zilongwang/ReadingBank huggingface dataset:
HELPFUL CONTACTS FOR PEOPLE WITH PARKINSON'S AND THEIR FAMILY WHAT DO YOU NEED? CONTACTS General help & advice www.parkinsons.org.uk can help with..... Information sheets, description of symptoms and information on of medication & caring for someone with Parkinson’s. Also information about support local to you. Parkinson's UK helpline 0808 800 0303 Community Parkinson’s Specialist Nurses (CPDNS). Dawn Hugill or Kate Bridgewater Rm F21 Cumberland Centre, Dameral Close Plymouth PL1 4JZ Dawn - Tel: 01752 (4)34237 Kate - Tel: 01752 (4)34522 Non-medical advice on benefits, local support and a variety of general Parkinson information. Your Parkinson's UK Parkinson’s Local Adviser is: Kay Lillie Tel: 020 7963 9331 215 Vauxhall Bridge Road, London SW4 1EJ klillie@parkinsons.org.uk Carers support. The Carers hub can assist carers with any queries or questions linked to the role. They also provide drop in support groups, monthly activities, newsletters and training workshops. Carers Hub – tel 01752 201890 House, 156 Mannamead Road, Plymouth, PL3 5QL Email – Website: www.plymouthguild.org.uk/carers-hub/ To meet other people with Parkinson's living locally Come to a local Parkinson's UK Support Group to meet others socially and to learn more about Parkinson’s. Local groups at: Emmanuel Church Hall Contact details for the groups available on.... Tel: 0808 800 0303 or www.parkinsons.org.uk Want to know more self management of your condition? Parkinson’s disease and driving Long term Conditions self-management (formerly Expert Patient programme). Empowering people living with any physical conditions to better manage their condition not just Parkinson all long term conditions. Guild House, 156 Mannamead Road, Plymouth, PL3 5QL Email – chp@plymouthguild.org.uk Having Parkinson’s does not necessarily mean that your licence will be affected, although you may be required to have
Contacts for GPs wishing to work in Out of Services BOARD NAME EMAIL TELEPHONE Ayrshire and Arran Dr David Watts 01563545545 Borders Emergency Care Service (RECS), Borders General Hospital, Melrose Dr Rebecca Green, GP Clinical Lead Ms Claire Griffiths Ass Operations Manager uk claire.griffiths@borders.scot.nhs.uk 01896 826995 Dumfries and Galloway Donna Reid Service manager 01387 241958 Fife Drew Smart Clinical lead Joyce Kelly Service manager joyce.kelly@nhs.net 07836 370032 Forth Valley Anna Lamont Glasgow Derek Johnston Grampian Dr Jamie Hogg Medical advisor Andrew McArdle Service manager 01224 (5)1810 Highland Dr Antonia Reed Clinical Lead Evan Beswick Project Lead Lanarkshire Frances Brownlie Service manager Dr Stephen Conroy Clinical Lead Stephen Conroy@lanarkshire.scot.nhs.uk 016698 377866 Lothian Dr Sian Tucker, Clinical Director Cathy Grant, Admin Manager 0131 537 9154 NHS24 Laura Ryan Ass Medical Director Laura.Ryan@nhs24.scot.nhs.uk Shetland Lisa Watt Service manager Tayside Jane Bruce Clinical Lead A Cunningham Service Manager acunningham6@ nhs.net 01382 424005 Western Isles Stephan Smit 01851 763321
Contacts for NES Engagement Process with NHSScotland Boards (November 2013) Territorial Health Board NES Contact Email Health Board Contact NHS Ayrshire & RoseMarie Parr, Director of Pharmacy Lorna Kenmuir, Head of Learning; NHS Borders Stuart Cable, Assistant Director of Educational Development Helen Clinkscale Senior Nurse/Senior Lecturer CPD; NHS Dumfries & Galloway Dorothy Wright, Director of HR Caroline Director of HR and Workforce Strategy; NHS Fife Bob Parry, Associate Director of NMAHP David Christie , Director of Organisational Development; Hazel Mackenzie, Head of Leadership Development Morag McLaren NHS Grampian Gillian Needham, Postgraduate Dean (North region) Dr Annie Ingram, Director of Workforce NHS Greater Glasgow & Clyde Prof Alastair McLellan, Postgraduate Dean (West region) Lyndsay Lauder, Head of Learning & Education; NHS Highland Ronald MacVicar, Director of Postgraduate GP Education (North region) Ann Gent, Director of Human Resources;
NHS Lanarkshire Janice Turner, Educational Project Manager Small, Director of Human Resources, NHS Lothian Bill Reid, Postgraduate Dean East region) Mary Parkhouse, Head of CPPD; NHS Orkney Pam Nicoll, Programme Director, RRHEAL Robert Allan , Learning and Development Manager; NHS Shetland Gillian Needham, Postgraduate Dean (North region) Lorraine Hall, Director of Human Resources; NHS Tayside Philip Cachia, Postgraduate Dean (East region) Caroline Hay Workforce Planning & Development Lead NHS Western Isles Pam Nicoll, Programme Director, RRHEAL Jenny Porteous, HR Director; Special Health Board NES Contact Email Health Board Contact NHS Health Jane Cantrell, Wilma Reid,
