zilongwang/ReadingBank huggingface dataset:
Encourage pupils to cycle or scoot to school -Produce a safe walking route map for scooting and cycling to school. -Add scooter to the school playground. -Hold a scoot to school Week where children are encourage to scoot. - Use Give Me Cycle Space which is a Cycling campaign to encourage more children to cycle to school. It aims to create high levels of driver awareness around child cyclists to make the roads around schools more cycle-friendly. - Continue to use Bikeability within the school - Continue to work closely with recycle a bike who provide safety checks on the children’s bikes before they conduct Bikeability. June 2015P5’s during health fortnight. Annually for P5’s April Recycle a bike in annually More pupils are scooting and cycling to school Encourage families to park and stride to school. Create a map and identify suitable places to be able to park and then walk to school. Share this via parent mail. -Create a leaflet include maps identifying safe walking, cycling, scooting and park and stride routes. May 2015 met to discuss this with Bridget Clarke. More pupils are parking and then walking to school Encourage parents to be responsible road users and think of others when parking -Purchase triangular which will be put out every morning and night stating that this is an unsafe place to park. -JRSO group to talk to parent who have parked in an unsafe places -Regular articles in school and JRSO newsletter about being responsible road users. -School car park not be accessed between 8.30 12.15 – 1.15PM and 2.45 – 3.30PM -Staff members to be distributed car park badges so they are easily identified. May 2015 – Janitor only letting staff cars into the school. No complaints by residents about inconsiderate parking. Parents not coming into the school during these times.
Ex. Larceny with assault with deadly weapon. Usually limitation doesn’t apply if felony is independent felonious act. Deterrence is more impt. Than fairness. Ex. D kills V during armed robber. Robbery included assault with deadly weapon, the independent felonious purpose was to obtain V’s property. So this robbery part is independent- can use Felony Murder rule. Because want to deter. Causation Limitation 1. There must be causal connection bt/ felony and harm. Killing by a Non Felon Limitation 1. Ex. 4 ppl robbing restaurant. Off duty officer kills two. Can the last two be convicted of felony murder? Literal- yes. Deterrence- No because felon can’t control others actions (bystanders or cops) Agency Approach- felon is only responsible for homicides committed in furtherance of the felony by person acting as his agent. Proximate Cause test- Minority – Felon responsible for killing by a non felon if felon was proximate cause of the killing (foreseeable). Felonies- Robbery, Rape, Arson, Burglary. Anything that wasn’t a felony was a misdemeanor. 1. Premeditation: Some j(x) say no time is too short to premeditate- intent to kill only required for an instant. Others say more than a blink of an eye. 2. Critique- if instant is premeditation then every intentional killing is premeditated homicide. 3. Criteria for premeditation and deliberation as first degree murder: Lack of provocation by the deceased Felonies: Robbery, Rape, Deviate Sexual Intercourse by Force/Threat of Force, Arson, Burglary, Kidnapping, Felonious escape. (210.2 b).
Demand for chattel back, unless such demand would be futile Must use reasonable force (no deadly force) Bonkowski v. Arlan’s Department Store – shopkeeper’s privilege – shopkeepers must be able tone privileged to detain for reasonable investigation a person whom one reasonably beieves t have taken chattel wrongfully A person is privileged to enter reasonably onto the land of another to remove a chattel Necessity Surocco v. Geary – pubic necessity – permit defendant, acting as the champion of the public to destroy, damage, or use the real or personal property of another as long as the defendant reasonable believes that doing so is necessary to avert an imminent public disaster Complete defense – full shield from liability Vincent v. Lake Erie Transp. Co. – private necessity – allows defendant to commit intentional tort, but defendant remains liable for any actual damages he causes in doing so Justification privilege (last resort) Parvi v. City of Kingston – privileged to commit a tort if: Reasonable under circumstances To prevent plaintiff from inflicting personal or property injury Done not for unlawful purposes Negligence R2T 291 – unreasonable risk is one which a reasonable person would recognize as involving as risk of harm to another Facie Duty (Standard of Care) Act as a reasonable prudent person in the same of similar circumstances Breach Nonconformity to the standard of care Causation Causation in fact AND Proximate/Legal Causation Harm Actual loss/damages No nominal damages Factors Lubitz v. Wells – intentional torts and negligence are mutually exclusive Chicago v. Krayenbuhl – must strike balance the public good and benefits of a particular dangerous action with the danger inherent in performing that action US v. Carroll Towing – Learned Hand formula of Duty B < P x L = Liable B = burden of precaution P = possibility of risk L = magnitude of harm Conway v. O’Brien – “gross negligence” - failure to exercise care that even a careless person would exercise
