embodied worlds of mathematical thinking Clarissa Thompson, Sepideh Stewart and Mason Mar. C Inquiry-based learning in mathematics: Negotiating the definition of a pedagogy Zachary Haberler and Sandra Laursen GB 5 Student resources pertaining to function and rate of change in differential equations George Kuster 2:35 – 3:05 pm Coffee Break 3:05 – 3:35 pm Session 3 – Contributed Reports Mar. A A new perspective to analyze argumentation and knowledge construction in undergraduate classrooms Karen Keene, Derek Williams and Celethia McNeil Mar. B Prototype images of the definite integral Steven Jones Mar. C The graphical representation of an optimizing function Renee Larue and Nicole Infante GB 5 Support for proof as a cluster concept: An empirical investigation into mathematicians’ practice Keith Weber
Short Summaries of Studies: 2.Concentration of formaldehyde in ambient air by addition of ”grotamar 71” into diesel fuel tanks (MBO_EX_in-fuel_refilling) Result: exposure below 0.1 ppm. 3.Measurements of Formaldehyde in the air of a production room by use of the bactericide „Lubrizol CONTRAM MBO“ or „Grotan OX, Schülke und Mayr“ (MBO_EX_MWF_long-term) Result: long term values are far below 0.4 ppm. 4.Formaldehyde measurements in the ambient air of a production facility by the use of “Grotan OX, Schülke und Mayr“ (MBO_EX_MWF_short-term) Result: short-term values are far below 0.4 ppm. 5.Study Report – Cooling lubricants – test on free formaldehyde (SMN 41210) Result: test item less than 0.1 % free formaldehyde. 6.Study Report – Diesel additives – test on free formaldehyde (SMN 41946) Result: test item less than 0.1 % free formaldehyde. 7.Study Report – MBO vs Formalin – test on identity and differences (SMN 43126_E) Result: pure MBO = < 0.01% free FA. report – Diverse test items – test on free formaldehyde (SMN 43611) Result: test item less than 0.01 % free formaldehyde.
Short Answer Response Rubric Criteria 0 Far Expectations 1 Below Expectations 2 Approaching Expectations 3 Meets Expectations 4 Exceeds Expectations Claim & Support No claim present or evidence present Attempts to establish a claim that is unclear or disconnected from the topic; or does not answer each question. Includes almost no evidence from the text; evidence is based on personal experience or unconnected sources. Establishes a claim to answer each question that needs more development. Refers to some evidence from the text that loosely or vaguely supports the claim. Establishes a clear and plausible claim to answer each question. Cites mostly strong evidence that supports the claim. Establishes a credible and convincing claim to answer each question. Cites sufficient and relevant evidence to fully support the claim. Development No development present Attempts to explain some connections between evidence and in an unclear or disconnected way. Explains the connection between some evidence and the claim; some explanations revolve around personal feelings rather than analysis. Clearly explains the connections between the selected evidence and the claim. Analyzes the relevance and strength of the evidence in supporting the claim. Conventions Writing is incomprehensible. Attempts to use some English conventions, though errors frequently inhibit reader’s comprehension. Uses informal language and tone. Demonstrates some command of English conventions with some errors that inhibit reader’s comprehension. Uses language and tone that are inconsistently academic or inconsistently appropriate for audience and purpose. Demonstrates a working command of English conventions with some errors that do not inhibit reader’s comprehension. Uses language and tone that are academic. Demonstrates a strong command of English conventions with few, errors. Uses language and tone that are appropriate to audience and purpose.
