zilongwang/ReadingBank huggingface dataset:
13. Have you repeatedly sent or received hurtful or threatening messages digitally (text, facebook, email, etc.): a. yes, I’ve sent them b. yes, I’ve received them c. I have both sent and received them d. no, I have not 14. Where is bullying most likely to take place? a. Hallway b. Classroom c. Locker room d. Cafeteria e. Bathroom f. Bus g. Other: Tell where: _________________________ 15. Are some areas of this school unsafe? a. no b. yes If so, tell _________________________ 16. What kinds of things have been done to you? Circle all that apply. a. Called names b. Threatened c. Something damaged or stolen d. Pushed, kicked, or hit e. Ignored or excluded f. Other, tell what: ________________________ 17. Was this bullying because of your: a. Race b. Religion c. Gender d. Age e. Ability f. Economic situation g. Residence (where you live) h. Perceived sexual orientation i. Other, tell what: ________________________
SECTION 5: QUALIFICATIONS - You will be required to provide evidence of any academic qualifications where they are relevant to your appointment. UNIVERSITY DEGREE (Including PGCE / Teaching Qualification) Establishment Full-time or part-time Qualifications (indicate class and division) Dates attended from (mm/yyyy) Dates attended to (mm/yyyy) Date of final exam/assessment (mm/yyyy) IN-SERVICE TRAINING / CPD (Please include both long and short courses over the last 3 years) Title Organising Body Number of days From (mm/yyyy) To (mm/yyyy) SECONDARY SCHOOL QUALIFICATIONS - Please list all your A Level or equivalent qualifications and grades achieved. For GCSE or equivalent qualifications please provide the grades for English and Maths and the total number of grades A*- C. Establishment A Level / GCSE / Equivalent (please state) Grade Dates attended from (mm/yyyy) Dates attended to (mm/yyyy)
Welsh Irish Any other White background, please write in: B Mixed White and Black Caribbean White and Black African White and Asian Any other Mixed background, please write in: Any other Asian background, please write in: D Black, Black British, Black English, Black Scottish, or Black Welsh Caribbean African Any other Black background, please write in E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese Welsh, or other ethic group Chinese Any other background, please write in
Knowledge of Subject Interview PRP 1 PRP 2 PRP 3 PRP 4 Progress log: origin of knowledge (degree course etc.), actions taken and reference to evidence KEY CONCEPTS Nature and Purpose of Business To include aims, objectives and common reasons for starting a business Entrepreneurship Business Forms and Ownership To include share price and influences on share price Competition Stakeholders To include stakeholder mapping PESTLE Analysis SWOT Analysis Management and Leadership To include; theories of management and leadership Tannenbaum and Schmidt’s continuum of leadership Blake Mouton grid
I understand the principles of use of an appropriate of mechanisms, including considerations of power transfer (e.g. simple and compound gear trains, pulley systems, cams); I can describe the social and environmental impacts of a range of products and manufacturing systems (e.g. improved mass communication and the possible health risks of mobile phones, the environmental consequences of disposable batteries); I can apply appropriate technical principles and concepts in the analysis of the function of a range of mechanical, electrical and electronic products.
develop independent strategies for learning. For example, pairing up with another Bath Spa Teacher (BST) from your subject group who has different skill sets to your own to share expertise and resources. RE Enter your level of knowledge at each of the five dates during the course. Use the final column for notes to describe the origin of your knowledge, for example, from a degree module, work experience, AS/A2 level etc., to describe actions you take to improve your knowledge and to refer to where evidence of your achievement can be found. Sample entries Knowledge of subject PRP 4 PRP 5 Progress log: origin of knowledge (degree course etc), actions taken. Buddha First of the three refuges Life stories 4 4 3 Topic not studied since Year 8 in school. 8/10/15 Attended subject knowledge session on the Buddha’s life story. 20/10/15 Developed resources and a series of 3 lessons on the three refuges for Training Phase 2 28/10/15 Developed a medium term plan on Buddhism. 22/11/14 Taught and evaluated the unit of work.
7. INSTRUMENTATION i. One or a combination of musical instruments may be used. ii. Entries arranged a cappella (3 or more parts) are allowed. SCORE SHEET The song composition contest can be submitted in English or Bahasa Malaysia or Mandarin, a combination of 2-3 languages is allowed. All entries must be submitted to St. Joseph's Cathedral Parish Office together with (3) printed copies of the music score sheets. The name(s) of the composer(s) and/or arranger(s) shall not appear on the score sheets. OF JUDGES A Panel of Judges, comprising three (3) members, shall choose the winning entry. The decision of the Panel of Judges is final and binding on all parties. JUDGING The general criteria are as follows: Musical Content (50%) – refers to the appeal of the melody and its accompanying harmony. Overall impact (50%) - refers to the general appeal of the song entry based on the concept, treatment of subject, structure, and unity of musical elements. OWNERSHIP RIGHTS AND COPYRIGHTS Upon submission, contestants agree to give full permission to the St. Joseph’s Cathedral Parish Pastoral Council to publish or produce the song without charge. All entries submitted shall be deemed to be the sole property of the St. Joseph’s Cathedral Parish Council. Entry constitutes permission to use winner’s name, likeness and voice for future publicity and advertising purposes without additional compensation. ACCEPTANCE AND CONFORMITY By submitting entries to the competition, all contestants are deemed to have accepted the rules of the competition and agree to abide thereby. DISQUALIFICATION Judges and their immediate family members are disqualified from joining the competition. ENTRY FREE An entry fee of RM10 will be charged upon submission of each entry. 15. CLOSING DATE Closing date for submission of entries to SJC Parish Office is 31st December 2018. ---------------------------------------------------------- -------------------------- Signature Date Signed Name of contestant:……………………………………… IC No:………………………………………….
