zilongwang/ReadingBank huggingface dataset:
Unit # Unit Title & Major Evaluation Components Evaluation Breakdown Type of Evaluation 1 Foundations of Management (Chapter 1 & 3) Corporate Social Responsibility Presentation Unit 1 Test 20% Term Work 70% 2 Leading (Chapter 13, 15 & 16) Leadership Activity Assignment Personality Assignment Video Application Assignment Unit 2 Test 30% 3 Planning and Controlling (Chapter 8) The Tallest Tower Assignment Unit 3 Test 10% 4 Organizing (Chapter 10 & 12) Human Resources Presentation Unit 4 Test 10% N/A Summative (Portfolio) Leadership Quotes Application Results of Self Assessments & Application Guest Speaker Reflection Silent Auction or Community Project Reflection Ted Talk Presentation 20% Final Evaluation 30% Final Exam 10% Extra Help I firmly believe that if you make a positive commitment to this course, you will leave a better person with strong leadership potential. Please seek me out whenever you feel it is necessary.
CD 3:03–4:08 No. of 41 bars: 13+24+4 Section Style Metre/Tempo Interlude 3:03–4:01 f Dramatic Style quaver = crotchet In time: 4/4 (2/4) of Bars 10/11 motif Chord with 9 C recall vocal F D
Section Musical Features 4:56–5:27 E / / G f > = Backing vocals bar 43. Expressive overdubbed guitars in imitation recall bar 15. Guitar harmony recalls motif from bar 48. Plaintive solo voice enters at bar 128 with refrain ‘nothing really matters’. Chord progression I➔Vb➔vi. Drums drop out at bar 131. B
PARCC CLASSROOM CLASSROOM PARCC CLASSROOM PARCC CLASSROOM 0-2 Calm 0-2 Calm 3-4 Getting Stressed 3-4 Getting Stressed 5-7 “ok”-Stressed 5-7 “ok”-Stressed 8-10 Very Stressed 8-10 Very Stressed 45% of students 63% of students 25% of students 10% of students 10% of students 16% of students 20% of students 11% of students Stress Journal comments: I have dealt with a lot of tests like these (Grant); I’m always nervous on testing days I got 10 hrs. of (Carrie); I got a lot of yesterday and I feel full of energy (Jonathan); I feel confident about the test (Addison); Nervous about test and trying to stay calm (Amelia); I’m getting nervous and I might rush (Sydney); I’m feeling nervous and don’t want to take tests anymore (Charles) Stress Journal comments: I’m pretty good at fractions (Amelia): I am confident (Liam); I feel more energy when I take a class test (Jonathan); I am not nervous because I am confident about fractions (Matthew); I use techniques to stay calm (Addison); Have an A in math (Douglas); I’m really good at fractions (Sydney); Taking too many (Alexi) Stress Journal comments: Nervous for the math test (Robert); I feel scared to take the math test (Andrea); I am nervous and mad about testing (Eric); My stomach hurts (Aidan) Stress Journal comments: I want to get an A (Andrea); My neck (Aidan) Stress Journal comments: Nervous about the test and trying to stay calm (Douglas); Because I don’t know what to (Orlando) Stress Journal comments: Math is hard (Julia); I am nervous (Zeynep) Stress Journal comments: Absent and forgot test (Julia); I am not ready to take the test today (Zeynep); Because we are taking a test; I’m not going to do good because I’m not good at math (Omar); I feel this way because I am nervous and it’s testing day (Liam); Stress Journal comments: My stomach is hurting and I am sleepy (Eric); Because we are taking a test (Robert) PARCC Math Session vs. Classroom Based Fraction’s Test
Magnesium – 24 , 2412Mg N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________ Aluminium – 27 , 2713Al N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________ Neon – 20 , 2010Ne N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________
Copper – 65 , 6529Cu N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________ Calcium – 40 , 4020Ca N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________
Iron – 56 , 5626Fe N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________ Iron – 60 , 6026Fe N0 = Atomic Mass – Atomic Number N0 = _________ -- ____________ = ___________ # Valence Electrons = ___________________ Explain the similarities and differences between the two atoms of Iron (#8 and #9). What words best describes the relationship between these two atoms?
