zilongwang/ReadingBank huggingface dataset:
Ho: b1 = 0.00 H1: b1 ≠ 0.00 Test each individually with ratio of regression coefficient to standard error of regression coefficient: b1 / se b1 = t If t-ratio is significant, then this suggests the regression coefficient is sufficiently different from 0.00 (as specified by the null) that we believe the difference from 0.00 is greater than would be expected by chance. SPSS Results Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Bound 1 (Constant) 7.676 6.760 1.135 .299 -8.866 24.218 production_costs 3.662 1.118 .421 3.276 .017 .927 6.397 promotion_costs 7.621 1.657 .559 4.598 .004 3.566 11.676 book_sales .828 .539 .127 1.536 .175 -.491 2.148 a. Dependent Variable: boxoffice_sales b1: production – is this significant at .05 level? Note that “Sig.” is the p-value for the t-test in regression in the table above. P = .017, which is less than .05, so reject Ho b2: promotions – is this significant at .05 level? P = .004, so reject Ho b3: book sales – is significant at .05 level? P = .175, so fail to reject We could also use the confidence interval for hypothesis testing, how?
Results of General Linear Model Command in SPSS 1. Analyze, General Linear Model, Univariate 2. Move DV to DV box, move IV to fixed Factor box 3. To get descriptive stats: Hypothesis Testing with Critical F ratios Compare calculated F to critical F Decision Rule If F ≥ Fcritical then reject Ho, otherwise fail to reject Ho To find Critical F, use critical F with appropriate degrees of freedom df1 (df between) = J -1 = 3 – 1 = 2 J is the number if groups df2 (df within ) = n – J = 397 – 3 = 394 Fcritical = 3.00 If 97.969 ≥ 3.00 then reject Ho, otherwise fail to reject Ho
American = 20.13 European = 27.89 Japanese = 30.45 Am. Vs. Eur. = 20.13 – 27.89 = ? Am. Vs. Eur. = 20.13 – 27.89 = -7.76 Am. Vs Jap. = ? Am. Vs Jap. = -10.32 Eur. vs. Jap. = ? Eur. vs. Jap. = -2.56 Show SPSS Bonferroni and Scheffe Using oneway command in SPSS Select “Post Hoc” to obtain Bonferroni and Scheffe corrections and confidence intervals. Question Do the Bonferroni and Scheffe produce different inferences for the above data? Answer Note difference inference result for European vs. Japanese comparisons. FTR for Scheffé, but reject for Bonferroni (thus, Bonferroni has slightly more power than Scheffe) Example Data Excel Version
Gaps in Knowledge As technology has invaded our culture it has also invaded education. While this is a great new way to educate, it brings with it new sets of problems for educators and decision makers. With limited time and financial resources, technology has created a difficult challenge. A January 2010 article in Learning and Leading with Technology titled “5 Considerations Digital Age Learners”, defines the challenge as ’What was hot last year or even last month may be of little interest today. How can educational leaders keep up with the daily onslaught of information when new literacies rapidly outpace traditional literacies, and access to technology and information expands exponentially?’ (Larson, 2009) The article goes to aid districts large and small in how to implement technology integration. Tip number four, Excellence in Professional Practice, focuses on professional development and gives an approach specific to technology. Another tip is to start users at one skill level and then allow them to move through subsequent levels in a tiered program to acquire more knowledge with technology while documenting their training outcomes and products. These programs may also provide a way for users with advanced skills to test out. (Larson 2009) This solves a nagging problem many schools face which is the varying levels of skill among staff. Some need to start at level one, some can test out which makes professional development very difficult to reach all. Another gap in knowledge is the level of teacher knowledge of ISTE standards. As teachers are overwhelmed with CCSS, new evaluations based on student growth, and ever changing curriculum, technology standards can be viewed as “just another thing on my plate” by many teachers. While this attitude is not unanimous, it is apparent on some level at many schools across the country. How
Districts of Central and Southern Asia Minor]. Vol. 2. Athens: Centre for Asia Minor Studies. Kızılyürek, Niyazi, 1999. Το Αδιέξοδο των Εθνικισμών [The Deadend of Nationalisms]. Athens: Mavri Lista. Oran, Baskin, 2004. ‘The Story of those who Stayed: Lessons from Articles 1 and 2 of the 1923 Convention’. In Crossing the Aegean: An Appraisal of the 1923 Compulsory Population Exchange Between Greece and Turkey, edited by Renée Hirschon, 97–15. Oxford/New York: Berghahn Books. Örs, İlay, 2007. ‘Beyond the and Turkish Dichotomy: The Rum Polites of Istanbul and Athens’. In When Greeks Think about Turks. The View from Anthropology, edited by Dimitrios Theodossopoulos, 79–94. London/New York: Routledge. Özkırımlı, Umut and Spyros A. Sofos, 2008. Tormented by History: Nationalism in Greece and Turkey. London: Hurst & Company. Özkırımlı, Umut, 2000. Theories of Nationalism: A Critical Introduction. Basingstoke: Palgrave Macmillan. Pekin, Müfide, ed. 2005. Yeniden Kurulan Yaşamlar, Yılında Türk – Yunan Zorunlu Nüfus Mübadelesi [Lives Reconsidered. Eighty Years after the Greek-Turkish Compulsory Population Exchange]. Istanbul: Istanbul Bilgi Üniversitesi Yayınları. Rampton, Ben, 2000. ‘Speech Community’. Working Papers in Urban Language and Literacies. Paper 15. http://www.kcl.ac.uk/innovation/groups/ldc/publications/workingpapers/15.pdf Theodossopoulos, Dimitrios, ed. 2007a. When Greeks Think about Turks. The View from Anthropology. London/New York: Routledge.
