zilongwang/ReadingBank huggingface dataset:
ALEXANDRA CRAMPTON Assistant Professor of Social Welfare and Justice Department of Social and Cultural Sciences, Marquette University Box 1881, Lalumiere #340, Milwaukee WI 53201-1881 Office phone: (414) 288-7912 Email: alexandra.crampton@marquette.edu Education: Ph.D. 2007 (Anthropology and Social Work), University of Michigan M.A. 2002 (Anthropology), University of Michigan M.S.W. 2001 University of Michigan B.A. with honors Stanford University Academic Experience: 2009-2015, Assistant Professor, Marquette University 2008-2009, Postdoctoral Fellow, Boston University 2008, Postdoctoral Research Fellow in Negotiation Pedagogy, Program on Negotiation at Harvard Law School 2006, Graduate Student Instructor, University of Michigan Fields of Expertise: anthropology of development, aging, social work, family law, child custody mediation, elder mediation, family court, negotiation, and restorative justice Publications: I. PUBLICATIONS Articles (in refereed journals) 2015 Crampton, Alexandra. “Decolonizing Social Work ‘Best Practices” through a Philosophy of Impermanence.” Journal of Indigenous Social Development, 4(1), October 2015, 11 pages. Available online: 2015 Crampton, Alexandra. “Ethnographic Refusal as Research Method: An Example from a Family Court Child Custody Mediation Program.” Qualitative Social Work 14(4): 453-470. 2013 Crampton, Alexandra. “’No Peace in the House’: Witchcraft Accusations as an ‘Old Woman’s Problem’ in Ghana for Anthropology & Aging Quarterly 34(2) (November 2013): 199-212. 2013 Crampton, A. “Population Aging as the Social Body in Representation and Real Life,” Anthropology & Aging Quarterly 34(3) (September 2013): 100-112. 2013 Crampton, Alexandra. Mediation in Theory & Practice: Study Results from a National Caregiver Mediation Demonstration Project,” Journal of Gerontological Social Work 65(5) (July 2013): 423-37. 2011 Crampton, Alexandra. "Population Ageing and Social Work Practice with Older Adults: Demographic and Policy Challenges," International Social Work 54(3) (May 2011):
Appendix E Crane and Hoist Training Certification Form Name of Trainer (print) _____________________________________________________ (Sign):___________________________________________________________________ Name (Print) Date of classroom training Date of training Date of Evaluation (if required) Signature
Second, our educational system has been taking the fun out of learning for decades as well for too many reasons to list here. We all want our children/students to experience learning as an exciting adventure that never stops. That is how you make a future ready world of life long learners. That is what Cranium CoRE gaming is all about and why the dots have been connected to these ELA Standards in this document. Go to this website for proof and/or to contact Thinkersize LLC: Or contact me, Dr. Nancy Watkins, at: St. Petersburg College of Education St. Petersburg, FL 33733 Phone: 727-341-4719 Watkins.Nancy@spcollege.edu
Big Toddlers This month we will be looking at numbers, this will help develop an awareness and encourage children to use counting words randomly. We will be singing number based nursery rhymes. We will also be helping the children with self-help skills, such as feeding themselves and removing their shoes and socks. We would be grateful if you could continue to encourage your child at home Brenda, Paula, Claire, Leonie, Barbara and Chloe Little Group In March little group will be looking at transport. This will include looking outside at the different vehicles we can see and making pictures. We will also be playing with and making our own vehicles. Liz, Jo and Natalie M Younger Middle Group During March we will start by looking at growing, and then we will learn about baby animals, new life and Easter. We hope you are enjoying receiving observations from your keyworker, if there is anything you would like to discuss regarding these observations please feel free to talk to us at any time. Lindsay, Lesley and Jacob Middle Group This we are going to be looking at people who help us. We will have lots of fun working on material for our wall display focusing on this topic. If you have any emergency services dressing up/roleplay costumes that you could bring in for the children to use we would be very grateful. Shaz, Nic and Jenna Hall After taking part in ‘book week’ and ‘World book day’ the children have shown a great interest in the story of Goldilocks and the three bears, so we are going to look at this book in more depth. We will be learning about the different characters and acting out the story. We have our fingers crossed that towards the end of March the weather will brighten up and we can plan our Spring and growing activities. Thank you Gemma, Kerry, Adele, Nat G Lucy and Elaine
High Street is restricted at both ends (east and west) and difficult to extend More jobs and affordable homes needs for young people More public car parking needed, especially on Thursdays All traffic onto High Street – alternative needed and better link to A281 Noted some infrastructure has capacity: Local schools overcrowded but Glebelands School is under capacity Doctors surgery/health centre has sufficient GPs and spare capacity SS – referred to top left of plan circulated at meeting and explained these were his personal views/ideas for development of Cranleigh: Concerned about traffic/parking and links to the High Street, homes for young people, jobs, flooding and beds at Cranleigh Hospital JS – outlined that locals want village to stay as it is. Need to consider jobs as well as homes. Access to shops important – use it or lose it. Concerned that High Street full of coffee and charity shops – development is needed to help village evolve. Community land trust homes needed as even affordable homes are expensive in Cranleigh. AY – development requires a strategic approach to properly reflect local feeling. SCC has been looking strategically at infrastructure for some time and is keen that transport infrastructure is addressed and not made worse by development. BE – Cranleigh needs infrastructure to support modern life and jobs to retain young people JR – NPPF clear steer to developers to come forward with applications where there is no up to date plan but this is not