PROFESSIONAL MEMBERSHIPS_ ___________________ Association of Baccalaureate Social Work Program Directors Council on Social Work Education National Association of Social Workers LICENSES AND CERTIFICTIONS ___________________ Pennsylvania Licensed Social Worker (LSW) University of Pennsylvania Center for Teaching and Learning Teaching certificate Member of Motivational Interviewing Network of Trainers (MINT) HOBBIES ___________________ Professional muay thai fighter, trainer, referee, and judge
If shutter is not correctly set then loosen the wing nut and set the shutter in right position: 6d) CHECK BEFORE FIRST LIGHTNING UP IF THERE’S FREE FLOW OF AIR FROM PRIMARY AIR CHANNELS AND SECONDARY AIR HOLES IN NOZZLE BY TURNING ON THE FAN ON THE CONTROLLER. 7. Check the number and positioning of U firebricks in the bottom chamber (they must be placed along the chamber under the nozzle openings as shown on 2nd photo): Orlan/Orligno 200 18 kw 2 pcs Orlan /Orligno 200 25 kW 2 pcs Orlan/Orligno 200 40 kw 2 pcs Orlan /Orligno 200 60 kw 3 pcs Orlan/Orligno 200 80 kw 4 pcs Orlan 96 kw 4 pcs Orlan 130 kw 4 pcs 8. Check all threaded parts (hinges, door handles) if they’re greased with any mechanical grease (should be greased once a 2-3 weeks): 8.Light the boiler according to the point „Lighting” from the manual. 9. In case if fumes get out of the boiler door it is necessary to put out the boiler and start the boiler door and the hinges regulation. Both upper and lower door are fastened with two hinges. When the hinges are regulated the door must be taken off with fast , energetic uplifting. Next start regulation of the hinges accordingly to attached file. Caution! After the boiler door regulation it can be necessary to use force while closing door , after correct rope placing ( after few closings of the boiler door) closing will be much easier. After –heating season maintenance activities:
Boiler commissioning procedure and maintenance 1. Fill in „Boiler commissioning procedure” , pay an attention on your personal data and the boiler specification. 2. Check the chimney draft, it must be around 15-20 In case of to large chimney draft, draft regulator should be used. If the chimney draft is to little it is necessary to rebuild the chimney or to install supporting fan ( chimney exhaust fan). 3. Check the section( hydraulic diameter of chimney cannot be smaller than the diameter of boiler flue ), chimney tightness and the connection of a chimney with a boiler flue. Connecting flue pipe with chimney should go up with at least 5º angle to lower pressure loss. Boiler should be connected with chimney with shortest possible section but with required minimal distance to boiler-room’s wall. 4. Ensure water to the boiler and then check tightness of hydraulic connections and the boiler body. In installation with forced flow of water; system need to be adjusted in case of lack of power – need to be assured minimal theoretical power collection from boiler under gravitation: 200 18 kw - 4 kw Orlan /Orligno 200 25 kW – 5 kw Orlan/Orligno 200 40 kw – 8 kw Orlan /Orligno 200 60 kw – 15 kw Orlan/Orligno 200 80 kw – 25 kw Orlan 96 kw – 32 kW Orlan 130 kw - 50 kW 5. Control correctness of electrical connections accordingly to the point “Electrical connections” 6. CONTROL THE CORRECT AIR SETTINGS: 6a). Control primary air settings: - unscrew the nut from the primary air baffle - set up the primary air baffle - screw in the nut holding the primary air baffle. Orlan/Orligno 200 18 kw 9 mm Orlan /Orligno 200 25 kW 9 mm 200 40 kw 16 mm Orlan /Orligno 200 60 kw 9 mm Orlan/Orligno 200 80 kw 9 mm Orlan 96 kw 22 mm Orlan 130 kw 22 mm
Contenidos de este número Within the Pages of a Book: Professional Media Information BY Open Book: A Librarian’s Guide to Academic Publishing. Mission Bell Media. Sept. 2016. 240p. ed. by James Wiser & Rolf A. Janke. index. ISBN 9780997175714. pap. $49.95. PRO MEDIA This edited volume contains chapters from publishers, vendors, librarians, and directors in an attempt to present an “authoritative perspective” on the present and future of academic publishing. Editors Wiser (Community Coll. League of CA) and Janke (CEO and founder, Mission Bell Media) draw distinctly from their own experiences in the library and publishing industries in shaping the book’s overall arc, which strongly argues for a more collaborative, mutually beneficial relationship between academic librarians and publishers, particularly in the face of recent changes in scholarly communication. Contributors effectively support this argument by providing practical and personal details related to either the “macro” or “micro” aspects of scholarly publishing, including the role of librarians, publisher business strategies, realities of globalization, and processes related to acquisitions, ebooks, and copyright. “Top Takeaways” at the start of most chapters lend the work a sense of consistency that might otherwise be lost along the way. VERDICT A quick and practical look at academic publishing from those “on-the-ground” and leading the way. Recommended for librarians and LIS students interested in collection development, acquisitions, or scholarly publishing.—Robin Chin Roemer, Univ. of Washington Lib., Seattle
Working together, TLA and TSLAC are working to put together a list of resources for librarians once they are back to providing programming. Literacy Redefined Dear Reader, The editors of Library Journal and School Library Journal have convened some of today’s leading advocates, thinkers, and doers on literacy programming in public libraries, including speakers from the March 2017 Public Library Think Tank in Miami, to discuss in actionable terms how public librarians are redefining literacy. The result is our upcoming online course. From September 27-October 19, this live, interactive online workshop features leading advocates for literacy programming in public libraries. In just six hours over four weeks, the program will address literacy in its widest sense—digital, media/information, civic, reading readiness, visual, multicultural, and health literacy—and will identify tools for leveraging partnerships to fuel programming and funding. As a subscriber to our newsletter, your readership is greatly appreciated. So, I am pleased to you a discount of 25% off our standard rate for the course. Simply enter the promotional code “LJREVIEWS” to receive your discount as you . For more information about the course, please visit our website, where you can and . Thanks for reading LJ Reviews! Kiera Parrott Reviews Director Library Journal 4 5. IU Professor’s Archives Inspire Cross-Discipline Projects By Julia Lee Barclay-Morton “Lineage as Legacy” exhibition at the Ivy Tech John Waldron Arts Center When Carrie Schwier moved into her position as outreach and public services archivist at the Indiana University (IU) Archives, Bloomington, in 2015 after serving as a full-time staff member at the Archives for nine years, she decided to reach beyond her “avid partners” such as the history department “to departments such as fine arts, folklore, media studies, [and] theater.” This outreach