Theodossopoulos, Dimitrios, 2007b. ‘Introduction: The “Turks” in the Imagination of the “Greeks”’. In When Greeks Think about Turks. The View from Anthropology, edited by Dimitrios Theodossopoulos, 1–32. London/New York: Routledge. Troubeta, Sevasti, 2001. Κατασκευάζοντας Ταυτότητες για τους Μουσουλμάνους της Θράκης. Το Παράδειγμα των Πομάκων και των Τσιγγάνων [Constructing Identities for the Muslims of Thrace. The Case of Pomaks and Roma]. Athens: Kritiki. Yagcioglu, Dimostenis, 2010. ‘Reciprocal Insincerity: Current Treatment of Minorities in Greece and Turkey’. Turkish Policy Quarterly 9(3): 37–44. Yildirim, Onur, 2006. ‘The 1923 Population Exchange, Refugees and National Historiographies in Greece and Turkey’. East European Quarterly 40(1):45–70.
Our teacher list is as follows: Sparklers Class: Kim Cummings and Beth Iafigliola* Pre K-K: Beth Vaitekunas and Mike Hill Grades 1-2: Cindy Lucas and TBD Grades 3-4: Barb Schneider and Dan Zaranec Grades 5-6: Jennifer Hill, Katie Galicic, and TBD* Grades 7-8: Pastor Don, Martin Woodworth, Katie Galcic, and TBD* Grades 9-12: Linda Duffy, Katie Galicic, and TBD* *Teachers will rotate which weeks they are teaching. We also will have gracious volunteers to fill in when our teachers are out. Please make sure to thank them when you see them leading for the week. New class designation and curriculums are as follows: Our Birth through age 3 Sparklers class will be using the Spark Activate Faith lectionary-based curriculum in the upstairs Choir room. For our Pre-K through 4th Graders, our Holy Moly lesson starts at 9am with a gathering activity, and movie in rooms 203 (3-4), 204 (1-2), and 205 (pre-k, k). *Music time for Birth through 4th Grade with Miss Katie and Mr. Dan is from 9:50-10:00am. Our 5th and 6th Graders will be learning from the re:form Ancestors curriculum in room 202.
Lancaster County Envirothons The Envirothon program is an academic contest that involves teams of students working together to demonstrate their natural resource knowledge. Envirothon topics include wildlife, forestry, soils, aquatics, and a current issue topic that changes from year to year. Many teachers find that reference materials and study topics blend well with classroom curriculum. The contest includes grades 3 – 12. All study materials are provided. Please contact the Education Coordinator if you would like more information or visit . Lancaster County Youth Conservation School Students looking for a summer adventure, look no further. The Lancaster County Conservation District with Local Sportsmen’s Clubs proudly offers a 7 day, 6 night rigorous field school for teen’s ages 14-16 interested in outdoor activities. The Youth Conservation School is held in a camp like setting at the Northern Lancaster County Game and Fish Protection Association in West Cocalico Township each July. Up to 30 students are accepted each year. Topics include forestry, canoeing, wildlife management, archery, survival, stream restoration, and firearm safety. Teens will have the opportunity to meet professionals in various environmental related fields and discuss career options with them. Applications open January each year at . Teacher Workshops Education Coordinator offers teacher workshops relating to water quality, watersheds, wetlands, and topics suggested by participants. Within each workshop, there is a balance of content-specific learning with field studies; hands-on activities and resources that can help you share what you learn with your students. Resource Assistance Education Coordinator offers resource assistance, as she is able to advance awareness and knowledge of natural resource conservation by building an ecologically literate and engaged public. Lancaster County Conservation District’s education programs address the PA Department of Education Environment and Ecology Standards. Take a look… 4.1 Watersheds & Wetlands 4.2 Renewable & Nonrenewable Resources 4.3 Environmental Health 4.4 Agriculture & Society 4.5 Integrated Pest Management 4.6 Ecosystems & their Interactions 4.7 Threatened, Endangered, & Extinct Species 4.8 Humans & the Environment 4.9 Environ.Laws & Regulations Animals in Winter Awesome Owls Groundwater Model Chirps and Calls of Conservation Biodiversity
People who support the Person (currently and within the last 12 months) Name Role that they play (name of organisation where appropriate) address/phone number Have they been discharged from this service? Section 2: Attendance Record Attendance Record Actual Attendance (No. of Sessions) Possible Attendance (No. of Sessions) Percentage Attended
Federal regulations require a) original signatures in BLUE ink, and b) signature of the individual meeting the criteria of authorized official. Attach, as an appendix to the application, any documentation for temporary authority (i.e. Acting or temporary assigned personnel). Date is the day, month, and year when the authorized official signed the document. Please complete mandated forms with the appropriate signature, attach, and submit with the application form. OCJA considers applications INVALID when received without the signed certification documents. STANDARD CERTIFIED ASSURANCES - Signed by the Governmental Unit (i.e., Mayor, County Commissioner, City Supervisor) and the Applicant Agency (i.e., Police Chief, Sheriff, District Attorney, State Agency Director) for this Application to be valid. When securing both signatures proves difficult, please incorporate a written statement, as an appendix, in the application certifying the submission of the fully executed document by the requesting agency, on a mutually agreed date, prior to the beginning of the performance period for the award. Failure to submit the fully executed form by the agreed deadline will result in the prorating or cancellation of the award. CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION OTHER RESPONSIBILITY MATTERS; DRUG- WORKPLACE REQUIREMENT EQUAL EMPLOYMENT OPPORTUNITY PLAN FORM CIVIL RIGHTS REQUIREMENTS WAIVER OF PASS THROUGH (for non-profit, if applicable) APPLICATION CHECKLIST
This agency submitted application(s) to U.S. Department of in the amount of $ If received, funds will complete this funding request to OCJA. Technology Statement If your application has no technology components then please state “Not applicable, this request does not contain funding for technology purchases or components.” If your application has a technology component and/or purchase you must include in the application a signed statement from the Information Technology Director, approving the project. Example Sample Language: The Information Technology Director, Jane Doe, certifies with her signature that the technology requested is necessary, feasible and compatible with the agencies software and hardware systems and that the Technology Director supports the purchase and/or program.