a satisfactory situation. Local Plan issues mean it is difficult to tread with any certainty as strategy is unkown – difficult to commit but keen to understand current policy position. MWE – Core Strategy previously withdrawn, housing figures based on Surrey Structure Plan. Currently testing/updating evidence. Report to go to Executive in October to ascertain direction of travel including overall housing number. Still debating how much Dunsfold Park will contribute to housing requirements. Noted that Waverley can’t ‘wind back the clock’ on developments already granted. Noted that whilst there is no plan in place, Cranleigh will need to continue to help the Borough meet the housing need. SS – acknowledged that development will happen but wants the best outcome for Cranleigh. Announced he had stood down from the Joint Planning Committee for considering any further development in Cranleigh. BE – reminded the meeting that at present, each application needs to be assessed on its own merits
Full Refurbishment Cost In order to meet modern expectation it would be necessary to improve the provision within the home to meet the standards laid down within the HCC Guide to Designing Nursing Care Accommodation, this would see all bedrooms increased in size to at least 14 sq m and to be provided with en-suite shower rooms including x-y hoists. Provision of this type would see a considerable reduction in the number of bedrooms possible at Cranleigh Paddock, as noted above at this stage this exercise has only been undertaken as a desktop exercise and as such the bedroom numbers identified in the table below would need to be confirmed by site survey and feasibility if the decision were made to invest at this level. This reduction in number of bedrooms would have impacts both in terms of viability financially for Adult Services in running homes of the reduced size that should be considered by operational colleagues in Adult Services and the general provision within the homes of facilities such as lounges, kitchen, laundry and sanitary provision. Existing Bed No's Proposed Bed No's Cranleigh Paddock 33 16 One challenge in retaining high bedroom numbers with an approach that amalgamates existing to produce suitably sized bedrooms and en-suites is the existing window configuration that will not in all cases lend itself to such an approach, for this exercise the impact of this has not been considered in detail, although it is noted that within the costs for maintenance window replacement is considered which would assist in facilitating such an approach. The location of fire compartmentation may also be impacted by such an approach, this would again need detailed consideration to consider the impact and cost. When considering en-suite facilities there are a number of factors that affect services to and from each individual en-suite as set out below: Hot Water – The hot water capacity has not been reviewed, with the reduced number of residents there should be adequate provision to existing outlets, however the need for changes to hot water distribution pipework may lead to the need to pump the services for longer distances, as such an allowance will need to be made for new distribution pipework etc. Cold Water – Again capacity of the cold water service should be adequate, however the change in location will need consideration as for the hot water services. Drainage – A major concern with this proposal is the provision for foul drainage. Current bedrooms have sink wastes only, generally served by small waste pipes taking grey water only, the requirement to provide en-suite facilities will create the need for considerable drainage works, in some cases it may not be possible to use
Substance Misuse Please state the substances currently used Age first use Route amount frequency substance Second substance substance Fourth substance For ALCOHOL – how many days in past 28? days How many units a day? units Tobacco use Smoker - how many? per day ex-smoker never smoked Has the client ever injected? If YES: is the client currently injecting and what substance? Have they injected in the past 28 days? Are they currently sharing injecting equipment (spoons, filters & water)? If NO: Have they ever shared injecting equipment? Please circle sites used for injecting ARMS / LEGS / FEET / HANDS / GROIN / NECK Has the client been tested and is positive for (please circle) HIV – date HEP B or already immunised? HEP C – date Hep C antibody status – positive/negative/unknown Please add any further details: Any History of TB, please give details: Treatment history Please give full treatment history of detoxes and rehab Ever in City Roads? How many times? Alcohol Has the client experienced any of the following in relation to alcohol use? Tremors Pins and needles Anxiety Fits/seizures Visual disturbances Confusion
Caries risk assessment – Round 2 Patient Number Caries risk recorded (yes/no) Caries Risk (high/low) Care plan recorded 1 2 3 4 5 6 7 8 9 10 11 12 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Crash Course the 1920s: https://www.youtube.com/watch?v=VfOR1XCMf7A What did Coolidge say the business of America was? The government was very much “laissez faire” in the 20s, what did that mean? Was the 1920s laissez faire system similar or different from the Progressive Era? Albert Fall was the first cabinet member to ever be convicted of a…? Half of all Americans in the 20s owned a… America was producing ___________ percent of the world’s cars by the end of the 1920s. What was the most significant leisure time activity of the 20s? The idea of celebrity was born in the 1920s, who was the biggest celebrity? (pilot) The 1920s was the time when the _________ Generation lived (after WWI). The Harlem Renaissance was an artistic movement for…? “Torches of Freedom” was a term for _____________ in the 1920s. Were all Americans enjoying a prosperous life in the stereotypical “roaring” 20s? For the first time in American history, the number of ___________ declined. What happened to free speech in the 1920s? (Increase or decrease) What happened to immigration laws in the 1920s? Were there more or less restrictions on them coming to America? In the 1920s, people were racists, True or False? The Scopes trial was about the issue of teaching ______________ in schools.