APPENDIX A Organizations, Businesses, and Agencies Serving Skagit County Agriculture Compiled by the Washington State University Skagit County Extension in its “2015 Skagit County Agriculture Statistics” Ag Alternative Agrilink Foods Bank of the Pacific Bio Huma Netics, Inc. Brim Tractor Cascadian Farms Cucumber Industry Advisory Committee D & D Farms Farm Service Administration Farmers Equipment Co. Gielow Pickles Natural Resources Conservation Service NW Ag Business Center NW Agricultural Research Foundation NW Bulb Growers Association NW Food Processors Association Peoples Bank Puget Sound Seed Growers Association Rabo Bank Rijik Zwaan Seed Sakata Seed Company Sakuma Brothers Farms Schafer Agriculture Services Skagit Bank Skagit Conservation District Skagit County Cattlemen’s Association Skagit County Dairy Federation Skagit County Farm Bureau Skagit County Farmland Legacy Program Skagit County Horticultural Pest Board Skagit Dairy Women Skagit Farmers Supply Skagit Seed Services Skagit Valley Red Potatoes Growers Assn. Skagitonians to Preserve Farmland Small Fruit Advisory Committee Sorensen Seed Co. Syngenta Seeds, Inc. USDA Farm Service Agency USDA Natural Resources Conservation Service Tree Fruit Industry Advisory Committee Twin City Valley Pride Sales WA Blueberry Commission WA Lettuce and Vegetable Commission WA Red Raspberry Commission WA Seed Potato Commission WA State Dairy Federation WA State Potato Commission WA Strawberry Commission Washington Tractor Western WA Agricultural Association Western WA Fruit Research Foundation Western WA Small Seed Advisory Committee Wilbur Ellis Company WSU Vernon Northwestern Washington Research & Extension Center WSU Clallam County Extension WSU Jefferson County Extension WSU Skagit County Extension WSU Whatcom County Extension
SIDHO-KANHO-BIRSHA UNIVERSITY P.O –Sainik School, Ranchi Road, Dist:-Purulia, WB 723104 Controller of Examinations Department Ph.no:- 03252-202422, e-mail: gmail.com Ref. no:- 3461/SKBU/CE/UG-Part-II-Schedule/2018 Date:- 03/04/2018 DRAFT SCHEDULE FOR B.A./B.Sc./B.Com/B.B.A./B.C.A. THREE YEAR DEGREE COURSE PART-II HONOURS & GENERAL EXAMINATIONS, 2018 HONOURS SUBJECTS TIME: 11.00 a.m. to 3.00 p.m. (FULL PAPER – ABOVE 50 MARKS) 11.00 a.m. to 1.00 p.m. (HALF PAPER – 50 MARKS) B.A./B.SC (HONOURS) DATE SUBJECTS – PAPERS Chemistry, Zoology Computer Science, Geography, Nutrition, Anthropology Geology Physics, Mathematics, Botany, Env. Science Microbiology, Bengali, Economics, Education,English, Hindi, History, Philosophy, Political Science, Santali, Sanskrit,Sociology, 16.05.18 V III III IV --- --- 17.05.18 --- --- --- --- III III 18.05.18 VI --- IV V --- --- 21.05.18 VII --- --- --- --- IV ( Practical Examinations are to be completed by 8th June, 2018) B.COM HONOURS DATE SUBJECT – PAPERS TIME 16.05.18 Financial Accounting – II H3 11.00 A.M. TO 3.00 P.M. 18.05.18 Cost& Management Accounting – H4 11.00 A.M. TO 3.00 P.M. All examinees of Honours courses are directed to follow the program of B.A/B.Sc/B.com Part-II General Examinations 2018 for their general combination subjects. Page : 1/3
SIDHO-KANHO-BIRSHA UNIVERSITY, PURULIA Syllabus for the Undergraduate Course (B.A/B.Sc.) Honours In Anthropology Under the Choice Credit System (w.e.f session 2017-18) 1st Semester Course Code Course Course type (L-T-P) Credit Marks Core T1 Introduction to Biological Anthropology+Lab. CC-1 - 4+2=6 60 Core T2 Introduction to Anthropology+ Lab. CC-2 - 4+2=6 60 GE-1/GE-8 Health Science/Env. Science + Practical GE-1 - - 4+2=6 60 Environmental Studies AECC-1 4-0-0 2 20 Total 20 200 2nd Semester Course Code Course Course type (L-T-P) Credit Core T3 Archaeological Anthropology +Lab. CC-3 - 4+2=6 60 Core T4 Fundamentals of Human Origin & Evolution + Lab. CC-4 - 4+2=6 60 GE-8/GE-1 Env. Science/ Health Science+ Practical GE-2 - - 4+2=6 60 English AECC-2 4-0-0 2 20 20 200 cultural
6th Semester Course Code Course Course type (L-T-P) Credit Marks Core T13 Forensic Anthropology + Lab CC-13 - 4+2=6 60 Core T14 Anthropology of India + Lab CC-14 - 4+2=6 60 Visual Anthropology + Lab DSE-3 - - 4+2=6 60 Dissertation DSE-4 - - 4+2=6 60 Total 24 240 Grand total 142 1420
Anthropological Concept of Village 1. The concept of peasantry. 2. Approaches to the of peasants – economic, political and cultural. 3. Characteristics of Indian village: social organization; economy and changes. 4. Caste system and changes Ethnicity and Identity Issues Ethnicity issues: Concepts of Ethnicity and Ethnic Identity; Tribal and peasant movements; Identity issues Tribes and Peasants in (Lab.) Reading Ethnographic texts Students are required to read and analyse any two of the ethnographies (as listed in the reference section) and prepare a report based upon it. The report should clearly link up the study with the concept of tribe and peasantry and delineate clearly the concept used in the text. 1. Research questions/objectives of the study and their relevance. 2. Theoretical schema. 3. Methods and techniques used in the study. 4. Key findings and their significance in the context of the objectives of the study. 5. Critical analysis of the finding on the basis of contemporary available resources. References Walker A. (1986). The Todas. Delhi: Hindustan Publishing Corporation Verrier Elwin (1992). The Muria and their Ghotul. USA: Oxford University Press. Malinowski M. (1922). Argonauts of the Western Pacific. London: Routledge and Kegan Paul Ltd. Furer-Haimendorf C.V. (1939). The Naked Nagas. London: Methuen and Co. Evans-Pritchard E.E. (1940). The Nuer: A Description of the Modes of Livelihood and Political Institutions of a Nilotic People. Oxford: Clarendon Press. Majumdar D. N. (1950). Affairs of tribes. Lucknow: Universal Publishers Ltd. Dube S.C. (1955). Indian Village. London: Routledge and Paul Ltd. Berreman G.D. (1963). Hindus of the Himalayas. Berkeley: California University Press. Core T6 Human Ecology: Biological & Cultural Dimensions Biological Dimension 1. Concepts in Ecology: Definition, eco-sensitivity adaptation, acclimation, acclimatization, biotic and abiotic component.