It is apparent that a local authority in which market rights are vested would not be acting outside its powers in seeking to transfer or delegate its Market Rights, as well as any sale or lease of its market place. However, any such sale or transfer its Market Rights may well prevent the local authority from seeking to restrain any rival market as the tort of disturbance is a possessory action. With these various provisions in mind, we will now look at the two Case Studies. CASE STUDY - FISHBOURNE BOROUGH COUNCIL The factual background Fishbourne Borough Council (“FBC”) has been operating a market at the Fishbourne Centre in Fishbourne for over 100 The market rights were originally purchased from the Lord of the Manor in 1911. Currently the market is held every Thursday and is located outdoors. It is managed by FBC, and the stallholders are independent. FBC is seeking to re-develop the existing market site in the centre of Fishbourne for housing, and for the operation of the market therefrom to cease. Undoubtedly the site has considerable value and is currently under-utilised. FBC wishes to re-locate the market to neighbouring premises situated close by in the Richmond Centre. Originally it was FBC’s intention to allow a third party to run the new market on its behalf at the Richmond Centre. However, further consideration has more recently been directed to the proposition by FBC to the effect that the third-party potential provider itself may not only operate the new market from the new site at the Richmond Centre, but also provide its own premises to do so. It had been originally considered that the alternative premises would be council-owned, but discussions have developed whereby the third party would provide its own premises in order to do so. There have been several meetings where these issues have been discussed. To this end you are asked to consider having regard to the various statutory and charter provisions whether the Council will be acting lawfully in its desired aims. In order to reach a considered judgment on the issues it is necessary to look at the legislative and franchise framework.
Edward Black Mitchell Assistant Professor, Advanced English Unit, YADYOK, Bogazici University, Education: Ph.D. University of California, Los Angeles. Department of History. 1993. M.A. University of California, Los Angeles. Department of Near Eastern Languages and Cultures. 1983. A.B. Princeton University. Department of Near Eastern Studies, cum laude. 1976. Academic interests: Property relations. Social thought. Doctoral dissertation: Institution and Destitution: Patronage of Old Stamboul. Univeristy of California, Los Angeles. 1993. Assorted publications: ‘Nizam-orama.’ Review article of Timothy Mitchell’s Colonizing Egypt. Virgül 77:8-13. Ekim 2004. ‘Auschwitz.com’dan Sonra Şiir Olabilir mi?’ Review article of Theodor Adorno’s Minima Moralia. Virgül 23:6-9. Ekim 1999. ‘Tarihçi Mustafa Âli.’ Review article of Cornell Fleischer’s Bureaucrat and Intellectual in the Ottoman Empire. Virgül 4:12-14. Ocak 1998. ‘Aşık Paşa Çeşmesinin Gizli Tarihi.’ Tarih ve Toplum 90:44-49. Haziran 1991.