9. What changes, as a group, did African Americans experience during WWII? 10. List 4 wartime conferences AND their outcomes, generally or specifically. 11. What’s the goal of the U.N. AND the U.S. role in the U.N.? 12. How did WWII change America? The Cold War: Crash Course US History #37 1. Why is the Cold War “cold” AND to what extent is it appropriate to refer to it as a war? 2. What were the actual wars during the Cold War, what was sought by the 2, AND what are the dates? 3. What did the Cold War give us that was “growing” AND what did it change? 4. Copy Faulkner’s Prize quote. 5. At the end of WWII what did the U.S. need? And the Soviets were concerned with…? 6. At the end of WWII, what did the Soviets encourage AND why did they do this?
Development- the process of improving the material conditions of people through diffusion of knowledge and technology. More developed country- (MDC) a country that has progressed relatively far on the development continuum. Also relatively developed country; developed country. Less developed country- (LDC) a country in an earlier stage of development. Also developing country. Gross Domestic Product- (GDP) the value of the total output of goods and services produced in a country per year. Literacy rate- the percentage of a country’s people who can read and write. Human Development Index- (HDI) the official “scorebook” that the U.N. uses to classify countries’ development as distinguished by its economic, social, and demographic factors. The economic factor is a country’s GDP per capita; the social factors are literacy rate and the amount of education; the demographic factor is life expectancy. (The country with the highest HDI has been Norway at .944. Others have been Canada, Japan, U.S.A., and various W. Europe countries. The lowest ranking HDI was recorded in Sierra Leone with a .275. The other global lows are clustered in sub-Saharan Africa.) The different of jobs are classified into three major sectors, all of which will be discussed in greater detail in later chapters. -Primary sector jobs are those that are involved in directly extracting materials from the Earth, i.e. ag, mining, fishing. -Secondary sector jobs are manufacturing jobs. -Tertiary sector jobs involve the provision of goods and services to people in exchange for payment. This sector is subdivided into quaternary (businesses like trade, insurance, banking) and quinary (health, research, govt.) In MDC’s the number of primary and secondary sector jobs have decreased the tertiary sector has increased enormously. In LDC’s the number of primary sector workers may be exceed 75% in countries where individuals must actively engage in subsistence farming. Productivity- the value of a particular product compared to the amount of labor needed to make it. Value added- the gross value of the product minus the costs of raw materials and energy. Both productivity and value added are higher in MDC’s where manufacturing is far more efficient. Generally, those countries that have had abundant resources stood a better chance to develop than those that have had few resources. However, some countries, like Japan or Switzerland have achieved superb development w/out many resources, primarily through world trade.
Miscellaneous Comments Transmitter Identifiers are assigned by the Office of Information Systems at the Connecticut DOT; please contact the Department of Transportation Office of Information Systems (OIS) for the of your identifer Law Enforcement Agency Identifiers are assigned by the Office of Information Systems at the Connecticut DOT; Please contact the Office of Information Systems for the of the identifers of the agencies that you are involved with In a 24-hour clock, Midnight is considered 00:00, Noon is 12:00, and the day ends after 23:59 Witnesses are not considered non-motorists; they merely observe the crash Bicyclists are considered non-motorists although they do operate a non-motorized vehicle Although a driver of a motor vehicle is not technically considered a passenger, the schema still requires that each driver be assigned the PassengerID a value of 0 since PassengerID is an element of typeMotorist Note that the data type of ‘Token’ is a XML standard data type that contains string information but does not contain line feeds, carriage returns, tabs, leading and training spaces, or multiple spaces If more than one party is to be notified of the success/failure of a submission, more than one email address may be provided in the TransmitterEmailAddress element The values displayed on the PR-1 form itself include leading zeros while the underlying values for each element do not include leading zeros. The inclusion of leading zeros on the form itself was done to encourage those filling out the form by hand to transcribe values that would be more clearly understood. When data is submitted electronically, these leading zeros are not expected Although Connecticut law demands that crash reports are submitted no later than five days of the completion of the crash report, the DOT encourages agencies to submit crash reports as quickly as possible