SGQ # 2: Chapters 3 – 6 : Dr. Jekyll Was Quite At Ease; The Carew Murder Case; Incident of the Letter; Remarkable Incident of Dr. Lanyon 1. Summarize the discussion between Dr. Jekyll and Mr. Utterson after the dinner party. 2. To whom did Dr. Jekyll compare Mr. Utterson during the conversation? 3. Describe the murder. Tell when it happened in relation to the rest of the story. Give the name of the murderer, the victim, and tell who saw the murder. Describe what the murdered man was carrying. Tell who identified the body. 4. Where did Mr. Utterson and Inspector Newcomen go? Who was there? What did they find? 5. Who gave Mr. Utterson a note? What was the note about? Where was the envelope, and what was unusual about the postmark? 6. What else did Mr. Utterson discover about the note when he talked to Poole? 7. Who was Mr. Guest? What did he discover? What was Mr. Utterson's conclusion? 8. Describe all of the changes in Dr. Jekyll after Mr. Hyde's disappearance. What did he say about seeing Dr. Lanyon again? 9. a few nights of being refused entrance to see Dr. Jekyll, Mr. Utterson went to visit Dr. Lanyon. Summarize the visit, including what Mr. Utterson thought was wrong. What did Dr.Lanyon say about Dr. Jekyll? What later happened to Dr. Lanyon? 10. Describe the envelope Mr. Utterson receives. Who? What?
ENGLISH 9 SHORT STORIES STUDY GUIDE Texts “The Most Dangerous Game” by Richard Connell “The Necklace” by Guy de Maupassant “Marigolds” by Eugenia W. Collier “The Lady or the Tiger?” by Frank Stockton “The Sniper” by Liam O’Flaherty “Two by Amy Tan “A Man Who Had No Eyes” by Mackinlay Kantor “Miss Brill” by Katherine Mansfield “The Lottery” by Shirley Jackson Literary terms you need to know plot: exposition, conflict, rising action, climax, falling action, resolution setting characterization static vs. dynamic round vs. flat internal conflict vs. external conflict point of view theme foreshadowing symbolism metaphor / simile personification (situational, dramatic, verbal) foil Skills you need to utilize Analyzing a short story Identifying and understanding literary terms and their functions Identifying and explaining short story elements MiniGU: subject & verb agreement, pronoun & antecedent agreement MLA formatting Assessments Questbeing assessed on the short stories we have read Unit Testapplying short story skills to a new short story Sample Multiple Choice Questions
4.0 Liverpool’s Breaks Offer Universal Provision Available to all children and young people and their families Targeted Provision Additional or short term support over and above that provided routinely as part of universal services. Short Break referrals can be made direct to the service 0151 233 3620/3621 Specialist Provision Using our graduated model of intervention to support the needs of disabled children/ young people. Requires no additional support Local community facilities can be provided where necessary and targeted training of staff may need to be provided in: Local youth clubs Leisure facilities Children’s centres After school clubs Extended school activities Sessional clubs Sport clubs Consortia support through universal services. Requires more support or provision to enable the child or young person to access short break activities The services listed are targeted for children and young people with a disability: Ofsted childcare registered provision at Croxteth 3 – 18yrs old Play schemes Targeted sports provision Holiday clubs Splice Projects within the Youth Service. Overnight holiday breaks. Childcare – Additional support provided to support a disabled child in small groups to promote inclusion. Short Break Offer 3 -19 years. Disabled children may have needs that cannot be met through exisiting universal or specialist services alone. Our graduated approach model is able to support a disabled child within our Early Help SEND Service. When all offers have been exhausted via Early Help SEND Service, consideration for Statutory Assessment will be pursued in consultation with parent/carer. The services listed are specialist services for children and young people with complex needs: Requires specialist dedicated intervention. Outreach support within home, settings or in the local community Overnight support within partner family carers home, the child’s own home or other specialist residential setting. Short Breaks in community Domiciliary Care in the home Personal Budget / Personal Health budget/ Direct Payments