Rapid habitat assessment of aquatic and riverbank vegetation monthly 2. Support ecosystem functions that relate to mobilisation, transport and dispersal of biotic and abiotic material chemistry (Dissolved oxygen, light, temperature) continuous continuous Water chemistry spot measures fortnightly fortnightly annually chemistry (carbon, nutrients) fortnightly fortnightly Whole stream metabolism continuous Phytoplankton fortnightly fortnightly Biofilms monthly 3. Support breeding and recruitment of turtles, invertebrates Zooplankton fortnightly fortnightly Shrimp fortnightly fortnightly Crayfish and Yabby annually Frogs monthly 4. Support ecosystem functions that relate to longitudinal and lateral connectivity Fish movement continuous 5. Support breeding and recruitment of native fish. Fish larvae and eggs fortnightly fortnightly Fish community structure annually Fish recruitment annually
isolated wetlands. Many other wetlands in the region became totally dry during the drought and may take many years to recover following re-connection. Variability of in-channel flows and periodic reconnection of wetlands to prevent extended drying and to facilitate carbon transfer may benefit yabby populations. Background Riverine have a range of life history strategies which allow them to utilise and occupy riverine habitats. In south-eastern Australia nine frog species are wholly dependent on flowing water for reproduction, () whilst five others use streams for breeding only under certain flow conditions (; ). Many generalist riverine frog species utilise a range of habitats created during overbank events, such as back-waters and ground-water pools (; 1). Permanently inundated systems may not necessarily support frog breeding due to their high predator densities, rather they may be used as refuge habitats during dry periods (Wassens and Maher 2011). Seasonally or intermittently inundated wetland systems, such as the Edward Wakool system, may be important for breeding by species with longer development times (Wassens et al. 2010; Wassens and Maher 2011) therefore in-channel environmental watering is most likely to lead to an increase in frog abundance and calling activity if intermittent and seasonal habitats are created adjacent to the main channel. For example Wassens and Maher (2011) found that temporary water bodies created during environmental flows were preferentially utilised for breeding over the more persistent habitat within the stream channel. Hypotheses Frog activity (number of individuals calling and observed) will increase in rivers that receive environmental relative to rivers that do not receive environmental water. Frog breeding (by presence of egg masses, tadpoles and metamorphs) will be observed more in rivers that receive environmental water relative to rivers that do not. Methods
During 2014-15 LTIM progress reports on Commonwealth environmental watering actions were provided to the Commonwealth Environmental Water Office in September 2014 (Watts 2014), December 2014 (Watts 2014b) and March 2015 (Watts 2015). The LTIM progress reports, combined with regular meetings of the Edward Wakool Operations Advisory Group and feedback from local community representatives throughout 2014-15, informed the planning of Commonwealth environmental water use in the Edward-Wakool system during 2015-16. The ten recommendations below include, where applicable, a note to indicate if the recommendation has been applied (as at 31 October 2015) in the 2015-16 use of Commonwealth environmental water in the Edward-Wakool system (commenced on 4 September 2015). In summary, the ten recommendations are to: Increase the duration of the recession of environmental watering actions, Avoid long periods of constant flows, Consider a of shifting the focus of the delivery of environmental water from Yallakool Creek to the Wakool River, Consider the delivery of base environmental flows during autumn and winter to promote the temporal availability and continuity of instream habitat, Continue to include a water use option in planning that enables Commonwealth environmental water to be used to mitigate adverse water quality events, Set watering action objectives that identify the temporal and spatial scale at which the response is expected, Consider the implementation of a short duration environmental flow in late winter/spring 2016 at a higher discharge than the current constraint of 600 ML/day, Consider the implementation of an environmental watering action in the Edward to target golden perch and silver perch spawning, Undertake comprehensive flows assessment for the smaller creeks and rivers of the Edward-Wakool system, and with other management agencies and the community to maximise the benefits of Commonwealth environmental watering actions. Recommendation 1. Increase the duration of the recession of Commonwealth environmental watering actions relative to the Yallakool Creek environmental watering actions in 2012-13 and 2013-14.
would hold. On the other hand, in 1920, the library was running at a deficit and was still reeling from the war, along with other cultural institutions and the country as a whole. Concerns that we know all too well today—such as the continuous need for more funding for libraries, and staff being overworked and underpaid—were also a reality then. It was (and still is) with patience and fortitude that the New York Public Library has managed to remain one of the pillars of our cultural heritage. References “50,000 Visitors See New Public Library.” The New York Times, May 25, 1911. Accessed May 4, 2017. https://nyti.ms/2pMvZbp. “City’s $29,000,000 Library Is Opened.” The New York Times, May 25, 1911. Accessed May 4, 2017. Tom. Reading Publics: New York City’s Public Libraries, 1754-1911. New York: Fordham University Press, 2015. Hansen, Debra. “Session 12 Lecture Part 1.” Webcast lecture. 30:18. http://amazon.sjsu.edu/html-lmain/flash2011/session12part1.html. Lydenberg, Harry Miller. History of the New York Public Library Astor, Lenox and Tilden Foundations. Boston: Greg Press, 1972. First published 1923 by the New York Public Library. The New York Public Library. Bulletin of the New York Public Library vol. 1 (1897). ---. Bulletin of the New York Public Library vol. 2 (1898). ---. Bulletin of the New York Public Library vol. 3 (1899). ---. Bulletin of the New York Public Library vol. 4 (1900). ---. Bulletin of the New York Public Library vol. 5 (1901). ---. Bulletin of the New York Public Library vol. 7 (1903).