NOV 1 Chicken Fajitas Salsa Cup Refried w/ Cheese Bean Salsa Applesauce Milk NOV 2 Tangerine Chicken or General Tso Chicken White Rice Midori Blend Veggies Chocolate Cake Cookies Mangos Milk NOV 3 Hot Dogs or Corn Dogs Broccoli Wedge Fries Strawberry Chex Mix Peaches Milk NOV 6 Chicken Tenders w/ Dinner Rolls Mashed Potatoes w/ Gravy Collard Greens Pears Milk NOV 7 BBQ Pulled Pork or Grilled Chicken Sandwich Beans Crinkle Cut Fries Blue Razz Slushies Milk NOV 8 Pepperoni Pizza or Cheese Pizza Cooked Carrots White Corn Cinnamon Bars Mixed Fruit Milk NOV 9 w/ Meatsauce Bosco Stick Romaine Salad Strawberries Milk NOV 10 Fish Sticks or Popcorn Shrimp Green Beans White Rice Mandarin Oranges Milk NOV 13 Sloppy Joes or Pork Patty Waffle cut fries Carrots Kiwi Strawberry Sorbet Milk NOV 14 Breakfast Pizza or Pancake Sticks Garlic Roasted Potatoes Strawberry Yogurt Pineapple Milk NOV 15 Chicken or Cheese Quesadillas Salsa Cup Refried Beans w/ Cheese Corn Applesauce Milk NOV 16 Meatballs Rice Green Beans Dinner Rolls Mangos Milk NOV 17 Pepperoni Pizza Sticks Broccoli Whole Potatoes Teddy Grahams Peaches Milk NOV 20 Hamburgers Crinkle Cut Fries Coleslaw Mandarin Oranges Milk NOV 21 ALL SCHOOL THANKSGIVING LUNCHEON! NOV 22 THANKSGIVING BREAK! NO SCHOOL NOV 23 THANKSGIVING BREAK! NO SCHOOL! NOV 24 THANKSGIVING BREAK! NO SCHOOL!! NOV 27 Spicy or Breaded Chicken Sandwich Cooked Carrots Green Beans Kiwi Strawberry Sorbet Milk NOV 28 Biscuits N Gravy or Biscuits N Omelets Garlic Roasted Potatoes Strawberry Yogurt Pineapple Milk NOV 29 Chicken Fajitas Salsa Cup Refried Beans w/ Cheese Black Bean Salsa Applesauce Milk NOV 30 Hot Dogs or Corn Dogs Broccoli Fries Strawberry Chex Mix Peaches Milk
American Imperialism – Crash Course U.S. History # 28 the Crash Course video and fill in the outlined notes below. Remember to include only the most important information for each section. United States has always been an empire 0:00 – 1:50 Economics - primary cause of imperialism 1:50 – 5:09 Annexation of Hawaii 5:10 – 5:41 Spanish-American War 5:42 – 9:52 Teller Amendment – ____________________________________________________ ________________________________________________________________________ U.S.S. Maine – __________________________________________________________ ________________________________________________________________________ Manila Bay – ___________________________________________________________ ________________________________________________________________________
https://www.youtube.com/watch?v=alJaltUmrGo Europeans had to use silver in their trade with China because? So what was the result of this? Opium , China, Britain and trade? How did the British eventually get access to Chinese markets? As a result of the conflict over the opium trade, “, the Chinese basically _________________ to European _________________, wherein Europeans were ___________________. “… treaty of Nanjing, which stated that Britain ….” What impact did the Treaty of Nanjing on British – Chinese trade? The Taiping Rebellion ? How was Europe eventually able to eventually colonize Africa? Why, specifically, did Europeans want colonies? Disease and Europe’s failure to colonize? Nagana? Guns? Spears and Axes? African peoples? Colonialization before the 19th century?
Westward Expansion: Crash Course US History #24 1. What were 3 significant effects of the frontier in American History? 2. Contrast the myth and reality of The West. 3. What are the 2 reasons why RR’s made it possible for people to settle in The West? 4. Describe the 2 ways governments supported the RRs. 5. What were the economic, as well as a racial imperatives, to move the Native Americans off their land? 6. What 3 ways did General Sheridan fight the Indians AND how did Indians respond? 7. What were the goals of the Dawes Act AND the reality? 8. Describe the “cultural genocide” of Native Americans. 9. Why the need for cowboys AND why did this period end? 10. List the ways Western farming flew in the face of the mythical Jeffersonian yeoman farmer ideal.
stubborn tired weak XII. Appendix F Name: _____________________________________________________ Date:_________________ Bullying Exercise Directions: Answer the following question in paragraph form. Be sure to give specific details and use information from the class discussion. Do you think it is accepted more in our society to "Put Down" others (looks, race, ethnic background, weight, etc.) than for sticking up for what you believe is right? Explain with examples, details, etc. Remember that Put Downs include comments, jokes, looks, prejudices, bullying, etc.