4.0 Liverpool’s Breaks Offer Universal Provision Available to all children and young people and their families Targeted Provision Additional or short term support over and above that provided routinely as part of universal services. Short Break referrals can be made direct to the service 0151 233 3620/3621 Specialist Provision Using our graduated model of intervention to support the needs of disabled children/ young people. Requires no additional support Local community facilities can be provided necessary and targeted training of staff may need to be provided in: youth clubs Leisure facilities Children’s centres After school clubs Extended school activities Sessional clubs Sport clubs Consortia support through universal services. Requires more support or provision to enable the child or young person to access short break activities The services listed are targeted for children and young people with a disability: Ofsted childcare registered provision at Croxteth 3 – 18yrs old Play schemes Targeted sports provision Holiday clubs Splice Projects within the Service. Overnight holiday breaks. Childcare – Additional support provided to support a disabled child in small groups to promote inclusion. Short Break Offer 3 -19 years. Disabled children may have needs that cannot be met through exisiting universal or specialist services alone. Our graduated approach model is able to support a disabled child within our Early Help SEND Service. When all offers have been exhausted via Early Help SEND Service, consideration for Statutory Assessment will be pursued in consultation with parent/carer. The services listed are specialist services for children and young people with complex needs: Requires specialist dedicated intervention. Outreach support within home, settings or in the local community Overnight support within partner family carers home, the child’s own home or other specialist residential setting. Short Breaks in community Domiciliary Care in the home Personal Budget / Personal Health budget/ Direct Payments
Name ________________________ Text ___________________________ ____________ BEFORE Reading Author’s purpose: What I Already Know (WIAK) about the topic: What I predict about the reading: Beginning: Break 1 (pg ___): Break 2 (pg. ___): Questions to be answered (1+ and specific to section): Beginning: Break 1 (pg __): Break 2 (pg. __): DURING Reading 1. What the author says (plot, setting, characters) 10+ ID category Whole story 2. Main ideas (not facts—what do these details indicate?) 1+ per item from col. 1 3. What the author does (style, POV, tone) 10+ ID category story 4. Analysis (not facts—why might the author use these devices or stylistic choices?) 1+ per item from column 3 5. What the author (themes, morals—complete sentences, not single words, no “you”) 3+ AFTER Reading Answer BEFORE questions (#4 above) if possible: Write down confusions you encountered (words, lines, actions, ideas, etc.) and questions you still have:
Acceptance of Agreement Signed for and on behalf of the Principal by: _______________________________ Signatory Signed for and on behalf of the Consultant by: ______________________________ Signatory ________________________________ Print name ______________________________ Print name ________________________________ Position of signatory ______________________________ Position of signatory Date:____________________________ Date:__________________________