*d. presents objective data when such data is lacking to address a problem. 7. The benefits of a community-collaborative approach to FLE include all of the following EXCEPT *a. empowers the community to determine the best approach to solving identified problems. b. allows for combining the best scientific knowledge with the lived experience of the community. c. enables the FLE to partner with the community to address the specific needs of families more effectively. d. puts FLE’s “on tap” but not “on top” to avoid stifling families’ own wisdom and initiative. 8. The role a family life educator decides to play as a FLE professional is based on all of the following EXCEPT the FLE’s *a. sense of expertise as a family life educator. b. sense of responsibility for program content and methods. c. assumptions about education. d. assumptions about the educator and the learner. 9. Family life educators who believe their primary role is to help participants access the knowledge they already have within them are most likely to follow the ________ approach. a. interventionist b. expert c. eclectic *d. facilitator 10. David was a family life educator doing a parenting program for his community. The program materials guarantee positive results for parents “if it is delivered according to instructions” so David is especially careful he carries it out precisely as written. What approach to FLE is most clearly operational in this example? *a. Expert b. Facilitator c. Collaborator d. Critical inquirer 11. A working assumption that one who follows a collaborator approach to family life education might make is a. learners are relatively knowledgeable a topic. *b. learners’ lived experience is relevant to the educator’s specialized knowledge. c. learners are active participants in constructing their knowledge. d. learners are lights to be lit rather than cups to be filled. 12. Joan, a FLE, arrived at her marriage education workshop session that she leads, greeting all participants warmly. After setting up her poster board and taking her marker
ORDER OF EVENTS Saturday 29th October 2016 Session 1 Warm Up 08:30 Start 09:35 Saturday 29th October 2016 Session 2 Warm Up 13:30 Start 14:35 101 Girls OPEN 400m Freestyle HDW 201 Boys OPEN 400m Freestyle HDW 102 Boys 9-15/o 100m Freestyle HDW 202 Girls 9-15/o 100m Freestyle HDW 103 Girls OPEN 50m Butterfly SKINS heats 203 Boys OPEN 50m Backstroke SKINS heats 104 Boys OPEN 50m Butterfly SKINS heats 204 Girls OPEN 50m Backstroke SKINS heats 105 Girls 9-15/o 100m Backstroke HDW 205 Boys 9-15/o 100m Backstroke HDW 106 Boys 9-15/o 200m Backstroke HDW 206 Girls 9-15/o 200m Backstroke HDW 107 Girls 9-15/o 200m IM HDW 207 Boys 9-15/o 200m IM HDW 108 Boys 9-15/o 200m Breaststroke HDW 208 Girls 9-15/o 200m Breaststroke HDW Girls OPEN 50m Butterfly SKINS final Boys OPEN 50m Backstroke SKINS final Boys OPEN 50 Butterfly SKINS final Girls OPEN 50m Backstroke final 209 Mixed 4 x 50m IM Relay HDW Presentation of Awards Presentation of Awards Sunday 30th October 2016 Session 1 Warm Up 08:30 Start 09:35 Sunday 30th October 2016 Session 2 Warm Up 13:30 Start 14:35 301 OPEN 400m IM HDW 401 Boys OPEN 400m IM HDW 302 Boys 9-15/o 200m Freestyle HDW 402 Girls 9-15/o 200m Freestyle HDW 303 Girls OPEN 50m Breaststroke SKINS heats 403 Boys OPEN 50m Freestyle SKINS heats 304 Boys OPEN 50m Breaststroke SKINS heats 404 Girls OPEN 50m Freestyle heats 305 Girls 9-15/o 100m Breaststroke HDW 405 Boys 9-15/o 100m Breaststroke HDW 306 Boys 9-15/o 200m Butterfly HDW 406 Girls 9-15/o 200m Butterfly HDW 307 Girls 9-15/o 100m Butterfly HDW 407 Boys 9-15/o 100m Butterfly HDW Boys OPEN 50m Breaststroke SKINS final Girls OPEN 50m Freestyle SKINS final Girls OPEN 50m Breaststroke SKINS final Boys OPEN 50m Freestyle SKINS final 408 Mixed 4 x 50m Freestyle Relay HDW Presentation of Awards Presentation of Awards PRESENTATION for BEST GIRL / BEST BOY / BEST CLUB
ORDER OF EVENTS Saturday 27th October 2018 Session 1 Warm Up 08:30 Start 09:35 Saturday 28th October 2018 Session 2 Warm Up 13:30 Start 14:35 101 Girls OPEN 400m Freestyle HDW 201 Boys OPEN 400m Freestyle HDW 102 Boys 9-15/o 100m Freestyle HDW 202 Girls 9-15/o 100m Freestyle HDW 103 Girls OPEN 50m Butterfly SKINS heats 203 Boys OPEN 50m Backstroke SKINS heats 104 Boys OPEN 50m Butterfly SKINS heats 204 Girls OPEN 50m Backstroke SKINS heats 105 Girls 9-15/o 100m Backstroke HDW 205 Boys 9-15/o 100m Backstroke HDW 106 Boys 9-15/o 200m Backstroke HDW 206 Girls 9-15/o 200m Backstroke HDW 107 Girls 9-15/o 200m IM HDW 207 Boys 9-15/o 200m IM HDW 108 Boys 9-15/o 200m Breaststroke HDW 208 Girls 9-15/o 200m Breaststroke HDW Girls OPEN 50m Butterfly SKINS final Boys OPEN 50m Backstroke SKINS final Boys OPEN 50 Butterfly SKINS final Girls OPEN 50m Backstroke SKINS final 209 Mixed 4 x 50m IM Relay HDW Presentation of Awards Presentation of Awards Sunday 28th October 2018 Session 1 Warm Up 08:30 Start 09:35 Sunday 28th October 2018 Session 2 Warm Up 13:30 Start 14:35 301 Girls OPEN 400m IM HDW 401 Boys OPEN 400m IM HDW 302 Boys 9-15/o 200m Freestyle HDW 402 Girls 9-15/o 200m Freestyle HDW 303 Girls OPEN 50m Breaststroke SKINS heats 403 Boys OPEN 50m Freestyle SKINS heats 304 Boys OPEN 50m Breaststroke SKINS heats 404 Girls OPEN 50m Freestyle SKINS heats 305 Girls 9-15/o 100m Breaststroke HDW 405 Boys 9-15/o 100m Breaststroke HDW 306 Boys 9-15/o 200m Butterfly HDW 406 Girls 9-15/o 200m Butterfly HDW 307 Girls 9-15/o 100m Butterfly HDW 407 Boys 9-15/o 100m Butterfly HDW Boys OPEN 50m Breaststroke SKINS final Girls OPEN 50m Freestyle SKINS final Girls OPEN 50m Breaststroke SKINS final Boys OPEN 50m Freestyle SKINS final 408 Mixed 4 x 50m Freestyle Relay HDW Presentation of Awards Presentation of Awards PRESENTATION for BEST GIRL / BEST BOY / BEST CLUB
Solicitor Name Telephone Legal Aid Mental Health Tribunal Child Protection Additional Support Needs Criminal A.W.I Mike Ferrie Mike Ferrie 01382 523977 Possibly Caird Vaughan Alexis McVicar 01382 229399 Possibly Caird Vaughan Nicole Conroy 01382 229399 Norrie and Gilmartin Lisa Stewart 01382223505 No one at present Possibly Norrie and Gilmartin Gabriella 01382223505 J Myles & co Mr Myles 01382204625 Anika Jethwa Anika Jethwa 01382223399 Bruce Short Mike Short 01382223400 Bruce Short Nicola 223400 Solicitor Name Telephone Legal Aid Mental Health Tribunal Child Protection Additional Support Needs Criminal A.W.I RSB McDonald Jennifer Gallagher 01382 202025