Activity Assessed: Crate Stacking Date risk assessment undertaken: 17/11/2016 Benefit of the Activity: Crate stacking can encourage the development of goal setting. Comfort zones can be pushed with size of the tower. By pairing participants of different abilities empathy can be encouraged. The activity can lead to better communication and team interaction. The activity into Key stage 2-4: building trust and taking part in physical adventurous activities. Department of Education Key Stage 2-4 National Curriculum: ‘Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group’. Scouts Values: Integrity, Respect, Care, Belief and Co-operation Scout Methods: Enjoy what you are doing and have fun, take part in activities indoors and outdoors, learn by doing, share in spiritual reflection, take responsibility and make choices, undertaking new and challenging activities, make and live by their promise. Curriculums & National Governing Bodies Web Links: Hazard Controlled Risk Who’s at risk Control Further action Crates stack collapsing onto users Medium Participants, staff & spectators Correct PPE worn and checked prior to use. Participants warned of hazard. Group control and safety areas used. Attempt to control collapse of tower away from users. Ropes entangling leading to collision Low Participants & staff Supervise participants and instruct them not to twist safety ropes. Number of participants reduced to one if deemed necessary. Damaged crates, cutting fingers on chips, catching fingers. Low Participants & staff Ensure that the crates are fully connected when constructing the tower. Crates are checked before use and remove any with damage. Falling injury Low Participants Participants secured to dynamic rope and belayed under supervision of qualified adult. Karabiner to be physically checked by instructor prior climbing. Competency needed: Girl Guide Climbing and Abseiling Level 1or Mountain Training Award Competency assessor: Scampton- Assistant Manager Centre Manager Signature: Jon Jennings Date: 17/11/2016
Craters and Freighters is a national franchise operation specializing in custom crating and shipping needs. Headquartered in Golden, Colorado, the company expanded through franchising beginning in 1991 and now has over 65 Nationwide locations. We are a full service logistics provider with locations across the country. Specialty Crating, Packaging and Shipping for both residential and commercial clients. The Arizona Franchise is looking for a paid intern-type individual whom is qualified in the all aspects of social media. The job description would entail photography, copy writing and posting on all of the social media outlets for the company. We are looking for an individual that will work part-time(16 hours a week) in a business environment that will help you further advance your career. Come join our team and see all the wonderful things on at Craters and Freighters/Phoenix! Minimum wage is offered. Please send resumes to phxcrater@hotmail.com
Politics Stream: Institutional Location Legislative body – policy as amendment to existing telecommunications laws (General Telecommunications Law) Legislative body – policy as amendment to existing telecommunications laws (Telecommunications Act) Problem Stream: Focusing Events Several court cases between 2003 and 2007 regarding ISPs’ quality of service due to throttling and blocking Proposed blocking of particular free online services that are competitors for major ISPs’ services in 2011 Policy Stream: Policy Content Amendment to existing telecommunications law; only allows degradation of service for security concerns or by user requests; zero rating status under the law unclear Amendment to existing telecommunications law; only allows degradation of service to ease congestion or for security concerns; no zero rating permitted Additional Descriptive Information Implementation Year 2011 2012 Law Type Hard Law Hard Law Policy Outcomes Positive impact on political aspects (free speech, civic participation); neutral relationship to edge provider innovation; negative impact on network investment and innovation Positive impact on political aspects (free speech, civic participation); negative relationship to edge provider innovation; negative impact on network investment and innovation Internet Service Providers 2 primary providers, 10 providers total; heavily regulated by SUBTEL; privately owned; restrictions on international ties for telecom providers; privately owned 9 service providers with international ties; classified and regulated as telecommunications providers Analysis Perhaps most importantly, legislative action was used in both Chile and the Netherlands to enact net neutrality policy changes. “Legislation is accomplished by developing or updating the country’s communications laws and clarifying the authority of the telecom regulator”
related offenses) ( ) 18 Pa.C.S.§4302 ( ) ( ) ______________ ______ (relating to incest) ( ) 18 Pa.C.S.§4303 ( ) ( ) ______________ ______ (relating to concealing death of child) ( ) 18 Pa.C.S.§4304 ( ) ( ) ______________ ______ (relating to endangering welfare of children) ( ) 18 Pa.C.S.§4305 ( ) ( ) ______________ ______ (relating to dealing in infant children) ( ) 18 Pa.C.S.§5902(b) ( ) ( ) ______________ ______ (relating to prostitution and related offenses) ( ) 18 Pa.C.S.§5903(c) ( ) ( ) ______________ ______ or (d) (relating to obscene and sexual materials and performances) ( ) 18 Pa.C.S.§6301 ( ) ( ) ______________ ______ (relating to corruption of minors) ( ) 18 Pa.C.S.§6312 ( ) ( ) ______________ ______ (relating to sexual of children) ( ) 18 Pa.C.S.§6318 ( ) ( ) ______________ ______ (relating to unlawful contact with minor) ( ) 18 Pa.C.S.§6320 ( ) ( ) ______________ ______ (relating to sexual exploitation of children) ( ) 18 Pa.C.S.§6114 ( ) ( ) ______________ ______
We also hope that these issues will be discussed in other social sciences, and in humanities departments as well. We are optimistic that academics in many disciplines will share our appreciation of the power of viewpoint diversity to improve the quality of thought. We hope that our arguments and solutions will be considered by those who practice not just social psychology, but the social sciences and humanities broadly, and who train future generations of scholars and citizens for life in a vibrant democracy. References Ahn, H-K., Kim, H. J., & Aggarwal, P. (2014). Helping fellow beings: Anthropomorphized social causes and the role of anticipatory guilt. Psychological Science, 25(1), 224-229. Brandt, M. J., & Crawford, J. (2013, December 6). Replication-extension of “Not for All the Tea in China!” Political ideology and the avoidance of dissonance-arousing situations (Nam, Jost, & Van Bavel, 2013, PLoS One). Unpublished manuscript. Retrieved from Brandt, M. J., Reyna, C., Chambers, J. R., Crawford, J. T., & Wetherell, G. (2014). The ideological-conflict hypothesis: Intolerance among both liberals and conservatives. Current Directions in Psychological Science, 23, 27-34. W. D. (2012). The rules of influence: Winning when you are in the minority. New York: St. Martin's Press.
