zilongwang/ReadingBank huggingface dataset:
Due:Thursday by 11 pm - discussion board posts and introductions Saturday by 11 pm - discussion board responses and responses. Week 2: Sept. 5-8 Defining Feminisms Read:WVFV: “Women's and Gender Studies” pp. 13-27 WVFV: “A Day Without Feminism” pp. 34-37 WVFV: “Feminist Politics” pp. 37-39 BB: “You’re a Hardcore Feminist I Swear” BB: “Can Men Really Be Feminists?” 36 pages Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses Week 3: Sept. 11-15 Looking at Intersectional Feminisms Read: BB: “U.S. Intersectional Feminist Theory” BB: from Separate Roads to Feminism BB: Sojourner Truth - “Ain't I a Woman” BB: “The Bridge Poem” BB: “Women of All Red Nations” (WARN) BB: “The Combahee River Collective, A Black Feminist BB: “Chicana Feminism” BB: “When I was Growing Up” BB: “Womanist” 31 pages Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses
Week 10: Oct. 3 Bodies, Race, Gender, and Culture Read:WVFV: “Ethnicity and Body Consciousness” pp. BB:”10 Ways the Beauty Industry Tells You Being Beautiful Means Being White” BB: “Beauty Whitewashed: How White Ideals Exclude Women of Color” BB: “Why Blue Ivy’s Hair Matters” BB: “Veiled Intentions” BB: “The Story of My Body” WVFV: “Bodies and Bathrooms” pp. 245-246 30 pages Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses Week 11: Nov. 6-10 Women Confronting and Constructing the Media Watch: Miss Representation Read: WVFV: “Media and Culture” pp. 250-275 WVFV: “Enlightened Sexism” pp. 283-286 WVFV: “If Women Ran Hip Hop” p. 287 WVFV: “Beyoncé: Feminist Icon?” pp. 296-97 BB: “Popular Culture Constructs Sexuality” 38 pages Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses Week 12: Nov. 13-17 Women’s Health and Reproductive Justice Read: WVFV: “Health and Reproductive Justice” pp.362-384 WVFV: “From Rights to Justice: Women of Color Changing the Face of US Reproductive Rights Organizing” pp. 414-422 BB: “Beyond Pro-Choice v. Pro-Life” BB: “The US Government’s Role in Sterilizing Women of Color” 42 pages
Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses Week 13: Nov. 20-22 Thanksgiving Week Work on your final. Week 14: Nov. 1 Violence Against Women and Rape Culture Watch: Part of From Fear to Freedom Read: WVFV: “Resisting Gender Violence” pp. 537-564 WVFV: “Sex Trafficking in the U.S.” pp.568-571 WVFV: “Anti-LGBTQ Violence: Three Essays” pp.577-581 BB: “Rape Culture 101” BB: “The Scope of the Problem” BB: “Sexual Assault Prevention Tips” 48 pages Due:Wednesday by 11 pm - discussion board posts Friday by 11 pm - discussion board responses Week 15: Dec. 4-8 Activism, Positive Change, and Feminist/Womanist Futures Watch: Pray the Devil Back to Hell Read:WVFV: “Activism, Change, and Feminist Futures” pp. 692-714 BB: “Feminism: A Transformational Politic” BB: “Lessons for Transformation” BB: “Still I Rise” 40 pages
Attachment C: Change of Details Form (Model Form) (a) Practice Details Name of Practice Address (b) Changes to Practice Details Change of Practice Name □ New Practice Name: Change of Practice Address □ New Practice Address: Change of Telephone number □ New Telephone number: Change of Email □ New Email: Change of Contact for Administrative Requirements relating to Yellow Fever Vaccination (practice manager or other) □ New Contact Person: Other □ (d) Changes to Practitioners who are prescribing the yellow fever vaccine ADD REMOVE 1 Name: AHPRA Number: Course completion certificate attached: □ □ □ 2 Name: AHPRA Number: Course completion certificate attached: □ □ □ 3 Name: AHPRA Number: Course completion certificate attached: □ □ □ 4 Name: AHPRA Number: Course completion certificate attached: □ □ □
3.4 Benchmarking of the National Action Plans 70 3.5 Country implementation reports 71 BELGIUM 72 BULGARIA 74 CZECH REPUBLIC 76 FINLAND 79 FRANCE 81 GERMANY 83 HUNGARY 86 ITALY 82 LITHUANIA 91 THE NETHERLANDS 94 ROMANIA 96 SLOVAKIA 98 SLOVENIA 102 SPAIN 105 SWEDEN 108 SWITZERLAND 111 UNITED KINGDOM 114 List of Tables - Table 1a Legal Benchmark Results for Spent Fuel Storage by Countries 63 Table 1b Implementation Benchmark Results for Spent Fuel Storage by Facilities 64 Table 2a Legal Benchmark Results for Radioactive Waste Storage by Countries 65 Table 2b Implementation Benchmark Results for Radioactive Waste Storage by Facilities 66 Table 3 Cross Reference Table for WGWD Reports 1.0 and 2.0 based on short descriptions 69
S-12 A New evidence from Licence Conditions and Safety Assessment Principles S-13 A Updated regulatory guidance on management systems S-14 A Updated regulatory guidance on management systems S-31 A New regulatory guidance (Joint Guidance on Radioactive Waste) S-37 A New evidence from Licence Conditions and Safety Assessment Principles and regulations S-43 A Updated guidance on licence conditions
Ultimate Packing List Miscellaneous Medicine Me Pool First Aid Kit Toiletry Bag Towel Thermometer Brush Goggles Ibuprofen Hair Products Allergy Medicine Glasses and Case Misc Vitamins Contact Case Tickets Prescription Medicine Extra Contacts Travel Info Books Maps Toiletries/Liquids Baby Travel books Face Soap Diapers Umbrella Makeup Wipes Snacks Contact Solution Diaper Cream Travel Pillow Deodorant Changing Pads Neck Pillow Stain Remover Blankets Toys Dish Soap Lovey Laundry Detergent Pacifier Electronics Aloe Carrier Phone + charger Sunscreen Soap Ipad + charger Insect Repellent Sippy Cups Camera + batteries Lotion Snack Cups GPS Shampoo Plastic Silverware Nail Clippers High Chair Chapstick Pack ‘n Play Inflatable Bed Stroller Car Seat Ultimate Packing List Clothes Clothes/Shoes Kid #1 Kid #2 Kid #3 Me Short Sleeved Shirts Long Sleeved Shirts Pants Pajamas Underwear Socks Fleece Swimming Suits Shoes Toiletries Toothbrush Toothpaste Gear Winter Coat Rain Jacket Hat Sunglasses Gloves Base Layer Boots Rain Pants Other Passport Headphones Eye Mask