visual sense of sharpness. The “advanced averages” start out blurry, start aligning between g = 5 to 8, and then look the same from that point on. For the root data set, the results are While the frequency threshold algorithm performed well, the variance algorithm finds the misaligned averages to be the “sharpest”! In this case the variance contributed by the noise was greater than the variance contributed by the sharp features of interest. The variance method is not expected to perform consistently from one data set to another because it treats sharp features and high frequency noise on equal footing. Note that the same frequency parameters were the same for both data sets (Rin= w/32 and Rout = w/16). These values were found experimentally through and error. We conclude that these parameters should work for “typical” TXM images, although certainly more tests are needed. Now that we have gained some insight into quality evaluation, there are several directions for continued research. The literature is rich with various sharpness algorithms, including several which claim to be immune to noise [4], [5]. There also exist “no-reference” sharpness metrics which can align images without any prior knowledge of the images (i.e. it is not necessary to manually adjust parameters) [4], [5]. By implementing more sophisticated and robust algorithms, we can improve the ease and reliability of our GUI’s. In addition to adding more sophisticated algorithms, we would like to completely automate the advanced average process. In the ideal scenario, when images are loaded into the Advanced Average GUI, the computer would automatically find the ideal g value, and then return only the sharp average. One way to achieve this would be to 1) calculate the “advanced average” at a default g (say g = 8), 2) evaluate the sharpness, 3) calculate the “advanced average” at adjacent g’s (g = 8 and g = 9), 4) evaluate these sharpnesses, and 5) continue
Beamline 6-2c at the Stanford Synchrotron Radiation Lightsource (SSRL) is capable of Transmission X-ray Microscopy (TXM) at 30 nm spatial resolution. A transmission X-ray microscope is conceptually identical to a familiar optical microscope, consisting of a light source, a condenser to focus light on the sample, a sample stage, and an objective to focus the transmitted light onto a digital sensor (Figure 1). In this context though, the word “light” refers to synchrotron x-ray radiation, ranging from about 5 to 14 keV per photon. Since X-ray wavelengths are shorter than those of visible light, the X-ray microscope is capable of much higher resolution. from around the world have come to Beamline 6-2 to image a variety of biological and inorganic samples. Depending on the specific TXM technique being used, the user will typically take thousands of images of a single sample. For example, the user might take images at 180 different angles, taking 20 identical pictures per angle, resulting in 3600 images. If the sample is larger than the field of view (FOV) of the microscope, it becomes necessary to construct a mosaic of sub-images at each angle. If it takes five exposures to cover the sample, the total increases to 5*3600 = 18,000 images. Finally, the user will periodically move the sample off to the side and take some reference images (perhaps several hundred). All of these images must be extensively processed before presentation-quality images and 3D models can be obtained. While the details of the image processing depend on the specific TXM technique used, a typical processing workflow is shown in Figure 2. With such massive amounts of data, it is necessary to automate the image processing workflow as much as possible, especially for the alignment of similar images with each other. Not only is it tedious to align images by eye, but a computer should be able to align images much
Regularly meet either face to face or via email/internet with the other small schools in the network , Darraweit Guim and Hesket to collaborate on curriculum and school activities. All Staff No from: Term 1 to: Term 4 $0.00 Equity funding will be used Professional Learning and Development Plan - 2018 Bolinda Primary School (1070) Professional Learning Priority Who When Key Professional Learning Strategies Organisational Structure Expertise Accessed Where Attending Professional learning on the Victorian curriculum. Teacher(s) from: Term 1 to: Term 4 Planning Collaborative Inquiry/Action Research team Curriculum development Network Professional Learning Communities of Practice PLC/PLT Meeting SEIL VCAA Curriculum Specialist Internal staff Off-site Regional Victorian Curriculum days held at schools Attending collaborative networks/groups developing planning documentation the Victorian Curriculum Teacher(s) from: Term 1 to: Term 4 Planning Collaborative Inquiry/Action Research team Curriculum development Formal School Meeting / Internal Professional Learning Sessions Network Professional Learning Communities of Practice VCAA Curriculum Specialist Teaching partners Internal staff Off-site At the other schools belonging to our network, and including our own in turn.
Attend Professional learning on Data Literacy through Bastow Teacher(s) from: Term 1 to: Term 4 Collaborative Inquiry/Action Research team Professional Practice Day Bastow program/course Off-site Bastow Instigate/ attend collaborative networks/groups to moderate work and analyse data. Teacher(s) from: Term 1 to: Term 4 Moderated assessment of student learning Formalised PLC/PLTs Individualised Reflection PLC/PLT Meeting PLC Initiative Internal staff Off-site Use the schools within our network. take turns visiting the different schools inclluding holding sessions at our own. Revise the assessment schedule and determine the extent it captures the required data. Principal from: Term 1 to: Term 4 Planning Preparation Collaborative Inquiry/Action Research team PLC/PLT Meeting SEIL Internal On-site Develop a method of capturing and collating the data to be used to support teaching and learning Principal from: Term 1 to: Term 4 Planning Preparation Formalised PLC/PLTs PLC/PLT Meeting SEIL Internal staff On-site Documents that support the plan The school has uploaded the following documents to support the self-evaluation.