Course Code Course Title Nature of Course Non-Practical (Theory : 50; Internal; 10) CC 11 Communalism in Indian Politics: Ideologies and Practices NP Details of Course Communalism: ideologies and practices: RSS, Hindu Maha Sabha, Muslim League; Muslim communal politics: from Aligarh movement to Partition of Bengal – 20 classes Communal politics and partition: Hindu fundamentalism and Muslim separatism; demand for Pakistan; British policy and Partition – 30 classes Integration of Princely States – 15 classes Communal politics and Kashmir question – 10 classes References: M. Nationalism and Communal Politics in India 1916-28, Manohar P. Hardy, The Muslims of British India, CUP Bipan Chandra, Aadhunik Bharat o Sampradayikata, Kolkata H. Rahaman, Hindu-Muslim Relations in Bengal 1905-47, Nachiketa Pub Amalendu De, Bangali Buddhijibi o Bichchhinnatabad, Kolkata Rajat Ray, Social Conflict and Political Unrest in Bengal 1875-1927, OUP Ayesha Jalal, The Sole Spokesman: Jinnah, the Muslim League and the Demand for Pakistan, CUP Chandra, Ideology and the Politics in Modern India, Har Anand Joya Chatterjee, Hindu Communalism and Partition 1937-47, CUP M. Hasan, India’s Partition, Process, Strategy and Mobilization, OUP Course Code Course Nature of Course Non-Practical (Theory : 50; Internal; 10) CC 12 Europe in Transition NP Details of Course Changing European economy: 15th and 16th century: proto-industrialization; price revolution; agricultural revolution and enclosure movement – 20 classes Renaissance and reformation: social roots; rediscovery of the classics; humanism; reformation: religious and national context – 25 classes 17th century European crisis: economic, social and political dimensions; Europe as centre of system – 15 classes
Non-Practical (Theory : 20) SE 2 Indian Art and Architecture NP Details of Course Indian art (C. 600 BC – 1800 CE): major developments in Stupa, cave, and temple art and architecture; temple forms and their architectural features, Sultanate and Mughal art and architecture – 15 classes Modern and contemporary Indian art: the colonial period; Art movements: Bengal School of Art; major artists and their art work – 15 classes References: Erwin Neumayer, Lines of Stone: The pre-historic rock-art of India, South Asia Books B.N. Goswamy, Essence of Indian Art, Asian Art Museum of San Francisco Susan Huntington, The Art of Ancient India: Hindu, Buddhist, Jain, Weatherhill T. Guha-Thakurta, The making of a new modern Indian art: Aesthetics and nationalism in Bengal, CUP Partha Mitter, Indian Art, Oxford History of Art series, OUP Parul Pandya Dhar (ed), Indian Art History Changing Perspectives, New Delhi M.C. Beach, The New Cambridge History of India I: 3, Mughal and Rajput Painting, cup Niharranjan Ray, An Approach to Indian Art, Calcutta Course Code Course Title Nature of Course Non-Practical (Theory : 50; Internal; 10) AEL 1 English / MIL NP Details of Course Course Code Course Title Nature of Course Non-Practical (Theory : 50; Internal; 10) AEE 1 Environmental Studies NP Details of Course
To be answered from MCQ – 10X 1 =10, Very Short Answer – 2 X 5 =10, Other – 4X 5 =20, 10x1=10) [A] Prescribed Course: 1. Gandhi’s critique of modern civilization 2. Gandhi’s of Non-violence. 3. Gandhi’s ideas of Satyagraha 4. Gandhi’s ideas of Trusteeship 5. Gandhi’s ideas of Sarvodaya 6. Gandhi’s ideas of freedom (Swaraj) [B] Lesson Plan Division: To be prepared [C] Suggested Readings: Teachers will recommend any relevant /e-resource if needed. GE – 2 [Semester – II (Honours), & Semester – VI (General)] Course Title: United Nations and Global Conflicts I Credit: 6 (5+1) Equivalent to 60 Marks (50 + 10)
SEC-2[Semester-IV] [For Honours and General Degree Course] Course Title: Parliamentary Procedures in India Credit: Credit: 2 Equivalent to 20 Marks [A] Prescribed Course: Section ‘A’ To be answered (MCQ –5 X 2 = 10) Parliamentary Procedure when the House is in session: Question Hour, Zero Hour, Stared and Unstarred question. Various Motions: Adjournment motion, Calling Attention, Casting vote, motion, Resolutions, Cut motion. Section ‘B’ To be answered (MCQ –5 X 2 = 10) Committee system in Indian Parliament; Different Committees. Privileges of the Members of the Parliament. [B] Lesson Plan Division: To be prepared [C] Suggested Readings: Teachers will recommend any relevant books / articles /e-resource when needed.