3.1 Bacterial preparation and application The S. pasteurii cultures were suitably incubated in an orbital incubator at 37° C at a rate of 200 rpm. The cultures were then measured at OD600 to see if the cell density is within the desired range (Approx. 0.9-3). A higher OD will provide more nucleation sites for calcite formation. Once the culture was prepared a100ml aliquot containing the bacterial cultures was added to a 900ml Duran container of nutrient broth with 50ml CaCl2 (calcium chloride) at a concentration of 1g/ml. Immediately after mixing the solution, it was applied to the 3 beam sections and cubes. 15ml of solution per cube was applied followed by 1.5ml of urea to catalyse the reaction and help support the bacteria’s hydrolysis, leading to a higher calcite yield. 4.0 Results The bacterial residue was examined at the surface (foreground) and at the intersection between the calcite and the concrete (background), using an Energy Dispersive Spectroscopy (EDS) image analysis technique and the chemical component parts are displayed in Table 3 and Figure 6. Oxygen (%) Carbon (%) Calcium (%) Background 58.0 17.5 24.5 Foreground 60.6 13.4 26.0 Table 3 – Chemical component parts of calcite deposit Figure 6 - Energy Dispersive Spectroscopy (EDS) image The Energy Dispersive Spectroscopy (EDS) results were tested alongside a MOH’s hardness test and hydrochloric acid test which showed the calcite formation was within normal
Design and Layout Development $50.00 8 $400.00 Audio Recording $50.00 4 $200.00 Edit Audio Recording $50.00 8 $400.00 Video Recording $50.00 6 $300.00 Edit Video Recording $50.00 12 $600.00 Assessment Development $50.00 2 $100.00 Assessment Programming $50.00 1 $50.00 Total: $4,000.00 Timeline Task Responsible Designer Due Develop and run a needs assessment survey Mary Pirritano 6/1/2010 Run background research on the audience and Market Carmen Davis 6/1/2010 Interview Subject Matter Experts (SMEs) Christine Broz and Emily Wood 6/1/2010 Create Instructional Design Document Emily Wood, Carmen Davis, Christine Broz,and Mary Pirritano 6/27/2010
Design the look of instruction Emily Wood, Carmen Davis, Christine Broz, and Mary Pirritano 8/3/2010 Capture screen shots Emily Wood 8/4/2010 Find additional graphics Carmen 8/5/2010 Develop assessment instructions Christine Broz 8/5/2010 Write narration and screen text for PowerPoint Carmen Davis and Mary Pirritano 8/8/2010 Complete layout content and graphics on PowerPoint Christine Broz 8/14/2010 Record audio Wood and Mary Pirritano 8/17/2010 Edit audio Emily Wood, Carmen Davis, Christine Broz, and Mary Pirritano 8/20/2010 Write credits and references Carmen Davis 8/20/2010 Evaluate instruction presentation Emily Wood, Carmen Davis, Christine Broz, and Mary Pirritano 8/28/2010
Changes to Duo 2FA login: <Version X.XX of OS/Browser/Plugin or Biometric Authentication/Disk Encryption/Screen Lock required starting DATE> BODY: To improve our security posture and to ensure continued access to Duo-protected applications, we will soon require you to update your <mobile or access device> to satisfy the following requirements: A B C Action Required: No immediate action is necessary. This email is to notify and educate you about the upcoming change so you can take proactive steps if needed. However if you would like to make these changes now, please reference the following: <Include instructions for how to check for/enable encryption/biometrics/screen lock or check their browser/plugin/OS version and perform updates.> Email #2 - Upcoming changes to Duo Policy on <DATE>, no immediate action required. TIMELINE: 1 week prior to the policy change is enforced. SUBJECT LINE: Reminder: Upcoming changes to Duo 2FA login -- <Version X.XX of OS/Browser/Plugin or Biometric Authentication/Screen Lock Required starting DATE> BODY: To improve our security posture and to ensure continued access to Duo-protected applications, we will soon require you to update your <mobile or access device> to satisfy the following requirements: A B C
Health Hazard Summary Table Phthalate Acute Toxicity Irritation & Sensitisation Repeated Dose Toxicity Genetic Toxicity Carcinogenicity Fertility Developmental Toxicity Diundecyl phthalate (DUP) Oral Rat: LD50 >15800 mg/kg bw Dermal No data Inhalation Rat: LC50 >1.8 mg/L/6h Skin irritation: Negative Eye irritation: Minimal effects Respiratory irritation: No data Skin sensitisation: Negative Oral Rat: NOAEL = 282 mg/kg bw/d LOAEL: 1145 mg/kg bw/d, dose related ↑ liver weights. High doses: ↑ liver and kidney weights. PP noted. In vitro: Negative in bacterial mutation and lymphoma assays In vivo: No data No data No data No data ↑: increase; ↓: decrease; PP: peroxisome proliferation
Test-Duplessis 1. WHICH TWO OF THE FOLLOWING STATEMENTS PRESENT ELEMENTS OF DUPLESSIS' POLICY THAT WERE BASED ON TRADITIONAL ASPECTS OF QUEBEC SOCIETY? 1. He favoured the massive emigration of Quebecers to the United States. 2. He left the responsibility for education and the running of hospitals to religious orders. 3. He favoured government involvement in economic and social affairs. 4. He facilitated the signing of collective agreements between employers and unions. 5. He promoted farming and rural living as the ideal way of life for French Canadians. A) 1 and 2 C) 3 and 4 B) 2 and 5 D) 3 and 5 2. WHICH OF THE FOLLOWING REFER TO THE TRADITIONAL VALUES OF THE DUPLESSIS ERA? 1. Duplessis encourarged the unions to use strike action to improve working conditions. 2. In the eyes of the government, rural society was the watchdog of social order. 3. The government carried out massive takeovers in the social and economic sectors. 4. The church exercised a privileged role in education, health care, and social welfare. 5. Many intellectuals pushed for political, economic, and social reform. A) 1 and 4 C) 2 and 4 B) 2 and 3 D) 3 and 5 3. WHICH OF THE FOLLOWING DEFENDED TRADITIONAL VALUES DURING THE DUPLESSIS ERA? 1. Catholic Church 4. Intellectuals 2. Rural voters 5. Business class 3. Unions A) 1, 2, and 3 C) 2, 3, and 4 B) 1, 2, and 5 D) 3, 4, and 5 4. WHICH STATEMENT SHOWS THE RESISTANCE OF DUPLESSIS TO CHANGE?