Recommendations: The following action would be necessary for this project to be implemented: Etta Project  Create a budget for all materials needed for the distribution system and public tap stand  Act as liaison between project partners.  Work with community members to develop a water committee which includes the necessary infrastructure manage ongoing maintenance and repair of system.  Manage the construction of the tower, distribution system and security fence. This includes purchasing of all components with grant funds. Water tower and distribution system must be complete before the solar pump installation Design and implement a hygiene education program in the community Design and implement a training program of the water committee Work with AlwaysOn Solar technicians to develop system operations and management protocol.  Assist AlwaysOn technicians with the ordering and purchasing of system components  Assist with transportation, lodging, food and training AlwaysOn Solar  Provide system design and engineering  Specify and source all components and materials  Coordinate purchasing of all PV, pumping, and water distribution related materials with grant funds  Design and implement a technical training program for users  Oversee / manage installation of pump, controls, and PV Municipio de Santa Rosa
Board of Limited Jurisdiction Meeting Please read: CSM Binders Please bring: Your Calendars Opening Prayer: Roll Call and Review of Minutes: Topics for Decision/Discussion: Clearly written information) Presenter Time allotted Update to Parent Handbook regarding Uniform Exchange Erin 5 Update with Foundation and meeting with Community Foundation Dr. McKenna and Erin 15 Dr. McKenna—Special Guest (with Principal’s Report) Dr. McKenna 20 Update on Strategic Plan Invitees Mary and Dr. McKenna 10 Topics for Reporting Only: (Please be brief—provide written information as necessary) Presenter Time allotted Building and Grounds Tim 5 Marketing and Enrollment Erin 5 Policy and Planning Jennifer / Pat 5 Development Katherine 5 Finance Gene / Mary 20 Recruitment/Membership All 2 Mission Effectiveness Erin 2 PASS Kristine 5 Principal’s Report Dr. McKenna 25 25 5:30 SHPS January 17, 2017 at 5:30 pm Next Executive Committee Meeting Committee Reports due to Jennifer Flores by January 12, 2017 Topics for Next Agenda: 5 min. Presenter 1. Dates of Importance
Part C: Assessment Database NAME GRADE HOW TO USE IT WHEN TO USE IT PROVIDED REFERENCE FAMILY LITERACY PROJECT Phonemic Awareness Activities for 4-5-6 Year Olds grade *This assessment is made up of several activities *Activities should be done orally *Broken up into 5 sections *These should be used when beginning to work on fluency. *Activity for listening awareness, rhyming awareness, word and syllable awareness, word family awareness and consonants wareness456 .htm Alphabet Letters and Sounds Recognition grade *The student will point and name the letters and sounds on the student response sheet *Use this assessment is wanting to monitor a student’s performance in sound recognition *Student response sheet * upper and lower case letters table
14 READING TEXTS Required Reading Recommended Readings MATERIAL SHARING Materials Homeworks Exams ASSESSMENT TERM LEARNING ACTIVITIES % Homework Project Final Homework Total Contribution of Final Exam to Success Grade Contribution of Term (Year) Learning Activities to Success Grade Total ECTS / WORK LOAD TABLE Activities Total Work Load (Hour) Duration (hour) Prestudy Homework Project Final Homework Total Workload Total Workload / 25 (h)
4. Most common species in Black Oak Lake Common Name Species Name Frequency of Occurrence (%) Fern-leaf pondweed Potamogeton robbinsii 68.02 water-milfoil Myriophyllum tenellum 16.57 pondweed Potamogeton amplifolius 15.12 Common waterweed Elodea canadensis 11.05 Wild celery Vallisneria americana 10.47 Slender naiad Najas flexilis 5.52 Fragrant lily Nymphaea odorata 4.65 Northern Myriophyllum sibiricum 3.78 Table 5. Aquatic Macrophyte Community Index Northern Lakes and Forests Region* Oak Lake Maximum Median AMCI raw value AMCI scaled AMCI Max depth of plant growth (m) 3.5 6.7 10 10 Littoral area vegetated % 75 69.6 10 10 Submersed Species Relative % 80 95.1 6 10 Taxa Number (including visuals) 18 22 (34) 9 (10) 10 Exotic Species (relative %) 0 0 10 10
hypothesized direction (t398 = 4.66; p ≤ .01). Similarly, the decline in perceptions of politicization in comparing the pure control in the CNT study (5.16) with the accuracy motivation and correction (4.67) is statistically significant and in the expected direction (t371 = 8.47; p ≤ .01). We also found that the correction by itself lowered perceptions of a technology’s politicization, which was counter to our expectation (See hypothesis 4, Table 2). We also correlated these technology specific politicization measures with a general politicization of science measure. While we find that the domain specific scores significantly correlate with the general measure (for fracking, r = .29; p ≤ .01; for CNTs, r = .23; p ≤ .01), the modest size of the correlations suggests that politicization is a domain specific dynamic. Table A8: Request for Additional Information [See note 16 in the main text for a discussion of the results] Condition Fracking CNTs Pure control 43% (N=186) 43% (N=206) Scientific Information 7% (N=189) 9% (N=194) Politicized Scientific Information 56% (N=190) 73% (N=192) Warning + Politicized scientific information 21% (N=185) 20% (N=196) Politicized scientific information + correction 40% (N=213) 48% (N=203) Acc. motivation + politicized sci. info + correction 38% (N=189) 39% (N=196) This reports the percentage of respondents in each condition who requested to be re-contacted via email with additional information about the technology in each study. Results for Additional Experimental Conditions (See note 13):
ARE FOR TWO DAYS TRADING Freestanding Pitch Bring your own stall, marquee, vehicle or trailer – we only need to provide a space at the event. The pitch size is large enough to accommodate a 3mtr x 3mtr gazebo. £70 Additional space, please add £25 per metre (or part thereof required) Please be sure to allow for space required for trailer hitches etc. e.g. 4.5m x 3m = £120 6m x 6m = £220 10m x 3m = £245 £25 per metre Traditional covered Market Stall Approx. 2.5m frontage (8ft x 5ft) *Limited Number available £90 Discover Bolsover Marquee We will provide a 3mtr x 3mtr marquee covered space with up to three enclosed sides. *Limited Number Available £120 Premium for Area A Licenced Area – Main Food Demonstration area – Live entertainment from 5pm - 8pm on Saturday 22nd July Add 50% to rates TOTAL COST We will try to allocate your preferred choice of stall. However there is a limited number of traditional market stalls and marquees. We will confirm allocation as soon as possible after receipt of your booking form and payment. PLEASE NOTE The costs are for the space or stall only. It does not include any additional items. For example tables, chairs, extension leads etc. Please be aware that power, heat and light is not supplied. Traders are required to supply their own unless you contact us directly to make other arrangements. In circumstances where we are able to provide power this must be arranged and paid for prior to the event. Please tick here if you would like us to contact you regarding supplying power STALL DETAILS - PLEASE PROVIDE DETAILS, WITH DIMENSIONS, OF YOUR ENTIRE STALL AND ENTIRE PITCH SPACE IT OCCUPIES…. A photograph or sketch might be helpful.
