zilongwang/ReadingBank huggingface dataset:
prevails over any provision to the contrary in this subchapter. 1.0805 Sign Structural And DAC Requirements (1) of the various classifications stated in the table contained in sub. (2) shall comply with the requirements stated in the table. (2) Sign structural and DAC requirements. Signs shall be constructed according to the requirements of the ordinance and the following parameters: Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display means none) Miscellaneous DAC Req? Awning No more than 33 % of awning area Height of building 1 Yes Banner 40 8 1 Yes Blade 4 10 1 per unit May be double-sided. Yes Campaign Property up to 2 32 total 4 Any number subject to area limit Election campaign period. double-sided. No Campaign Property more than 2 acres 32 per 2 4 Any number subject to area limit Election campaign period. May be double-sided. No one sign may be more than 32 square feet in area. No Canopy No more than 33 % of canopy area Building height 1 Yes Construction 8 6 3 During project, and within 7 days completion May be double-sided. No Development - General 32 8 1 May be Yes Type limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req? Development – 45 mph speed limit or more 96 16 1 May be Yes
Directional 4 6 5 May be double-sided. Administrator may allow more if property requires/ No Farm Crop ID 3 6 1 per row During growing season May be double-sided. No Farm ID 32 8 1 May be double-sided. No Government 32* 8* 1* *May be larger to meet MUTCD rules No Ground -- General 32 8 1 May be double-sided. Bottom of sign must not be more than one foot above grade Yes Ground -- 45 mph speed limit or more 96 16 1 May be double-sided. Bottom of sign must not be more than one foot above grade Yes Home-based Business 16 6 1 May be double-sided No Inflatable N/A 15 1 No more than15 days Yes Marquee ½ front area of the building (all sides total) Building height 1 Yes Notification 4 6 5 Administrator may allow more if layout requires No Open/closed 4 No Political Property up to 2 acres 32 total 4 Any number subject to area limit Maybe double-sided. No Political Property more than 2 acres 32 per 2 4 Any number subject to area May be double-sided. No one sign may be more than 32 square feet in area. No Portable 32 6 1 15 days May be double-sided. No Post 32 6 1 May be double-sided Yes -- general 100 25 1 May be double-sided. Yes Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req? Pylon -- Interstate 500 150 1 May be double-sided. Must meet DOT location and construction rules Yes Real Estate 6 8 2 Remove on sale May be double-sided No Roof 32 4 1 Yes
awning area Banner 40 8 1 Yes 4 10 1 per unit May be Yes Campaign Property up to 2 acres 32 total 4 Any number subject to area limit Election campaign period. Maybe double-sided. No Campaign Property more than 2 acres 32 per 2 acres. 4 Any number subject to area limit Election campaign period. May be double-sided. No one sign may be more than 32 square feet in area. No Canopy No more than 33 % of canopy area Building height 1 Yes Construction 8 6 3 During project, and within 7 days after completion May be double-sided. No Development - General 32 8 1 May be double-sided. Yes Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req? Development – 45 mph speed limit or more 96 16 1 May be double-sided. Yes Directional 4 6 5 May be double-sided. Administrator may allow more if property requires/ No Farm Crop ID 3 6 1 per row During growing season May be No Farm ID 32 8 1 May be double-sided. No Government 32* 8* 1* *May be larger to meet MUTCD rules No Ground -- General 32 8 1 May be double-sided. Bottom of sign must not be more than one foot above grade Yes Ground -- 45 mph speed limit or more 96 16 1 May be double-sided. Bottom of sign must not be more than one foot above grade Yes
prevails over any provision to the contrary in this subchapter. 1.0805 Sign Structural And DAC Requirements (1) Signs of the various classifications stated in the table contained in sub. (2) shall comply with the requirements stated in the table. (2) Sign structural and DAC requirements. Signs shall be constructed according to the requirements of the ordinance and the following parameters: Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req? Awning No more than 33 % of awning area Height of building 1 Yes Banner 40 8 1 Yes 4 10 1 per unit May be double-sided. Yes Campaign Property up to 2 acres 32 total 4 Any number subject to area Election campaign period. Maybe double-sided. No Campaign Property more than 2 32 per 2 acres. 4 Any number subject to area limit Election campaign period. May be double-sided. No one sign may be more than 32 square feet in area. No Canopy No more than 33 % of canopy area Building height 1 Yes Construction 8 6 3 During project, and within 7 days after completion May be double-sided. No Development - General 32 8 1 May be double-sided. Yes Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req?
Development – 45 mph speed limit or more 96 16 1 May be double-sided. Yes Directional 4 6 5 May be double-sided. Administrator may allow more if property requires/ No Farm Crop ID 3 6 1 per row During growing season May be double-sided. No Farm ID 32 8 1 May be double-sided. No Government 32* 8* 1* *May be larger to meet MUTCD rules No Ground -- General 32 8 1 May be double-sided. Bottom of sign must not be more than one foot above grade Yes Ground -- 45 mph speed limit or more 96 16 1 May be Bottom of sign must not be more than one foot above grade Yes Home-based Business 16 6 1 May be double-sided No Inflatable N/A 15 1 No more than15 days Yes Marquee ½ front area of the building (all sides total) Building height 1 Yes Notification 4 6 5 Administrator may more if layout requires No Open/closed 4 No Political Property up to 2 acres 32 total 4 Any number subject to area limit Maybe double-sided. No Political Property more than 2 acres 32 per 2 acres. 4 Any number subject to area limit May be double-sided. No one sign may be more than 32 square feet in area. No Portable 32 6 1 15 days May be double-sided. No Post 32 6 1 May be double-sided Yes -- general 100 25 1 May be double-sided. Yes Type (Speed limit refers to the road on which the sign premises are located) Copy Area (Square feet) Max. Height (at the top, in feet) # per parcel Limits on Time Of Display (Blank means none) Miscellaneous DAC Req?