form A formulary document with blanks for the insertion of particulars predicate A term designating a property or relation string a datatype composed by a finite sequence of characters Abbreviated terms MFI Core and Model Mapping ISO/IEC 19763-2, Information technology – Metamodel Framework for Interoperability – Part-2: Core model and model mapping MDR Metamodel ISO/IEC 11179-3:[Ed 3 - date to follow], Information technology – Metadata registries (MDR) – Part 3: Registry metamodel and basic attributes Structure of MFI form model registration Overview of MFI form model registration Figure 1 shows the metamodel for the registration of forms. Figure : Form Structure Metamodel The metamodel for information model registration comprises the following metaclasses: Form Form_Template Compliance_Rule Form_Element Section_Element Presentation_Element Question_Element Ordering Ordered Unordered Text_Element Media_Element Prompt Input_Field Text_Field Local_Definition Expression Constant Variable Binary_Operation
Leckwith National Sports Centre - Waterbased Llanrumney HS Whitchurch HS Cardiff HS - 3G Cardiff HS - Sand Heath Park – 3G Gol Power League Pentwyn LC – 3G Carmarthen Maesygwendraeth CS ( Cross Hands) Carmarthen LC Llanelli LC Coleg Sir Gar Ammanford LC Llandovery Ysgol Tregib, Llandeilo Carmarthen RFC Barn Scarlets Llanelli Barn Ceredigion Aberystwyth Town FC Aberystwyth Univeristy Aberytwyth University Cardigan Synod Inn Lampeter Aberaeron Llandysul Conwy Coleg Llandrillo John Bright Llandudno Eirias indoor Barn Llandudno FC Abergele Dyffryn Conwy Llanrwst Bryn Elian - Colwyn Bay Aberconwy John Bright Llandudno Rydal - Colwyn Bay Denbighshire Rhyl Llangollen St Asaph Corwen Denbigh Prestatyn Ruthin Flinthsire Airbus Broughton Buckley, Elfed HS Deeside LC Connahs Quay HS Castell Alun HS Argoed Sports and Social Hawarden HS Holywell HS Mold LC Flint HS Holywell LC Mold RFC
Gwynedd Bangor City FC Bethesda LC Ysgol Botwnnog Bala Town FC Penygroes LC Ysgol Sir Hugh Owen Ysgol Brynrefail Ysgol Friars Tywyn Ysgol Y Moelwyn Bangor University Ysgol Y Berwyn Pwllheli Sports Club Dwyfor LC Madog Sports Club Glaslyn LC Arfon LC Bangor Pool Merthyr Tydfil Merthyr Town FC Cyfartha HS Aberfan Grove Field Merthyr RFC Pen Y Dre CS Gurnos Community Centre Merthyr Tydfil Leisure Village Monmouthshire Caldicot LC Abergavenny LC Monmouth LC Chepstow LC Monmouth Boys Monmouth Girls Caldicot LC Neath Port Talbot NPTC Llandarcy Academy Neath LC Cwrt Sart Ysgol Bae Baglan Pontardawe LC Cefn Saeson Afan Lido LC Dyffryn CS Ysgol Bae Baglan Cymer Afan Llangatwg Gwaun Cae Gurwen Banwen Glyncorrwg Llandarcy Indoor Barn 3G Llandarcy ATP
References The following referenced documents are indispensable for the application of this document. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies. ISO/IEC 19763-1, Information technology – Metamodel framework for interoperability (MFI) – Part 1: Reference model ISO/IEC 19763-3, Information technology – Metamodel framework for interoperability (MFI) – Part 3: Metamodel for ontology registration ISO/IEC 19763-5, Information technology – Metamodel framework for interoperability (MFI) – Part 5: Metamodel for process model registration ISO/IEC 19763-7, Information technology – Metamodel framework for interoperability (MFI) – Part 7: Metamodel for service registration ISO/IEC 19763-8, Information technology – Metamodel framework for interoperability (MFI) – Part 8: Metamodel for role and goal registration ISO/IEC 19763-10, Information technology – Metamodel framework for interoperability (MFI) – Part 10: Core model and basic mapping ISO/IEC 11179-6, Information technology – Metadata registries (MDR) – Part 6: Registration Terms, definitions and abbreviated terms Terms and definitions For the purposes of this part, the terms and definitions contained in ISO/IEC 19763-3, 5, 7, 8, 10 and the following shall apply. search term term specified by the user in the search request type target class in the MFI model to be used in the search, e.g., goal, process or service return type kind of models that the user would like to find in the search Abbreviated terms BPMN Business Process Modeling Notation (see OMG BPMN) MFI Metamodel framework for interoperability [ISO/IEC 19763-1: 2007, 4.2] ODMS On Demand Model Selection
JP 01 276 287 4 ED Duplicate Line 265 - 275 Remove line 276 – 287. resolved - two subclauses will be added to make the differing levels of conformance explicit. JP 02 378 379 9.1 ED “rules may be recorded” is inconsistent with the Conformance clause (4). It says “…shall have its rules documented. Change to “rules shall be recorded” resolved - text will be added to clause 9.1 to clarify JP 03 900 Annex B Semantic Rules c. ED Japanese translation of Total Amount is incorrect. “総計” should be “合計金額”. accepted JP 04 920 Annex B Semantic Rules g. ED Japanese translation of Amount is incorrect. “計” should be “金額” accepted JP 05 935 Annex B Syntactic Rules d. ED Japanese translation of Cost Budget Period Total Amount is incorrect. “経費予算期間総計 or 経費・予算期間・総計” should be “経費予算期間金額合計 or 経費・予算期間・金額合計” accepted JP 06 952 Annex B Lexical Rules d. ED Japanese translation of Cost Budget Period Total Amount is incorrect. “経費予算期間総計 or 経費・予算期間・総計” should be “経費予算期間金額合計 or 経費・予算期間・金額合計” accepted
World History HONORS Midterm Review Guide Your Midterm is 50 Multiple Choice questions. Below is a chapter by chapter breakdown of the terms/concepts/people you should know for the midterm. Another helpful review suggestion is to re-read “The Story Matters” & the “Place & Time” pages at the beginning of each chapter covered on the midterm. Chapter 1: “The Rise of Civilization” What are the characteristics of traditional societies in the Paleolithic & Neolithic eras? What influenced the development of permanent settlements? Define polytheism vs monotheism What are the characteristics common to early civilizations? Chapter 2: “The Spread of Civilization” How & where did Judaism emerge? What religious practices did they follow? What are similarities & differences between Christianity & Judaism? Chapter 3: “Early Empires in the Ancient Near East” What is the Code of Hammurabi? What principle is central to this code? Chapter 4: ”The Ancient Greeks” What is an oligarchy? What period followed the rule of Alexander the Great? (resulted from Greece’s military dominance) Chapter 5: “India’s First Empires” What are the