10 ICIS-1263-2017 Self-Tracking Reconfigurations Stojanov, Martin 10 ICIS-1345-2017 The Paradoxical Effects of Conspicuous Wellness on Positive Health Behavior Maintenance Ntsweng, Oteng 10 ICIS-1357-2017 Battling Diabetes through Food photography: An Image-based Utility Maximization Framework for Diet Diagnostics Qiu, Lin 16 Service Science and IS Manuscript ID Title Contact Author 16 ICIS-0194-2017 How do Fintech Service Platforms Facilitate Value Co-Creation? An Analysis of Twitter Data Breidbach, Christoph 16 ICIS-0420-2017 Exploring Design Principles for Business Transformation Tools Augenstein, Dominik 16 ICIS-0426-2017 Service-Dominant Logic and Information Systems Research: A Review and Analysis Using Topic Modelling Brust, Leona 16 ICIS-0523-2017 Giving Customers Exactly What They Want: A Networked Perspective of IT-Enabled Mass Personalization Tan, Barney 16 ICIS-1225-2017 A Nice and Friendly Chat With a Bot: User Perceptions of Service Agents Paluch, Stefanie 18 Social Media and Digital Collaboration Track Manuscript ID Title Contact Author 18 ICIS-0001-2017 The reputation-related social media competence among employees in Germany, China and the U.S.: A cross-cultural scale validation Schaarschmidt, Mario 18 ICIS-0084-2017 Fueling Virtual with Creativity through Composition of Private and Public Workspaces Yao, Xinlin 18 ICIS-0093-2017 Leveraging the Benefits of Multiple-Team Membership in Virtual Yao, Xinlin 18 ICIS-0151-2017 Stated Neutrality in Voting Networks – The Case of Wikipedia’s Request for Adminship Putzke, Johannes 18 ICIS-0164-2017 Oops… I Did It Again! Accidental Embarrassing Exposures on Synchronous Social Messaging Verma, Madhur 18 ICIS-0746-2017 Constructing an Applicability Assessment Framework for Organisational Social Media Use by Development NGOs Sheombar, Anand 18 ICIS-0760-2017 Antecedents of Transactive Memory on Enterprise Social Media Nelson, Michael 18 ICIS-0814-2017 Convergence of Crowdsourcing Ideas: A Cognitive Load perspective Fu, Shixuan
four steps that explain how to use the wind turbine (or exhibit). Please avoid having more than four steps in a single sequence because long lists of steps intimidate readers. Limit this appendix to no more than two pages (including illustrations). Place the first step of the instructions in italics. Follow that command with normal text that explains the step. To support these steps, you should include at least one illustration, such as assembly of a design model in Figure B-1. Note that if the centered illustration does not span the margin, you can have the margins of the caption narrowed as well. Figure B-1. Connection of purple impeller and blue shaft . Place the second step of the instructions in italics. Because this appendix is set of instructions, please feel free to use the pronoun you. Note, though, that while the pronoun you is appropriate for instructional texts, it is not appropriate in technical writing for texts that document a project or design. For a second illustration, see Figure B-2. Place the third step of the instructions in italics. In general, the style for instructions differs significantly from the styles of proposals and reports, because the emphasis for the reader of a set of instructions is on the how, often without regard for the why. For that reason, the style of instructions includes vertical lists, use of the pronoun you, and occasional sentences written as commands. Also, be generous with illustrations, perhaps including an illustration with each step. For a third illustration, see Figure B-3. Figure B-2. Pump shaft and volute : feeding of pump shaft through the volute piece (left); assembly with second volute piece (right). Figure B-3. Fully assembled system, which you can now connect to electrical power to turn the shaft . Note that you can also use your hand to rotate the shaft, as is shown here. After your list of steps, include a paragraph that provides closure to the set of instructions. Each appendix is to begin on a separate page. Titles of appendices are 14 points, flush left, and boldfaced. Use initial capitals. To preserve hierarchy, allot more vertical space before the appendix title than after it, as is incorporated here. Finally, be sure that you have introduced this appendix somewhere in the text of the report.