Programme Director, NMAHP (Head of Learning & Workforce Development); The State Hospitals Board for Susanne Forrest, Programme Director (Mental Health) Andreana Adamson, Chief Executive; National Services Donald Cameron, Head of Planning & Performance Simon Belfer Director of Finance; National Waiting Centre Board Colette Ferguson, Director of NMAHP Fox, Head of Learning and Development; (currently on maternity leave – please contact Lindsey Ferries, Director of HR; In interim) NHS24 David Dougan, Network Coordinator Fiona Murdoch, Senior Nurse – Practice Development; Scottish Ambulance Service Brian Durward, Director of Educational Development Annual meeting held between NES and senior staff from SAS Healthcare Improvement NES Executive Team NHS Healthcare Improvement Scotland’s Executive Team Description This table outlines the contact details for the key engagement contacts between NES and NHS Boards across . If you require any of this information in an alternative format, please contact:
TIMETABLE for Postgraduate Programs in Business Information Management; Commerce; Professional Accounting; Human Resource and Employment Relations; Marketing; Economics Semester 1 2015 Unit code Unit name Unit Phone Email Day Time ACCT5432 Introductory Financial Accounting Mr Peter Robinson Tuesday Friday 2:00pm – 17:00pm 2:00pm – 17:00pm ACCT5511 Intermediate Corporate Financial Accounting Ms Lyndie Bayne 6488 5841 Tuesday 17:00 – 20:00pm ACCT5522 Principles of Auditing Dr Isabel Wang 6488 1821 Thursday 17:00pm – 20:00pm ACCT5531 Financial Accounting: Theory & Practice W/Prof Phil Hancock 6488 1835 Wednesday 2:00pm – 17:00pm ACCT5633 Accounting for Planning and Control Prof Vincent Chong 6488 2914 Monday Thursday 17:00pm – 20:00pm 2:00pm – 17:00pm ACCT5637 Principles of Taxation Dr Mark Holub 6488 2647 Tuesday Thursday 9:00am – 12:00pm 9:00am – 12:00pm ECON4402 Microeconomic Theory Asst/Prof Luciana Fiorini 6488 7212 Monday 10:00 – 13:00
FINA5432 Introduction to Finance Prof David Woodliff 6488 2911 Monday 17:00pm – 20:00pm FINA5631 International Financial Analysis Mr Kevin Campbell Mr Gary Smith 6488 5859 6488 3855 Tuesday 2:00pm – 17:00pm FINA5635 Corporate Finance Mr John King Monday 2:00pm – 17:00pm HRMT5501 Managing Workplace Diversity (Intensive) Dr Renu Burr 6488 3976 Friday 13 March Saturday 14 March Friday 17 April Saturday 18 April Friday 1 May 09:00-16:45 09:00-16:45 09:00-16:45 09:00-16:45 09:00-16:45 HRMT5504 Introduction to Human Resource Management Dr Alex Luksyte 6488 2633 Thursday 14:00-16:45 HRMT5518 Strategic Human Resource Management Dr Renu Burr 6488 3976 Thursday* AND Saturday 9 May (make-up class for 26 Feb) *No class Wk 1 (Thurs 26 Feb) 17:00-19:45 09:00-11:45 INMT5503 Logistics and Supply Chain Management Dr Min Qiu 6488 3729 Tuesday 17:00-19:45 INMT5504 Business Process Management Dr Nick 6488 3741 Wednesday 09:00-11:45 INMT5518 Computer Modelling Applications for Business A/Prof Peter Goldschmidt 6488 2799 Thursday 14:00- 16:45
MGMT5504 Data Analysis & Decision Making Dr Doina Olaru 6488 3908 Wednesday 17:00-19:45 MGMT5506 Ethics & Sustainability Management Mr Victor Egan 6488 3976 Tuesday 17:00-19:45 MGMT5507 Management & Organisations Dr Alan Simon 6488 2781 Monday 17:00-19:45 MGMT5511 Introduction to Global Business Dr Chalon 6488 3976 Wednesday 17:00-19:45 MGMT5610 Applied Professional Business Communications Ms Kaye Haddrill 6488 1815 Monday and Wednesday OR Tuesday and Thursday 10:00-11:45 09:00-10:45 09:00-10:45 10:00-11:45 MGMT5660 Applied Project Management Dr Rashi Sehgal 6488 7264 Thursday 17:00-19:45 MKTG5405 Special Topics in Marketing Asst/Prof Alex Tan 6488 1451 Tuesday 14:00pm-16:45pm MKTG5463 Marketing of Services W/Prof Jill Sweeney 6488 1438 Monday 17.00pm-19:45pm MKTG5465 Applied Marking Research Asst/Prof Greg Brush 6488 1414 Friday 9:00am-12:00noon MKTG5501 Integrated Marketing Communication Assoc/Prof Fang Liu 6488 3506 Thursday 17:00pm-19:45pm MKTG5502 Electronic Marketing Assoc/Prof Paul Harrigan 6488 1979 Wednesday 17:00pm-19:45pm
Experience of using databases(A,I) √ Experience Experience of negotiating with customers. (I) High level of interpersonal skills.(I) Ability to work as part of a .(I) Tactful and sensitive with good communication skills to deal with the public.(A,I) Ability to deliver a quality service with minimum supervision.(I) Ability to promote the services, products and facilities.(A,I) Keyboard skills and computer literate.(A,I) High level of organisational and administrative skills.(A,I) √ √ √ √ √ √ √ √ Other Able to work flexibly to needs of the business including evenings and weekends hours.(I) Ability to work under pressure.(I) √ √ HOLDER MANAGER/SUPERVISOR Agreed by: …………………………………… Date: …………………………………………. Agreed by: …………………………………… Date: ………………………………………….