Core T2 – Perspectives in Ecology Perspectives in Ecology 4 Credits Unit 1: Introduction to Ecology History of ecology, Autecology and synecology, Levels of organization, Laws of limiting factors, Study of Physical factors, The Biosphere. Unit 2: Population Unitary and Modular populations Unique and group attributes of population: Demographic factors, life tables, fecundity tables, survivorship curves, dispersal and dispersion. Geometric, exponential and logistic growth, equation and patterns, r and K strategies Population regulation - density-dependent and independent factors Population Interactions, Gause’s Principle with laboratory and field examples, Lotka-Volterra equation for competition. Unit 3: Community Community characteristics: species diversity, abundance, , dominance, richness, Vertical stratification, Ecotone and edge effect. Ecological succession with one example Unit 4: Ecosystem Types of ecosystem with an example in detail, Food chain: Detritus and grazing food chains, Linear and food chains, Food web, Energy flow through the ecosystem, Ecological pyramids and Ecological efficiencies Nutrient and biogeochemical with an example of Nitrogen cycle Human modified ecosystem Unit 5: Applied Ecology Wildlife Conservation (in-situ and ex-situ conservation).
Nomenclature and classification; Cofactors; Specificity of enzyme action; Isozymes; Mechanism of enzyme action; Enzyme kinetics; Derivation of Michaelis-Menten equation, Lineweaver-Burk plot; Factors affecting rate of enzyme-catalyzed reactions; Enzyme inhibition; Allosteric enzymes and their kinetics; Strategy of enzyme action- Catalytic and Regulatory (Basic concept with one example each) Unit 6: Oxidative Phosphorylation Redox systems; Review of mitochondrial respiratory chain, Inhibitors and un-couplers of Electron Transport System Reference ► Cox, M.M and Nelson, D.L. (2008). Lehninger’s Principles of Biochemistry, V Edition, W.H. Freeman and Co., New York. ► Berg, J.M., Tymoczko, J.L. and Stryer, L.(2007). Biochemistry, VI Edition, W.H. Freeman and Co., New York. ► Murray, R.K., Bender, D.A., Botham, K.M., Kennelly, P.J., Rodwell, V.W. and Well, P.A. (2009). Harper’s Illustrated Biochemistry, XXVIII Edition, International Edition, The McGraw- Hill Companies Inc. ► B.D. and Hooper, N.M. (2000). Instant Notes in Biochemistry, II Edition, BIOS Scientific Publishers Ltd., U.K. ► Watson, J.D., Baker, T.A., Bell, S.P., Gann, A., Levine, M. and Losick, R. (2008). Molecular Biology of the Gene, VI Edition, Cold Spring Harbor Lab. Press, Pearson Pub. Core P7 –Fundamentals of Biochemistry Lab Fundamentals of Biochemistry 2 Credits List of Practical Qualitative tests of functional groups in carbohydrates, proteins and lipids. Quantitative estimation of Method Demonstration of proteins separation by SDS-PAGE. To the enzymatic activity of Trypsin and Amylase. Preparation of Normal. Molar and Standard solutions, Phosphate Buffers, Serial dilutions
Visit X Time Point Introduction Background Information This section is to include brief background information for this trial. It will not be a copy of the background information from a grant application. Include: A brief description of the health problem that the study will address The name and description of the study intervention/study product(s) Discussion of important research relevant to the study that provides background and scientific justification for the study (include findings from in vitro studies, preclinical in vivo studies, and relevant clinical trials) A brief description of the study’s overall goal Applicable clinical, epidemiological, or public health background or context of the Importance of the study and any relevant treatment issues or controversies <Insert text> Rationale for the Proposed Study Include a description of, and justification for, the route of administration, dosage, dosing regimen, intervention periods, or behavioral intervention methods and selection of study population. Include a statement of the hypothesis. <Insert text> Correlative Studies <Insert text> Potential and Benefits Include in Sections 0 and 0 a discussion of known risks and benefits, if any, to human participants. Be sure that information in these sections is consistent with your consent document.