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20. Manuel at a coffee shop. He greets each customer with eye contact and a warm “hello.” If the order takes a few minutes, he acknowledges the customer wait time and apologizes for any inconvenience. Manuel displays a high level of ______. a. successful interactive b. speaking savvy c. socially constructive communication d. communication competence ANS: D PTS: 1 DIF: Hard REF: Communication Competence OBJ: 1-4 Describe metaphors used to describe communication. COG: Application 21. Which of the following does NOT fall under one’s field of experience that is brought into communication? a. Backgrounds b. Perceptions c. Attitudes d. Dreams ANS: D PTS: 1 DIF: Hard REF: Communication Metaphors OBJ: 1-4 Describe metaphors used to describe communication. COG: Application 22. The interaction metaphor can be described as of the following? a. Communication shapes and creates the larger social realities in which we operate. b. A source sends a message through a channel to a receiver in a linear transfer of information. c. Communication is a two-way process involving feedback and fields of experience. d. Communication involves transactions and exchanges that impact the people involved. ANS: C PTS: 1 DIF: Medium REF: Communication Metaphors OBJ: 1-4 Describe metaphors used to describe communication. COG: Comprehension 23. of the following metaphors was developed first? a. Social construction metaphor b. Interaction metaphor c. Transmission metaphor d. Transaction metaphor ANS: C PTS: 1 DIF: Medium REF: Communication Metaphors OBJ: 1-4 Describe metaphors used to describe communication. COG: Comprehension 24. Communication as transmission describes communication as a ______, ______ transfer of information. a. linear, one-way b. linear, two-way c. circular, one-way d. circular, two-way ANS: A PTS: 1 DIF: Medium REF: Communication Metaphors
who are in Department care or custody are offered every opportunity to access the services they need and require (See Policy #86-012, Transitional Planning for Young Adults with Disabilities) VII. PROCEDURES: CHILDREN LEAVING DEPARTMENT CARE OR CUSTODY Provide Copies of Child’s Department Educational Records. Prior to case closing, the Department arranges for each child who leaves Department care or custody to be provided with copies of her/his educational records maintained by the Department, including: a list of the schools/educational programs (with names, addresses and contact information) the child attended while in Department care or custody; all transcripts documenting attainment of credits; the child’s grade level/program type upon leaving; and copies of any evaluations, standardized test results, (e.g., MCAS), IEPs and school district correspondence. (See Policy #2013-01, Permanency Planning Policy, Policy #86-007, Case Closing Policy, and Policy #84-012, Policy for Closing Court-Involved Cases) APPENDICES: A. DCF Children Placed in Transitional Program: Access to Educational Services B. Guidance on Appointment of Special Education Surrogate Parents C. Special Education Team Evaluation Flow D. ESE Guidelines for LEA Identification E. Educational Planning Resources for Department Staff
Gerry Alabone is Senior Conservator (furniture & frames) with the National Trust, based at their new national conservation studio, Knole. After studying painting at Bath Academy of Art, he was employed in the framemaking trade and public galleries before studying conservation at London Guildhall University. He was Lead Frames Conservator at the City of London’s Guildhall Art Gallery, Head of Frames Conservation at Tate, and Joint Chair of the ICON Gilding & Decorative Surfaces Group. Gerry is also currently Lead Lecturer of wood conservation at the City & Guilds of London Art School. His research concentrates on how we understand, manage and communicate the assistance that frames give to paintings within their settings. Dana Melchar is a Senior Furniture Conservator at the Victoria & Albert Museum and tutor on BA (Hons) Conservation Studies at City & Guilds of London Art School. She graduated with a Masters of Science in Art Conservation, with a specialisation in furniture, from the Winterthur/University of Delaware Program in Art Conservation. Additionally, she holds a Bachelor of Arts in English Literature and trained as a cabinet and furniture maker at the North Bennet Street School in Boston, Massachusetts. At the V&A, she works on many different types of furniture and 3-D organic objects carrying out both preventive and interventive conservation treatments as well as object-based research. Table discussion on the Status of Craft in Japan and the UK
5 Asotin, Benton, Chelan, Columbia, Douglas, Franklin, Garfield, Grant, Kittitas, Klickitat, Okanogan, Walla Walla, Yakima AhShalla Harris 509-735-0119 6 Adams, Ferry, Lincoln, Pend Oreille, Stevens, Spokane, Whitman Evelyn Lawry 509-324-2590 Statewide Outreach & Education Rachel McAloon 360-480-3771
Journal of Business Venturing 6 5 Entrepreneurship Theory and Practice 11 9 Entrepreneurship and Regional Development 2 2 Journal of Small Business Management 6 6 25 22 Publication “Family” search term results (initial)* “Family” search term results (final)* Journal of Business Venturing 65 16 Entrepreneurship Theory and Practice 172 47 Entrepreneurship and Regional Development 30 8 Journal of Business Management 99 33 366 104 416 128 * Initial results are distinguished from final results based on the application of exclusion criteria. For “care,” initial results were excluded from final results when related to health, medical care, or healthcare systems. For “children,” results were excluded when reference was to non-dependent children (e.g. management succession for adult children in a family firm). For “family,” results were excluded when the term was used exclusively as a descriptor, i.e. in reference to a “family firm.” Table 3: Does Entrepreneurship Literature Engage Unpaid/Care Work? Does the entrepreneurship literature engage unpaid/care work? Stage 1 and 2 analysis indicates that the answer is largely “no.” The entrepreneurship literature contains relatively limited engagement with unpaid/care work related themes, with ~2% of over 5,000 articles across several decades emphasizing this topic. When entrepreneurship research does address unpaid/care work, Stage 1 and 2 analysis shows they most frequently do so through a generalized reference to “family.” With this established, I sought to answer how entrepreneurship engages unpaid/care work. To accomplish this, I analyzed the content of each of the 128