Wide Span Bulk Racks • Boltless bulk shelving is a low cost solution to your storage • Assembles securely in minutes - no nut or bolts needed. Engineered for greater shelf loads, thanks to heavy gauge steel construction. Beams adjust on 11⁄2" centers. Wide shelves are rated at 550 lbs. for 4 ft. wide shelves, 600 lbs. for 6 ft. wide shelves per shelf level, evenly distributed. 8 ft. wide shelves are rated at 600 lbs. per shelf level, evenly distributed. One center support is included per pair of 72" and 96" wide beams. Capacities are based on use with particle board. Call for capacities using wire decking. Higher capacity beam styles, and taller units with additional storage levels are available -- call for details. Gray baked enamel finish. FOB Shipping Point. Basic 3 shelf unit – 7’ Tall (Framework, PB or Wire Decking) With Optional Shelf Decks Additional Shelves without Decking FRAMEWORK ONLY 5/8” Particle Board Add (Suffix PB) Flat Wire Decks Add (Suffix WD) Size W x D x H No. Levels Product No. Weight (lbs.) Weight (lbs.) Weight (lbs.) Product No. Weight (lbs.) 48” x 24” x 7’ 48” x 36” x 7’ 48” x 48” x 7’ 3 3 3 A482407 A483607 A484807 52 56 60 112 147 181 84 101 119 A4824SO A4836S0 A4848SO 11 12 14 72” x 24” x 7’ 72” x 36” x 7’ 72” x 48” x 7’ 3 3 3 A722407 A723607 A724807 70 80 86 161 216 268 118 170 203 A7224SO A7236SO A7248SO 17 20 24 96” x 24” x 7’ 96” x 36” x 7’ 96” x 48” x 7’ 3 3 3 A962407 A963607 A964807 82 92 98 203 273 341 146 206 245 A9624SO A9636SO A9648SO 21 24 26 All 36” and 48” D wire decks are furnished with center support. 96” W unites are provided with two 48” W wire decks.
Turn 2 Us Homelessness Help with respite care costs for an older or disabled person Repair or replacement of household goods, without it living bereavement. Anyone via local welfare provision. Bolton Local Welfare Provision Contact: 01204 332772 Food packages Basic white goods and basic household furniture Help with travel costs Help with fuel costs All The Not Shop 39 Kentmere road, Breighmtent BL2 5JG Contact: 01204 329541 Clothing Bank - Free Clothing Includes trousers, skirts and other items for school uniforms. Open: Tuesday 9.00am –12.00pm Thursday 2pm – 3.30pm Winter – Urban Outreach Environ House,Salop Street Bolton BL2 1DZ Contact: 01204 385848 Hot meals over the winter months until the end of March each year Open: Friday, Saturday, Sunday evenings 9.00pm – 1am homeless and roofless people Bolton YMCA Bolton YMCA,125 Deansgate BL1 1HA Contact: 01204 522 855 Free Meals Open: Tuesdays 7-9pm Anyone Local Astley Bridge
Name of Organisation Contact Details Type of Assistance Offered Available to Who Oldhams UCAN centre 92 – 94 Mackenzie Street Oldhams Estate Bolton BL1 6QP Contact: 01204 329701 Food Vouchers ** (collect parcel from Storehouse. Open: Monday 10:30 – 12:30am) that meet the requirement stated below. St Paul’s Astley Bridge Nick McKee Contact: 01204 304119 Food and Essential Items Free Tea and Coffee – Monday – Friday 10-12pm All Astley Bridge Residents *Ask your local church for the services they offer Farnworth Name of Organisation Contact Details Type of Assistance Offered Available to Who Farnworth UCAN centre 84 Campbell Street Farnworth BL4 7HH Contact: 01204 794951 Food Vouchers ** (collect parcel from Storehouse) Open: Monday 10:30 – 12:30pm Those that meet the requirement stated below. The Well Church Farnworth (part of Trussell Trust) Trafford Street Farnworth, Bolton BL4 7PQ Contact: 01204 861671 Food Vouchers Only available to Farnworth residents Our Lady Of Lourdes & St. Gregory's 275 Plodder Lane Farnworth Bolton BL4 0BR Contact: 01204 572380 Food Vouchers Open: Mondays 12-2pm New Bury Community College Bernadette Tither Buckley Lane New Bury Farnworth BL4 9PR Contact: 01204 482960 Food Vouchers Residents of New Bury / Farnworth
Breightment Name of Organisation Contact Details Type of Assistance Offered Available to Who Breightmet UCAN centre 33 New Lane, Breightmet Bolton BL2 5BN Contact: 01204 329541 Food Vouchers ** (collect parcel from Storehouse) Open: Monday 10:30 – 12:30pm Citizens Advice Bureau Those that meet the requirement stated below. Tonge Moor Name of Organisation Contact Details Type of Assistance Offered Available to Who Tonge Moor UCAN centre The Old Moor Library Tonge Moor Road Tonge Moor Bolton BL2 2LE Contact: 01204 329556 Food Vouchers ** (collect parcel from Storehouse. Open: Monday 10:30 – 12:30pm) Citizens Advice Bureau Thursday 9.30 – 12.00 Those that meet the requirement stated below.