Last edited Nov.07 TOXICITY CLINICAL OBSERVATION RECORD Date (day 1) : Investigator: ID: Mouse Strain/sex: Drug: Dose: Route of Admin.! Schedule: Other: Group #: Animal ID: Markings Date: Experiment Day: Nothing Abnormal ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 ⁭ 0 Body Weight (g) 6-10% Loss ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 11-15% Loss ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 16-20% Loss ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 Hydration Dry Eyes ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 Sunken Eyes ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Skin Tenting (1sec) ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Behavioral Observation Abnormal Gait ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 Shaking (occasionally) ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Shaking (constantly) ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 Signs of Weakness Mild Scruffed fur ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 ⁭ 1 Marked Scruffed fur ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Hunched (while sitting) ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Hunched (sit and walk) ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 Paralysis ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 Labored Breathing ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 ⁭ 4 Lethargy Slow moving ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 ⁭ 2 Slow when stimulated ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 ⁭ 3 No response when stimulated ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 ⁭ 5 Additional Observations ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ ⁭ Total Score2: 'See additional observations score sheet for # and Letter notation 2Any mouse with a score of5 in a single category (other than wt. loss) or overall score of 10 is euthanized. Performed by: Any mouse with weight loss > 20%is euthanized Date: Additional Observations Score H -head tilt 3 T -tail ulceration or necrosis 2-5 R-skin rash 2-5 ED-edema 3
Data Collection for Assessment of Polymers Polymer Representative Structure (E.g. [ ]mon for polymers with one monomer OR [ ]m and [ ]n for copolymers, etc.) % of Each Monomer Are the Monomers Blocked? MWn % of Chains with MW<1,000; % of Chains with <500 % Weight Residual Monomer(s) Solubility/ Dispersability/ Swellability Particle Size Overall Polymer Charge THIS INFORMATION IS CONSIDERED CONFIDENTIAL BUSINESS INFORMATION AND WILL NOT BE DISCLOSED
can be implemented in the IT technologies and that are offered by the companies add value through. Just as in other tools, it also depends on the particular organisation and the demand it handles. Policies also tend to be extremely important for the nature of the work done since they embed certain rules governing the work performance. Moreover, they are often difficult to change, which is why their introduction should always be carefully considered. Just like the other aspects, the content of the policy and its effects should be compared against the degree to which they will enhance the organisation's capability to achieve its purpose and to which they will hinder it. For example, the policy representing the connection between the evaluation of employees and their performance in certain criteria will bring what was mentioned above in discussing the measures, the so called “gaming“ and “creaming“. Apart from what was said above, also a number of other system conditions can be identified, which have a substantial impact on operations within the organisation. When system causes are sought, it is appropriate to constantly ask the question: “Why does the monitored work look exactly like this?“ or “Because of what this or that is done in this very manner?“. Where the system conditions are not identified, the efforts to increase the performance can bring only very limited outcomes. Change of work while maintaining the system conditions has the potential of certain limited optimization, but is unable to influence the actual meaningfulness of performed activities. Typical is experiencing of such problems as a lack of resources, too many priorities, growing costs, increasing expectations from those around, too strict rules, ever growing pressure on employees, etc. This is followed by typical solutions such as the necessity to increase the number of employees, setting of more precise target values of indicators, working overtime, work prioritization, etc. The VGM reckons with a different approach which is characterized by identification of waste and failure demand, system conditions from which the findings are derived, and finally the assumptions based on which a perfect performance of the work was originally expected. Identification of management thinking: assumptions shaping the performance of organisation The step number six is crucial. It should result in revealing the assumptions based on which the system of the organisation is built. These are assumptions of managers that are often not explicitly articulated. The assumptions of managers why they consider their decisions concerning a particular design of the system correct and why they believe they will work and improve the operation of the organisation. The held assumptions drive the decision-making of managers without them realizing it.
And that by virtue of these presents the said ........... ................................... his heirs, executors, administrators, and assigns, now are and henceforth shall be entitled thereto conformably to local custom, Government, however, reserving its rights. In witness whereof I, the said Registrar of Deeds, have subscribed to these presents and have caused my seal of office to be affixed thereto. Thus done and executed at the Office of the Registrar of Deeds at Windhoek, on the ................ day of ............................. in the year of Our Lord. One thousand Nine hundred and ............................................................... ................................................... Registrar of Deeds Registered in the Register of .......................................... Book .................................................... Page ..................... FOURTH SCHEDULE Number and year of law Short title of law Extent repealed Ordinance 11 of 1928 Townships Ordinance, 1928 The whole Ordinance 14 of 1931 Townships Amendment Ordinance, 1931 The whole Ordinance 9 of 1937 Townships Amendment Ordinance, 1937 The whole Proclamation 45 of 1951 Townships Amendment Proclamation, 1951 The whole Ordinance 30 of 1957 Townships Amendment Ordinance, 1957 The whole
Name ____________________________Date _____________ Bell ____________ Toys lab - Energy Transformations Title of Station What happened? What evidence was that energy was used? Did this toy have any kinetic energy? If so, when? DId this toy have any potential energy? If so, when? Where did the energy begin to make this toy work? Write the energy equation (transformation) for this toy Easy Bake Oven Crank Flashlight Track Racer Doggie Crank Radio Snow Globe
Of Mice and Men Name: “To A Mouse” Date: DIRECTIONS: Read the following poem and complete a SOAPSTone on it. “To A Mouse” by Robert Burns Oh, tiny timorous forlorn beast, Oh why the panic in your breast? You need not dart away in haste To some corn-rick (bin) I'd never run and chase you, With murdering stick. I'm truly sorry man's dominion Has broken nature's social union, And justifies that ill opinion makes you startle At me, your poor earth-born companion, And fellow mortal. I do not doubt you have to thieve; What then? Poor beastie you must live; One ear of corn that's scarcely missed Is small enough: I'll share with you all this year's grist, Without rebuff. Your wee bit housie too in ruin, Its fragile walls the winds have strewn, And you've nothing new to build a new one, Of grasses green; And bleak December winds ensuing, Both cold and keen. You saw the fields laid bare and waste, And weary winter coming fast, And cosy there beneath the blast, You thought to dwell, Till crash; the cruel ploughman crushed your little cell. Your wee bit heap of leaves and stubble, Had cost you many a weary nibble. Now you're turned out for all your trouble Of house and home To bear the winter's sleety drizzle, And hoar frost cold. But, mousie, you are not In proving foresight may be in vain, The best laid schemes of mice and men, Go oft astray, And leave us nothing but grief and pain, To rend our day. Still you art blessed, compared with me! The present only touches thee, But, oh, I backward cast my eye On prospects drear, And forward, though I cannot see, I guess and fear.