Monday 22/10/18 Tuesday 23/10/18 Wednesday 24/10/18 Thursday 25/10/18 Friday 26/10/18 Family Support Clinic @ Meadows Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 1320 Health Clinic @Meadows Children’s Centre 10:00-12:00 noon Drop in session – have your baby weighed and discuss your child’s health and development with a Health Visitor Family Support Clinic @ Clifton Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 2625 Sheila Roper Family Session @Sheila Roper Community Centre 11:00-2:00pm Family Fun Day Free Session Fun activities including arts and crafts, autumn activities, mushy peas, baby play, table top activities, activities for all the family Autumn Crafts @ AMC Gardens 1:00-3:00pm. Come join us at AMC Gardens for some Autumnal crafts and activities.
Monday 29/10/18 Tuesday 30/10/18 Wednesday 31/10/18 Thursday 01/11//18 Friday 02/11/18 Family Support Clinic @ Meadows Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 1320 Child Health Clinic @Meadows Children’s Centre 10:00-12:00pm Drop in session – have your baby weighed and discuss your child’s health and development with a Health Visitor Family Support Clinic @ Clifton Children’s Centre 9:30-12:30pm We support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 2625 Clifton Family Session @Clifton Young People’s Centre 11:00-2:00pm Family Fun Day Free Session Fun activities including arts and crafts, autumn activities, mushy peas, baby play, table top activities, activities for all the family Spooky Family Fun @ Meadows Children’s Centre 11:00am-2:00pm. Come along to Meadows Children’s Centre for our spooky themed session including, arts and crafts, play activities and enjoy us for some soup at lunchtime .
SECTION 072800 - FLUID-APPLIED MEMBRANE AIR AND WATER BARRIERS TIPS: To view non-printing Editor's Notes that provide guidance for editing, click on MasterWorks/Single-File Formatting/Toggle/Editor's Notes. To read detailed research, technical information products and materials, and coordination checklists, click on MasterWorks/Supporting Information. DuPont Safety & Construction Guide Specifications have been written as an aid to the professionally qualified Specifier and Design Professional. Use of this Guideline Specification requires the sole professional judgment and expertise of the qualified Specifier and Design Professional to adapt the information to the specific needs for the Building Owner and the Project, to coordinate with their Construction Document Process, and to meet all the applicable building codes, regulations, and laws. DUPONT EXPRESSLY DISCLAIMS ANY WARRANTY, EXPRESSED OR IMPLIED, INCLUDING THE WARRANTY OF MERCHANTABILITY OR FITNESS FOR PARTICULAR PURPOSE OF THIS PRODUCT FOR THE PROJECT. GENERAL RELATED DOCUMENTS Drawings and general provisions of the Contract, including General and Supplementary Conditions and Division 01 Specification Sections, apply to this Section. SUMMARY Section includes vapor-permeable, fluid-applied air and water barriers.
PA turn-around time during business Goal is 24 hours 59% done in 6 hours 99.9 within 24 hours PA turn-around time during non-business hours 85% done in 6 hours 99% within less than 9 hours Agenda Item Discussion Conclusions/Follow Up Asthma and Allergy Monoclonal Antibodies QA Discussion Discuss background information on the various asthma & allergy monoclonal antibodies and use in clinical practice. Evaluate recent utilization and cost data for MassHealth members. Present a brief overview of the current prior authorization (PA) criteria and review the randomly selected cases. Review historical comparison of utilization from last QA evaluation. Discuss recommendations to current MassHealth clinical criteria. Follow Up Informational Action Conclusion: No recent guideline updates for CIU, GINA (2017)- asthma Guidance for absolute blood eosinophil count threshold NICE: 300 cells/μL (Nucala) and 400 cells/μL (Cinqair) Clinical trials: 150 cells/μL (Nucala) and 400 cells/μL (Cinqair) Levels may be affected by systemic corticosteroid use Varying units reported by labs Update PA form to ask for weight. Recertifications changed from two years to one year. Conclusion Proceed with recommendations as stated. Meeting adjourned at 8:03 P.M. Respectfully submitted by: Vincent Palumbo, Director of DUR Date: _________________
XIII INT. CONF. ON DURABILITY OF BUILDING MATERIALS Erik Brandt (1), Ernst Jan de Place Hansen (1) (1) Danish Building Research Institute, Aalborg University; Denmark Abstract ID Number (given by the scientific editors/organizers): No.61 Keywords: Roofs, roof underlays, service life, tent test, watertightness. Author contacts Authors E-Mail Fax Postal address Erik Brandt ebr@sbi.aau.dk 45863575 A.C. Meyers 2450 Copenhagen SV, Denmark Ernst Jan de Place Hansen ejp@sbi.aau.dk 45863575 A.C. Meyers 2450 Copenhagen SV, Denmark Contact person for the paper: Erik Brandt Conference speaker presenting the paper during the DBMC: Erik Brandt 9