origins, similarities & differences between Hinduism & Buddhism How did the caste system emerge? What is its origin & impact on society? Chapter 6: “The First Chinese Empires” Who was Confucius? Why did he develop his philosophy? What are the basic principles of Legalism? Chapter 7: “The Romans” What were the reasons for the persecution of Christians in the Roman Empire? What was the Pax Romana? Chapter 8: “The Byzantine Empire and Emerging Europe” What are the reasons for the fall of the Roman Empire? What are the origins, practices & beliefs of JUDAISM What are similarities and differences in beliefs of Christianity, Judaism & Islam? Chapter 9: “Islam and the Arab Empire” What is the definition of diffusion? Where did Islam originate? What are the two main reasons for the diffusion of Islam to other parts of the world? Chapter 10: “Medieval Kingdoms in Europe” What was the purpose of the Magna Carta? How is the Magna Carta similar to the English Bill of Rights (that is Ch. 18)? What is the Code of Chivalry?
Accomplishments/Challenges Evidence Funding for secure entrances for Conley, Duval, and Indian Head Schools, roadway at WHRHS Security cameras, Door numbering Funding was approved at Town Meetings in 2017-2018 Revised CEMP Meetings with Police & Fire Tabletop Exercises Restructuring of District Team Restructuring of District Team Includes internal/external members: Police, Fire, SROs, 3 principals, site-based staff, Facilities Director, Technology Director, Central Office Training Opportunities ALICE, Safety Drills, and shooter demonstration, Restraint Training School-based and district communication Not yet – 2018-2019: NIMS training, on-line ALICE training Site-specific maintenance plan Not yet – in progress
3.2.19 metadata registr MDR information system for registering metadata (3.2.16) 3.2.20 metamodel data model (3.2.7) that specifies one or more other data models 3.2.21 name designation (3.2.9) of an object by a linguistic expression 3.2.22 object anything perceivable or conceivable NOTE Objects ma also be material (e.g. an engine, a sheet of paper, a diamond), immaterial (e.g. a conversion ratio, a project plan), or imagined (e.g. a unicorn). [ISO 1087-1:2000, 3.1.1] 3.2.23 registry item metadata item (3.2.17) recorded in a metadata registry (3.2.19) 3.2.24 registry metamodel metamodel specifying a metadata registry (3.2.19) 3.2.25 terminological sstem concept system (3.2.4) with designations (3.2.9) for each concept (3.2.3) Alphabetical list of terms used in the metamodel This sub-clause provides definitions for terms used in this Part of ISO/IEC 11179, which are the names of metadata objects in the metamodel specified in ISO/IEC 11179-3. 3.3.1 administrative information <metadata registry> information about the administration of an item in a metadata registry (3.2.19) EXAMPLES creation date, last change date, origin, change description, explanatory comment 3.3.2 administered item registry item (3.2.23) for which administrative information (3.3.1) is recorded 3.3.3 administrative status designation (3.2.9) of the status in the administrative process of a registration authority (3.3.24) for handling registration requests
Homerton University Hospital. How to find us. Useful contacts Borough of Hackney Hackney Community Services at Homerton: 020 8510 7622 Hackney Community Services at Hackney Council: 020 8356 5000 www.hackney.gov.uk Patient Advice and Liaison Team (PALS) PALS provide information and support to patients and carers and will listen to your concerns, suggestions or queries. The service is available between 9am and 5pm. Telephone 0208 510 7315 or email: pals@homerton.nhs.uk For information on the references used to produce this leaflet, please ring 020 8510 5302/5144 or email If you require this information in other languages, large print, audio or Braille please telephone the Patient Information Team on 0208 510 5302/5144 or email: Produced by: Women’s & Men’s’ Health Physiotherapy Team NHS Foundation Trust Homerton Row, E9 6SR T: 020 8510 5555 W: www.homerton.nhs.uk E: enquiries@homerton.nhs.uk Date produced: May 2014 Review date: May 2016 Women’s & Men’s Health Physiotherapy Service Information Booklet Information for Men Physiotherapy Department IMRS Division
Registration is more complex than a simple indication whether a metadata item is either registered or not. Although it is tempting to insist that onl "good" metadata ma be registered, that is not practical. Therefore, improvement in the qualit of administered items is divided into levels called registration status. In addition, there are status levels for administration between each of these qualit levels. Collectivel, these status levels are called administrative status. The indicate the point in the registration life ccle currentl attained for an administered item. The provenance of metadata, the chain of responsibilit is managed in an MDR, too. The tasks and roles of the registration authority, responsible organization, and submitting organization are described. A framework for the registration process to be used in an MDR is provided. Registration is both a process and a goal. The assignment of an identifier, qualit status, life-ccle status, and describing provenance are goals. The rules b which these goals are accomplished is the process. Basic Principles for Appling ISO/IEC 11179, Parts 16 Each Part of ISO/IEC 11179 assists in a different aspect of metadata creation, organization, and registration; and each Part shall be used in conjunction with the other Parts. ISO/IEC 11179-1 establishes the relationships among the Parts and gives guidance on their usage as a whole. ISO/IEC 11179-3 specifies metadata items a registration applicant shall provide for each object to be registered. Detailed characteristics of each basic attribute are given. Because of their importance in the administration of metadata describing data constructs, three of the attributes (name, definition, and identification) are given special and extensive treatment in two documents. ISO/IEC 11179-4 shall be followed when constructing data definitions. Identification and naming shall follow principles set forth in ISO/IEC 11179-5. ISO/IEC 11179-2 specifies a set of attributes for use in the registration and administration of classification schemes and their components. Metadata items are registered as registr items and administered as administered items in an MDR. ISO/IEC 11179-6 provides guidance on these procedures. Conformance There are no specific conformance criteria for this Part of this International Standard. ISO/IEC 11179-1 is a framework that ties the other parts of the standard together. As such, conformance is not an issue for this Part. Each of the other Parts has its own conformance clause.