Wave of Prayer Group: Diocese (Province) Diocesan President Contact details Bentiu (South Sudan) Mothers’ Union Diocesan President C/O Mothers’ Union Provincial Office PO Box 110 Juba South Sudan Email: Bunyoro Kitara (Uganda) Mrs Annet Matovu Diocese of Bunyoro Kitara PO Box 20 Hoima Uganda Email: Okigwe- North (Nigeria) Mrs Godiva Ukanwa Diocese of Okigwe-North Bishopscourt PO Box 127 Anara, Imo State Nigeria Email: Omu-Aran (Nigeria) Mrs Elizabeth Adeyemo Diocese of Omu-Aran Bishop's House, Expressway PO Box 224 Omu-Aran, Kwara State Nigeria Email: Kilmore, Elphin & Ardagh (Ireland) Mrs Joy Little C/O Mothers’ Union Corradrien Kinawley ENNISKILLEN County Fermanagh BT92 4DR United Kingdom Email: Krishna-Godavari (South India) President Women’s Fellowship Diocese of Krishna-Godavari St Andrew's Cathedral Compound Main Road Machilipatnam - 521 002 Krishna-Godaviri District Andhra Pradesh , India Email:
CONTACT DETAILS OF DESIGNATED DEALERS FOR EMPLOYEES OF INDIA INFOLINE LIMITED AND GROUP COMPANIES. IIFL WEALTH EMPLOYEES INSTITUTIONAL / INVESTMENT BANKING EMPLOYEES OTHER IIFL EMPLOYEES NAME OF DEDICATED DEALER Mr. Santosh Singh and/or Mr. Hitesh Chauhan Mr. Dashrath Kanojia and/or Mr. Sachin Gholap Mr. Abhishekh Jaiswal And Mr.Jeetu Jawrani EMAIL ID OF DEDICATED DEALER dashrath.kanojia@iiflcap.com and/or Saching@iiflcap.com employeetrading@indiainfoline.com TRADELINE NO. (022) 43411820/43411865 (022) 46464632 / 46464617 (022) 39440000 TERMINAL ID NSE CASH C134847 & C12695 BSE CASH C134847 & C12695 NSE NEAT Terminal ID: 25190 NSE NEAT Terminal ID: 25491 BSE BOLT Terminal ID: 93 C144871
Provided below are comments on (this section must be completed): Document name Reference (Section No, Clause No, No, Figure No, Issue No, etc) Submission (Including a justification will assist the drafting team to better understand the need for change) Additional rows may be by clicking the tab key at the end of the last entry.
CONTACT LIST Surname, Name, Titles Institution E-mail Benč, Vladimír, Ing. Prešov University in Prešov (SK) benc@sfpa.sk Dudinská, Irina, doc., PhDr., CSc. Prešov University in Prešov (SK) irina.dudinska@unipo.sk Kołomycew, Anna, dr Rzeszow University (PL) anna_kolomycew@o2.pl Kozárová, Irina, PhDr., PhD. Prešov University in Prešov (SK) irina.kozarova@unipo.sk Lačný, Martin, Ing., PhD. Prešov University in Prešov (SK) martin.lacny@unipo.sk Ostapec, Jurij Olexandrovyč, kandydat polityčnych nauk, profesor Uzhhorod National University (UA) ostapec@rambler.ru Pawłowska, Agnieszka, prof. nadzw. dr hab. Rzeszow University (PL) a.pawlowska@1gb.pl Zan, Michajlo Petrovyč, kandydat istoryčnych nauk, docent Uzhhorod National University (UA) mykhailo_zan@mail.ru
Thomas Judd Clinic 1221 St., Suite 310 Traverse City, MI 49684 (LS) Victoria Cammarata, 231.935.5085 Nick Erber, 231.935.2090 Sacred Heart Rehabilitation Center, Inc. (Bay Area Social Intervention Services, Inc. - BASIS) 301 E. Genesee Ave. Saginaw, MI 48607 (CK) Amber Daniels, 989.776.6000, ext 6519 Tim Neal, 989.776.6000, ext. 7516 University of Michigan Health System HIV/AIDS Treatment Program 1500 E. Medical Center Dr. Ann Arbor, MI 48109-5378 (LS) Amy Jacobs, 734.763.9227 Johannes Postma, 734.936.5215 Wayne State University/Children’s Hospital Horizons Project University Health Center (UHC 6E.29) 4201 St. Antoine Detroit, MI 48201 (LS) Stephanie Soliz, 313. 924-9493 Monique Green-Jones, 313.966.9763 Angulique Outlaw, 313.745.3218 Wellness AIDS Services, Inc. 311 E. Court St.t Flint, MI 48502 (CK) Teresa Springer, 810.232.0888 Stevi Atkins, 810.232.0888 Key Project Staff Carrie Kirkpatrick (CK), Consultant Tobacco Control Program, MDHHS 109 W. Michigan Ave. Lansing, MI 48913 517.373.6522 Lynne Stauff (LS), Consultant and Project Coordinator Tobacco Control Program, MDHHS 109 W. Michigan Ave. Lansing, MI 48913 517.335.1818 Martha Mello, Financial Analyst MDHHS 517.335.2828
C.1: Asciano (Patrick) trends in nominal cost components (per TEU) index, 2002–03 to 2014–15—continued 2002–03 2003–04 2004–05 2005–06 2006–07 2007–08 2008–09 2009–10 2010–11 2011–12 2012–13 2013–14 2014–15 Melbourne Stevedoring cost index 80.6 80.1 81.7 79.0 74.2 73.5 75.9 79.6 79.4 74.4 73.4 76.3 74.8 Total labour cost index 79.8 86.1 92.8 88.9 89.8 88.5 87.5 90.2 94.2 92.0 94.6 100.4 104.4 Total equipment cost index 78.8 68.7 67.1 69.6 67.6 65.4 68.0 61.8 63.6 60.4 62.3 60.0 52.2 Total property cost index 47.1 38.6 35.4 32.9 37.5 32.9 37.3 38.1 39.4 36.8 42.0 44.7 44.7 Fremantle Stevedoring cost index 68.7 73.7 83.0 86.1 78.3 80.6 90.1 90.3 83.3 77.7 78.1 81.1 78.8 Total labour cost index 60.5 70.3 85.7 89.4 84.5 84.9 93.5 94.6 87.8 85.2 92.9 98.5 95.1 Total equipment cost index 53.2 51.6 52.7 52.0 54.8 67.4 76.7 62.3 62.5 56.3 56.6 54.5 52.6 Total property cost index 90.5 101.5 115.4 133.6 147.4 149.5 149.0 142.6 120.6 102.1 99.4 97.5 88.3
City of Tioga, “Ordinance No. 295,” Grayson County, Texas, 2011. County of Grayson, “Ordinance No. 295,” City of Grayson County, Texas, 2011. County of Yakima, “Cargo Containers, Shipping Containers, Trailers, Storage Units, Ordinance Chapter 19.18,” Yakima County Public Services, Building & Fire Safety Division, Yakima, Washington, Revised 3/30/2017. National Level Despite the absence of clear and uniform guidance and a patchwork of emerging regulations, containers used as buildings or structures will continue towards gaining acceptance with code officials at both the state or local level. Recognizing the need to develop clear and reasonable code language to ensure uniformity of application and enforcement of regulations for containers, efforts are underway by members of the ICC’s Building Code Action Committee (BCAC) to develop proposed code changes to the 2018 Edition of the International Building Code (IBC) that are intended to help both design professionals and code officials in evaluating and approving future projects using containers. The codes used throughout the country are updated and published every three years by ICC. 2018 marks the