Gentamycin Pepcid Pepcid 11:00 Med - new V.O. Reassess /Pain=2 11:00 12:00 Insulin BP 132/60 p=88 12:00 13:00 13:00 14:00 Walked 50 feet 14:00 15:00 IV Removed 15:00 16:00 16:00 17:00 Enzymes 17:00 18:00 18:00 Unscheduled to -do's Labs, Immunization, Advance Directive, Start IV, Pre-op checklist D/C IV, Discharge Teaching clean catch micro, Draw vanco peak Other OR scheduled 9a Joe S - bed 01 Mary J - Bed 03 Pete M – bed 04 Sonya S.- bed 06
Chapters 9,10, 11 Vocabulary: Lineaments –features or characteristics, especially of the face Ingenuous – sincere, frank, open Diversions- an amusing pastime Changeling –a child who has been substituted for another Guilelessness – lacking deceit; honest Obstreperous - noisy and unruly – out of fashion, no longer useful Wrathful – full of anger or rage Apoplectic – extreme emotional reaction; capable of causing a stroke Philippic – a bitter verbal attack Interdict – a formal forbidding something Palliation – softening harmful effects without curing Undulate – moving in waves Propensities – natural inclinations Cantankerous –having a disagreeable, quarrelsome, contrary nature Questions: List three details about the legal case Atticus call “the one case in his lifetime that touches him personally”. How does Atticus warn Jem and Scout he wants them to behave during this time? What complaint about Atticus does Scout relate at the beginning of Chapter 10? What special skills does Miss Maudie claim Atticus possesses? What skill and what trait of Atticus’s are revealed by the Tim Johnson incident? Why is it “a sin to kill a mockingbird”? Identify three insults Mrs. Dubose directs at the children. Why does Atticus call Mrs. Dubose “the bravest person I ever knew”? Reading Response As Scout, write a letter to Dill explaining what you have learned from the incidences involving Tim Johnson and Mrs. Dubose.
Chapters 12, 13, 14 Vocabulary: Habiliments – articles of clothing Haughty – excessively proud of oneself and scornful of others Rotogravure – a kind of engraved image Innate – inborn; built in; e.g. he had an innate sense of direction Caste system – a social system that separates members by class, according to factors such as heredity, rank, wealth or position Edification – spiritual benefit Infallible – incapable of error Questions: What news is contained in the letter Scout receives from Dill? What details convey the idea that going to church is of great importance to Calpurnia? (2 details) Describe Calpurnia’s church. (4 details) What does Scout find out about Tom Robinson? Why is his wife having a hard time finding work? What does Aunt Alexandra influence Atticus to do? How does he change his mind? Identify three incidences that culminate with Scout attacking Jem. Why did Dill run away? Describe details about his journey to Maycomb. Chapters 15 and 16 Vocabulary Placid – calm; peaceful Acquiescence – to give in; to accept by not objecting Overture – an offer or proposal Futility – uselessness; having no effect Uncouth – vulgar; crude Akimbo – at sharp angles; hands on hips with elbows out Countenance – facial expression Elucidate – to make clear; to explain in detail Connivance – to conspire, or to encourage or assent to wrongful acts Litigants – persons engaged in a lawsuit Questions What details is able to determine about “the problem” Atticus discusses outside the house with Heck Tate? What does Atticus tell Jem the Ku Klux Klan? Where was Heck Tate when the gang from Old Sarum came to the jail at night? How did Scout’s action diffuse the tension?
Create a 4-square that identifies the four topics in each box Indicate something from the text that shows Scout has matured Identify an example of foreshadowing in one of these 2 chapters Name a situation from the that shows how Scout is still confused on certain points Identify a noticeable change in Jem To Kill a Mockingbird Chapter 28/29 Create a story board scene to describe the events in chapter 28/29.