DEC Name Country Identifier DEC Definition An identifier for a primary geopolitical entity of the world. Object Class Country Property Identifier DEC Entry Identifier {RAI}12468:1 Conceptual Domain (CD) Context Registry CD Name Country CD Definition The primary geopolitical entities of the world. CD Entry Identifier {RAI} 2468:1 CD Origin ISO 3166:1 Value Meaning (for each VM) The primary geopolitical entity known as <China> VM Begin Date (for each VM) 19970110 VM End Date (for each VM) (Not applicable) VM Identifier (for each VM) <Assigned by system as 1001…1230: one to each VM> 7 Concept Scheme Examples Classification Values for Concept Type Keyword Country, Address, Mailing Group Mailing Address Object Address, Country Concept Scheme Membership Level Specialization 8 Registration and Administrative Status DE Registration Status Recorded DE Administrative Status In Quality Review VD Registration Status Standard VD Administrative Status Final DEC Registration Status Recorded DEC Administrative Status In Quality Review CD Registration Status Standard CD Administrative Status Final
(informative) Concordance table for item names PART 5 ITEM PART 5 CLAUSE PART 3 ITEM PART 3 CLAUSE concept 1,10 Concept class 9 data element 1 Data_Element class 11.5 data element concept 1 Data_Element_Concept class 11.2 conceptual domain 1 Conceptual_Domain class 11.3 value domain 1 Value_Domain class 11.3 designatable item 1,4,5,7,8,9,10,A Designatable_Item class 7.3 designation of designatable item 1,6.8.10,A attribute of Designation class: sign 7.3 name 1,6,7,8,9,10,A,B attribute of Designation class: sign 7.3 naming convention 1,4,6,7,8,9,10,A,B Naming_Convention class 7.3 scope rule 4,8,9,A,B attribute of Naming_Convention class: scope_rule 7.3 authority rule 4,8,9,A,B attribute of Naming_Convention class: authority_rule 7.3 semantic rule 4,8,9,A,B attribute of Naming_Convention class: semantic_rule 7.3 syntactic rule 4,8,9,A,B attribute of Naming_Convention class: syntactic_rule 7.3 lexical rule 4,8,9,A,B attribute of Naming_Convention class: lexical_rule 7.3 uniqueness rule 4,8,9,A,B attributes of Namespace class: one_name_per_item_indicator; one_item_per_name_indicator 7.3
STANDARD 8 NOTES World Wars legacy WMDS & proliferation risks (chemical, biological, nuclear weapons that cause enormous amounts of damage and kill indiscriminately) Sanctions-policies to discourage development Nuclear Club America uses atomic weapons first, Soviets develop own 9 states have tested nuclear weapons to date, NPT tries to limit access 2018 North Korea and Iran issues CBW WW I legacy & Ban Use as a terrorist weapon Social changes Changing role women and minorities TOTAL WAR “crimes against humanity” as the holocaust and genocide, leade5rs held responsible at Nuremberg & Japan, today International Criminal Court. Why won’t US join? II. Post-WWII Conflicts A. . Cold War 1. . Ideological war between the United States (capitalism) and the Soviet Union (communism). Churchill refers the IRON CURTAIN which has descended, separates the ideological ‘blocs’. NATO and WARSAW PACTs form as military alliances. 1. Standoffs: a. Berlin Blockade and Airlift i. After World War II ended, Soviets and the Allies co-occupied Berlin as Germany was divided into an eastern half (Russian) and a western half (Allies). Berlin itself was also divided. b. Cuban Missile Crisis i. 1962 standoff between the United States and the Soviet Union over missiles located in Cuba. After the Soviets sent the missiles to Cuba, President John F. Kennedy put up a blockade to prevent shipments. After a tense few days, the Soviet missiles were removed. 2. Shooting a. Korea i. Korea became a divided nation after Japanese occupation in World War II. The Truman Doctrine was designed to stop, CONTAIN, the threat of communism.There was Communist North Korea and Noncommunist South Korea. They were divided by the 38th parallel. ii. North Korea invaded the South in June 1950. The Truman Doctrine got the US involved. iii. After a push by both sides, an armistice was signed in 1953, but troops remained stationed on either side of the demilitarized zone (DMZ). iv. No peace treaty was ever signed. v. today b. Vietnam
World History One Final Exam Study Guide Ancient Greece Please identify and give the significance of the following terms on a separate sheet of paper. Knossos Shrine Fresco Trojan War Strait Homer Polis Assassination Assimilate Helots Acropolis Citizen Phalanx Tyrant Legislature Alliance Direct Democracy Comedy Herodotus Stipend Jury Ostracism Philosopher Logic Rhetoric Parthenon Tragedy Alexandria Greek Geography: What is it like? How did it effect the development of Greek institutions? Two Ancient Civilizations that began in Greece: Minoans: Mycenaeans:
Sources for PART ONE of the Performance Task: Source One: Overview of Paleolithic Era Paleolithic; Over the last 40,000 years of the Paleolithic Age, human beings developed an array of survival tactics and social dynamics that allowed them to prosper. Researchers have pieced together evidence left by early modern humans to paint a picture of what daily life was like for them. Early modern people were nomads who survived by hunting and gathering for food. Typically, 20 to 30 people lived together in small bands... In general, men hunted and fished. Women and children gathered berries, fruits, nuts, grains, roots, or shellfish. Nomads were free to roam where ever they wanted, as long as food was available. Some people of the Paleolithic learned to travel across water, which helped them to spread to new places. Since the lifestyles of early modern humans were dependent on the group for survival, there was little to no concept of social class. A society with no social class is called “egalitarian”. This meant that men and women accepted their roles as equally responsible for the survival of the group. Nomads began the practice of burying their dead, believing the world was filled with spirits and forces that resided in animals, objects and dreams. This practice was called Animism. Source: World History: Prentice Hall 2007 pages 11-15 Source 2 Overview of Neolithic Era Neolithic: Due to the Neolithic Revolution, human beings began to change their lifestyle. These changes included where they lived, the activities that filled their day, and the development of social classes. The Neolithic Revolution signified a change in the lifestyle of human beings. Settling down into permanent villages, humans developed farming techniques that allowed for the creation of a food surplus. This situation would work as a catalyst for significant changes to the lifestyles of human being. Food surplus allowed for populations to grow and provided people the time to think about ways of improving their lives. The domestication of plants and animals allowed humans to use animals for more than just food and skins. Early villages later grew into the first cities, allowing for great change in the political, economic, and social conditions for human beings. However, wars, conflicts and diseases increased as people settled in villages.
Assess: What are the Egyptians’ Perceptions/Views of Their Natural World? Assess: What are the Mesopotamians’ Perceptions/Views of Their Natural World? Infer: What Are the Egyptians’ Views of the Supernatural (Their Deities)? Infer: What are the Mesopotamians’ Views of the Supernatural (Their Deities)? Making Inferences: How does Geography Influence Political Power?
NOTE Data can be processed by human or automatic means. [ISO/IEC 2382-1:1998 (01.01.02)] 4.3.6 data model graphical and/or lexical representation of data, specifying their properties, structure and inter-relationships [ISO/IEC 11179-3:2003 (3.2.11)] 4.3.7 definition representation of a concept by a descriptive statement, which serves to differentiate it from related concepts [ISO 1087-1:2000 (3.3.1)] 4.3.8 designation representation of a concept by a sign that denotes it [ISO 1087-1:2000 (3.4.1)] 4.3.9 entity any concrete or abstract thing that exists, did exist, or might exist, including associations among these things EXAMPLE A person, object, event, idea, process, etc. NOTE An entity exists whether data about it are available or not. [ISO/IEC 2382-17:1999 (17.02.05)]. 4.3.10 language system of signs for communication, usually consisting of a vocabulary and rules [ISO 5127:2001 (1.1.2.01)] 4.3.11 mandatory always required NOTE 1 One of three obligation statuses applied to the attributes of metadata items, indicating the conditions under which the attribute is required. See also optional (4.3.36). NOTE 2 Obligation statuses apply to metadata items with a Registration Status of "recorded" or higher. [ISO/IEC 11179-3:2003 (3.2.17)] 4.3.12 metadata data that defines and describes other data [ISO/IEC 11179-3:2003 (3.2.18)]
The Model-Value Rule is constraints of the metaclass LevelPair Rule between Model level and Value level. Model-Value Rule provides constraints and derivations defined between upper / lower source and upper / lower target model components. The transformed lower model components are sets of objects, in MOF extents, of the types of the not registered packages only. Model-Value Rules are defined in the context of those model components. -upperRuleType shall be the code of ‘Mapping’ or ‘Relationship’ -lowerRuleType shall be the code of ‘Computation’ -sourceUpper shall be in Model level, and sourceLower may be in Model level -targetUpper shall be in Model level, and targetLower may be in Model level Transformation Transformation is a subclass of AdministeredItem and a metaclass designating the transformation definition between source and target of ModelDomainProfile / ModelComponentSet. (1) Superclass AdministeredItem (from MDR-ByMOF) (2) Attributes 1. name: string[1..1] -Use: Mandatory -Description: The identifier of transformation between ModelDomainProfile / ModelComponentSet 2. transformationType: typeCode[1..1] -Use: Mandatory -Description: The type of transformation, it may be specified using a code for ‘Compilation type’, ‘Projection type I’, ‘Projection type II’ or ‘Transfer type’ (see Table 6). Table 6- Transformation Types Type Description Compilation type Compile the source into the target by generating Projection type I Project subset of the source on the target by generating Projection type II Project subset of the source on the target by matching Transfer type Transfer the modified source into the target by matching (3) References 1. levelPairRule: LevelPair Rule[1..*] -Use: Mandatory
Post Held Department or Section Main duties Date appointed Date left Employer’s Name Employer’s Address & Postcode Employer’s Telephone No. Reason for Leaving Current Salary and Additions (if in Local Government) Notice required to present Employer Can we contact you at work? (Delete as appropriate) Yes / No DETAILS OF ALL PREVIOUS EMPLOYMENT – Most recent first. Enter details of all your work experience Including periods of non-employment, unpaid voluntary work and study. Name and Full Address of Employer Date of Employment (From - To) Position held and main duties – giving Grade and salary if known Reason for leaving Name and Full Address of Employer Date of Employment (From - To)
The Ministry of Health know Whāia Te Ao Mārama 2012 – 2017 has made some things better for tāngata whaikaha because more: Māori are using disability support services Māori are using services that give them choice and control tāngata whaikaha choose to live in the community with support tāngata whaikaha choose how they are supported tāngata whaikaha choose who they get support from.