beginning of the code development cycle. As such, code change proposals are submitted to ICC at the beginning of the year in early January. The code change proposal for containers is G151-18. ICC holds Committee Action Hearings (CAH) during the latter part of April to consider the code change proposals, make modification to the proposals, and vote on the proposals. The General Code Committee, which is the body that heard the proposal for the containers, voted to approve the code change proposal As Modified with specific modifications during the CAH process. After the close of the CAH and upon issuance of a Report of the Committee Action Hearing, interested parties and stakeholders may submit comments on this code change proposals by mid-July. Any comments received will be further discussed during the Public Comment Hearings (PCH) in late October, followed by a vote of the eligible voting members of ICC in October/November. If approved, the code change proposal for the container will be incorporated into the 2021 Edition of the IBC. See Appendix 3 for more information on the code change proposal. In absence of the code development process currently underway, projects utilizing containers as buildings or structures will in the interim continue towards gaining acceptance with code officials at both the or local level when it can be demonstrated to be in general compliance with the codes.
General contaminant type (i.e., DRO, VOCs, metals, etc.) Total volume of identified contaminated soil (cyds) Total volume of identified contaminated soil to be remediated (cyds) Remedy RAP Cleanup Goal (i.e., residential SRVs, industrial SRVs, etc.) Complete the following table for groundwater contamination. If no or limited groundwater investigation has been conducted, indicate this. Also indicate if a groundwater investigation was conducted but no contamination was detected. General contaminant type (i.e., DRO, VOCs, metals, etc. Affected aquifer (i.e., water table, deeper aquifers) Approximate dimensions of contaminant plume Specify if the plume extends off-site. Remedy List all compounds comprising the identified release in soil and the corresponding average and maximum concentration for each compound. Also include petroleum in the table. If distinct areas of contamination are present at the site, please describe separately. (NOTE: It is acceptable to provide an overview with estimated average and maximum concentrations if the amount of analytical data is overwhelming.) (Note: for PAHs, please provide individual compound concentrations or Benzo(a)pyrene equivalent concentrations for the carcinogenic PAH compounds.) Compound Tier I SRV (residential) Average Concentration Maximum Concentration
Risk Assessment Record Activity Contaminated Land Reference No. GRA39 Assessment Carried out by Date Review Date Hazards Present Inhalation, ingestion or injection of hazardous substances leading to adverse health effects Contact with hazardous substance Control Measures to be Implemented Ensure operatives are instructed in the correct use and fitting of all protective equipment Ensure adequate supervision is provided and that control measures remain valid for the duration of the work Clearly identify and sign all areas of contaminated land Restrict access to all such areas to authorised persons only Ensure all persons and vehicles leaving the site do not contaminate adjacent areas, consider use of a wheel wash/decontamination unit Control dust by regularly spraying with water Ensure all material is disposed at an appropriately licensed site Determine if health surveillance/monitoring is required Risk assessments and method statements are issued to all workers involved in the activity. This generic assessment must be supplemented by a site specific risk assessment.
Would your proposed solutions be achievable within the provisions of regulatory systems currently applied in the EU and Indonesia, or would changes to the systems or legislative framework be necessary? Which basic elements/provisions should an SPS chapter in the FTA with Indonesia contain in order to potentially fulfil your priorities (please tick the box)? Import conditions (transparent and clear SPS import rules based on international standards) and their applicability in a non-discriminatory manner to the entire territory of the exporting Parties Adaptation to regional conditions (regionalisation policy for animal and plant diseases) SPS related approval procedures for agricultural products which are transparent, undertaken and completed without undue delay, predictable, with information requirements limited to what is necessary and thus being in line with international obligations. Indonesian approval procedures should also recognise the EU's harmonised SPS framework. Equivalence (system of possible recognition) Pre-listing of exporting establishments Verification procedures pre-clearance) Transparency and information exchange Notification and consultation Emergency measures Collaboration Trade in services and investment What are the main barriers that your sector encounters in cross-border services trade with Indonesia (e.g. obligation to have a local commercial presence such as an office, branch or subsidiary in order to conduct business, etc.)? What are the main barriers that your sector encounters in establishing a commercial presence, including by acquisition, in the primary, secondary or tertiary sector in the Indonesia (e.g. capital ownership / equity cap, limitations to management control, difficulty in obtaining a licence or authorisation, treatment by state-owned enterprises, complex and lengthy procedure between federal and provincial level, etc.)? How do you assess the obligation to work in joint venture with Indonesian nationals, or the limitation on the ownership of land? Should this be a focus of our negotiations or are there ways for business to accommodate this and should negotiations give priority to other elements? Any details would be appreciated.