dichotomization of these spheres, entrepreneurship as an approach to CSR may reflect the internal bias that “work” is that which is done for pay in a market context, and the rest is “life” or economically trivial personal “choice.” Such biases, if they remain unacknowledged, may hamper the gender empowerment outcomes of CSR programs. Unpaid/care work provides the absolutely essential foundations for any other kind of work, entrepreneurship included. The conceptual framework introduced in this article demonstrates that, if attuned to issues brought forth by the feminist economics analysis of “work,” CSR can recognize, reduce, redistribute, and help represent unpaid/care work (the “4Rs,” featured in Samman et al., 2016), in the service of women’s empowerment. Alternatively, when such insights are overlooked, CSR entrepreneurship projects can lead unpaid/care work – and those who undertake and rely upon it – to be disregarded as the burden remains demanding and differentiated between genders, disadvantaged in public and policy settings (the “4Ds,” my own), leading to deepening inequalities. Thus, the need for greater sophistication among CSR scholars and practitioners concerning the definition of “work” is evident. NOTES
Course name: EE 201 Engineering Mathematics I Department: Electrical and Electronics Engineering Semester 3 Methods of Education Credit (ECTS) Lecture Recitation/ (Etud) Lab Project/Field Study Homework Total 6 48 15 30 103 Language English Compulsory/Elective Compulsory Prerequisites Calculus I and II Course Contents Applications of ordinary differential equations and their methods of solution form the major part of this course.It also includes the solution of nth order equations, particularly of first and higher degree linear differential equations, and series and LaplaceTransform solutions. Students can be asked to use computers and /or graphics calculators as an aid in solvinge quations. Course Objectives The purpose of this course is to introduce the student not only to the theoretical aspects of differential equations, including the establishment of existence of solutions, but also to techniques for obtaining solutions for the various types of ordinary differential equations. Technology: In addition to the graphing calculators, students are required to use MATLAB and other computer software packages Learning Outcomes and Competences Textbook and /or References Main texbooks : William E. Boyceand Richard C. DiPrima, Elementary Differential Equationsand Boundary Value Problems9th Edition. John WileyandSons. Assessment Criteria If any, mark as (X) Percentage (%) Midterm Exams X 30 Quizzes X 10 Homeworks X 10 Projects Term Paper Laboratory work Other Final Exam X 50 Instructors Associate Professorİlyas ÇANKAYA, Associate Professor Asaf ŞAHİN
Course name: EE 305 Telecommunications I Department: Electrical and Electronics Engineering Semester 5 Methods of Education Credit (ECTS) Lecture Recitation/ (Etud) Lab Project/Field Study Homework Total 6 3 2 5 Language English Compulsory/Elective Compulsory Prerequisites EE 207 - Probability and Random Variables and ECE 208 - Signals and Systems SystemsSystems Course Contents The objective of this course is to provide an introduction to analog and digital communication systems. Topics include analog amplitude, frequency and phase modulation systems, pulse code modulation, base band and pass band digital communications, amplitude, phase- and frequency-shift keying, signal constellations and performance analysis of analog modulation in the presence of noise. Course Objectives Providing the concepts about analysis and design of analog communication systems and teaching analog amplitude and exponential modulation types and their analysis methods. Learning Outcomes and Competences Understanding of basic concepts and constraints in analog communications. Analyzing different types of amplitude (AM, DSB, SSB, VSB) modulations, analyzing of amplitude modulated signals in time and frequency domains, design of modulator/demodulator structures. Understanding frequency division multiplexing, stereo FM and superheterodyne techniques. Textbook and /or References Main texbooks : An Introduction to Analog and Digital Communications, 2nd Edition, Haykin, Michael Moher, John Wiley & Sons, 2007. Principles of Communcations, Systems, Modulation, andNoise, 7ed, Rodger E. Ziemer, William H. Trenter, John Wiley & Sons, 2015 Assessment Criteria If any, mark as (X) Percentage (%) Midterm Exams X 25 Quizzes X 15 Homeworks X 10
Vaal University of Technology INSTITUTIONAL POLICY PAGE (IPCP) (Policies, Procedures, Guidelines etc.) To be completed by initiator of Policy/Policy owner: 1. POLICY TITLE: EMPLOYMENT EQUITY AND DIVERSITY 2. FIELD OF APPLICATION: (All persons to whom policy applies) All Stakeholders 3. COMPLIANCE OFFICER(S): (Person/s responsible for ensuring policy implementation) All members 4. STAKEHOLDER CONSULTATION (State the stakeholder group/s consulted during policy formulation/revision) MUF, EMC, HOD’s, EED committee 5. DESIGNATION OF POLICY (Person responsible for maintaining policy) Director: Social Justice and Transformation 6. NAME OF POLICY POLICY HISTORY (To be completed by policy owner) Date Status Implementation Date Approving Authority Number Policy Document Number Pending date for next revision No Changes) (Compulsory if “new” or “revised”) (If”new” or “revised”. N/A if no changes) e.g. 07/11-10.2 (Minute number. N/A if no changes) (e.g. D/…./07 N/A if no changes) (Compulsory) Revised EMC/Council Jan 2017 For office use only SUBJECT SUBJECT to no. on Agenda) CATEGORY (Policy Field) CATEGORY NUMBER :( IPCP NUMBER:
Satellite Calipso aerosol analysis Aerosol optical depth (AOD) , , Imagery , , HMS smoke polygons Enhanced fire and smoke products Meteorology Met observations Surface winds, upper air data (e.g. 500 mb maps) , Fire Incident reports HMS fire detects Wildfire, prescribed fire, and agricultural fire locations Fire emissions ,
The vehicles identified in the table below have employee pricing or discounts available. Purchases must be coordinated through the Government Fleet Manager of the contracted dealership. Vehicle Fuel Type Dealership on Contract Discount Toyota Mirai Fuel Cell Toyota Sunnyvale Stan Wolowski 898 W. El Camino Real Sunnyvale, CA 95051 (408) 306-1960 Cash discount of $500 in addition to any current retail offer by Toyota Sunnyvale Toyota Prius Prime Plug-In Hybrid Nissan Leaf Electric Selma/Nissan Honda Pat Ireland 2525 Highland Avenue Selma, CA 93662 (559) 896-5000 $200.00 over the Retail Factory Invoice Chevrolet Bolt Electric Winner Chevrolet Bill Powers 8575 Laguna Grove Drive Elk Grove, CA 95757 (916) 429-4700 $500.00 over the Retail Factory Invoice Chevrolet Volt Plug-In Hybrid Chevrolet Malibu Hybrid Electric Hyundai Ioniq Electric US Fleet Source Roy Durham 979 S. Village Oaks Drive Covina, CA 91726 (858) 525-5327 Employees may purchase at the same price listed on the Statewide contract Hyundai Ioniq Plug-In Hybrid Kia Niro LX Plug-In Hybrid Mitsubishi Outlander Plug-In Hybrid Kia Optima Hybrid Electric Hyundai Hybrid Electric Hyundai Ioniq Hybrid Electric Kia Niro Hybrid Electric Ford Fusion Energi Plug-In Hybrid Downtown Ford Sales Sandra Scott 525 North 16th Street Sacramento, CA 95811 (916) 442-6931 $100.00 over the Retail Factory Invoice Ford Fusion S Hybrid Electric
Short-Term Effects of Air Pollution on Health Many of the effects of air pollution are short-term and reversible if their exposure to air pollution decreases. For example: headache; nausea; irritation to the eyes, nose and throat; coughing; tightness in the chest; and upper respiratory infections, such as bronchitis and pneumonia. Pollution can also make the conditions of asthma and emphysema worse for certain individuals. Long-Term Health Effects of Air Pollution Long-term effects on health that have been linked to air pollution include ___________________________________________. Long-term exposure to air pollution may worsen medical conditions suffered by older people and may damage the lungs of children. Air Pollution and Living Things Air pollution has been linked to many health problems.
External Examiners for Taught Programmes: Resignation The completed form should be sent to External examiner name Faculty Discipline/programmes affected Overview of the reason for the resignation (please give details as to why this external examiner has requested to resign from their appointment. This will be noted on their record for information). Where an external examiner wishes to resign before the end of his/her term of office, they are requested to provide reasonable notice (at least three months) and complete their duties for the current year of appointment where possible. Immediate steps should be taken by the Director of Programmes to identify a replacement. Date the resignation is effective from (and any relevant information): Replacement arrangements: Are there any outstanding payments to be made to the external examiner? (undergraduate only) If yes, please provide details and dates (this will ensure the external examiner’s HR record remains live until final payment has been made). Signed Associate Dean (Education and Student Experience) or nominee e.g. Faculty Academic Registrar or CQA Team Leader Date
15 Gypsy or Traveller 41 – White and Black 21 or Black British – Caribbean 42 – White and Black African 22 Black or Black British – African 43 Mixed – White and Asian 29 Other Black background 49 Other Mixed background 31 Asian or Asian British – Indian 50 Arab 32 Asian or Asian British – Pakistani 80 Other Ethnic background 33 Asian or Asian British – Bangladeshi 90 Not known 34 Chinese 98 Information refused Do you have a disability (Please tick up to TWO options) 00 No known disability / not disabled 56 A physical impairment or mobility issues 51 A specific learning difficulty such as dyslexia, dyspraxia or AD(H)D 57 Deaf or serious hearing impairment 52 General learning disability (such as Down’s syndrome) 58 or a serious visual impairment 53 A social/communication impairment such as Asperger's syndrome/other autistic spectrum disorder 96 A disability, impairment or medical condition that is not listed above 54 A long standing illness or health condition such as cancer, HIV, diabetes, chronic heart disease, or epilepsy 97 Prefer not to say 55 A mental health condition, such as depression, schizophrenia or anxiety disorder What is your gender? (Please tick one option only) 1 Male 2 Female 01 Yes 98 Information refused 02 No Is your gender identity the same as the gender you were originally assigned at birth? (Please tick one option only) 01 No religion 12 Muslim 02 Buddhist 13 Sikh 03 Christian 14 Spiritual 10 Hindu 80 Any other religion or belief 11 Jewish 98 Prefer not to say What is your religion? (Please tick one option only) Sexual orientation (Please tick one option only) 01 Bisexual 04 Heterosexual 02 Gay man 05 Other 03 Gay woman / lesbian 98 Information refused