Behavioral Assessment X X X Assessment of Adverse Events (X) (X) (X) (X) X X Clinical Laboratory Pregnancy test X X Chemistry X X (X) (X) (X) (X) X X Hematology X X (X) (X) (X) (X) X X Urinalysis X X (X) (X) (X) (X) X X Research Laboratory Immunology __mL blood X (X) (X) X X Biomarkers __mL saliva X X Sample for Genetic Analysis X X Procedures Periodontal Measurements X X Pain Assessment (X) (X) (X) (X) (X) {End sample text}
The Ah Beng Subculture: A Popular View CHAN Suet Kay University of MALAYA is a trend among Malaysians in using the Hokkien term ‘Ah Beng’, in describing unsophisticated people. ‘Ah Beng’ means quite simply, a ‘country bumpkin’. However, there has not been any academic studies on the subject in Malaysia, whereas popular media tout it as a cultural icon. There are some issues related to the use of this term – for example, do people readily identify themselves as ‘Ah Beng/Ah Lian’ or is it a pejorative term? Furthermore, among Malaysian Chinese there is a divide between the English-speaking and Chinese-speaking groups. Do the English speaking groups deliberately conjure up a term to disassociate themselves from their Chinese-speaking counterparts, for fear of being seen as unmodernised? And why do the Chinese speaking Malaysian Chinese display these characteristics ‘mocked’ by the non-Chinese speaking Chinese – which include traits like the overt display of Western brand names, copying trends from East Asia, persistently sticking to their own mother tongue, and displaying a form of anti-intellectualism? In Singapore however, leading sociologist Chua Beng-Huat has spearheaded much of the academic literature on the ‘Ah Beng’, and charts its rise from ‘stereotype’ to a desirable subculture. This paper surveys the general public opinion in urban Malaysia of the concept of ‘Ah Beng’, using a total of 200 respondents from the urban youth in Kuala Lumpur. The Ah Beng: Definitions Singaporean sociologist Chua Beng-Huat, who has largely pioneered the study of youth subculture in Singapore, especially on the Ah Beng, has termed the Ah Beng as: “In contrast to the English-educated young, with their skimpy tank tops, spaghetti straps, and basic blacks, the Chinese youth are influenced by different cultural flows. The latter are unlikely to have successfully completed the four years of secondary school. They have been pejoratively termed locally as 'Ah Beng' (for males) and 'Ah Lian' (for females).” "As the 'other' to the English-educated, the figures of Ah Beng and Ah Lian are not simply lowly educated, they also have supposedly 'pre-modern' or 'sua-ku' (hill tortoise, metaphor for 'backward')
Retrieved 6 Dec 2009. Bourdieu, Pierre. 1984. Distinction: A Social Critique of the Judgement of Taste. Harvard University Press. Willis, Paul. 1960. Learning to Labour. Columbia University Press. Nyce, Ray. 1973. Chinese New Villages in Malaya: A Community Study. Malaysian Sociological Research Institute. Veblen, Thorstein. 1902. The Theory of the Leisure Class: An Economic Study of Institutions. New York: MacMillan. Allen, Douglas E., and Anderson, Paul F. 1994. Bourdieu's Theory of Consumer Taste Formation, in in Advances in Consumer Research Volume 21, pp.70-74. Hebdige, Dick. 1979. Subculture: the meaning of style. Routledge. Tolson, Andrew. 1990. Social Surveillance and Subjectification: The emergence of ‘subculture’ in the work of Henry Mayhew. The Subcultures Reader. Routledge. ,
SKELETAL UNIT PACKET ABBREVIATIONS Ant C1-C7 DJD orth THR TKR WORD PARTS Skelet/o -al, -ia -tion Articul/o Ax/o -ial Burs/o -a Cartilage/o Degenerate/o Extreme/o, extremit/o Fasci/o Orth/o Peri- Oss/e, oss/I, oste/o, ost/o -um Prosth/o, prosthet/o -sis Synovi/o, Tendin/o -itis Cervic/o Brev/i, brev/o Pod/o -clast Spher/o Platys lord/o Kyph/o -porosis Dislocate/o Scoli/o VOCABULARY Skeletal Articulation Appendicular Axial Bursa Cancellous Cartilage Fibrous connective tissue Collagen White protein fibers of the kin, tendons, bone and cartilage Compact Having a dense structure, hard Degeneration Extremity Fascia Fibrous connective tissue that joins organs Ligament Marrow Soft organic material filling the cavities of bones Orthopedic Periosteum Plaque Prosthesis Resorption Loss of bone tissue caused by the action of specialized Synovial Tendon Skeletal Outline Functions of Bones: Bone Tissue Composed of: Need Continue
Unit: Skeleton and Muscles L3 CV3 Ofqual Unit Reference Number: T/507/1196 Unit Review Date: 31/07/2020 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand the function of the human skeletal system the structure of the human skeleton how the structure of the human skeleton relates to its function different types of joints the importance of the different properties of joints the structure of a synovial joint the roles of the component parts of a synovial joint the functions of: tendons ligaments cartilage the properties of: tendons ligaments cartilage Understand the function of the human muscular system the properties of different types of muscle the sliding filament hypothesis of muscle contraction how antagonistic muscles about the movement of a joint Understand the importance of maintaining the health of the muscular and skeletal systems the effects of bad posture on the: muscular system skeletal system the effects of poor lifting techniques on the: muscular system skeletal system
Student Name: Lesson: Value Drawings- Skeleton/Figure Drawing Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. Excellent Good Average Needs Improvement Criteria 1 – Successful overall composition of figure. You have used a view finder to crop in and the subject goes of at least 3 sides of the paper. Subject matter well placed within the environment. 10 9 – 8 7 6 or less Criteria 2 – Values/ Shading: Student used a variety of values to create depth. Figure should have lights, darks, and midtones well developed within the artwork. 10 9 – 8 7 6 or less Criteria 3 –Proportion/Contours: Skeleton or mannequin was drawn with accurate proportions and contour lines. 10 9 – 8 7 6 or less
Criteria 4 – Background: textures created within the background using chosen techniques. Color scheme is effective and does not take away from main subject. 10 9 – 8 7 6 or less Criteria 5 – Effort: took time to develop idea & complete project? (Didn’t rush.) Read the article and followed the steps within. Good use of class time? 10 9 – 8 7 6 or less Criteria 6 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? 10 9 – 8 7 6 or less 60 (possible points) /60 pts Grade:
SKELLIG MICHAEL BOATMEN Timothy Casey 28 Harbour View Portmagee Co Kerry 087 1427137 / 087 9582198 timmyskellig@gmail.com 111 Fionan Murphy Ballymanagh Valentia Island Co Kerry 087 2809861 066 9476883 Skellig Walker Paul Devane Doora Portmagee Co Kerry 087 6178114 skelligmichaelcruises@gmail.com Sea Breeze 111 Gearoid Moran Portmagee Co Kerry 066 9477108 Lady Clare Donal McCrohan Knightstown Valentia Co Kerry 087 2906168 Celtic Victor Seanie Murphy Farranreagh Valentia Island Co Kerry 087 2362344 skelligsrock@skelligsrock.com Fionnuala Dermot J Walsh Knighstown Valentia Co Kerry 086 8339549 skelligeboattrips@hotmail.com Jerdemar Brendan Casey 066 9472437 Web:skelligislands.com skelligislands@gmail.com Ken Brencent Michael B Casey West End Portmagee Co Kerry 087 6950300/ 087 1446230 skelligscaseys@gmail.com Skellig David Walsh Kinnard East Ballinskelligs Co Kerry 087 2385610 Force Awakens Nealie Lyne Jane Street Knightstown Valentia Co Kerry 087 6871261 www.skelligmichael.voyage nealielyne@gmail.com Mary Frances James Duff Kenneigh Caherciveen Co Kerry 087 4645824 skelligadventure@gmail.com Deva Patrick Murphy Chapel Cross Portmagee Co Kerry 087 2342168/6762983 murphysseacruises@gmail.com Shelluna Michael O’Sullivan “Renville” Spunkane Waterville Co Kerry 066 9474800 watervilleboats@gmail.com Ursula Mary John O’Shea Bunavalla Caherdaniel Co Kerry 087 6898431 Skelligtours@gmail.com L’Oursin
‘Skellig’ Key Quotations ‘my heart was thudding and thundering’ p16 ‘they say that shoulder blades are where your wings were, when you were an angel.’ p36 ‘he seemed to be just waiting to die.’ p44 ‘the baby’s ill and we hope she won’t die but she might.’ p53 ‘I stayed dead silent, and concentrated on keeping the baby safe.’ p92 ‘I wanted things to be just the way they used to be.’ p96 I looked at the garage and imagined it gone, saw the big emptiness that take its place.’ p98 ‘too much thinking and wondering and worrying going on in there.’ p115 ‘I should have stayed at home. I should have kept thinking about her.’ p121 ‘you couldn’t have done these before. You’re getting braver and bolder.’ p127 ‘sometimes we just have to accept there are things we cannot know.’ p131 ‘and the fear just increased and increased and increased.’ p132 ‘we just have to wait and pray and believe that everything will be all right.’ p134 ‘you just keep believing and everything will be fine.’ p136 ‘she talked about the way spring made the world burst into life after months of apparent death.’ p137 ‘life dared to come back.’ p137 ‘it was possible to be overwhelmed by the presence of so much beauty in the world.’ p143 ‘Skellig was gone. The world that was left was ugly, cold, terrifying.’ p146 ‘they said everything’ll be all right now.’ p148 ‘love is the child that breathes our breath/Love is the child that scatters death.’ p152 ‘I sighed and whispered, Goodbye, Skellig.’ p165 ‘I trembled. I couldn’t move. Then I took deep breaths, and thought of Skellig and went to open the door.’ p167
Donovan, D. T., Brown, T. J., & Mowen, J. C. (2004). Internal benefits of service-worker customer orientation: Job satisfaction, commitment, and organizational citizenship behaviors. Journal of Marketing, 68(1), 128-146. Du, S., Bhattacharya, C. B., & Sen, S. (2007). Reaping relational rewards from corporate social responsibility: the role of competitive positioning. International Journal of Research in Marketing, 24(3), 224-241. The Economist (2012). Faith in world leaders: Busted trust. http://www.economist.com/blogs/newsbook/2012/01/faith-world-leaders. Eisingerich, A. B., Rubera, G., Seifert, M., & Bhardwaj, G. (2011). Doing good and doing better despite negative information? the role of corporate social responsibility in consumer resistance to negative information. Journal of Service Research, 14(1), 60-75. P. S., Mohr, L. A., & Webb, D. J. (2000). Charitable programs and the retailer: do they mix? Journal of Retailing, 76(3), 393-406. Ellen, P. S., Webb, D. J., & Mohr, L. A. (2006). Building corporate associations: consumer attributions for corporate socially responsible programs. Journal of the Academy of Marketing Science, 34(2), 147-157. Elsbach, K. D., & Bhattacharya, C. B. (2001). Defining who you are by what you’re not: organizational disidentification and the National Association. Organization Science, 12(4), 393-413. Fazio, R. H. (1990). Multiple processes by which attitudes guide behavior: the MODE model as an integrative framework. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 75-109). Orlando, FL: Academic Press. Fein, S., Hilton, J. L., & Miller, D. T. (1990). Suspicion of ulterior motivation and the correspondence bias. Journal of Personality and Social Psychology, 58(5), 753-764.
Btec Level 3 Extended Diploma in Art: Year One Btec Level 3 Extended Diploma in Graphic Design: Year One Btec Level 3 Extended Diploma in Fashion and Textiles: Year One Summer Project 2018 Units covered in this project: Unit One: Visual Recording Lecturers: Art - Jane Habgood – Graphic Design – Caroline Herdman-Grant - c.herdman-grant@farn-ct.ac.uk Fashion and Textiles – Sam – Date Set: 3/7/18 Submission Dates: 30/8/18 Assignment brief QCF Qualification Unit number and title Extended Diploma in Art, Extended Diploma in Graphic Design, Extended Diploma in Fashion and Textiles. One: Visual Recording Learner name Assessor name Jane Habgood – Art Caroline – Graphics Sam – Fashion and Textiles Date Issued Hand in Deadline Feedback to Learner Date (1) Resubmission Deadline Feedback to Learner Date (2) 3/7/18 30/08/18 Assignment title Sketch Book Learning aims:
Sketchbook Rubric Student Name: Sketchbook Entry: Excellent Good Average Needs Improvement Teacher’s Rating Criteria 1 – Filling the Page:The drawing fills the page and objects are well grounded (shadows & background). 5 4 3 2 Criteria 2 – Value/Shading:The drawing is fully shaded and all values are represented. The drawing has a high contrast. 5 4 3 2 Criteria 3 – Realism/Composition:The drawing has correct proportions, perspective and texture (Realism). It is also drawn from an interesting 5 4 3 2 Criteria 4 – Time/Effort:Appears to be very challenging and a considerable amount of time has been spent on the drawing. 5 4 3 2 Total: 20 Teacher Total
Barbara Kruger Francisco Goya Kathe Kollowitz Giuseppe Archimboldo Balinese Masks Daphne Odjig Norval Morrisseau Molly Bang Mary Pratt Alex Colville Assessment Criteria Level 1 Level 2 Level 3 Level 4 -all artists listed are represented in the sketchbook -with limited effectiveness -with some effectiveness -with considerable effectiveness -with a high degree of effectiveness -drawings are completed (including title, date, signature, and style) -with limited effectiveness -with some effectiveness -with considerable effectiveness -with a high degree of effectiveness -care and attention to detail are evident throughout the sketchbook -with limited effectiveness -with some effectiveness -with considerable effectiveness -with a high degree of effectiveness -drawings are carefully planned and thought out -with limited effectiveness -with some effectiveness -with considerable effectiveness -with a high degree of effectiveness
1. Water controlled aspherical Landscape: Using watercolor and value show depth of space that fades into the horizon. 2. Draw a recipe: Visually instruct how to make a food of your choice while making the recipe a work of art. 3. Stencil Photography: Cut out a stencil as your subject matter and hold it up to a live background. Take a picture and post it. You may print it to put it in your SB. 4. Diagram: Choose an object that has mulitple parts and draw it like a diagram. Label parts. 5. Puzzle Pieces: Make an look like it is a puzzle. 6. Draw a clear light bulb: Make sure to show what it is reflecting and what you can see through it.