ST. LOUIS SOFTBALL LEAGUE 2018 SHORT SUMMER LEAGUE SESSION The St. Softball League is offering short-season slow-pitch softball leagues for teams that either did not sign up in time for the spring/summer session or that would like to play another evening of the week. The Leagues will start on Sunday June 3, 2018. The filled out and signed application along with the full entry fee are due no later than 5:00p.m. Friday May 25, 2018. A check, cashier’s check or money order made payable to the City of St. Louis – S.L.S.L will be accepted. No cash please. Schedules, softballs, league rules and other paperwork will be handed out the week of May 29 to June 1, 2018. For more information call Roger Berry at (314) 289-5307 or (314) 647-7289. Demand will determine play! Check chart below. Leagues must have a minimum of four teams to start the season! DAY OF WEEK LOCATION GAMES PLAYED CATEGORY NL or L PRICE* SUNDAY BERRA PARK SB #2 8 COED R L $335.00 SUNDAY FRANCIS SLAY PARK (ARSENAL) SB #1 & SB #2 16 MEN'S R DH NL $540.00 MONDAY BERRA PARK SB #1 8 MEN'S R L $335.00 MONDAY FRANCIS SLAY PARK (ARSENAL) SB #1 & SB #2 16 MEN'S R DH NL $540.00 MONDAY LINDENWOOD PARK SB #1 & BB #1 16 MEN'S R DH NL $540.00 MONDAY FOREST PARK SOFTBALL SB #1 16 MEN'S C/R DH L 685.00 MONDAY FOREST PARK SOFTBALL SB #2 16 MEN'S C/R DH L $685.00 TUESDAY FRANCIS SLAY PARK (ARSENAL) SB #2 8 MEN'S R NL $300.00 TUESDAY LYON PARK SB #1 16 MEN'S R DH L $620.00 WEDNESDAY FRANCIS SLAY PARK (ARSENAL) SB #1 & SB #2 16 COED R DH NL $540.00
There is no reason to believe we are immune from the same types of miscalculation and greed that have destroyed international systems in the past. The impact is extinction Torgerson 99 (Douglas, Professor and Chair of the Department of Political Studies – Trent University, Ontario, The Promise of Green Politics: Environmentalism and the Public Sphere, p. 145-146) By adopting an uncompromising posture, green radicalism serves to high-light the danger that green reforms might well be absorbed and rendered ineffective by the established order. Against reforims, green radicals emphasize the need to thoroughly transform prevailing institutions and ways of viewing the human/nature relationship. In the absence of coherent and plausible programs for radical transformation, however, desperate scenarios of crisis and catastrophe become inviting: “The very best thing for the planet,” one radical green has thus declared, “might be a massive worldwide economic depression”: “Amid the terrible hardships this would create for countless people, at least the machinery would stop for a while, and the Earth could take a breather.”5 Needless to say, this repugnant hope ignores the obvious range of potential consequences arising from such a scenario. Social insecurity and human misery could intensify human conflicts and promote neglect of environmental concerns as people desperately sought to protect themselves, there could also be increased terrorism, even warfare of a type and scale that would prove enormously destructive to life on earth.
AT: Repeal Act CP 1. Perm – Do Both 2. CP solve the aff— A. Doesn’t incentivize shift - The advantages require incentives be given to shippers to encourage a move from trucking. Newer boats built by countries out of the US doesn’t increase profit for the shippers. B. Longtime – Ships contracts are made years in advance and takes years to build. CP doesn’t solve in the shortterm. 3. Empirically fails – exemptions to Jones didn’t increase boats Bluey 10 (Robert B, director at the Center for Media and Public Policy at , “Why Won’t Obama Waive the Jones Act?,” FoxNews.com, 06/21/2010, http://www.foxnews.com/opinion/2010/06/21/robert-bluey-gulf-spill-katrina-jones-act-waive-obama/) SL Jones Act expert Charlie Papavizas said the 2005 Katrina waiver, which lasted from Sept. 1 to Sept. 19, was used primarily to move cargo between ports, but it didn't result in any new foreign ships in the region. "Twenty days is not enough time to reposition and do anything useful," he said. Mark Ruge, who works with the Maritime Cabotage Task Force, was even blunter: "After the fact, if you look at Katrina and ask, ‘What was the advantage to the United States of America by blanket waiving the Jones Act?’ The answer is nothing came of that -- nothing that couldn't have been accomplished with the usual process. It was just one more thing you could say you did." 4. to the net benefit – [insert reason] 5. Offense [insert one of the following impact turn mods]
Read the story ‘Room for One More’ and answer the following questions. Identify two examples of onomatopoia in the story and comment on their effectiveness. How many settings are used in the Where is the crisis point in the narrative? The girl’s name is never given. Do you think this adds to the story or not? Explain your answer.