Chair, “Rethinking Center and Margin in American Poetry.” Twentieth-Century Literature Conference. University of Louisville. Louisville, Kentucky. February 22-24, 2001. Chair and Organizer, “Poetics at Buffalo 2000.” Northeast Modern Language Association Convention. Buffalo, New York. April 7-8, 2000. Opening Remarks, Ear, Eye, & Mind: A Conference on the Poetry of Ronald Johnson. University at Buffalo. Buffalo, New York. March 17-18, 2000. Chair and Organizer, “Don DeLillo and Postmodern Media Culture.” Twentieth-Century Literature Conference. University of Louisville. Louisville, Kentucky. February 24-26, 2000. Participant, Hypertext ’98: The Ninth ACM Conference on Hypertext and Hypermedia. Pittsburgh, Pennsylvania. June 20-24, 1998. Respondent, “The Contemporary Long Poem: Feminist Intersections and Experiments.” Modern Language Association Convention. Toronto, Canada. December 27-29, 1997. “Charles Olson” and “Frank O’Hara.” American Poetry in the 1950s. University of Maine. Orono, Maine. June 19-23, 1996. “Charles Reznikoff” and “Louis Zukofsky I and II.” The First Postmodernists: American Poetry of the 1930s Generation. University of Maine. Orono, Maine. June 17-20, 1993. Teaching Graduate Courses Multimodality in the Novel Transnational Literature and Film Postmodern Fiction and Transnational Politics Literary Theory: The Poetics of Postmodernism Postmodern Fiction: The New Maximalism Postmodern Fiction and Information Culture The Politics of the Unpresentable: Acker, DeLillo, Gaddis The New York Avant-Garde, 1913-1929 Poetic Texture: The Smooth and the Striated Postmodern Fiction: Maximalism and Minimalism Postmodern Fiction: Orderly Disorders The Postmodern Long Poem Supervised Teaching Ezra Pound and Wallace Stevens 20th C. American Poetry: Postmodern Movements 20th C. American Poetry: The Objectivists Undergraduate Courses American Literature, 1914-45 Italian American Literature
Oral exam: 20% Homework / participation: 10% Comments / Exercises No. Date Title Literature 1. Introduction to the course Speaking: introduction (talking about yourself) Dictation (practice) Writing: Punctuation and spelling Grammar: Words and phrases Thomas A., Burgess, S. (2015). Gold Advanced. Harlow: Pearson. (units 1- 6) Teacher-made materials 2. Unit 1 - Where we live: reading, listening and speaking Vocabulary: Expressions with space and room Idioms (Time is Money) Writing: Introduction to process writing and paraphrasing Grammar: The simple sentence Sentence elements Thomas A., Burgess, S. (2015). Gold Advanced. Harlow: Pearson. (units 1- 6) Wright, J. (1999). Idioms Organiser. Boston: LTP Language. Martinović, A. (2016). An Introduction to Academic Writing (Course booklet/Studentska skripta) Zadar: Sveučilište u Zadru . Eastwood, J. (2005). Oxford Learner's Grammar: Grammar Finder. Oxford: Oxford University Press. Eastwood, J. (2005). Oxford Learner's Grammar: Grammar Builder. Oxford: Oxford University Swan, M. (2005). A Practical English Usage. Oxford: Oxford University Press. 3. Reading: Saki, Tea story) Speaking: discussion Vocabulary: idioms (Business is War) Writing: Writing a paragraph; Paraphrasing: Identifying main ideas Dictation (practice) Grammar: Sentence types Teacher-made materials Wright, J. (1999). Idioms Organiser. Boston: LTP Language. Martinović, A. (2016). An Introduction to Academic Writing (Course booklet/Studentska skripta) Zadar: Sveučilište u Zadru . Eastwood, J. (2005). Oxford Learner's Grammar: Grammar Finder. Oxford: Oxford University Press. Eastwood, J. (2005). Oxford Learner's Grammar: Grammar Builder. Oxford: Oxford University Press. Swan, M. (2005). A Practical English Oxford: Oxford University Press. 4. Unit 2 – The art of conversation: reading and listening Speaking: Giving opinions Vocabulary: Word formation; Thomas A., Burgess, S. (2015). Gold Advanced. Harlow: Pearson. (units 1- 6)
Contemporary Issues – Modern Era Web Quest Eisenhower Presidency Describe each of the following events and its outcome Brown v. Board of Education Issues involved in case: Outcome of Case: Martin Luther King/SCLC Why was Martin Luther king Jr. influential? What was the purpose in SCLC (p.515)? Little Rock Nine the clip: Answer the following questions Why were they? What was the reaction of the AR Governor to integration? How did President Eisenhower Respond? Greensboro Sit In Describe the event and the reaction of segregationists to this protest. How did Martin Luther King Jr react to the violence against protestors? Eisenhower Interstate Highway System List 4 facts about the Interstate Highway System NASA What is NASA? Why was NASA created? Kennedy Presidency Create a Kennedy Newspaper using the Newspaper Template (See Mr. Martin for Template) Use the following sites for help: Choose 2 of the following events to include on your Newspaper: Berlin Wall Constructed Berlin Blockade and Airlift Bay of Pigs Invasion