Students are able to ask a question, develop a problem statement and then explore that problem through research. Students are able to incorporate the use of SketchUp Pro’s tools into journals and formal written proofs. Guiding Principle 6: Assessment Assessment of student learning in mathematics should take many forms to inform instruction and learning. By applying their knowledge to a real world application, students are able to determine areas of improvement right away through practice. They will gain a greater awareness of what they need to learn and the skills they need to develop to demonstrate that learning. 1.2 Obtaining the license SketchUp is only available for Massachusetts public schools, public charters and educational collaboratives. The license does not permit individual private use. Students can download the free version, , for home use. To use this software you must adhere to the from Trimble. 1.3 Technology You will need to ensure that the computers you plan to download SketchUp Pro on meet the following system requirements. If you are not sure whether or not your computers meet these needs, please contact your IT director. Windows 7+ & Windows8+ OSX 10.10+(Yosemite), 10.9+(Mavericks) and 10.8+(Mountain Lion) Software Hardware Software Hardware
Political Map of the World: Directions: You will draw a political map of the World. Include the major countries, cities and regions. Start in pencil, use a ruler and draw the Equator, Tropic of Capricorn and the Tropic of Cancer. Then draw the oceans and continents. AFTER you have drawn all the landforms, THEN outline in black sharpie. Label everything in black sharpie (see below). Color according to page A4 in the textbook. You MUST: Color in one direction only Continents and Oceans are all CAPITAL letters; all other labels are proper nouns and must have the first letter capitalized. Labels should be written upright except rivers, the label should follow the course of the river. Start in pencil so you can erase mistakes before you outline in sharpie Water is ALWAYS blue ALWAYS include a compass rose Neatness COUNTS Include a map key Include a title
1612 Custody of Records Revision 17-1; Effective June 1, 2017 Records must be safeguarded. Use reasonable diligence to protect and preserve records and to prevent disclosure of the information they contain, except as provided by the Texas Health and Human Services Commission (HHSC) and managed care organization (MCO) regulations. Reasonable diligence for employees responsible for records includes keeping records: in a locked office when the building is closed; properly filed during office hours; and in the office at all except when authorized to remove or transfer them. 1613 Disposal of Records Revision 17-1; Effective June 1, 2017 To dispose of documents with member-specific information, Health and Human Services Commission (HHSC) staff must follow established procedures for destruction of confidential data. Managed care organizations (MCOs) must follow procedures contained in Section 7.06 of the STAR Kids Managed Care Contract. 1614 When and What Information May Be Disclosed
520 You do (TTT) In the text (direct) In my head (inference) “Invented in the late 1970’s by Alan “Ollie” Gelfand, the Ollie has become a skateboarding fundamental, the basis for many other more complicated tricks.”
roadmap to support and guide implementation of the transition. Pitcher Partners Corporate Pty Ltd We provide a range of our services to clients in the energy sector – including business advisory, due diligence, M&A, probity, business consulting, taxation and risk management. Our clients include retailers as well as service providers to the sector. It is these service providers that are now faced with the decision as to how they advance their business, be it an acquisition, joint venture or divestment, servicing other energy providers, identifying new clients or markets. Pitcher Partners works closely with clients across a number of industries, assisting with transition programs. We are currently a panellist on the Victorian government’s Automotive Supply Chain Transition Program (ASCTP) to assist the automotive industry transition to a globally-integrated, sophisticated domestic industry. We advise supply chain clients to drive business priorities with sustainable results. Stage 1 of any transition program begins with a road map of next steps, based on a categorisation process, considering four available options: Restructure, refocus or reposition Retain design and engineer (but offshore manufacturing) Seek JV opportunities and collaboration Cease operations and use wealth generated to fund new ventures. We are also able to leverage networks in government, private business and advisors in Australia and overseas to bring other specialists to the team. Stage 2 - How we help: Provide expert counsel and inform strategic choices Tailor a specific program to suit each business’ unique circumstances Work hand-in-hand with management to implement initiatives Focus on sustainable changes that generate necessary outcomes quickly Specifically, we can assist with the provision of the following services: New markets, clients and product identification – see attached case studies Business valuations Asset valuations and registers Due diligence Accessing finance Business advisory Mergers and acquisitions Financial management To date, we have worked with a number of clients the ASCTP. www.pitcher.com.au Michael Sonego Piera Murone (03) 8610 5485 (03) 8610 5601
Dear Parents and Guardians; This year along with the co-operation of Poley Mountain, MNS is offering a Ski Club. This is a co-curricular opportunity for the middle school students to go to Poley Mountain for 6 weeks for skiing/snowboarding lessons. Here is the information. January 7th and 14th , 21st and 28th February 4th, and 11th Times Departure time from MNS – 3:00 Arrival at Poley approximately – 4:15 Departure at Poley Mountain is 8:30 Arrival back at MNS- 9:45. Cost The cost will be different based on your needs. (SNOWBOARDING OR SKIING ONLY) There is an increase in price from last year as we will be using Optimum Ride. Lift Pass, Lesson, Rental, and Transportation- $265.00 Lesson, Rental, and Transportation- $213.00 Lesson, Lift Pass, and Transportation- $213.00 Lesson and Transportation -$165.00 General Information It is mandatory for all students, no matter the level of skier to take a lesson. It is also mandatory for all students to take the bus to Poley, however if parents wish to go to Poley, ski with their child, and take them home is more than welcome. Students going to the hill with their parents will not be a part of the Club as there are instructions given on the bus. Because of the limited number of students, this program will be offered on a first come first serve basis. The first 40 students, who wish to be a part of the club who have filled out all required paper work, and have paid in full, will be the ones to participate. Cheques can be made out to Millidgeville North School. In this package is information that you are required to fill out and send back to the school. Students who do not have the proper paper work filled out may not be able to participate. Please return back all paperwork and payment to the school as soon as possible. If you have any questions please don’t hesitate to contact Miss Gatien at or 658-5353.