Black dotted lines indicate the height corresponding to the maximum boundary layer θe. Note that this height follows a constant θ surface because θ and θe are nearly equivalent in the upper troposphere and this value represents the maximum boundary layer θe found in the entire transect. Neglecting the effects of fusion and condensate loading, which approximately cancel (Molinari et al. 2012), this contour represents the level of neutral buoyancy for the most unstable boundary layer air parcel in the transect. As Patricia rapidly intensified from tropical storm strength on 21 October (Fig. 1a,d) to category 3 hurricane strength on 22 October (Fig. 1b,e), θ began to increase in the upper troposphere near the storm center. For example, the maximum θ at 12 km increased from approximately 360 K on 21 October to 371 K on 22 October. Meanwhile, the maximum boundary layer θe rose from 360 K to 371 K. Note that θ increased to values greater than the maximum boundary layer θe observed on either of the two days, as indicated by darker oranges appearing between the dotted black line and the tropopause in Fig. 1e. This suggests that the increasing θ above the dashed black line cannot be attributed directly to surface-based convection. During this period, the tropopause remains mostly flat near 17 km altitude, although two upward bulges appear just to the southeast of the center. Note, however, that the cold point for dropsonde 15 in Fig. 1e is at the very top of the sounding, meaning that the tropopause might be higher than indicated there, creating one upward bulge rather than the two discrete maxima shown here. These upward bulges correspond to a decreasing pressure and increasing θ at the tropopause between October 21 and 22 (Fig. 2 b,c). During this time, the tropopause temperature also increased throughout the storm’s inner core (Fig. 2a), with the maximum increase of about 4°C occurring near the storm center.
Paisley JSA claimants, both over forty, fitted this description more than anyone else. For example, female, forties, was asked if she believed that JSA was enough to live on: It is enough, of course it is… [food is] just for me a tenner [per week]…my gas is a tenner and that do me a week and a half, electricity is a tenner and that might do me a week and a half…I don’t really eat much...ten pound, go to ASDA, buy your food [for the week]. However, money was usually of paramount importance to these and other more working class respondents, so they were the most attracted by small economic enticements. For example, Lincoln JSA, male, fifties, spoke of placing high importance on money and of his moving from job to job in the same industry as a consequence of being offered slightly higher wages. At the other end of the spectrum were those who said they considered JSA an ‘unthinkable’ amount to live on (teacher, female, thirties) or ‘a joke’ (building site worker, male, fifties), and those who spoke bitterly about the daily financial struggle they faced on JSA (e.g., ‘there’s no money for the last four days of the fortnight’, Partick JSA, female, forties, which matches one of Patrick’s, 2014 findings). Those from more middle class backgrounds who had experienced lengthy periods in well paid jobs were the most likely to view JSA income as completely intolerable, an attitude they usually attributed to being accustomed to a much higher income. For example, Partick JSA, female, thirties, who had recently ‘signed on’ for the first time said ‘I’ve been used to…going out to dinner three times a week…I’d have to have a lobotomy to live on [JSA]…it just limits your choices’; Likewise, Canterbury JSA,
Activity Resource(s) Optimistic Most Likely Pessimistic Estimated Activity Duration Reserve This column includes a description or reference for the activity. List name(s) of likely or known resource(s). List the best case estimate of the time required to complete this activity. List the most likely estimate of the time required to complete this activity. List the worst case estimate of the time required to complete this activity. This column lists the three point estimate calculation (Optimistic +4*Most Likely+ Pessimistic) / 6. List the range of the estimate which must be planned for in the schedule. Example with Sample Data: Durations Estimate Project: Network Upgrade Project Date: 04/01/20xx Activity Resource(s) Optimistic Most Likely Pessimistic Estimated Activity Duration Reserve A J. Doe 20 hrs. 25 hrs. 30 hrs. 25 hrs. +/- 5 hrs. B B. Green C. White 35 hrs. 40 hrs. 45 hrs. 40 hrs. +/- 5 hrs. C A. Smith 30 hrs. 40 hrs. 50 hrs. 40 hrs. +/- 10 hrs. This free Duration Estimate Template is brought to you by
23. _________ Be free to play outside _________ Teacher writes “Perfect” on your paper 24. _________ Classmates ask you to be the class leader _________ Have only your paper shown to the class 25. _________ Be free to play outside _________ An ice cream cone 26. _________ Teacher writes “Perfect” on your paper _________ Classmates ask you to be the leader 27. _________ Have only your paper shown to the class _________ Be free to play outside 28. _________ An ice cream cone _________ Teacher writes “Perfect” on your paper 29. _________ Classmates ask you to be the class leader _________ Be free to play outside 30. _________ Have only your shown to the class _________ An ice cream cone 31. _________ Teacher writes “Excellent” on your paper _________ Have your put on the bulletin board 32. _________ A soft drink _________ Friends ask you to work with them 33. _________ Be free to work on something you like _________ Teacher writes “Excellent” on your paper
THESES Durey Item no. Thesis title author & umi cat. no. Description & university 1 Albert Gallatin and the Political Economy of Republicanism, 1761-1800 Burrows, Gwynne 7629053 PhD Thesis (History) 1974 2 Aristocrats and Jacobins in Country Party Formation in 1775-1816 , Thomas L. 7512245 PhD Dissertation (Modern History) 1975 3 The Influence of Republican Ideology on New Yorkers, 1775-1800: an Examination of the British Libertarian Tradition Eufemia, Theresa 7625722 PhD Dissertation (History) 1976 4 Political Ideology and the Internal Revolution in , 1776-1790 , Douglas McNeil 7622626 PhD Dissertation (History) 1976 5 Thomas Paine: an Interpretive Study of the Treatment of Paine by Biographers, Historians, and Critics Hail, Francina K. 7727172 PhD Dissertation (History) 1977 6 British-American Whig Political Rhetoric a Content Analysis of The Gazette, Chronicle, and Gazette Holmberg, Georgia McKee 8015309 PhD Dissertation (History) 1979 7 Republicanism in the American Revolution: the Collapse of the Classical Ideal Gavre, William Mark 7907654 PhD Dissertation (Political Science) UCLA 1978