2. Explain how Tom symbolizes a mockingbird. Connect this symbol to our theme of compassion, race, and morals. (Analyze Symbol, Theme) _____________________________________________________________ CHAPTER 26 TOPIC WHO WHAT MAIN IDEA *** Always provide examples from the text to support your answer. *** 1. How is Scout’s imagery effective in this chapter? (Analyze Imagery/Figurative Language) Text Effectiveness “The events of the summer hung over us like smoke in a closed room.” _________________ 2. How does the Current Events section of class mirror the Maycomb community? What is the goal of that exercise in Scout’s eyes? (Analyze Theme) ______________________________________________________
Chapters 15-17 Vocab: Defendant Begrudge Oblivious Acquiescence Encumbered Dispelled Indulge Amiably Complacently ----------------------------------------------------------------------------------------------------------- Chapters 18-21 Vocab: Stealthy Prejudice Irrelevant Subtlety Predicament Subsequent Pauper ------------------------------------------------------------------------------------------------------------ Chapters 22-25 Vocab: Obscure Pursuits Improbable Inevitable Apprehension Sustain Hypocrites ------------------------------------------------------------------------------------------------------------ Chapters 26-31 Vocab: Allegedly Persecuted Assessment Consented Inconveniences
Gestures, Actions and Pretend Play Checklist (GAPP): A parental checklist of infants’ use of communicative gestures (e.g. conventional gestures such as waving goodbye and deictic gestures), actions (e.g. joining in with action games or nursery rhymes such as “round and round the garden”), as well as symbolic play (e.g. playing with doll or teddy or imitating an adult), adapted and extended from the words and gestures section of the MacArthur-Bates CDI (Fenson et al., 1994) by Zammit and Schafer (2011). Preschool Language Scale-3 UK Edition (PLS-3 UK): Two broad subscales to assess age-specific expressive communication (including vocal development, social communication, morphology, and syntax) and auditory comprehension (including attention, understanding of quantity, quality, spatial concepts, morphology, and integrative thinking skills) in a play context using a range of tasks, and has been standardized in a sample of 1200 children aged 2 weeks to 6 years, 11 months (Zimmerman, Steiner, & Pond, 1997). Procedure All mothers were first visited at home by the researcher when infants were aged 8 months. Mothers in the SG and BSL conditions received individual instruction on how to perform gestures for ten target items. They were instructed to model the gestures as frequently as possible in day-to-day interaction with their infants, to always accompany the gesture with the word, to establish eye contact with their infant before performing the gesture, and to pause after performing the gesture to allow the child time to respond. Mothers were given a training pack containing illustrations of the gestures and suggestions on how and when to use them. For example, mothers were taught the sign for more and were encouraged to use this gesture at meal times and other opportunities throughout the day, such as asking their child if they would like “more tickles”, “more book reading”, or “more singing”. Mothers were informed that they would be interviewed by telephone every two weeks and were given a copy of the interview template. Mothers were not requested to keep written
Symbolic gesture 9.50 (6.11) n = 8 20.56 (7.18) n = 10 37.00 (12.02) n = 9 49.11 (8.46) n = 9 Verbal training 7.50 (4.93) n = 10 22.30 (6.20) n = 10 36.40 (11.19) n = 10 49.40 (8.29) n = 10 control 6.44 (4.00) n = 9 22.50 (6.36) n = 10 35.60 (7.34) n = 10 49.30 (7.67) n = 10
Bible Study Club Mr. Almaguer Ms. Lonon 330 Fridays; D-Lunch (First Mtg: 9/7) Mr. Almaguer Townview Executive Student Board & Townview Ambassadors (Tour visitors around Townview & Organize Townview Events) Ms. Kossie (Community Liaison) 237 Wednesdays; Before School Must submit application! (Interest Mtg: 9/5) Ms. Kossie Townview Fiber Arts Club (Sewing, Knitting, Crocheting, etc.) Ms. Ellis Ms. Moreno 313 Wednesdays; After School Mtg: 9/20) Ms. Ellis Townview Film Club Ms. Weber 329 Thursdays; After School Mtg: 8/30) Ms. Weber Townview Fitness Club MSG. Padilla Gym Every Mon – Thurs; After School (First Mtg: 9/4) MSG. Padilla (JROTC) Townview Gardening Club / Y.G.I. (Youth for Global Improvement) Ms. Dewberry 340 First Tuesday of each month, during D-lunch (First Mtg: Weds, 9/5) Ms. Dewberry Townview Game Club (Board and Card Games ONLY) Mr. Brown 305 Tuesdays; After School (First Mtg: 9/11) Mr. Brown Townview Geek Girls Club (Comp Sci.) Ms. Goode 311 Thursdays; After School (First Mtg: 9/7) Ms. Goode Townview Girl Up! (Leadership and Empowerment Club for Girls, in partnership with U.N. Program) Ms. Hromcik Ms. Elizondo 309 Tuesdays; After School (First Mtg: 9/4) Ms. Hromcik, Ms. Elizondo, Townview Inklings Writing Club Mr. Templet Ms. Ms. 309 Mondays; After School *B-Day Mondays Only* Mtg: 8/28) Mr. Templet Ms. Weber Townview LGBTQ/Gay-Straight Alliance Ms. Simpson 357 Thursdays; School (First Mtg: 8/30) Ms. Simpson Townview National Hispanic Institute Mr. Correa 318 Wednesdays; School (First Mtg: 9/5) Mr. Correa Townview Photography Club Dr. Strong 306 Mondays; After School *1st and 3rd Mondays Only* (First Mtg: 8/27) Dr. Strong Townview Sketchbook Journal Club Ms. Wells 351 Mondays; After School Ms. Wells Townview
The Ombudsman did not require ECHA to report on its implementation of the second proposal. It may also be worth reminding the Ombudsman of the three stages of registration which are relevant to the dispute: Completeness (Article 20 of REACH): this is where ECHA checks that a registrant has included information pertaining to the endpoints which are relevant for the tonnage at which the substance is manufactured and imported. There is no assessment of the quality or relevance of information at this point: see Article 20(2) Compliance check (Article 41): this is where ECHA can check that the information supplied by a registrant meets the requirements of REACH. Quality and relevance are assessed at this stage Testing proposal (Article 40): a registrant must submit a proposal to carry out tests where there is a data gap at Annex IX and X tonnage. There is an opportunity for third parties to provide information relevant to proposals involving live animals (Article 40(2)). Based on its examination of the proposal, ECHA is mandated to accept, vary or reject it (Article 40(3)). Recent events Implementation of the first proposal has been discussed at the Commission’s Competent Authorities for REACH and CLP committee (CARACAL). On 8 2016, the European Commission wrote to ECHA giving is opinion on the measures adopted by ECHA to implement the proposals (attached). On 11 March 2016, ECHA wrote to the Ombudsman to explain how it was implementing the first proposal. On 15 March 2016, ECEAE sent an email to Ms Hirsch-Ziembinska, requesting that the Ombudsman should not make any decision on the adequacy or otherwise of what ECHA was doing in relation to the first proposal until ECEAE had had the opportunity of clarifying some matters with ECHA.