Faculty/Service Role Name Email Telephone Faculty of Arts, Creative Industries and Education Pro Vice Chancellor/Executive Dean Alex Gilkison 0117 3282115 Associate Dean Learning, Teaching and Student Experience Peter Rawlings 01173286681 Field Leaders / Associate Head of Department Art Dawn Mason 0117 32 84828 Area Studies Catherine Rosenberg 0117 32 Culture and Media Studies Lynne Barlow 0117 32 84240 Design Rachel Mills 0117 32 81451 Drama Scott Fraser 0117 32 84374 Education in Virtual Worlds Liz Falconer 0117 32 86356 English Catherine Rosenberg 0117 32 82382 History Martyn Simpson John Fisher 0117 32 84380 0117 32 84528 Languages Catherine Rosenberg 0117 32 82382 Linguistics Catherine Rosenberg 0117 32 Primary, Early Childhood and Education Studies Alison Fletcher 0117 32 84164 Professional Acting (BOVTS) John Hartoch Secondary Education and Lifelong Learning Alison Fletcher 0117 32 84164 Stage Management Jon Sherwood Visual Culture Mandy Ure 0117 32 Student Administrative Contact, Corporate & Academic Services Art Bubb 0117 32 84765 Area Studies Jackie Angus 0117 32 82603 Culture and Media Studies Kate Brady and Leigh Thomas 0117 32 84591 0117 32 84570 Design Helen Bubb 0117 32 84765 Drama Kate and Leigh Thomas 0117 32 84591 0117 32 84570 Education in Virtual Worlds Maite Olavera 0117 32 84119 English Kate Brady and Leigh Thomas 0117 32 84591 0117 32 84570
Administrative Positions: Examining and Other Relevant Experience EXTERNAL EXAMINING: Current experience. Please state if you examined provision through collaborative partnerships (UK or abroad) as part of your role. Names of Institutions Level (UG/PG) Dates of appointment Approx no. of students EXTERNAL EXAMINING: Previous experience (last 5 Please state if you examined provision through collaborative partnerships (UK or abroad) as part of your role. Names of Institutions Programme/Award/Subject (UG/PG) Dates of appointment Approx no. of students INTERNAL EXAMINING experience or other relevant experience in last 5 years Names of Institutions Programme/Award/Subject Level (UG/PG) Dates of appointment Approx no. of students Please list below any experience of delivering/examining provision through collaborative partnerships Activity Dates Teaching experience (main of responsibility over last 5 years) of Institutions Programme titles Level (UG/PG) Dates Approx no. of students
What this unit is about This unit is about classroom activities to learn and practise English sounds, letters and words. We know that an important step in learning to read in English is to know what sounds the letters of the English alphabet make. Of course, this is not all that is involved in learning to read – teaching reading must be done with a focus on meaning. The activities in this unit are designed to help you keep this focus on meaning as you and your students practise English sounds and letters. What you can in this unit To practise English letters and sounds at your level. To practise English letters and sounds in the classroom with students. To plan English sound, letter and word activities. 1 English pronunciation In the first activity, you will work through an English pronunciation guide, at your level. Activity 1: English letters and sounds The names of English letters can be very different from the sounds they make in words. Say the name of this English letter ‘b’. It will sound something like ‘bee’. What are some English words that start with this letter? You might think of ‘bag’, ‘bus’ or ‘bell’. Say these words aloud. When you say these words aloud, you will hear the sound of the letter is something like ‘bh’. Try to say just the sound of ‘b’, and hear the sound in words such as ‘bag’ and ‘boy’. Hear the difference between the name of the letter and the sound of the letter. Try this again and say the name the English letter ‘r’. What are some words that start with ‘r’? Say these words aloud. What is the that ‘r’ makes in these words? Hear how the letter name ‘r’ sounds something like ‘are’, but the sound is something like ‘rrr’. With the vowels of English (‘a’, ‘e’, ‘i’, ‘o’, ‘u’), the sounds change depending on the word they are in. Go to Resource 1 and work through the letters and sounds for yourself. How would you evaluate your confidence and pronunciation? A good way to improve your pronunciation in English is to hear the sounds of English as much as possible. Try to listen to English on the radio. Even if you cannot understand everything that is spoken or sung, listen and try to say the sounds of English. In the two case studies that follow, you can see how teachers introduce English letters and sounds to students.
We are a friendly, welcoming pre-school that offers young children all the opportunities they need to learn and develop through play, in a caring and safe environment. We offer places to children from 2 years of age to the time they leave for reception. We also offer a wrap-around care service out of school hours for children from 2 to 9 years old. We have a stimulating environment, both inside and out that is accessible to children so they can explore to their hearts content, there’s even space for a quick rest! Our highly trained staff are committed to providing quality learning experiences tailored to children's individual needs, we pride ourselves on our inclusive practice and will work closely with you to ensure your child is truly cared for. Our role is to assist children to be school ready by the time they leave Rainbow to attend reception class. We support children of all backgrounds and abilities including those with medical concerns and special educational needs, we strongly believe in equal opportunities for all children to be able to achieve their full potential. We actively promote equal opportunities through our inclusive practice. We believe every child should be provided with the same opportunities and access to all activities, we are inclusive in our practice and our outlook. We encourage children to develop an appreciation of different cultures, customs and beliefs, celebrating both our similarities and differences. We ensure all children and staff develop a positive self-image and a high self-esteem. From the moment you confirm your child will be attending you will be allocated a keyworker and a key group. Your keyworker is responsible for supporting your child throughout each session and communicating with you about their needs, progress and learning. They plan activities to suit your child’s individual interests and ensure all areas of learning and development are established. Each