8 The Gospel of Opposition: a study in Eighteenth Century Anglo-American Ideology Parker, Rodger Durrell 7610990 PhD Dissertation (History) 1975 9 The Old Conviction versus the New Realities: Antifederalist Leaders and the Radical Whig Tradition Parsons, Theophilus jr. 7429640 PhD Dissertation (Political Science) 1974 10 Arms, Culture, and Class: the Militia and “Lower Orders” in the American Revolution, 1765-1783 Rosswurm, Steven Joseph 8011176 PhD Dissertation (History) Northern 1979 11 British Radical Solutions to Imperial Problems, Toohey, Robert Eugene 7518521 PhD Dissertation (Modern History) 1975 12 Politics, Parties, and Propaganda in , 1776-1788 Jacobsen, Glenn W. 7708096 PhD Dissertation (History) University of 1976 13 John Adams and the American Press the First Full Scale Confrontation Between the Executive and the Media Walter Jr. 7420584 PhD Dissertation (History) Dame 1974 14 The Forming of a Republican Identity: Politics and Education in Revolutionary Yazawa, Melvin 8018418 PhD Dissertation (History) 1977 15 Towards a Theory of Class and Social Conflict: a Social History of Wealthy Philadelphians, 1775 and 1800 Gough, Robert 7730201 PhD Dissertation (History) 1977 16 Secrecy in Government: the Public Debate in Congress During the Formative Years of the Dearmont, Nelson S. 7517500 PhD Dissertation (History) of 1975
Durham Constabulary - Public Sector Apprenticeship Target Report Period 1st April 2017 – 31st March 2018 Prescribed groups and public sector bodies with 250 or more staff in England have a target to employ an average of at least 2.3% of their staff as new apprentice starts over the periods of 1st April 2017 to 31st March 2021. Bodies in scope, must have regard to the target. The submission for the period 1st 2017 – 31st March 2018 – has been uploaded to the National Apprentice Service portal / Department for Education. This document provides a summary of the information submitted at the Data Publication Section of the return and has been compiled in conjunction with the guidance document entitled “Meeting the Public Sector Apprenticeship Target – Statutory guidance for bodies in scope of the Public Sector Apprenticeship Target.” Figure Description Result Figure A The number of employees whose employment in England by the body began in the reporting period in question 228 Figure B The number of apprentices who began to work for the body in that period and whose apprenticeship agreements also began in that period. 38 Figure C The number of employees employed in England that the body has at the end of that period 2303 Figure D The number of apprentices who work for the body at the end of that period 40 Figure E Figure B expressed as a percentage of Figure A 16.67% Figure F Figure D expressed as a percentage of Figure C 1.74% Figure G The number of apprentices who worked for the body immediately before that period 31 Figure H Headcount on the day before the first day of each reporting period in the target period 2247 Figure I Figure B expressed as a percentage of Figure H 1.69% For more information about the Durham Constabulary Apprentice scheme & to see if we are currently recruiting please visit Join Us > Recruitment Latest Position. Alternatively please contact Human Resources via email or contact the office by phone 0191 375 2123.
Name of training: Therapeutic Storywriting Groups of training: 3 full days - Tues 3rd Oct, Wed 1st Nov & Tues 5th Dec 2017. 9.15am – 3.30pm Location of training: Durham Leadership Centre, Enterprise Way, Spennymoor, DL16 6YP. Telephone: 03000 263306/07 Please complete and return this booking form to: Post: Cherri Rickaby School Courier: cherri.rickaby@durham.gov.uk Fax: 01740 657792 Cost: £350 per delegate Refunds: minimum of 2 notice Confirmation: via email to secure server Please contact [name] on if you have not received confirmation of your place by [date] Member of Staff’s Name: Position: School Name: Address: School SAP Org No: If n/a, please specify payment details Telephone number: Personal mobile no: E-Mail: Please note: All details concerning the course will be sent to this email address. Special dietary requirements, e.g. vegetarian? Give details: Special access requirements? Give details. authority:
Please add any other groups that returned ballots to the list above I certify these ballots have counted and checked independently Name Role Signature Date Please bring a copy of this to Convention 2. If you aren’t attending Convention 2 please return by email no later than 9th Oct to
Date __ _____ Product Number__REABM_ Description_REA Bookmark_ Approved by: _ ________ Scheduled Qty: 12 ___________________ Deliver to: __ __________ Scheduled Assembly Line: 1 ________________________ Begin Date: ______ pm Complete by: pm_ WorkCenter Operation Quantity Completed Labor Type Description Start End Date Time Date Time WS1 WS1 Cut1 Measure length Cut length WS2 WS2 Meas2 Cut2 Measure width Cut width WS3 Glue1 Glue folded piece WS4 Cut Cut design WS5 WS6 WS7 Glue2 Lam1 AH1 Glue design Laminate Punch hole and attach tassel Appendix A (continued) Conversion Cycle Example Documents Materials Requisition No. ______1________ Date ____ __________________ Production Number____1____ Approved by ____________________ Deliver to ____________________ Material ID Description Quantity Unit Cost Total Cost D2 Bookmark Design Front (pg of 6) WR1 Contact roll - partial GL1 Gluestick - partial LP1 Laminating bookmark pouch TA1 Tassel PNC1 Pencil Equipment Requisition No. ______1________