Bring your material to class everyday Be in your seat when tardy bell rings Be prepared for class Do not speak when teacher is speaking Carry your load in a group assignment Do not expect others to do all the work No CELLPHONES are to be out of purses or book bags Bring your agenda to class daily. Be in Class everyday your agenda notebook to class daily. No hall passes will be provided without the agenda. Be in uniform—with shirt tucked in BE RESPECTFUL OF OTHERS Cell Phone Policy- Students are not allowed to have cell phones on their person during the taking of test in this class. Students will be asked to turn their phones off and place them in a basket. The cell phone will be returned after the classroom as a whole completes the test. If a cell phone is found on the student subsequent to the teacher asking for the phones to be turned in the teacher will assume the student has engaged in cheating on the assignment and a zero will be given. EXTRA CREDIT WILL BE GIVEN FOR THE FOLLOWING ITEMS: Paper towels Lysol Spray cleaner Kleenex These items are used daily by the students and would be greatly appreciated Parents are strongly encouraged to obtain the student’s PIN number from the office in order to remain informed of the student’s progress. The PIN number gives the parent/guardian access to the student’s grades at any time. In addition, the parent may contact me by email, , to discuss any concerns regarding the student’s grade. I have reviewed the syllabus and what is expected of me and my student for Government/Economics at Saraland High School. ______________________________________________ ________________________________ Parent Date ______________________________________________ Student
Place the cards face down. Each student turns over two cards with the aim of matching a word with its definition. If the cards do not match, turn them face down again and it is the next person’s turn. Tanderrum (or the appropriate word in the target Language) Note that this module should precede the annual Tanderrum for the Melbourne Festival, which is held in early October. What is a Tanderrum (or appropriate word in the target language)? Interview an appropriate Community member to find out. Prepare some questions beforehand and make sure you know the correct protocols for asking questions. Try to use as many Language as you can. What are the names of the groups who participate in the ceremony? Write a description of a Tanderrum (or local word) using as much language as possible. Add an illustration or photo of the ceremony. Ceremony name: Song: To sing: Dance: To To trade: Possum skin cloak: Welcome: Sentences: eg, People sing and dance at a Tanderrum. Tanderrum is a traditional ceremony of the Kulin Nation. It is a welcoming festival of song, dance, trading and cultural exchange. This is an essential and vital part of Kulin ritual. Source: Arrange for a local community member to talk to the students about the Tanderrum (or local word). Assist the students to prepare some questions beforehand, ensuring they are familiar with the correct protocols for asking questions. Talk to the local Community about the possibility of the students learning and performing a dance (or dances) in a local or school Tanderrum (or local word). Consider an excursion, or encouraging families, to see the Tanderrum at Fed Square or in your local area. Students could take photos of the event and, in groups, create a powerpoint presentation that incorporates key vocabulary and language. Check to see if there is a dance or song for everyone to learn and perform at the Tanderrum in Fed Square.
Appendix 1 Buln Buln Ngarrga Listen for many voices Hear many voices Sing many voices Mimic many voices Sing loud Sing strong Buln Buln the storyteller Listen to the spirit bird Listen, he will tell you a story What story is he telling? He's telling everyone's Share everyone's story The story of our ancestors fast very slow fast very slow digging fast very slow fast very slow digging ngang-gak ngulu-bulok ngagu ngulu-bulok yinga ngulu-bulok dhumba-dji dhumba-dji garimnin yinga-dji! balit yinga-dji garimnin yinga-dji! balit yinga-dji buln buln ngul-u buln buln ngul-u ngang-gak-dji murrup guyup guyup ngang-gak-dji murrup guyup guyup ngang-gak dhumba-nj winha dhumba-nj dhumba-nj wa-nganjin ngulu wunga-dji wa-nganjin ngulu ngulu liwik-bulok ngulu liwik-bulok ngulu (listen voice-many) (hear (sing voice-many) (say-you voice-many) (yell sing-you) (Buln Buln voice-his) 3 beats between digging, so get footing right (listen-everyone spirit bird) (listen talk-he) (What tell-he) (Tell-he our voice) (give-you our voice) (ancestor-many
Gershwin, George arr. Robertson, Ben ‘Don’t Get Around Much Anymore’ Me’ solo by Ben Robertson Can be performed with piano standard melody, bass accompaniment to short piano solo before bass transcription is performed, then standard melody to finish. Reference recording: A-Z of Jazz (Included with permission of James Morrison and Melbourne Symphony Orchestra) Goldsby, John Any one of: ‘Sophisticated Lady’ solo by Jimmy Blanton ‘I Got Rhythm’ solo by Slam Stewart ‘Tale of the Fingers’ solo by Paul Chambers ‘Elsa’ solo by Gomez in Jazz Bowing Techniques for the Improvising Bassist Jamey Aebersold Jazz AMPD All of these works must be performed ‘arco’. Goldsby, John Any one of: ‘What’s New’ ‘Lover Come Back to Me’ ‘All the Things You Are’ in Bass Jamey Aebersold Jazz AMPD Must be performed with track on supplied backing CD. Hall, Jim Express Janhall Music World’s greatest Fake book, Sher Music Co. Melody to be performed solo or with accompaniment (piano or guitar) and solo on changes.