Proposed Bolton College Sub-contracting fees for 2016-17 – SFA Name UKPRN Contract Start Date Contract End Date Projected 16-18 Apprenticeships funding claimed Projected 19+ Apprenticeships funding claimed Projected 16-18 funding paid out Projected 19+ funding paid out Projected 16-18 funding retained Projected 19+ funding retained Watertrain Limited 10030871 09.10.12 31.07.17 N/A £966 N/A £821 N/A £145
EYFS (2014) Documentation Overview Guidance Safeguarding and Welfare Requirements Section 3 Policies and procedures that MUST be in place Policies and procedures that should be in place Documentation that MUST be available on site Protection 3.4 – 3.8 Safeguarding policy including the use of mobile phones and cameras in the setting Suitable person policy Framework for Action Whistleblowing policy Safeguarding flowcharts X3 Internet and social media policy LADO contact details Lost child policy Social Care contact details Uncollected policy DBS overview Visitors book Log of ID checks Working Together to Safeguard Children document DBS overview Attendance overview Log of dates and times staff in each room Safer recruitment documents for all staff Ofsted contact details Suitable People 3.9 – 3.19 Safeguarding policy including managing allegations and the role of the LADO Suitable person policy Ofsted disqualification document and applying to waive disqualifications document Whistle blowing policy Bolton’s disqualification by association document Staffing policy Appraisals and supervision documents Training overview for all staff Staff qualification and evidence of CPD Safeguarding and Welfare Requirements Section 3 Policies and procedures that MUST be in place Policies and procedures that should be in place Documentation that MUST be available on site
other MARAC previously? relevant factors which may increase risk eg: arson? If is a risk, has a referral been made to GM Fire Service? Can you explain why you feel this person is at high risk of experiencing further domestic abuse? What are the victim's greatest priorities to address their safety? Consent Has the person’s consent been obtained to share information? Yes No If ‘no’, are grounds to share information without consent? Yes No Immigration Status (eg: asylum seeker, refugee, spousal visa with NRPF, ILR) What type of passport does the young person have eg: British, other (if other, please state which) Nationality Alleged Perpetrator Name: Alias (known as) DOB Ethnicity: Address: Relationships to person: Alcohol or drugs involved? Alcohol Drugs Details:(in treatment or not) If so, name/details of Case Manager Any additional health or care needs? E.g. dementia, learning disability or mental health problems Is the perpetrator currently employed? (If yes, provide details) Has a referral been made to MAPPA (if yes, provide details)
Consists of a task (what students will do) and scoring criteria (how you will judge quality) Personal Communication (PC)- Formal and informal conversations involving students Questions during instruction Interviews and conferences Conversations Oral examinations Student journals and logs Target-Method Match Explained with Ratings Selected Response Written Response Performance Assessment Personal Communication Knowledge Good Can assess isolated elements of knowledge and some relationships among them Strong Can assess elements of knowledge and relationships among them Partial Can assess elements of knowledge and relationships them in certain contexts Strong Can assess elements of knowledge and relationships among them Reasoning Good Can assess many but not all reasoning targets Strong Can assess all reasoning targets Partial Can assess reasoning targets in the context of certain tasks in certain contexts Strong Can assess all reasoning targets Skill Partial Good match for some measurement skill targets; not a good match otherwise Poor Cannot assess skill level; can only assess prerequisite knowledge and reasoning Strong Can observe and assess skills as they are being performed Partial Strong match for some oral communication proficiencies; not a good match otherwise Product Poor Cannot assess the quality of a Poor Cannot assess the quality of a Strong Poor Cannot assess the quality of a
Accurate Mass Data Accurate mass data for the peptoid library are shown in Table S2. Sequence Molecular Formula Mass Calculated [M+2H]2+ Mass Observed [M+2H]2+ 1 (NLysNpheNphe)4 C96H123N17O12 853.9847 853.9848 2 (NLysNpheNphe)3 C72H93N13O9 642.8688 642.8666 3 (NLysNpheNphe)2 C48H63N9O6 431.7529 431.7513 4 (NLysNspeNspe)4 C104H139N17O12 910.0473 910.0494 5 (NLysNspeNspe)3 C78H105N13O9 684.9157 684.9142 6 (NLysNspeNspe)2 C52H71N9O6 459.7842 459.7801 7 (NaeNpheNphe)4 C88H107N17O12 797.9221 797.9189 8 (NaeNpheNphe)3 C66H81N13O9 600.8218 600.8185 9 (NaeNpheNphe)2 C44H55N9O6 806.4354 806.437 10 (NaeNspeNspe)4 C96H123N17O12 853.9847 853.9841 11 (NaeNspeNspe)3 C72H93N13O9 642.8688 642.8675 12 (NaeNspeNspe)2 C48H63N9O6 862.4980 862.4994 Table S2. Accurate mass spectrometry data and data from analytical RP-HPLC for representative compounds of this peptoid library. Accurate mass data calculated for the [M+2H]2+ ion.