Māori freehold land trust. To make this goal real whānau and other organisations can: make sure tāngata whaikaha have chances to join in with things like: Matariki kapa haka sports like waka ama Te Reo Māori courses iwi sports
Outcome 3: Te Ao Hurihuri If we follow this plan tāngata whaikaha will join in with their communities. The goal of Te Ao Hurihuri is for tāngata whaikaha to join in with their communities. Tāngata whaikaha will have more chances to get jobs.
Self advocacy is standing up for yourself to make sure you have a good life. Other organisations can also get rid of the things that stop tāngata whaikaha from getting the services they need. For example: District Health Boards could make sure tāngata whaikaha can get the information they need in ways that are easy to: read understand.
make things for Māori communities that will help them to understand disability. To make these goals real tāngata whaikaha and whānau can: help train people give their time to hand out information about tāngata whaikaha in their communities take information about tāngata whaikaha to whānau events share their lived experience Lived experience means the things people have: done in their lives
Torino This is a double spiral shape. In Te Ao Māori the torino is about the light that was created when Ranginui and Papatūānuku were separated. Waka A waka is a Māori canoe. Whāia Te Ao Mārama The Māori Disability Action Plan.
known and not primary contact) Provide a brief description of your organisation(s)/practice(s)/pharmacy(ies) etc. This can include: size enrolled population population characteristics eg, ethnicity or proportion of high need. very low cost access practice (VLCA) integrated family health centre (IFHC) other special characteristics. This description helps the Commission to assess equity. Are there any potential or perceived conflicts of interest you are aware of in this proposal? If so, please declare these. For example: Is anyone involved in this project working for the Commission in any capacity, or possess a commercial interest in the outcome of the project? Section 3: Project information Evidence What is the problem you are trying to address? Why is this a problem? Describe the problem and how you know that this is a problem. What is the scale and scope of the problem? Provide quantitative and/or qualitative data about the problem, including data about existing inequities. What are you proposing to do? Describe your ideas for change. For projects with a medicine access equity focus, identify the primary and related secondary drivers the project is likely to impact.
Section 4: Project objectives Please use extra space if required to describe your project. Strategic fit How will this project contribute to the three strategic priority areas for primary care including: equity and, if applicable, medicine access equity? consumer engagement? Integration? Does the problem affect some population groups more than others? How will the proposal seek to address health equity or medicine access equity? Review the evaluation guidelines on page 15 and provide a description of how your proposal will meet these criteria and if applicable medicine access equity criteria. Achieving your goals How will you know if you have made a difference? How will you monitor your project delivery and success? What is the timeframe for achieving improvement? How well would your project transfer to other health providers? What data/measures will you collect and how will you collect them? How much data do you already have? Please explain how the focus areas would be measured: equity and, if applicable, medicine access equity integration consumer engagement. Describe the possible barriers and obstacles that might hinder your improvement efforts. How long will you need to show sustainable change? What are the opportunities for your initiative to be spread across the sector and how can sustainability be assured? Resourcing Briefly describe how your organisation will resource and support your improvement project. PHO support Briefly describe how your PHO has endorsed your proposal.