Read the lab and label the structures you need to identify on the external and internal anatomy diagrams. Read the lab and make flashcards for each structure you need to label on your diagrams. The name should go on the front and the function should go on the back. (attach your flashcards to your packet) Read the lab and draw sketches of the structures you will need to label on your diagrams. Write the name of each structure beneath the sketch. (use the descriptions, your text and the materials on your tables to help you) Read the lab and highlight every structure you need to label on your diagrams. Underline the function of each structure. Complete the virtual or physical crayfish dissection. Turn in a WELL-WRITTEN conclusion. Write a short poem or song that describes at least 5 adaptations found in the crayfish and how they fit the functions of the animal.
Agonistic Behavior Bout #1 In this chart record the seconds (s) spent or the number (#) of events for each crayfish performing each behavior during each one-minute interval. A dash (–) is a reasonable entry if a behavior is not performed during the interval. Sex M F Arena Resident CL _____mm Sex M F Solitary Intruder CL _____mm Time (min) Aggressive Submissive Time (min) Aggressive Submissive # Unfold s Approach s Strike s Grasp s Push s Retreat # Fold # Tail Flip # Unfold s Approach s Strike s Grasp s Push s Retreat # Fold # Tail Flip 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 Total (s or #) Total (s or #) ☠ partners share team data accurately, but each person does calculations to avoid plagiarism ☠ Which crayfish won this bout? resident draw intruder Which of the resident’s behaviors were most influential in your decision? Which of the intruder’s behaviors were most-influential in your decision? Inject the loser and winner with the help of your instructor (see previous page). Provide a 10 minute rest period for BOTH combatants.
How to Assess Colorectal and Cancer Family History? Establish cancer type in each affected relative Establish age at diagnosis If a relative has had more than one primary cancer, consider each cancer separately. These cancers must not be recurrences or secondary cancers Assess the maternal and paternal lineages as two separate entities If you would like assistance in doing this calculation please ring the on call cancer clinician on 02071881364 *How to organise the storage of a DNA sample? A 5ml blood in potassium sample (EDTA) can be collected locally and sent to our laboratory for storage If you would like assistance please ring the on call cancer clinician on 02071881364
Has your entity completed a self-evaluation of its policies and practices to determine compliance with nondiscrimination on the basis of disability provisions? Yes No Are all your programs or activities accessible to individuals with disabilities? Yes No In choosing methods to make your programs accessible, have you given priority to those methods that allow individuals with disabilities to participate in your programs or activities in the most integrated setting appropriate? Yes No Have you maintained on file the following information: A list of interested persons consulted. A brief description of the areas examined and any problems identified, and a description of any modifications made. Yes No Has your entity designated at least one person to coordinate its efforts to comply with Section 504 and the ADA as the Equal Opportunity Coordinator? Yes No Has your entity adopted complaint procedures that provide for the prompt and equitable resolution of complaints alleging discrimination in benefits or service because of disability? Yes No Has your entity developed a transition plan to address barriers you identified in facilities that affect equal participation of people with disabilities in your programs and activities? Yes No Does your entity provide public notice that it does not discriminate on the basis of disability in print and audio formats on information that is intended for the public about the program or activity, including on your website? Yes No Has your entity included a nondiscrimination clause in your contracts with subrecipients? Yes No
Come and join the fun, meet other parents and let your children play. Have your questions answered and receive guidance and support where it matters most to you. REMEMBER - you are not alone MONDAY 11:00am-4:30pm ANTE NATAL APPOINTMENTS (booked via your midwife) 9:30-11:30am Eklan Let’s Talk with Under 5’s (18 months-4 years) 1:00-2:30pm CHILD HEALTH CLINIC (Health visitor and baby weighing clinic) TUESDAY 10am-12 Noon (term time only) FREEDOM PROGRAMME (Free crèche) 1:00-2:30pm COME AND PLAY - TODDLER TUESDAY WEDNESDAY 9:30-11:00 Respite Crèche (by referral only) please contact the centre for details 11am-1pm MOTO - (MOTHERS ON THEIR OWN) 1:30-2:30pm TEEN (Antenatal session) 2-3:30pm TEEN BUMP PLUS (postnatal session) THURSDAY 10am-1pm ANTE NATA DAA 10am-11:30am COME AND PLAY - CREATIVE FUN 