Your Name: _____________________________________________________ EI-P Directions: Pick one of the following prompts. Please choose the first one if you have not read “The Most Dangerous Game” before. If you have read “The Most Dangerous Game” before please choose the second one. Write an independent PEAS paragraph for homework. In a PEAS paragraph, predict what might happen in the short story, “The Most Dangerous Game”. In a PEAS paragraph summarize what happened in the short story, “The Most Dangerous Game”. PEAS #1 5 points 4-3 points 2-1 points Organization Correct PEAS order for sentence structure. Mostly correct PEAS order for sentence structure. Incorrect PEAS order for sentence structure. P Point includes full and developed TAG and main topic. Correct Punctuation for TAG. Point includes complete TAG and main topic. TAG is not a statement or has punctuation errors. Main idea is incomplete. Point includes incomplete TAG and incomplete main topic. E Cited correctly, Quoted correctly, Valuable quotation chosen Mostly correct citation. Mostly correct Quotes, Some-what valuable quotation Incorrect citation, Incorrect Quotation, Some-what valuable quotation A Explanation of quoted material with specific detail. Explanation of the question with specific detail. Explanation of quoted material in general terms. Explanation of question in general terms. Brief explanation of quoted material. Brief explanation of question. S Provided with new language and main idea. Some-what provided/redundant Some-what provided. Content -Information connects the A to the E to the P -Information is relevant -Information some-what connects the A to the E to the P -Information is mostly relevant -Information does not really connect the A to the E to the P -Information is not relevant Almost no mistakes - Correct spelling. - Correct Title Punctuation Some mistakes but not many. Many mistakes, leads to difficulty reading.
Internal Conflict: External Conflict: Station 2: “The Elves and the Shoemaker” Theme: Stated or Implied: Definition of it: Connect to the Text: Station 3: “Jack and the Beanstalk” Exposition: Rising Action Event 1: Rising Action Event 2: Rising Action 3:
Nature of learning needs: e.g.: speech, language and communication cognition and learning social, emotional, mental health physical, sensory medical Other (please specify Section 3. Details of provision currently in place SEND Provision Map (please see example) SEND support for ..............................................................................................................(child’s name) at ………………………………………………………………………………………….(school/setting name) Intervention or provision Area of need Frequency & duration Anticipated progress Staff ration Cost of pupil’s SEND support READWRITE Inc One to One Phonics literacy Daily. 1 hr. 12 week prog L 2a + minimum TA LST 1:2 £780 £ £ Total annual cost of SEND support: £ Section 4 Provision Request In of section 3, what contingency provision is requested by the school/setting? What is the expected impact of the provision? What outcomes will be reached?
characters in the story. Determine the impact of the choice and whether or not the character made the right decision. Use complete sentences and explain your ideas. Character: ___________________________________________________________________ CHOICE In “Button, Button”, Norma made the choice to press the button. #1 #2 #3 IMPACT This choice impacted her because her husband was killed. She got the money she was promised; however, her husband died as a result of this decision. EVALUATION EXAMPLE: Norma made the wrong choice. Not only did this choice result in the death of her husband, but it showed that she values money more than doing the right thing. “The Scarlet Ibis” by James Hurst Questions for Discussion
Valley Forge Middle School Mr. Hopkins English 8 Test Description/Format: This test will ask you to demonstrate your understanding of the unit on Short Stories and the foundations of a story. The format will include a combination of multiple choice, matching, fill in the blank, and short answer questions. The total points for the test will be between 80 and 100. The information below outlines the stories covered with the foundations of story terms studied in each specific story. You will be asked questions specifically about each story as well as the foundations studied within them, so it is important to be able to APPLY your understanding of the terms to the stories. "Being Mean." Gary Soto. Summary- This story is a memoir-type short story where Gary Soto, the narrator, describes his chaotic childhood in Fresno, California by recounting some of the interesting activities his siblings and the Molina children engaged in! Terms Studied- Setting: The environment created by the author in which the story takes place. *You must know the specific types of setting from your notes! Tone: an attitude of a writer toward a subject or an audience. Mood: evoking certain feelings or vibes in readers through words and descriptions. Personification: the giving of human qualities to something non-human. Simile: a comparison between two things using “like” or “as”. Metaphor: a comparison between two unrelated things. Onomatopoeia: A word that expresses a sound. Alliteration: The repetition of the same consonant sound at the beginning of words in a sentence or phrase.