Course aims The Amnesty Teacher programme will enable you to: Gain the knowledge, skills and resources to deliver effective human rights education in your subject. Learn how to use methods and tools to tackle controversial issues. Try out new ways to inspire students and a more open, engaging and respectful learning environment. Develop the skills and knowledge to deliver continuing professional development (CPD) by sharing your learning with other teachers. Gain access to a network of like-minded teachers and contacts. Course activities Three days of face-to-face training (on Saturdays) delivered by Amnesty staff members and associates from partner organisations. Online and telephone tutorials tailored to your needs. Support to implement an exciting peer-training project to share your learning with other teachers in your own and surrounding schools. Resources Curriculum-linked educational resources, including films, images, lesson plans, case studies, schemes of work, extracurricular activities and cross-curricular resources. Access to experts in rights education and campaigns. Relevant, up-to-date information about human rights across the world. Access to new human rights education methodologies that are specifically relevant to UK schools. All training hand-outs and resources. Telephone and support. Opportunities to work closely with Amnesty once the course has ended. Key dates Application process Friday 6 October 2017: applications due by 5pm Monday 9 October 2017: participants informed of acceptance Course Details Amnesty’s teacher training record Amnesty has an excellent track record in teacher training: 100 per cent of participants on our 2015-16 Amnesty Teacher Programme evaluated all elements of the training as ‘useful’ or ‘very useful’. In evaluations teachers commented on our 2015-16 Amnesty Teacher Programme as follows: ‘an invaluable experience’; ‘provided me with new teaching strategies and ideas’; ‘allowed me to meet like-minded people’; ‘fantastic’; ‘a high standard of professional dialogue’; ‘vastly broadened my understanding’, and ‘my activities with students have become more ambitious and exciting’. More information Call 020 7033 1597 or email hayle.davies@amnesty.org.uk
Throughout EPA has clarified use of the “release” and “leak” in 40 CFR 280. These changes are reflected throughout the VA UST Regulation. Throughout EPA is replacing the term “noncorrodible” with “non-corrodible” in 40 CFR 280. These changes are reflected throughout the VA UST Regulation. Throughout EPA has renamed the term “industry codes” to “codes of practice” throughout the federal UST regulation for clarification. These changes are reflected throughout the VA UST Regulation. Throughout Removed references to Appendix I and II. Throughout EPA has renamed the term “codes and standards” to “codes of practice” for clarification. These changes are reflected throughout the VA UST Regulation. Throughout The words “one-eighth” are being replaced with “1/8” to be consistent with the Virginia Register’s style manual. These changes are reflected throughout the VA UST Regulation. Appendix I Appendix I is being deleted. The form previously contained in this Appendix has been revised and moved to the form section of the VA UST Regulation. Appendix II Appendix II is being deleted. This information is now contained in a Note to §70 of the VA UST Regulation. 9 VAC 25-590 Current section number Proposed new section number, if applicable Current requirement Proposed change and rationale (Bold text indicates federal regulatory citation that corresponds to regulation that is being amended) 10 Definitions The definition of “Accidental Release” was modified to be consistent with definitions found in 40 CFR 280.92. The definitions for “Petroleum marketing firms” and “Responsible Person” were removed from the FR Regulation. The definition of “Chief Financial Officer” was added to the FR Regulation. These changes were made to be consistent with defined terms found in §280.92. 15 Applicability of Incorporated References Based on the Dates That They Became Effective. This new section has been added to specify the applicable date of federal regulations that are incorporated by reference into the FR Regulation. All references to 40 CFR
(4) The standard specifications, standards of practice, and construction methods (collectively, “standards”) which the Owner customarily applies to utility facilities comparable to the Owner Utilities that are constructed by the Owner or for the Owner by its contractors at the Owner’s expense, which standards are current at the time this Agreement is signed by the Owner, and which the Owner has submitted to the Developer in writing. (5) agrees that all service meters must be placed outside of the State ROW. (b) Such design and construction also shall be consistent and compatible with (i) the Developer’s current design and construction of the Project, (ii) the "Ultimate Configuration" for the Project, and (iii) any other utilities being installed in the same vicinity. The Owner acknowledges receipt from the Developer of Project plans and Ultimate Configuration documents as necessary to comply with the foregoing. In