Would you rather Have the teacher write “Perfect” on your paper OR Have your work picked to show the class Would you rather Have ice cream OR Have the class ask you to be a leader Would you rather Be free to go outside OR Have the teacher write “Perfect” on your paper Would you rather Have the class ask you to be a leader OR Have your work picked to show the class Would you rather Be free to play outside OR Have ice cream you rather Have the teacher write “Perfect” on your paper OR Have your class ask you to be a leader Would you rather Have your work picked to show the class OR Be free to play outside Would you rather Have ice cream OR Have the teacher write “Perfect” on your paper Would you rather Have the ask you to be a leader OR Be free to play outside Would you rather Have your work picked to show the class OR Have ice cream Would you rather Have the teacher write “Excellent” on your paper OR Have your work put on a bulletin board Would you rather Have a soda OR Have friends ask you to work with them you rather Be free to work on something you like OR Have the teacher write “Excellent” on your paper Would you rather Have friends ask you to work with them OR Have your work put on a bulletin board Would you rather Be free to work on something you like OR Have a soda you rather Have the teacher write “Excellent” on your paper OR Have friends ask you to work with them Would you rather Have your work put on the bulletin board OR Be free to work on something you like Would you rather Have a soda OR Have the teacher write “Excellent” on your paper Would you rather Have friends ask you to work with them OR Be free to work on something you like Would you rather Have your work put on a bulletin board OR Have a soda
Dunn-Rankin Reward Preference Inventory Summary Check the preferred reward for each of the 40 items and total items in each column. The column with the highest number indicates the type of reward this child would prefer. Approval 1a 3b 6a 8b 11a 13b 16a 18b 21a 23b 26a 28b 31a 33b 36a 38b Peer Approval 2b 4a 6b 9a 12b 14a 16b 19a 22b 24a 26b 29a 32b 34a 36b 39a Tangibles 2a 5b 8a 10a 12a 15b 18a 20b 22a 25a 28a 30b 32a 35b 38a 40b Competition 1b 4b 7a 10b 11b 14b 17a 20a 21b 24b 27a 30a 31b 34b 37a 40a Independence 3a 5a 7b 9b 13a 15a 17a 19b 23a 25a 27b 29b 33a 35a 37b 39b
AP US HISTORY Name: ____________________________________________ Dust Bowl Oddyssey - ATF In this essay the authors try to separate fact from fiction by analyzing the experiences described in John Steinbeck’s The Grapes of Wrath with data and information drawn from the census of 1940. 1. Describe briefly the effects of the dust storms of the 1930s. 2. Who was Dorothea Lange? In what ways does she illustrate the view that all evidence must be carefully examined by historians? 3. What do we learn about the Joads and the great migration to the West when they are placed within a statistical context? Why is the 1940 census important to this process? 4. Why are tractors a symbol of the agricultural reorganization and mechanization of farming? 5. What were conditions really like in California during the 1930s? 6. In what ways did diversity shape California’s agriculture and history? How does understanding this multicultural experience help to place the arrival of the “Oakies” into the larger context of migration of California?
TABLE 1 AVERAGE DUST DEPOSITION RATES (mg/m²/day) 30 September 2013 POSITION NUMBER DESCRIPTION COORDINATES DEPOSITION A S 26º35.866 E 30º4.835 39.68 B North S 26º36.182 E 30º5.089 Stolen C S 26º36.291 E 30º4.178 131.8 D West (Stolen) S 26º37.478 E 30º4.269 77.46 E S 26º37.512 E 30º5.555 54.73 F South West S E 30º4.727 75.92 G South S 26º37.578 E 30º5.644 115.11 H South East S 26º37.426 E 30º5.791 301.73 I South South East S 26º37.361 E 30º6.540 107.92 J North South East S 26º36.927 E 30º5.932 48.27 L North East S 26º36.778 E 30º5.083 64.68 M Reference in yard S 26º37.076 E 30º5.136 47.84 Slight <250 mg/m²/day Moderate 250-500 mg/m²/day 500-1200 mg/m²/day Very heavy >1200 mg/m²/day
Requirements All of the requirements (# paragraphs, character background to research) were met. Almost all (about 85%) the requirements were met. Some 70%) of the requirements were met, but several were not. Many requirements were not met. Accuracy of Facts All facts presented in the story/documentary are accurate. Almost all facts presented in the story/documentary are accurate. Most facts presented in the story/documentary are accurate (at least 70%). There are several factual errors in the story/documentary. Creativity The story/documentary contains many creative details and/or descriptions that contribute to the reader's/viewer’s enjoyment. The author has really used his imagination. The story/documentary contains a few creative details and/or descriptions that contribute to the reader's/viewer’s enjoyment. The author has used his imagination. The story/documentary contains a few creative details and/or descriptions, but they distract from the story/documentary. The author has tried to use his imagination. There is little evidence of creativity in the story/documentary. The author does not seem to have used much imagination.