1:00-2:00pm Baby Massage (from 21/4/16) please call to book 1:30-2:30pm ELKLAN Let’s Talk with baby (from 14/4/16 please call to book FRIDAY 9:30-2:30pm MELLOW PARENTING Mellow parenting helps families to enhance their parenting skills by providing the knowledge and boundaries to give their child a better future. week we will offer a free lunch. We will meet one day a week for 12 weeks Maximum of 10 parents in a group. Free crèche facilities staffed by qualified staff Activities for you and your child to share please contact the centre for more information and to book a place We offer family support services - please contact the centre for full details Forthcoming Events: Let’s Get Busy….. (school holiday activities) To add us on Facebook search for: Cambridge road cc INFORMATION ON THE GROUPS AT CAMBRIDGE ROAD CHILDREN’S CENTRE
Ensuring that PIs feel empowered to communicate their needs and/or concerns to the Business Office. Ensuring PIs get a copy of the and conditions of their awards. Assisting PIs to reduce the number of cost transfers. Assisting PIs to reduce the amount of cost overruns. Assisting PIs to reduce the number of requests for no-cost extensions. Assisting PIs to submit annual and final technical reports on time. Providing and/or encouraging PIs to receive grant management training. Improve Procard Reconciliation by: Ensuring weekly reconciliation via JP Morgan Chase as required by Financial Services. Ensuring Journal Vouchers completed within 60 days as needed. Ensuring Procard policies and procedures are followed. Meet Campus/Units Human Resource needs by: Assisting faculty and staff with recruitments. Completing employment contracts in a timely manner. Ensuring time and effort reports are completed correctly. Maintaining personnel and payroll files. Maintaining Non-Resident Alien documentation. Improve Business Office Staffing by: Cross-training staff to cover each other's job functions on a short term basis. The Executive Officer and Fiscal Officers should have knowledge of each fiscal position to successfully recruit, train and maintain correct business practices. Maintain staffing at an optimal level for successfully managing the overall processes, goals and challenges of the business office. Foster Training and Professional Development by: Supporting Business Office staff in attending training opportunities, both on campus and off as appropriate. Creating a professional development plan for each staff member in both academic and research focus areas. Working with the Director to ensure continued funding for staff training activities.
Project Status Reporting What: This 1 – 2 page report template summarises progress on a project in the CRC for Low Carbon Living. The format is “what we did last period”, “what we’re next period” and “issues we’re working on now”. The report allows stakeholders, project participants and team members to quickly assess a project’s status and progress. Why: Frequent communication of project status and issues is a vital part of effective project risk management. The “what we did” and “what we are going to do” sections provide a regular progress stocktake for the team and management and an early alert to indications of slip. The “Issues” section helps expose project risk areas early, focus attention on tasks to mitigate them, and communicate a possible need for help from outside the immediate project team. How: Traffic indicators “Green” - the project is on track for hitting milestones, schedule, cost, and requirements goals; and there are no major issues. “Yellow” - early warning of a potential risk to either milestones, schedule, cost or requirements goals – see the Issues section for details. “Red” - one or more serious issues have put project success in jeopardy. Adjust definitions to fit your project’s critical success factors and goals if necessary. When: We recommend that Project Leaders prepare monthly reports and send them to project participants and the appropriate Program Leader. Also, you can change the frequency of the reports as necessary -- a monthly report can become fortnightly during a time of intense project activity. When a project is running smoothly, there should a visible correlation between one report’s “Upcoming tasks for this period” and the next report’s “Key accomplishments last period”. Most of the task descriptions should just change their action verbs to past tense. If there is little correlation between what you intend to do each period and what you ended up accomplishing, the project is probably experiencing problems such as inadequate resources, unclear requirements, or convergence on solutions that meets requirements. Explanation of Report Sections Status Summary Project Health: Red Yellow Green A ‘traffic-light’ approach is used as a quick visual cue as to the overall health of the project: “Green” - the project is on track for hitting milestones, schedule, cost, and requirements goals; and there are no major issues.