EXPERIENCE WITH NJDOT BRIDGES AND STRUCTURES DESIGN MANUAL EXPERIENCES WITH DRAINAGE I.E. HEC-1 AND HEC II TR55, HEC 20, AND HEC RAS & DAMBREAK ANALYSIS EXPERIENCE WITH NJDOT PROCEDURES MANUAL NJDEP PERMIT APPLICATION PART 4 TEAM LEADER/KEY STAFF PROJECT SPECIFIC REQUIREMENTS DESIGN TERM AGREEMENT Project: Bridge Engineering Services for Maintenance & Operations Similar Project Firm Name: Size and Complexity: B-1, Level B and B-4, Level C Section 10 TEAM LEADER/KEY STAFF SIMILAR PROJECT EXPERIENCE INSTRUCTIONS: List years of experience and enclose resume describing type of experience as indicated below. Check each requirement met. MAX SCORE 60 EXPERIENCE IN PRIMARY TASKS NAME PRIMARY TASK Bridge Design Highway Design Surveying YEARS OF EXPERIENCE(5)1.THE NJDOT PROJECT MANAGER MUST SELECT PROJECT SPECIFIC PRIMARY TASKS AND EXPERIENCES FROM THE DOCUMENT “PROJECT MANAGER AND KEY STAFF STANDARDS FOR TECHNICAL PROPOSALS”. 2 NOTE FOR AND DESIGN FIRMS-: .REQUESTED EXPERIENCE CAN BE SHOWN WITH LESSER # YEARS OF EXPERIENCE AND WILL BE ENTITLED TO FULL CREDIT 5 years 5 5 years TYPE OF EXPERIENCE X TYPE OF EXPERIENCE X TYPE OF EXPERIENCE X BRIDGE DESIGN AND BRIDGE REHABLITATION GEOMETRIC DESIGN TOPOGRAPHIC SURVEY, BASELINE SURVEY, PROFILE AND CROSS SECTIONS FOR HIGHWAYS BOX CULVERT DESIGN HORIZONTAL AND VERTICAL DESIGN RETAINING WALL DESIGN HIGHWAY SECTIONS EXPERIENCE WITH DEP, APPLICATION PROCESS DESIGN EXCEPTIONS EXPERIENCE WITH RAILROAD (CONRAIL, AMTRAK, CSX) PERMIT APPLICATION PROCESS AND SITE SPECIFIC WORK PLANS SIGN PANEL DESIGN EXPERIENCE IN THE PREPARATION OF SPECIFICATIONS (SPECIAL PROVISIONS)
Quarter 1 Quarter 1 Week 1 Chapter 1: Apartment Problems Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 2 Chapter 2: Hardly a Loser Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 3 Chapter 3: Grandfather at the Art Museum Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 4 Chapter 4: My Brother's Mental Illness Vocabulary in Context Word Definitions Sentence Check 2 Check Online Test 1 Online Test 2 Week 5 Chapter 5: A Get-Rich-Quick Scam Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 6 : FREE WEEK Week 7 Chapter 7: A Phony Friend Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 8 Chapter 8: Coco the Gorilla Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 9 Chapter 9: Our Annual Garage Sale Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Quarter 2 Week 1 Chapter 10: A Debate on School Uniforms Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2
Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 3 Chapter 23: A Different Kind of Doctor Vocabulary in Context Word Definitions Sentence 2 Final Check Online Test 1 Online Test 2 Week 4: FREE WEEK Week 5 Chapter 25: My Devilish Older Sister Vocabulary in Context Word Definitions Sentence Check 2 Check Online Test 1 Online Test 2 Week 6 Chapter 26: Harriet Tubman Vocabulary in Context Word Definitions Sentence Check 2 Check Online Test 1 Online Test 2 Week 7 Chapter 27: Tony's Rehabilitation Vocabulary in Context Word Definitions Sentence 2 Check Online Test 1 Online Test 2 Week 8 Chapter 28: Rumors Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 9 (2 chapters) Chapter 29: The End of a Political Career Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Chapter 30: Firing Our Boss Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Quarter 4 Week 1 Chapter 2: Main Ideas Exercise 1 Exercise 2 Mastery Test 1 Mastery Test 2 Mastery Test 3 Alternate Mastery Test 1 Alternate Mastery Test 2 Alternate Mastery Test 3 Alternate Mastery Test 4 Week 2 Chapter 3: Supporting Details
NAME: _______________________ English 1B – Fall 2017 - Douglass Track It Packet #1 Activities for Weekly Attendance Weeks 1-3 Turn in completed packet at beginning of week 4: Monday, September 18 (This packet is worth the equivalent of three weeks of attendance participation in the lab) The Purpose To illustrate your use of the Writing and Reading Center as well as your ability to self-assess some of your grammar and writing needs and make use of the resources available to you. Most of activities will use all or a fairly sizable portion, but will not always use ALL of your weekly hour. Any remaining time in the WRC should be used working on coursework using resources in the lab, in particular THE PEOPLE. Whenever possible, use remaining time to meet with an instructor or tutor to go over an aspect of your writing that you think some advice could benefit – or plan ahead and make a tutoring appointment. For weeks 1-3 in particular, it is important that you attend weekly, but it is okay on this first track-it packet if you need to combine and overlap some of the assignments across the first three weeks because you are a student who added in the first week, or you have a Monday WRC hour that was affected by the holiday, or you have a lab time before our first class session and you didn’t go. DLAs, worksheets, confirmation slips, etc. should be stapled to the back of this sheet in the order they are assigned. Date Activity Inst./Tutor signature required when there is a line to sign on; otherwise, only if you have questions and then just have the instructor sign in the box or on DLA. Week 1: DLA: Orientation activity Week 2: There is a Monday holiday this week; Monday students will be excused from attendance, but not the DLA – please complete the DLA during week 1 or 3 along with the other DLAs – plan ahead your workload. All students enrolled from the first day of the semester should have at least one hour (minimum of .84 in WebAdvisor) by Wednesday, September 6. If you do not, I will be contacting you via email (or in class during attendance) to make arrangements to complete your census requirement or let you know that I will be dropping you.