Agenda PICES WG 38 (Meso/submeso) Business Meeting Saturday, September 23, 2017, Room D0501, Bldg. B, Far Eastern Federal University (FEFU) in Vladivostok, Russia 9:00-9:15am Annalisa Bracco & Hiromichi Ueno: Welcome and Introduction. Goals of the day 9:15-9:45am Hiromichi Ueno: Mesoscale processes and their impact in the North Pacific 9:45-10:00am Questions and Discussion 10:00-10:30am Dongfeng Xu: Slope currents and the influence of mesoscale eddies. 10:30-10:45am Questions and Discussion 10:45am-11:00am BREAK 11:00-11:30am Elena Ustinova: Mesoscale processes and fish-migrations/fishing-grounds 11:30-11:45am Questions and Discussion 11:45-12:15am Sachihiko Itoh: Impacts of physical variability at the meso- and submeso-scales on larvae transport and marine fish 12:15-12:30am Questions and Discussion 12:30:2:00pm LUNCH 2:00-2:30pm Sung Yong Kim: Observing meso/submesoscale turbulence using radar observations 2:30-2:45pm Questions and Discussion 2:45-3:15pm Annalisa Bracco: Seasonality of submesoscale dynamics, coastal implications and modeling techniques 3:15-3:30pm Questions and Discussion 3:30-3:45pm BREAK 3:45-5:45pm Discussion of Objectives of the WG; pathways forward; Membership, Publications, Future Activities
Teacher: Ramsay Course: AP World History Period(s): 4 and 6 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): Mongols: Analysis of source work – primary and secondary No classes – Election Day Periodization discussion: What changed and why? Secondary Source Reading: Southernization by Lynda Shaffer Secondary Source Reading: Southernization by Lynda Shaffer Standards or Frameworks: AP Concepts: 3.1.1-3.4.3 AP Concepts: 1.1-3.1 AP Concepts: 1.1-3.1 AP Key Concepts: 3.1-3.4.3 AP Key Concepts: 3.1-3.4.3 Activities: Lecture/discussion SAQ writing Lecture/discussion Harkness discussion Secondary Sources work Reading for understanding Developing synthesis . Secondary Sources work 1.Reading for understanding 2. Developing synthesis Classwork / Homework All assigned work is posted on Schoology
OK. So, you’ve seen the explorers and their impact. But, we’ve overlooked a major event. Arguably, the MAJOR EVENT of all time. There are three major things that have happened since the Big Bang. Neolithic Revolution (Farming) Columbian Exchange (Trade) Industrial Revolution (Industry) Let’s look at the one that dominates the Early Modern Era… The Columbian Exchange. 4.1 Globalizing Networks of Communication and Exchange When I say its super important, I’m not just saying it because I think so (and I do). The Columbian Exchange has been featured or cameo-ed in multiple AP World History essays. Here are some common misconceptions: The Columbian Exchange was a trade route. No. It wasn’t. The phrase “Columbian Exchange” wasn’t even coined until the 20th century. It simply refers to the opening up of new ideas, raw materials, and disease that followed the European arrival in the New World. That’s all. 2. It all happened at once. It’s not an it. There is no it. There is no thing. It just refers to the gradual introduction of products, disease, and avacados. 3. It only affected the 15th Century. The impact of this thing is immense. Why do Italians use tomatoes? The Columbian Exchange. Why do Irish people eat potatoes? The Columbian Exchange. Why are there so many Chinese people? The Columbian Exchange. It’s kind of a big deal. HERE's () what ya boy Johnny Green thinks. Argh. Enough boats. Next’s all about culture. We’ve already looked at the major event of the Early Modern Era: European Maritime activity (that’s a nice way to put it… you could just call it Non-Stop Let’s look at some of the Cultural things happening in this era… beyond the boats. 4.1 Globalizing Networks of Communication and Exchange:
WHAP Unit 2 Chapter 3 Reading Guide Name: Date: Hour: Read Chapter 3 and Identify the following: 1.Achaemenid dynasty: 2.Cyrus: 3.Darius: 4.Ahura Mazda: 5.Satraps: 6.Royal Road: 7.Persepolis: 8.Hellenes: 9.Citizens: 10.Helots: 11.Solon: 12.Pericles: 13.Greco-Persian Wars: 14.Battle of Marathon: 15.Democracy: 19.Sparta: 20.Alexander the Great: 21.Greek Empire: 22.Alexandria: 23.Ptolemaic Empire: 24.Seleucid Empire: 25.Hellenism: 26.Patricians: 27.Plebeians: 28.Senate 29.Twelve Tables: 30.Punic Wars: 31.Carthage: 32.Roman Empire: 33.Julius Caesar: 37.Qin dynasty: 38.Qin Shihuangdi: 39.Legalism: 40.Great Wall of China 41.Han dynasty: 42.Sui dynasty: 43.Han Wudi: 44.Yellow Turban Rebellion: 45.Tang dynasty: 46.Song dynasty: 47.Aryans: 48.Mauryan Empire: 49.Arthrashastra: 50.Ashoka: 51.Rock and Pillar Edicts:
C. Imperial societies relied on a range of methods to maintain the production of food and provide rewards for the loyalty of elites. Latifundia: (pg 232) Slavery: Taxation: Legalism in China: D. Patriarchy (Explain its practice in each location) Persia: Greece: Rome: IV. The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural, and administrative difficulties that they could not manage, which eventually led to their decline, collapse or transformation into successor states. A. Environmental damage caused by empires Persia: Romans: China: India: B. External problems along frontiers/threats of invasion Persia: Romans: China: India: Chapter 3 - Big Questions (Short Answer Responses required) What common features can you identify in the empires described in this chapter? In what ways do they differ from one another? What accounts for those differences? How do these empires of the second-wave of civilizations differ from the political systems of the First Early River Valley Civilizations? How did centralized governments, elaborate legal systems and bureaucracies help to organize their subjects in these emerging ‘states’ and ‘empires’? Using diplomacy? Building fortifications, defensive walls, and roads? Drawing new groups of military officers and soldiers from the local populations or conquered people? Hierarchies existed in these societies… put the following groups of people in order from low to high… Artisans, merchants, laborers, cultivators, elites, slaves What were some of the causes for the decline, collapse, and transformation into successor empires or states for the following empires? Roman, Persian, Han, Mauryan and Gupta?