1. Invitation for Bidding 1.1. RFP Notice The Commissioner – Electronic Service Delivery (ESD) Telangana seeks proposals from experienced agencies for participation in short tender for selection of “Agency for Printing & Supplying of Secured Certificate Stationery to Meeseva”. 1.2. Time schedule of various Tender related events: Issue of Tender call Notice 13.07.2017 Pre-Bid Meeting at ESD 18-07-2014 at 12:30 P.M in the Chambers of Commissioner, ESD. Bid Closing date and time 24.07.2017 at 03.00 PM. Bid Opening Date & Time 24.07.2017 at 03.30 PM Bid Document Price Rs. 20,000/- Contact Email dydir_admin_esd@telangana.gov.in, ao_esd@telangana.gov.in, spm_csc_esd@telangana.gov.in Reference No. No. 1383/ESD/MeeSeva/SBSC/2017 For full details regarding RFP Notification please www.tg.meeseva.gov.in/and . 1.3. Other Important Information related to Bid This section provides important deadlines and associated activities, such as Bid Security information, Implementation cum Performance Guarantee, Warranty Period. S.N Item Description 1. Bid Security (EMD) Rs. 2,00,000/- (Rupees Two Only) Note: Scanned copy of EMD document should be uploaded on e-Procurement website. The Original Copy of EMD should be submitted to ESD before opening of the pre qualification bids. EMD Validity Period: EMD should be in the form of DD/ BG in the name of “The Commissioner-Electronic Service Delivery, Telangana State, Hyderabad”. The validity period should be 3 months from the date of issue. 2. Bid Validity Period 60 days from the date of opening of bid. 3. Project Period 1 year and the same may be extended for further period based on satisfactory performance and mutual agreement. 4. Performance Bank Guarantee Value (in Rupees.) 10% of the Project
Should I Take a Driving Safety Course Or Request Deferred Disposition to Have My Traffic Ticket Dismissed? DSC DEFERRED DSC DEFERRED ELIGIBILITY • Any moving violation (not for “paperwork offenses” such as inspection/registration or defective equipment) • Valid Texas Driver’s License • CDL Holders are not eligible • Valid Texas Auto Liability Insurance. • Must not be taking DSC for another offense • Must not have taken DSC in past year to dispose of another offense • Requires plea of “No Contest” or “Guilty” • Must request before appearance day or will require judge’s approval • Any Violation • Valid Texas Driver’s License • CDL Holders are not eligible • Valid Texas Auto Liability Insurance • Requires Plea of “No Contest” or “Guilty” • Must have judge’s approval (May require court appearance for certain offenses) Court will consider: o Seriousness of violation o Accident/Injury o Other offenses at time of incident o Offender’s driving record OFFENSES EXCLUDED • Offenses in construction zones when workers are present • Speeding 25 miles or more over the speed limit • 95 miles per hour or more • Passing a School Bus • Reckless Driving • Fleeing/Eluding Police • Failure to Stop and Render Aid • Failure to Stop at Accident: Damage • Any offense according to Judge’s discretion. • Offenses in construction zones when workers are present. • Any offense according to discretion. • Court Policy: Failure to stop in obedience to traffic control devices (Red lights, stop signs, etc. requires personal appearance in court) LENGTH OF PROBATION 90 Days (Three months) 30-180 Days COSTS UP FRONT Court cost at time of request plus $10. Administrative fee. Special Expense (Full fine amount) and Court Costs Call for amount EXTRA EXPENSES $10.00 to Department of Public Safety $25-$100 for certified driver safety course • Drivers who hold provisional licenses must pay $10 to Department of Public Safety for examination fee (Effective 9/1/2005) • Drivers age 25 must pay $25-100 for driving safety course