Part 3: “The Wheat Bubble Bursts” 1. Summarize the effects of Tuesday and the stock market crash on the American economy. What were the effects on the farmers of the southern Plains? Effects on American Economy Effects on Southern Plains Farmer 2. What was the government concern about wheat production in 1930? What did farmers do in response to this concern? Government’s Concern Attempts to Address the Concern 3. Describe the positive and negative aspects of the bumper crop of 1931.______________
Episodic Dust Events along Utah’s Wasatch Front W. James Steenburgh AND Jeffrey D. Massey Department of Atmospheric Sciences, University of Utah, Salt Lake City, UT Thomas H. Painter Jet Propulsion Laboratory, Pasadena, CA In preparation for submittal to Journal of Applied Meteorology and Climatology Draft of Tuesday, October 11, 2011 Corresponding author address: Dr. W. James Steenburgh, Department of Atmospheric Sciences, University of Utah, 135 South 1460 East Room 819, Salt Lake City, UT, 84112. E-mail:
Postfrontal 7/30/2005 X Prefrontal Frontal Postfrontal 5/19/2006 X Prefrontal Frontal Postfrontal 7/19/2006 X Prefrontal Frontal Postfrontal 7/26/2006 X Prefrontal Frontal Postfrontal 4/29/2008 Prefrontal Frontal X Postfrontal 5/20/2008 Prefrontal Frontal X Postfrontal X 7/27/2008 X Prefrontal Frontal Postfrontal 8/31/2008 Prefrontal Stationary trough at first Frontal X Postfrontal 3/4/2009 Prefrontal Stationary trough at Frontal X Postfrontal 3/21/2009 X Prefrontal Frontal Postfrontal 6/30/2009 X Prefrontal Frontal Postfrontal 8/5/2009 X Prefrontal Frontal Postfrontal 8/6/2009 Prefrontal X Frontal X Postfrontal 8/30/2009 X Prefrontal Many Obs Frontal Postfrontal 9/30/2009 Prefrontal Frontal X Postfrontal 3/30/2010 Prefrontal X Frontal X Postfrontal X Prefrontal X
School Distance Dunoon Grammar (A&B) 0.00 Tain Royal (Hig) 0.06 Loudoun Academy (EA) 0.06 Lanark Grammar School (SL) 0.08 Douglas Ewart High (D&G) 0.08 High (A&B) 0.13 Blairgowrie High (P&K) 0.13 Carrick Academy (SA) 0.13 Brechin High (Ang) 0.13 Thurso High (Hig) 0.21 Campbeltown Grammar (A&B) 0.21 Rothesay Academy (A&B) 0.22 Dalbeattie High (D&G) 0.22 Lesmahagow High School (SL) 0.24 Brae High (She) 0.24 Preston Lodge High (EL) 0.24 Lossiemouth High (Mor) 0.25 Academy (Hig) 0.26 Kilsyth Academy (NL) 0.26 Lochaber High (Hig) 0.27 Golspie High (Hig) 0.28 In the above chart the horizontal axis shows component PCA1. The attributes that are most influential in this component are those relating to deprivation and advantage. Positive values (towards the left of the chart) indicate high levels of deprivation or low levels of advantage. The vertical axis shows component PCA2. The attribute that is most influential in this component is that relating to the Urban/Rural classification of the school. Positive values (towards the bottom of the chart) refer to schools in more urban locations. S4 Cumulative Points Profiles The following table shows the values used in the above chart. Values are percentages of pupils in each of the national quintiles. Q1 relates to the 20% of pupils nationally with the highest Total Points by the end of S4. The following table shows the values used in the above chart. Values are percentages of pupils in each of the national quintiles. Q1 relates to the 20% of pupils nationally with the highest Mean Points by the end of S4. S4 Cumulative Total Points Measures The following table shows the percentage of the S4 roll in the Missing category. The following table shows the percentage of the S4 roll in the Zero Points category. The following table shows the percentage of the S4 roll in the 1-25 Points category.
Dutch nursing home offers rent-free housing to students Student Onno Selbach interacts with two nursing home residents at Humanitas in the Netherlands. Selbach helped create an intergenerational program there that offers students rent-free housing. Photo courtesy of Humanitas A nursing home in the Netherlands allows university students to live rent-free alongside the elderly residents, as part of a project aimed at warding off the negative effects of aging. In exchange for small, rent-free apartments, the Humanitas retirement home in Deventer, Netherlands, requires students to spend at least 30 hours per month acting as “good neighbours,” Humanitas head Gea Sijpkes said in an email to PBS NewsHour. Officials at the nursing home say students do a variety of activities with the older residents, including watching sports, celebrating birthdays and, perhaps most importantly, offering company when seniors fall ill, which helps stave off feelings of disconnectedness. Both social isolation and loneliness in older men and women are associated with increased mortality, according to a by the National Academy of Sciences of the United States of America. “The students bring the outside world in, there is lots of warmth in the contact,” Sijpkes said. Six students from area universities Saxion and Windesheim share the building with approximately 160 seniors. They are allowed to come and go as they please, as long as they follow one rule: Do not be a nuisance to the elderly. Sijpkes joked that this is not difficult for the younger residents, especially since most of the older people living at the home are hard of hearing. The program started two years ago after Sijpkes received an inquiry from a Onno Selbach, a student who complained about the noise and poor conditions of school housing. Sijpkes responded and they began to talk and design the exchange program. Similar intergenerational programs exist in Lyons, France and Cleveland, Ohio, according to the . One program that began in Barcelona, Spain in the late 1990s has been replicated in more than 20 cities throughout the country.
the body. Proponents of the memory criterion of personal identity must face the famous duplication argument, which seems to entail that memory is not, after all, a sufficient condition for personal identity across the gap. Those who require bodily continuity as the criterion of personal identity, as does Aquinas, have to insist that the glorified bodies of the resurrected be numerically identical to the ordinary human bodies that they possessed at death. This leads to a number of puzzle cases involving bodies that share the same matter at the moment of death, a problem by no means limited to the obvious case of cannibalism. It is very likely that each one of us possesses some of the atoms that belonged to other human beings at the point of death and even conceivable that there is someone who, at the point of death, is mostly or even entirely composed of such atoms upon whom other deceased persons have a prior claim. If resurrection requires that one get one’s exact body back, how could such a person be resurrected at all? These objections are probably not insuperable, but they do need to be effectively answered. The dualist view scouted here is not troubled by them. If neither memory nor bodily continuity are sufficient for personal identity, what will do? My suggestion, one made by other dualists, is that personal identity is ontologically constituted by sameness of soul. The matter of the body is constantly changing and the body itself constantly gaining and losing qualitative attributes. The metaphysical possibility of brain transplants, and so on seems to undermine the claim that sameness of body is a necessary condition for personal identity. Yet, for the same reason, the possibility that someone could “scrub” my memory clean and replace it wholesale with a set of putative memories that were in fact completely fabricated seemingly gives the lie to the notion that continuity of memory is either necessary or sufficient for one’s being the same person. On the dualism recommended here, however, the soul is a sempiternal entity not subject to temporal passage, and thus neither