Stagnero, Oscar & Sher, Chuck Any one of: ‘Nica’s Dream’, Stagnero’s Bass Line, p. 235 ‘La Rumba Esta Buena’, Pedro Perez Bass Line ‘Sin Saber Porque’ Stagnero’s Bass Line in The Latin Bass Book – a Practical Guide Sher Music Co. 0304674880 May be performed accompanied or unaccompanied. Sample program CHAMBERS, P arr. SHER, C ‘Bass Blues’ HANCOCK, H ‘Watermelon Man’ CARTER, R ‘Little Waltz’ GOLDSBY, J ‘All the Things You Are’ SHER, Chuck and JOHNSON, Marc, arr. WILLIS, G ‘Self Defence’ BROWN, R arr. SHER, C ‘Lil’ Darlin’
AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-06 Discuss the principal challenges managers face in today's increasingly competitive global environment. Topic: Challenges for Management in a Global Environment 99. is the creation of a new vision for a struggling company using a new approach to planning and organizing to make better use of a company’s resources and allow it to survive and eventually prosper. Turnaround management is the creation of a new vision for a struggling company using a new approach to planning and organizing to make better use of a company’s resources and allow it to survive and eventually prosper. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-06 Discuss the principal challenges managers face in today's increasingly competitive global environment. Topic: Challenges for Management in a Global Environment 100. The process of creating new products that customers want is called: Innovation is the process of creating new or improved goods and services that customers want or developing better ways to produce or provide goods and services. Managers must create an organizational setting in which people are encouraged to be innovative. Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-06 Discuss the principal challenges managers face in today's increasingly competitive global environment. Topic: Challenges for Management in a Global Environment
July 7 Ethical career choice Benjamin Todd, “” & Excerpts from William MacAskill, “Replaceability, Career Choice and Making a Difference” July 8 Ethical career choice Benjamin Todd “ & Jess Whittlestone “ July 9 Abortion Judith Jarvis Thomson, “A Defense of Abortion” July 10 Abortion Paper DUE) Don Marquis, “Why Abortion is Immoral” July 14 Children Saul Smilansky, “Is a Moral Obligation to have Children?" July 15 Sexual ethics Thomas Mappes, “Sexual Morality and the Concept of Using Another Person” July 16 in sports Sigmund Loland, “The Ethics of Performance-Enhancing Technology in July 17 Transhumanism and posthumanism C. Christopher Hook “Transhumanism and Posthumanism” July 21 The far future Nick Bostrom, “Astronomical Waste”
Case Topic Summary Case 1 The Case of Apple iPhone 4 Case 2 “We Are Global or We Are Nothing”: Conflict and Cover-Up at Colequarter Maine Case 3 EMERGENCY! We Need a Better Compensation System Case 4 Face Time at TechPoint Software, Inc. Case 5 Whatever Happened to One of the “100 Best Companies to Work For”? A Case Study of Case 6 NASCAR’s for Diversity: Can They Reach the Finish Line? Case 7 Perceptions of Leaders Following Public Failures: A Tale of Two Coaches Case 8 Conflict in Santa’s Workshop: Learning to Be a Team Player at ToyKing 1. Introduction to Organizational Behavior X 2 Individual Characteristics X X X 3. Learning X X 4. Perception X X X 5. Leadership X X X X 6. Motivation X X X X X X 7. Persuasion, Influence, and Impression Management X X X X 8. Decision Making X X X X 9. Groups and Teams X X X X 10. Conflict and Negotiation X X X X X 11. Diversity and Communication X X X X 12. Culture X X X X X 13. Change, Innovation, and Stress X X X X 14. Corporate Social Responsibility, Ethics, and Sustainability X X X X
d. Matrix of Exercises for Use with Topic Sections Topic Summaries ______________ Exercises 1. Introduction to Organizational Behavior 2. Individual Characteristics 3. Learning 4. Perception 5. Leadership 6. Motivation 7. Persuasion, Influence, and Impression Management 8. Decision Making 9. Groups and Teams 10. Conflict and Negotiation 11. Diversity and Communication 12. Culture 13. Change, Innovation, and Stress 14. Corporate Social Responsibility, Ethics, and Sustainability 1. Big Five Celebrity Spotlight X 2. Creating My Brand X X X 3. My Assignment X X X 4. How Leaders Effect You X X X 5. My Best and Worst Learning Experiences X X X X 6. Developing Your Development in Action X X X X 7. Development While in College X X 8. Facts and Opinions X X X 9. Being Positive X X X X 10. Force Field Analysis X X 11. Bias and Decision Making X X 12. Well-Being at Work X X 13. What Stresses You Out? X X 14. Laughter Is the Best Medicine X X 15. Building My X X X X X 16. Writing a Team Contract X X X 17. Design Your Technology X X 18. Team Performance Evaluation X X X 19. Overcoming Resistance X 20. Employment Branding X X X 21. OD Techniques at Work X X X 22. A Clash of Cultures X 23. What’s Your University’s Culture? X X X 24. Find the Artifacts X 25. Back-to-Back Change X 26. Social Media Dilemma X X 27. Develop Your Professional Code X X X 28. Communication Breakdown X X 29. Diversity Rocks X X 30. You Can’t Handle the Truth X X X X 31. The Ethics of the Climb X X X X 32. Mindmapping X X 33. Could I Be a Whistleblower? X X X 34. Sustainability Practice at Work X X X
Investigating a Unit of Work For each dimension please consider: Is the evidence contemporary and exemplary? ACTION REQUIRED Engaging with diverse perspectives one or more of the elements? Understanding social, cultural, religious and political contexts Building relationships Accessing, interacting with and contributing to community Reflecting and planning students developing knowledge, skills and understandings through one or more elements? Thinking and working creatively Communicating and collaborating Exploring, experimenting and creating new knowledge Virtual learning environments contemporary learning environments contributing to the learning? Community environments Supportive, inclusive and productive environments Flexible and innovative environments Learning Process students demonstrating and articulating learning? eg: active participation, negotiating the learning, demonstrating choice Learning Products
Assessment for learning assessment contributing to the learning process? E.g. criteria based, self, peer, feedback etc. assessment for, of and as learning Assessment of learning Assessment as learning Research, thinking and analysis the use of contemporary tools enabling the learning? Publishing Communication and collaboration Design of the students the collection and use of data to inform the learning and teaching? teachers reflecting on their practice in terms of context and students? Planning Evaluation Professional Learning Curriculum Documents Is there evidence of the resources used to support the learning? Web Resources Community Resources Print Resources Equipment Adapted from: Investigating a Model of Contemporary Learning Catholic Network Australia 2008
Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0 Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 2 and Level 3 3.0 Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 *Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital. The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book. DMPS Grading Resources: grading.dmschools.org Units 1, 2, and 3: Contemporary World Affairs *Essential questions vary depending on the issue 6 week units Enduring Understandings Suggested Texts and Resources Exploring a case study of a current issue Investigating options for a solution Presentation of options for a solution Evaluating options and defending a position Choices Curriculum Units – Brown University (select one) Choices: Russia’s Transformation Choices: Challenges of Nuclear Weapons Choices: Conflict on the Korean Peninsula
The Consumer Advocacy Project is a joint project of Indiana Legal Services, Inc. (ILS), the Heartland Pro Bono Council, Inc. (Heartland) and the John H. Boner Community Center (Center) in the Near Eastside community of Indianapolis. The ILS attorney is available at the John H. Boner Community Center to help individuals with legal issues involving consumer rights abuses. The attorney is on-site at the Center each week on Mondays, Wednesdays, & Fridays. Assistance We provide legal assistance with predatory lending and other financial issues, such as: Pay day loans/cash advances: obtained at a store or online Auto title loans Pawn shop loans Rent-to-own Federal tax debt Debt collection Repossessions Wage garnishment Credit reporting Bankruptcy Foreclosure prevention
ILS provides free legal consultation and legal assistance to individuals* working with the Center’s Financial Foundations staff to meet their financial goals. In addition, ILS provides consumer education through brochures, and in 2015, through live self-help clinics, with support from Heartland volunteers and the Center. Please contact your financial coach at the Center to set an appointment with the ILS attorney or to check what time of day the attorney will be on-site. If you do not have an assigned financial coach, please request one at the Center. “We have been interested in assisting Near Eastside residents on consumer matters for some time,” said Norman Metzger, ILS executive director. “With strong partners, and now the funding, I am excited over the prospect of helping families achieve greater financial stability by curbing consumer rights abuses . . . in Indiana.” Indiana Lawyer, September, 2014
Consumer Behavior in a Services Context GENERAL CONTENT Multiple Choice Questions 1. The prepurchase stage begins with ____________. perceived risk formation of expectations moments of truth evoked set need arousal e; 2. Tangible characteristics that customers can evaluate to purchase are termed ____________. search attributes experience attributes credence attributes satisfaction attributes capital attributes a; 3. Reliability, ease of use, and customer support are considered ____________. search attributes experience attributes credence attributes satisfaction attributes capital attributes b; 4. Characteristics that customers find hard to evaluate even after consumption are termed ____________. search attributes experience attributes credence attributes satisfaction attributes capital attributes c; 5. Which of the following is NOT a type of perceived risk in purchasing and using services? Functional Permanent Financial Physical Social b; trial
Content/ Presentations Red Yellow Green 1 Ask for clarification or assistance for concepts/topics with which you are not yet fluent Assistance was needed but not sought after Assistance was needed but inconsistently sought after Assistance was needed and sought after/Not applicable 2 Schedule & present Hot Topic Trainings Training was not scheduled or delivered Delivered presentation, however did not intentionally schedule Training was scheduled in a timely manner and delivered on date 3 Collect evaluations on all formal presentations Evaluations were not collected Evaluations were partially collected All Evaluations were collected 4 Review & reflect on feedback from: administrators, and state coordinators Could not provide a concrete example Provided 1(+) concrete example 5 Present on PBIS at district, state, and national forums National/State: N/A District: Was available but did not seek opportunity National/State: N/A District: Sought opportunity but was denied National/State: BONUS =) District: Presented on PBIS 6 Coaches should be fluent in content & presentation skills (Refer to rubric) Majority of scores lie in the Rarely & Occasionally columns Majority of scores lie in the Occasionally & Frequently columns Majority of scores lie in the Mostly & Frequently columns
DISMISSED FROM CLASS AND GIVEN A ZERO FOR THAT DAY’S QUIZ, NO EXCETPIONS!!!! Dat Topic Assignment July 11 Class Overview Read chapter 1. July 12 Ch. 1 buying, having and being Read Chapter 2 July 13 July 14 Ch. 2 consumer and social well Ch. 3 perception Read Chapter 3 Read Chapter 4 July 17 July 18 Ch. 4 learning and memory EXAM 1 Ch. 1-4 Study for Exam Read Chapter 5 July 19 Ch. 5 Motivation and Affect Read Chapter 6 July 20 July 21 July 24 Ch. 6 The self: mind, gender, and body Indv study day Special lecture-ch 6 Read Chapter 7 Read Chapter 7 July 25 July 26 July 27 July 28 July 31 Aug 1 Aug 2 Aug 3 Ch 7. Personality, lifestyles, and values Ch. 8 attitudes and persuasive communications EXAM 2 Ch. 5-8 Individual day Ch. 9 Decision making Ch. 10 buying, using, and disposing Ch. 11 groups and social media Ch. 12 income and social class Read Chapter 8 Study for exam 2 Read chapter 9 Read Chapter 10 Read Chapter 11 Read chapter 12 Read chapter 13 Aug 4 Aug 7 Aug 8 Aug 9 Indv study day Exam 3 ch. 9-12 Ch. 13 subculture Ch. 14 Culture Study for exam Read Chapter 14 Read chapter 15 Aug 11 * 11 am-1.30 pm Comprehensive Final (if class does not meet attendance goal)
District Learning Day Location Structure February 16, 2015 Structure Locations Host Principals Contact Leads Email Pre-K University of Memphis Fogelman Executive Center University of Memphis Dr. DeAnna McClendon & Chanel Sallie ; K-1 East High School Eric Harris Dr. Dold 2-3 Germantown High Barbara Harmon Dr. Tanya Kelly 4-5 Ridgeway High Dr. Jon Stencel Dr. LaShanda Simmons Nevels 3rd, 4th, 5th Grade Departmentalized Teachers of Math, Science, Social Studies Hickory Ridge Middle Cedric Smith Marcie White (Math) LaToya Pugh (Science) and Ljillauna Smith (Social Studies) ; ; Secondary Science/Math Southwind High Dr. Terrence Brown Dedric McGhee Secondary Language Arts Cordova High Kymberli Chandler Fonda Booker &LaTisha Bryant 1. Visual Arts 2.Theatre 1. White Station High 2. Theatre Memphis (but will meet at White Station first) 1. David Mansfield Coats ; Elem. Music Shelby Oaks Dr. Catherine Diezi Wincle Sterling Secondary Music, Dance Colonial Middle Marty Pettigrew Dr. Dru Davison Secondary Social Studies Kate Bond Middle Dr. Angela Brown Dave Barrett School Counselors – K-8 Union University (Germantown Campus) Union University Rhonda Hill & Dr. Sherenda Moss