Table S2. Whole-brain treatment effects on structural GM volume and functional responsivity (i.e., pre-treatment vs post-treatment between CBT and the ABM control treatment). Analyses and regions MRI MNI coordinates Maximum Z value Voxels Puncorr x y z Time treatment interactions L Frontal Mid, BA 8 GM –20 23 49 4.54 1001 <0.001 R Frontal Sup Orbital, BA 11 GM 21 44 –15 4.09 349 <0.001 L Heschl, BA 13 GM –42 –16 4 3.38 14 <0.001 L Precentral, BA 4, GM –36 –21 64 4.36 849 <0.001 R Precuneus, BA GM 2 –48 43 4.36 357 <0.001 R SMA, BA 6 GM 11 9 55 3.92 365 <0.001 R Temporal Inferior, BA 20 GM 51 –13 –36 4.02 127 <0.001 L Temporal Mid, BA 20 GM –59 –46 –11 3.36 11 <0.001 L Temporal Pole Sup GM –21 11 –35 3.52 74 <0.001 R Amygdala BOLD 29 –16 3.28 15 <0.001 Abbreviations: ABM, attention bias modification, BA, Brodmann area; CBT, cognitive behavior therapy; GM, gray matter volume; SMA, supplemental motor area; Sup, superior; uncorr, uncorrected P-value S3. Whole-brain analysis showing positive correlations between structural GM volume, and anticipatory social anxiety at pre-treatment. Analyses and brain regions MRI MNI coordinates Maximum Z value Voxels Puncorr x y z
13. Carlbring P, Apelstrand M, Sehlin H, Amir N, Rousseau A, Hofmann SG et al. attention bias modification training in individuals with social anxiety double blind randomized controlled trial. BMC Psychiatry 2012; 12(1): 66. 14. MacLeod C, Mathews A. Cognitive bias modification approaches to anxiety. Annu Rev Clin Psychol 2012; 8(1): 189-217. 15. Månsson KNT, Carlbring P, Frick A, Engman J, Olsson C-J, Bodlund O et al. Altered neural correlates of affective processing after internet-delivered cognitive behavior therapy for social anxiety disorder. Psychiatry Res 2013; 214(3): 229-237.
57604 C8orf79 chr8p22 1.00E-04 137868 SGCZ Sarcoglycan,_zeta chr8p22 1.00E-04 57509 MTUS1 chr8p22 1.00E-04 5108 PCM1 chr8p22 1.00E-04 4023 LPL Lipoprotein_lipase chr8p22 1.00E-04 11178 LZTS1 chr8p22 1.00E-04 8795 TNFRSF10B chr8p22 1.00E-04 9788 MTSS1 chr8p22 1.00E-04 10451 VAV3 GO:0001525 Angiogenesis 0.00019998 3791 KDR GO:0001525 Angiogenesis 0.00019998 3576 IL8 Interleukin_8 GO:0001525 Angiogenesis 0.00019998 255324 EPGN GO:0001525 Angiogenesis 0.00019998 2069 EREG Epiregulin GO:0001525 Angiogenesis 0.00019998 83478 ARHGAP24 GO:0001525 Angiogenesis 0.00019998 4223 MEOX2 GO:0001525 Angiogenesis 0.00019998 6461 SHB GO:0001525 Angiogenesis 0.00019998 5728 PTEN GO:0001525 Angiogenesis 0.00019998 3678 ITGA5 GO:0001525 Angiogenesis 0.00019998 5156 PDGFRA GO:0005161 growth factor receptor binding 0.00019998 77 20 12 97 28 30 23 32 derived
0.0005 0.2 0.0281944* 13 4 0.00009999 0.0005 0.3 0.0279944* 13 4 0.00009999 0.0005 0.5 0.0319936* 13 4 0.00009999 0.0005 0.2 0.0913817 13 4 0.00019998 0.0005 0.3 0.0587882* 10 3 0.00009999 et et et
0.0005 0.2 0.0875825 27 6 0.00059994 0.0005 0.2 0.0875825 27 6 0.00059994 0.0005 0.3 0.0257948* 26 6 0.00009999 0.0005 0.3 0.0519896 7 0.00029997 T et et
0.0005 0.5 0.0889822 14 3 0.00069993 0.00005 0.3 0.0987802 141 3 0.0029997 chr1q32 0.0005 0.2 0.0487902 4 0.00039996 chr8q23 0.0005 0.2 0.0457908 81 14 0.00019998 0.0005 0.2 0.0457908 65 11 0.00019998 0.0005 0.5 0.0817836 81 13 0.00049995 0.0005 0.5 0.0915817 65 10 0.00059994
Supplementary Figure 3 Activity from the Food cue > Food-matched neutral cue contrast when all participants’ data (Gambling Disorder and control groups) were combined. Supplementary Figure 4 Connectivity results from the Gamble cue > Gambling-matched neutral cue contrast in the Gambling Disorder group.