of Maine Maine Criminal Justice Academy Board of Trustees Complaint Review Committee Minutes of November 1, 2017 Meeting MEMBERS PRESENT Thomas Peters II, Esq., Public Member, Chairman Detective Seth Blodgett, Office of the Attorney General Charles J. Rumsey, IV, Cumberland Police Department STAFF PRESENT Andrew Black, AAG, Legal Counsel CALL TO Chair Peters called the meeting to order at 0900. APPROVAL OF MINUTES The minutes for the CRC Meeting of August 31, 2017, were reviewed, clerical errors corrected, and approved unanimously. INFORMAL CONFERENCES The CRC voted unanimously to go into executive session pursuant to 1 M.R.S. § 405(6)(F) for the purpose of discussing information pertaining to allegations of certificate holder misconduct, which information and records are expressly made confidential under 25 M.R.S. § 2806-A(10). The CRC went into executive session beginning at 9:15 a.m. and held informal conferences in the following matters: Case No. 2017-037 The subject officers of Case Nos. 2017-035 and 2017-041 declined to appear for their scheduled informal conferences. CASE DISCUSSIONS The CRC discussed resolutions for the following matters: Case No. 2017-035 Case No. 2017-037 Case No. 2017-043 Case No. 2017-041 Case No. 2017-024 Case No. 2017-032
For M. curta strata, the domain shape parameter was estimated at 5.23 with a median size of 13.06 cm and skewness of 0.40. HUA analysis revealed six positive, eleven neutral, and nine HUA habitats. While much higher than the domain mean, positive strata shape parameter estimates (average k = 6.25) were closest to the domain mean with neutral and negative shape parameter estimates (average k = 6.63 and 6.63, respectively) deviating more significantly from the domain mean (see Table 4 and Figure 7 for M. curta for HUA results). Montrastrea curta Strata Strata details HUA outcome Shape parameter, k OFU_NW_ALL Ofu and Olosega: Northwest, all depths neutral 4.68 OFU_SE_D Ofu and Olosega: Southeast, deep depths neutral 4.39 OFU_SE_S_M Ofu and Olosega: Southeast, shallow/mid-depths neutral 6.80 ROS_FRF_ALL Rose Atoll: All forereef, all depths positive 4.79 SWA_SE_D Swains: Southeast, deep depth negative 2.73 TAU_OPEN_D Tau: All forereef, deep depth neutral 7.64 TAU_OPEN_M Tau: All forereef, mid-depth neutral 5.94 TAU_OPEN_S Tau: All forereef, shallow depth neutral 6.38 TAU_TMPA_D Tau: MPA, deep depth neutral 7.34 TAU_TMPA_S_M Tau: MPA, shallow/mid-depths positive 5.73 TUT_AASU_ABSU_M_D Tutuila: Aunu’u – A and B, mid/deep depths positive 5.72 TUT_AASU_ABSU_S Tutuila: Aunu’u – A and B, shallow negative 9.38 TUT_FBSU_D Tutuila: Fagatele Bay, deep depth neutral 8.62
7. SHORT ANSWER Jasmine answered 19 out of 25 questions correctly on a quiz. About what percent of her answers were correct? Explain. 10. How is the decimal 0.55 written as a fraction in simplest form? F. −5−5− 100 G. −1−1 20 H. −1−1 50 I. −1−1 55 8. of the following shows the rational numbers in order from least to greatest? F. 25%, 0.22, −1 5 G. −1 , 0.22, 25% 5 H. 0.22, −1, 25% 5 I. 0.22, 25%, −1 5 9. The below represents 66%. What decimal is equivalent to this percent? A. 0.066 B. 0.66 C. 6.6 D. 66 11. receipt for lunch is shown below. If Caleb pays with a $10 bill, how much change will he receive? Donna’s Deli Chicken Sandwich…………. ..... $3.79 Soup………………………........... $1.45 Drink……………………….. ....... $1.29 Tax……..………………….. ......... $0.39 A. $6.92 B. $5.74 C. $3.18 D. $3.08 12. Colleen rode her bicycle 9.5 miles in 0.8 hour. What was her average in miles per hour?
Annexure I: Penal Code 2004 Penal Code Amendment 2011 Crime Penalty Penalty Section 181 - Statutory rape Section 182 - Second degree felony First degree felony Section 183 -Rape of a child below 12 years Section 184 – Degree felony Second degree felony Section 191 - Gang rape of a child below 12 years Section 192 – First degree felony Life imprisonment Section 193 – Gang rape of a above 12 years and below 16 years Section 214 – Second degree felony degree felony
• The organization of awareness campaigns through commercials to combat child labour; • The holding of educative talks on the rights of children for parents, educators and children; • Capacity building of the officials of the Central and External Services of MINPROFF, on international legal instruments relating to the rights of the child; • The training of municipal councillors on planning and budgeting based on the rights of the child; • Dissemination of the simplified version of the CRC for reading by children in communities; • The training in April 2012, of journalists of the national and international press on the rights of the child, with emphasis on the CRC, in view of disseminating messages of awareness on this legal instrument, culminating in the setting up of a Network of Journalists Friends of Children (REJAE), which has 150 members representing 50 media organs. 46. In addition, in continuation of the implementation of the national education programme on human rights introduced in Cameroon since 2008, the modules and handbook on training of learners in primary and secondary schools include elements on the rights of the child. 47. The main difficulty is the lack of technical and financial resources for the dissemination of the CRC, especially translating it into the main local languages of Cameroon. 48. In view of this, funds are being mobilized for the translation of the CRC into local languages, for better dissemination. 8. Cooperation with the Civil Society 49. In the light of the recommendation in paragraph 22, collaboration with Civil Society has resulted in the participation of the latter in various activities organized by Government Services and the NCHRF in the fields of education, training, awareness and advocacy. It has always been brought in during the drafting of the reports of implementation of legal instruments for the protection of the rights of the child. 50. In the same vein, the State provides financial and technical support to CSOs for the promotion and protection of the rights of the child. 51. In addition, MINATD disseminates the legislative and regulatory instruments to raise the awareness of CSOs for the granting of NGO status. However, this Ministry is encouraged to further convene the Commissions for granting this status. 52. Generally, there is a marked improvement in collaboration between Government Services and CSOs for the promotion and protection of the rights of the child. This collaboration is expected to grow with the gradual implementation of the platform for collaboration of all stakeholders in this area.