WHAP Unit 2 Chapter 4 Reading Guide Name: Date: Read Chapter 4 and Identify the following: Hour: 1.Confucius/Kong Fuzi: 2.Analects: 3.Ancestor veneration: 4.Lessons for Women: 5.Laozi: 6.Daodejing: 7. Yin and yang: 8.Vedas: 9.Brahmins: 10.Upanishads: 11.Brahman: 12.Atman: 13.Moksha: 14.Karma: 15.Law of Manu: 16.Siddhartha Gautama: 19.Buddha: 20.Nirvana: 21.Theravada: 22.Mahayana: 23.Bodhisattvas: 24.Mahabharata 25.Ramayana: 26.Bhagavad Gita: 27.Zoroastrianism: 28.Zarathustra: 29.Abraham: 30.Yahweh: 31.Socrates: 33.Pythagoras: 34.Hippocrates: 35.Plato: 36.Republic: 37.Aristotle: 38.Jesus of Nazareth: 39.Paul of Tarsus/St.Paul: 40.Martyr: 41.Council of Nicaea: 42. Theocracy: 43. Jewish Diaspora: 44. Twelve Tables: 45. Judaism:
Which of the religions mentioned in this chapter emphasized filial piety? What is filial piety? How would you support both sides of this statement? “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” In what ways different ways did religious or cultural traditions define purposes of human life? Why was slavery so much more prominent in Greco-Roman civilization than in India or China? What changes in the patterns of social life in the second-wave of civilization can you identify in Chapters 4-5? What accounts for these changes? Identify and briefly describe the following images: WHAP Unit 2 Chapter 5 Reading Guide Name: Date:
Hour: Read Chapter 5 and Identify the following: 1.Emperor Wu Di: 2.Civil Service Examination: 3.Bureaucracy: 4. Wang Mang: 5.Scholar-gentry: 6.Yellow Turban Uprising: 7.”Great Peace”: 8.Caste System: 9.Varna: 10. Brahmin: 11.Kshatriya: 12.Vaisya: 13.Sudra: 14.Untouchable: 15.Jati: 16.Slavery: 17.Barbarian: 18.Spartacus: 19.Empress Wu: Key Concept 2.1 The Development & Codification of Religious & Cultural Traditions III. Belief systems affected social roles and structure. How or in what way did belief systems affect social roles or social structure? Daoism: Hinduism: Buddhism: Christianity: Confucianism: Key Concept 2.2 Development of States and Empires III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas
consultancies identified company restructures or redundancy as a reason for losing staff, compared with 38% in 2012. It appears that the labour market for design employees may have strengthened since 2012, with more making a shift of their own making, rather than as necessitated by a restructure or redundancy. Difficulties in Recruitment All who had attempted recruitment in the past year, in both design consultancies and businesses with staff, were asked if they had experienced difficulties in recruiting suitably qualified and experienced design staff. While recruitment difficulties appeared to have eased for design consultancies in 2012, this was not the case in 2015. The proportion of consultancies saying recruitment is a very serious problem (26%) has risen even higher than was recorded in 2008 (24%), while the percentage reporting that finding suitably qualified design staff is not really a problem shrunk to only 28% (52% in 2012), as shown in the chart below. This reaffirms the notion that the labour market for design professionals may have strengthened considerably since 2012. For in-house departments, the proportion reporting that recruitment is a problem or a very serious problem (15%) is relatively similar to 2012 (16%) while the number saying it is not really a problem (69%) or only minor (15%) have both grown. Figure Difficulties in recruiting staff BD4a/DD4a: In recent years have you had any problems in recruiting suitable design staff? (Base: Consultancies: All who have recruited, or attempted to recruit design staff: n=138. Businesses: All with design staff n=229) Organisations that saw recruitment as a problem were asked what kinds of problems they face, and the responses are summarised in the following table. The issues identified are very similar to those mentioned in 2012 and 2008. In summary, respondents believe there are not enough appropriately skilled workers available. In-house departments in particular believe there are not enough graduates in relevant disciplines (30%). A potentially emerging issue for design consultancies is that they believe prospective employees exhibit little interest in their business due to low wages and a lack of permanent positions (9% compared to 3% in 2012). Figure Problems in recruitment
WHAP Unit 3 Chapter 9 Reading Guide Name: Date: Hour: Read Chapter 9 and Identify the following: Bedouins Kaaba Quraysh dar al-Islam Muhammad Allah The Quran Mecca Muslim Hijra Umma Five Pillars Jihad Medina Sharia Battle of Talas “people of the book” Dhimmis Jizya Caliph Rightly Guided Caliphs Abu Bakr Shia Sunni Ulama Imams Umayyad Dynasty Abbasid Dynasty Baghdad Sultanate “honor killing” Hadiths Mullahs Hajj Sufis Sikhism Ibn Battuta Mansa Musa Cordoba al-Mansur Madrassas Shaykhs House of Wisdom Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks I. Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly active trade networks. A. Existing trade routes flourished and promoted the growth of powerful new trading cities. C. The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies, including more sophisticated caravan organizations; use of the compass, astrolabe, and larger ship designs in sea travel; and new forms of credit and monetization. D. Commercial growth was also facilitated by state practices, trading organizations, and state-sponsored commercial infrastructures. E. The expansion of empires facilitated Trans-Eurasian trade and communication as new peoples were drawn into their conquerors’ economies and trade networks.
Working Group 4B Network Timing Single Source Risk Reduction Chair: Jennifer Manner FCC Liaison: Emil Cherian Working Group 5 Cybersecurity Information Sharing Co-Chairs: Rod Rasmussen, Christopher Boyer, Brian Allen FCC Liaisons: Greg Intoccia & Vern Mosely Working Group 6 Secure Hardware & Software Co-Chairs: Brian Scarpelli & Joel Molinoff FCC Liaisons: Steven McKinnon & Emily Talaga Working Group 7 Cybersecurity Workforce Co-Chairs: Bill Boni & Drew Morin FCC Liaison: Erika Olsen Working Group 8 Priority Services Co-Chairs: William Reidway & Thomas Anderson FCC Liaisons: Tim Perrier & Ken Burnley Working Group 9 Wi-Fi Security Chair: Brian Daly FCC Liaisons: Peter Shroyer & Kurian Jacob Working Group 10 Legacy Systems Risk Reduction Co-Chairs: John Kimmins & Danny McPherson FCC Liaison: Steven McKinnon