LC-MS Spectra for Peptoid Library LC-MS spectra for the peptoid library; for each peptoid the mass spectrum (top) and UV chromatogram at λ = 250 nm (bottom) are shown. Peptoid 1 (NLysNpheNphe)4 Peptoid 2 (NLysNpheNphe)3 Peptoid 3 (NLysNpheNphe)2 Peptoid 7 (NaeNpheNphe)4 Peptoid 8 (NaeNpheNphe)3 Peptoid 9 (NaeNpheNphe)2 Peptoid 4 (NLysNspeNspe)4 Peptoid 5 (NLysNspeNspe)3 Peptoid 6 (NLysNspeNspe)2 Peptoid 10 (NaeNspeNspe)4 Peptoid 11 (NaeNspeNspe)3 Peptoid 12 (NaeNspeNspe)2
Courtney The Law of Private Companies (3rd edition Bloomsbury Professional) Callanan An Introduction to company Law 4th ed Callanan , Gill & McMillan Courtney Bloomsbury Professional’s guide to the Companies Act 2014 Keane Company Law in the Republic of Ireland (4th edition Tottel Publishing) Semester - Year to be First Offered: Spring - 09/10 Academic Instruments: The assessment will be a mid-term essay accounting for 20% of marks and a closed book examination that will consist of four questions where students will be required to answer two within a period of 2 hours. The questions will comprise of a mixture of essays and problems and all questions will carry equal marks. Repeat Assessment: For students who are unsuccessful in the semester assessments the annual repeat examination will be a two hour exam where students are required to answer 2 questions from a selection of four. The questions are a mixture of problems and essays and all questions carry equal marks. Module Leader: Sinead.eaton@ul.ie
Module Leader: ger.coffey@ul.ie Module: LA6132 – International Criminal Law per Week: Lecture: 2 Private: 13 Credits: 9 Rationale and Purpose of the Module: This module aims to provide students with an understanding of international criminal law, to the extent that it operates as a mechanism for the international protection of human rights. The module will focus on the emerging international criminal justice system with emphasis on the permanent International Criminal Court. The module aims to develop the analytical skills of students in relation to the function, scope and operation of the international criminal justice system and its likely future development, as well as enabling students to apply the law to various situations. A good understanding of the central issues of international criminal law will therefore be promoted. A sound grasp of the relevant legal principles will be encouraged. Syllabus: This module will explore the development and influence of international criminal law and critically engage with the established principles of international law as they relate to the protection of rights. The emphasis will be on the practical elements such as the engagement of international criminal law in attempts to redress gross violations of human rights. Recent developments such as the establishment of the United Nations ad hoc tribunals and the International Criminal Court will be examined and assessed. Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) On successful completion of this module, a student will be able to: Describe the development of international law;
World on a String by Larry Phifer that is) in sweltering Philadelphia for long, secret negotiations-nearly failing to reach consensus until Connecticut proposes the Great Compromise over the nature of the two legislative houses. "Who will be the first to sign? George Washington, of course!" A lively way to kick off discussions of how the Constitution works and why it's still a living document. When his best friend, a big red balloon, comes untied in a thunderstorm, Charlie is overcome with sadness. However, inspired by the happy memories of his best friend, Charlie is able to shift his perspective and, ultimately, he imagines his balloon on an amazing journey into the starry night. October Isabella and The Hungry Coyote by Keith Polette TumbleBooks Library Creepy Carrots by Aaron Reynolds Illustrator gives an inside look- http://www.youtube.com/watch?v=ag0LPVYpIu4 Author talks about his books- http://www.youtube.com/watch?v=UujsWA7G618 A little girl on her way to Grandma's house. A basket of goodies. A lurking scoundrel. Sound familiar? Yes, but this time, the Chihuahua Desert of the American southwest is the setting for a spiced-up retelling of the classic Little Red Riding Hood story. Spunky Isabel outwits the cunning coyote with and daring. Fiery tamales and chili sauce are the villain's downfall. Caldecott Honor The Twilight Zone comes to the carrot patch as a rabbit fears his favorite treats are out to get him. Jasper Rabbit loves carrots—especially Crackenhopper Field carrots. He eats them on the way to school. He eats them going to Little League. He eats them walking home. Until the day the carrots start following him...or are they?
Approx. Age Race Voice Characteristics Speech Loud Raspy Soft Deep High Pitched Pleasant Intoxicated Other Fast Stutter Slow Slurred Distinct Lisp Distorted Other Language Accent Foul Fair Excellent Poor Good Local Not Local Foreign Manner Background Noises Calm Coherent Angry Incoherent Rational Deliberate Irrational Emotional Factory Machines Bedlam Office Machines Music Other TAKE THE FOLLOWING ACTIONS AFTER CALLER HANGS UP: Notify Security at 8-8433 Notify your immediate Supervisor Talk to no one else other than as instructed by supervisor or Security.
Bishop Alexander L.E.A.D Academy Emergency Evacuation Plan Ratified by Governors on: 20th November 2014 Review date: November 2015 Signed by Chair of Governors............................................................................