Good afternoon from sunny Aosta! We have arrived safely into the beautiful Aosta Valley. After a long journey, which pupils coped extremely well with, we went to ski hire to sort our skis and boots ready for skiing tomorrow and have settled into our hotel, Des Roses. Pupils have had a walk into the village and even found time for a snowball fight at a local park. All pupils are in good spirits and ready for our first day skiing tomorrow.
necessary to have systematic and structured approaches for the development of these complex systems. Many Software engineers have attempted to provide the methodologies that are systematic and well structured that are lack in software development projects. Even though the projects are well guided, they still related with many different high risks. These risks will affect the growth of a software development projects in numerous ways like exceeding the allocated budget, missing the deadline of a project, time of accomplishment and more importantly not meeting the requirement of the product. . Although risk taking is an essential to progress, and failure in it is key part of learning, it is not the that risks are unavoidable, just it is the inability to recognize and manage risks to reduce the negative consequences the software project have to face. So a process called risk management process should be present which can minimize the risks and can help in creating a new and better software. Moreover this risk management process is particularly difficult for large software projects and it cannot be handled in the same way as for small projects or by providing more resources for all development factors. PURPOSE This paper tries to give a overview how a risk is identified and what is the procedure to be followed for identifying a risk, assessing it and number of mitigation techniques to be used to reduce the negative consequences or completely removing the risk with the use of available managerial resources software projects can be managed efficiently in order to avoid risk and can obtain the desired outcome which meets the requirements . This paper illustrates the complexities of software development and discusses software engineering methods, techniques, notations for identification and managing of risks that occurs in software development projects. Many risk analysis and risk management methods have been developed in order to reduce the affects of the risks to the various organizations This study will systemize structure and discuss strengths and weaknesses of the risk management process in any organization. 2 Risk in Software Engineering A software risk denotes a particular aspect of a development task, process, or environment, which, if ignored will increase the likelihood of project failure . The degree of risk is assessed either in quantitative terms as the probability of unsatisfactory events multiplied by the loss associated with their outcome, or in qualitative terms by referring to the uncertainty surrounding the project and the magnitude of potential loss associated with project failure.
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The Collaboration Spectrum Worksheet CURRENT OF COLLABORATION: Place a blue dot on the Collaboration Spectrum to indicate the current level of collaboration regarding our issue. Jot down a few points about how you reached your assessment: What are you seeing/not seeing? IDEAL LEVEL OF COLLABORATION: Place a green dot on the Collaboration Spectrum to indicate the ideal level of collaboration that you would personally like to see. Jot down your thoughts and ideas regarding your assessment.
Therapist's Name: Title: Week Starting: Client's Name: Physical, Occupational, and Speech Therapists and their Assistants will use this timesheet to document: Travel time to and from the client's home for in-home therapy visits. Travel miles to and from the client's home. Please utilize the "TRIP" meter to record mileage. Start and end time of the therapy visit provided at the client's home. Note: dates and times MUST NOT overlap with other client's timesheets. A copy of this timesheet will be filed in the Client's chart. This form will be used in addition to the other required forms which may include the Physical Therapy Plan of Care, Therapy Progress Note, Home Health Evaluation Plan of Care, or any other required documents. Date (mm/dd/yyyy) Travel to Client' Home Client Visit Travel from Client's Home Total Travel Time Total Travel Tours Total Visit Hours Time Start Time End Miles Time Start Time End Time Start Time End Miles
Name Last Name Date of Birth USI Number * (Mobile or Home) Postcode Gender Male Female Postal Address Address: City: State: Current Residential Address (if same as Postal leave blank) Address: City: State: Do you consider yourself to have a disability, impairment or long-term condition? No Yes / Please specify ____________________ Are you of Aboriginal or Torres Strait Islander origin? (If both, mark both “Yes” boxes) No Yes - Aboriginal Yes – Torres Strait Islander Do you identify as a at risk? (A young person between 15 – 24 years-of-age who is at risk of disengaging from education and employment) No Yes Have you been registered as not employed, actively looking for work or available to start work for at least 52 weeks? No Yes Do you currently hold a current or valid version of any of the following prior to the commencement of this training? No Yes – Commonwealth Health Care Card Yes – Pensioner Concession Card Yes – Veteran’s Gold Card OFFICE USE ONLY Qualification Certificate III in Hospitality Delivery Mode D (Blend of training by RTO)