Quarter 1 Week 1: Diagnostic Assessment Vocabulary Placement Test Week 2: Improving Vocabulary August 29 – September 2, 2016 Chapter 1: Joseph Palmer Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 3: Improving Vocabulary September 5 – September 9, 2016 Chapter 2: Telephone Salespeople Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 4: Improving Vocabulary September 12 – September 16, 2016 Chapter 3: A Cruel Sport Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 5: Improving Vocabulary September 19 – September 23, 2016 Chapter 4: Bald Is Beautiful Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 6: Improving Vocabulary September 26 – September 30, 2016 Chapter 5: No Luck with Women Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 7: Improving Vocabulary October 3 – October 7, 2016 Chapter 7: Accident and Recovery Vocabulary in Context Word Definitions Sentence 2 Final Check Online Test 1 Online Test 2 Week 8: Improving Vocabulary October 10 – October 14, 2016 Chapter 8: Animal Senses Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2 Week 9: Improving Vocabulary October 17 – October 21, 2016 Chapter 10: The New French Employee Vocabulary in Context Word Definitions Sentence Check 2 Final Check Online Test 1 Online Test 2
Table S4. Levels of AGDA IgG in plasma samples stratified by gender Antigen Gender Control (n) Case (n) Z P Mean ±SD n Mean ±SD n AL1G1 Male 0.96 0.22 145 0.88 0.18 132 -4.68 <0.001 Female 0.91 0.15 73 0.90 0.19 37 -1.54 0.123 AL2G1 Male 1.10 0.30 152 0.94 0.21 130 -7.50 <0.001 Female 1.13 0.30 73 0.94 0.22 37 -4.30 <0.001 AL2G2 Male 1.28 0.28 152 1.20 0.22 130 -4.66 <0.001 Female 1.28 0.19 72 1.16 0.17 37 -3.82 <0.001 AAQ6A Male 1.55 1.36 149 1.62 1.71 130 -1.24 0.216 Female 1.38 0.81 76 1.68 1.59 37 -0.17 0.864 AAQ6B Male 1.14 0.27 148 1.42 1.08 130 -3.92 <0.001 Female 1.28 0.32 74 1.14 0.30 37 -2.37 0.018 AAQ6C Male 1.13 0.21 149 1.24 0.27 130 -4.89 <0.001 Female 1.12 0.16 74 1.14 0.21 37 -1.08 0.279 ABO3a Male 1.02 0.16 144 0.91 0.20 125 -6.22 <0.001 Female 1.02 0.56 67 0.93 0.17 36 -1.90 0.058 ABO3b Male 1.02 0.12 144 0.94 0.12 125 -5.56 <0.001 Female 0.98 0.16 67 0.98 0.09 36 -0.78 0.434 Plasma AGDA IgG levels were analysed by gender, with control males compared with case males and control females compared with case females.
Figure S2. Scatter plots of AGDA IgA levels in case-control samples A: B: AL2G1, C: AL2G2, D: AAQ6A, E: AAQ6B, F: AAQ6C, G: ABO3a, and H: ABO3b
TOWS Matrix Example Strengths: corporate name with a good reputation service and warranty dealer network with good dealer relations research and development capabilities economic plant of most parts for the motor home Weaknesses: Vulnerability because of single-product company Concentration on higher priced units Heavy investment in toolmaking raising costs of model changes One-plant location No preparation for transition from family to corporate management Opportunities: Demand for smaller RV’s Development of International Market Demand for Low-cost modular housing (FHA subsidy for mortgage loans) SO: Emphasize smaller, more efficient motor homes Expand into foreign markets Diversify into modular housing WO: and produce smaller RV’s Build smaller plants in different parts of the country and abroad Threats: shortage and higher prices of gasoline Slackening demand for RV’s “Trade-up creates secondary market ST: into farm equipment, railroad cars diesel engines for motor homes RV’s safer in anticipation of safety regulations (e.g. visibility, flame retardant, crash resistant, brakes) WT: Sell the company
Mentor A mentor is a leader who assists personal and professional development by helping a mentee clarify personal, professional, and career goals and develop actions to improve attributes, skills, and competencies. (This definition originated in Field Manual 6-22 and Army Doctrine Publication 6-22 has superseded that.) Milestone Plan A component of the Analysis Phase. The milestone plan defines deadlines associated with such tasks as obtaining copyrights and publication requirements and serves as a road map for managing the development process. Problem Solving Problem solving involves situation assessment (understanding), imagining (visualizing), and converging on a solution (directing). (This definition originated in Manual 6-22 and superseded by Army Doctrine Publication 6-22) Public Domain Information deemed to be actually or potentially in the public domain and suitable for release to the public at large (not only citizens of the U.S. and immigrant aliens, but also citizens of all foreign countries acting in a private capacity). Publish and Process The second step of the Army Experiential Learning Model. The “publish and process” step is the critical link between the CE and the “generalize new information”. It consists of two distinct components: the publish surfaces the student reactions to the CE, reflecting their experience and knowledge of the topic, while the process initiates a reconciliation of where the student is and, where the student should be at lesson end. The “publish and process” step may also reveal student bias and other preconceptions that an instructor must deal with if learning is to occur. This is the first opportunity in the ELM for students to demonstrate critical thinking. Rubric A scoring tool that clarifies the specific expectations for an assignment and provides a detailed description of what constitutes acceptable or unacceptable levels of performance. A rubric answers these questions: By what criteria will the instructor judge the work? What is the difference between good work and weaker work? How can we make sure our scores are valid and reliable? How can both students and faculty members focus their preparation on excellence? A basic rubric includes four components: a task description that clearly details the assignment or activity the student needs to accomplish, a performance scale that describes each level of the performance or points the instructor should assign, criteria that define the conditions of successful performance, and standards that describe how well the student met the criteria. Resource Analysis A component of the Analysis Phase in which the developer or author identifies resources and constraints.