that the applicant has explicitly set forth the reasons why it will not obtain substantial redress in due course as required by Rule 73(4)(b). Respondents unable to have a fair hearing in terms of Article 12 of the Constitution: [51] Mr Namandje took issue with the short notice in this matter and bringing the application on urgent basis, in spite of the history in this matter. He further took issue with the fact that the applicant only alluded that an application in terms of section 57 and 58 of the Banking Institutions Act, 1998 might be brought but at no stage did the applicant pertinently made its intentions clear in this regard. He argued further that, within one day after a date on which the shareholders were to recapitalize, (being 03 July 2017 at 12:00), this voluminous application was filed on two days notice, in a possible attempt to gain an advantage over the fourth and fifth respondents. [52] Adv. Corbett argued to the contrary stating that the position of the SME Bank is not static in nature but ever changing and that it is in a downward spiral at this stage. He argued due to the failure of the shareholders to recapitalize, the position of the bank became so dire that the matter had to be attended to as a matter of urgency and that notice was given, albeit short. He further stated that in all the correspondence to the fourth and fifth respondents, they were informed of the possible winding-up of the SME Bank if there is no recapitalization done by the shareholders and they were thus forewarned. [53] In this regard the court take note that it was found in the Petroneft matter that whether or not the applicant has forewarned the decision-maker of a possible application, is according to Radebe’s case, is a factor which weighs in the applicant’s favour. It is clear that the fourth and fifth respondents were indeed put on alert as to the solvency problems of the SME Bank and also what consequence would be that would follow if the position persists. [54] Whilst it is clear in this matter that application was brought on short notice and that the respondents were afforded a short period of time to provide answering papers, they have not sought any postponement and have in fact filed the answering affidavit and supporting documents within a day. This was done in spite of the
CHAPTER 3 THE MARXISTS AND THE NATIONAL QUESTION (10) PIERRE SOUYRI In this chapter we present the reading scores of Pierre Souyri, published in the Annals of July, 1979, concerning the volume of Georges Haupt, Michel Lowy, Claudie Weill, entitled The Marxists and the national question, 1848-1914. We enamel his scores of our comments identified by letters EDITOR'S NOTE. Pierre Souyri wrote this about the Marxism and the national question: «By establishing this issue which gathers some of the texts whose publication marked out the stands, alternately complementary and opposite, of the theorists of the Second International on the national question, G. Haupt, M. Lowy and C. Weill took care of not favoring the conceptions of the Bolsheviks. This choice has not only the advantage to make know to the readers points of view whom the hegemony of Russian Marxism had rejected in the oversight; it also allows to break with a commonplace and nevertheless unbearable representation which orders the history of the Marxist theories, as if there was a Marxism establishing a coherent and completed system, of which the Bolsheviks would have regained control on the methodology and the concepts to emerge, finally, after all other theorists of the
Ultimate beneficiary(ies): Please list every minority stake above 5% shareholding. Individual(s) Stake (in %) and family names Country of residence Passport Nationality Number Expiry date Legal entity(ies) Stake (in %) Full company name Registered address Registration number Remarks (if required): Company directors and/or partners: name Family name Country of residence Passport Nationality Number Expiry date
Answers C C D B D B D D B B C D E A B C A A B E D B C D E A E C C D C D E D C C C A B C B A E D E C D B C B A D A D B A D D E D B A A C D A D A A C A C E B D C B D D C D A E E A D E B D A D A E C E
Chemical Bonds on electronegativity trends, complete the chart below. Degree of Polarity (check one) Bond Type Nonpolar slightly polar moderately extremely The "more negative" atom if polar a H – O b As – Cl c Cs – N d O – O e O – F f Na – Br g S8 h S – Cl i P – F j I2 For each of the following properties, indicate if the compound’s bond type is ionic (I), covalent (C), or unable to be determined (X). _____melts at 150 oC _____conducts a current in solution _____solid at 100 oC _____boils at 15 oC _____liquid at room temp _____solid does not conduct a current _____linear molecule _____cubic crystal Draw the Lewis dot diagram and chemical formula for the compounds formed when the following elements ionically bond. a. barium and chlorine b. potassium and sulfur
Chemical Bonds Based on electronegativity trends, complete the chart below. Degree of Polarity (check one) Bond Type Nonpolar slightly polar moderately polar extremely polar The "more negative" atom if polar a H – O b As – Cl c Cs – N d O – O e O – F f Na – Br g S8 h S – Cl i P – F j I2 For each of the following properties, indicate if the compound’s bond type is ionic (I), covalent (C), or unable to be determined (X). _____melts at 150 oC _____conducts a current in solution _____solid at 100 oC _____boils at 15 oC _____liquid at room temp _____solid does not conduct a current _____linear molecule _____cubic crystal Draw the Lewis dot diagram and chemical formula for the compounds formed when the following elements ionically bond. a. barium and chlorine b. potassium and sulfur
Molecular Geometry Worksheet (VSEPR Theory) Molecule Lewis Structure # of e- pairs / groups around the central atom # of atoms bonded to the central atom Molecular Shape (Use the VSEPR theory to build the model of the molecule. Then, draw it.) Geometry (Name of molecular shape. Use p. 200 in the textbook.) New example (Give the formula of another molecule with same shape.) SiH4 PF3 H2S CH2O SPI CO2 PCl5 SF6
electrons. All electrons are identical. The use of dots and crosses is an aid to keep of the origin of the electrons. Lewis Diagrams and Structural Formulas Bonding representation is often simplified by omitting the lone electron pairs and by substituting a dash for each bonding pair of electrons. The resulting representation is called a structural formula. (The structural formula does not generally represent the shape of the molecule, it merely represents the bonding that occurs.) Table G2 Lewis Diagram and Structural Formulas - Single Bonds 6 G14 CHEMICAL BONDING G7 LEWIS’ MOLECULAR THEORY Lewis’ Molecular Theory Complete the following table. Use Lewis' Molecular Theory to explain the molecular formulas for Questions 5-8, and then to predict the simplest molecular formula formed by the atoms listed in Questions 9-14. In Questions 9-14 the simplest molecular formula is the molecule formed by the least number of atoms. Molecular Formula or Atoms Combined Lewis Diagram of Molecule Structural Formula Confirmed or Predicted Molecular Formula 5. H2O(l) 6. HCl(g) 7. Cl2(g) 8. C2H6(g) 9. H atoms 10. Cl atoms 11. C & H atoms 12. N & I atoms 13. O & F atoms 14. P & Cl atoms 7
Molecular Polarity Fill in the chart below. Molecule Distribution of charge? (symmetrical or asymmetrical) Molecular Polarity or nonpolar molecule) Molecular (linear, pyramidal, tetrahedral, or bent) Bond Polarity or nonpolar covalent)