zilongwang/ReadingBank huggingface dataset:
Topic Expected outcomes Field Advisor Experience Participants gain insight into experience of field advisors Key challenges of SEASN Advisory Services Advisory service directors exchange their stands on midterm perspective of their respective organizations. The information gained here serve as guidelines to future SEASN activities Current Project Applications Planning of future SEASN partnerships through projects SEASN Workshop HU Forming an Organization and topic determination CECRA perspectives for SEASN members Introduction to program SEASN recommendations for the development of Advisory Services until 2030 Form a working group that will draw up guidelines for SEASN Advisory Services, following the example of IALB, EUFRAS, GFRAS documents. Preparing Advisory Services for EU program period regarding to „SCAR-AKIS Policy Brief on the Future of Advisory Services” PARTICIPANTS Day 1: Thursday, March 8, 2018 List of participants No Name, Surname Institution & position Signature 1 Timea Reszketo Head of RDI Unit Strategic Department Hungarian Chamber of Agriculture 2 Husnjak president 3 Kristijan Jelaković Advisory Service Croatia 4 Zdravko Tusek Director Advisory Service Croatia 5 Cosmin Salasan University of Agricultural Sciences and Veterinary Medicine 6 Peter Krištof Carinthian Chamber of Agriculture
7 Agnes Balla Rural Development Hungarian Chamber of Agriculture 8 Igor Hrovatić Director Chamber of Agriculture and Forestry of Slovenia 9 Aleš Chamber of Agriculture and Forestry of Slovenia 10 Đuro Cerovčec, dipl. ing.agr. Head of Office Vukovarsko- County 11 expert advisor (horticulture), Ilok 12 Aleksandar Knapček, mag. ing. zootehnike expert advisor (livestock breeding),Vukovar 13 Snežana Jnaković Director Institute for science application in agriculture, Belgrade 14 Slađan Stanković Institute for science application in agriculture, Belgrade 15 Fatime Chukeir Officer co-worker Hungarian Chamber of Agriculture 16 Siniša Hrgović Pomoćnik ravnatelja Advisory service Croatia 17 Rade Jovanović Institute for science application in agriculture, Belgrade Day 2: Friday, March 9, 2018 List of participants No Name, Surname Institution & position Signature 1 Timea Reszketo Head of RDI Unit Strategic Department Hungarian Chamber of Agriculture 2 Milan Husnjak SEASN president 3 Kristijan Jelaković Advisory Service Croatia 4 Cosmin Salasan Banat University of Agricultural Sciences and Veterinary Medicine 5 Peter Kristof Carinthian Chamber of Agriculture 6 Agnes Balla Development Hungarian Chamber of Agriculture 7 Igor Hrovatić Director Chamber of Agriculture and Forestry of Slovenia 8 Aleš Tolar Chamber of Agriculture and Forestry of Slovenia 9 Expert advisor (horticulture), Ilok
17 The Lesson Plan: Five Common Mistakes to Avoid 1. Objective does not clearly specify what student will do that can be observed 2. Lesson assessment is disconnected from the behavior 3. Materials extraneous to activities 4. Instruction not efficient 5. Student activities do not contribute directly to lesson (don’t just “keep students busy”) Dr. Bob Kizlik Presenter Tip: 18 Presenter Tip: Provide the sample lesson plans for teams to review. Slide 19
Slide 2 The purpose of this activity: this is an opportunity to reflect on what has been accomplished since beginning the process of developing Tier 1 And to not only celebrate successes but to focus on 1 challenge and brainstorm how to resolve it. Provide large charts of this slide. Teams need to practice 4 positives to every negative This activity comes from Los Angeles Unified School District coached by Jeff Sprague Presenter Tip: Have teams review the Action Plan and highlight the things that they’ve accomplished as successes. The team might also look at items on the Action Plan that they have yet to accomplish and prioritize one of them as the challenge to focus on. ACTION PLAN: Complete item # 22 Slide 3
Slide 24 Review of building a system to support data-based ACTION PLAN: Complete items # 25 - 31 NOTE that these action plan steps should be completed after the team has had time to work on their processes. Slide 25 After team finishes planning components of the universal system, next step is to plan staff and student kickoff. Team will need to schedule additional time to plan the kickoff. Have team identify a tentative time to plan. Provide with handout – checklist of items containing decisions to make and materials to develop. ACTION PLAN: Complete items # 32 – 33 Slide 26 The team will complete the Team Implementation Checklist (TIC). They should complete action plan as a result of the outcomes. Input the result into as baseline. The team will complete this checklist quarterly (October, December, March, May). After teams complete the TIC, teams should commit to team meeting dates (i.e., specific dates and times for meetings).
december 2013 KINDERGARTEN # STUDENTS Fryhover, Michelle 42 Serkowski, Elizabeth 24 Winderman, Kerry 23 GRADE 1 # STUDENTS Espinoza, Maricela 30 Gooden, Tammi 15 Paulson, Markitta 29 Prescott, Sherry 30 GRADE 2 # STUDENTS Elmer, Katie 29 Gooden, Tammi 12 Griffen, Wendy 29 Womack, Katherine 30 GRADE 3 # STUDENTS Darrow, Aimee 32 Dennison, Stacy 33 Hoffman, Adrienne Millan, Alexandria 30 GRADE 4 # STUDENTS Allen, Aileen 27 Graham, James 25 Lewis, Barbara 25 Murdock, Desiree 25 GRADE 5 # STUDENTS Lopez, Lucina 34 Muniz, Susan 27 Shanks, Josie 28 GRADES 6/7/8 # STUDENTS Apura, Cleofe Beljic, Doina 296 Coatney-Sheridan, Monika Contreras, John Cowles, Elizabeth Hernandez, Regina Honea, Cindy King, Amie Kuebler, Teri Privett, Jessica Silverleaf, PATHWAYS/SPED # STUDENTS Mullin, Katherine - Pathways 09 Bermier, Frank 15 Coleman, Diana-4/5 Resource 28 Russo, Pearl 07 Schmidt, Jane 07 Shamblin, Tonya 07 TOTALS # STUDENTS KINDER 91 GRADE 1 108 GRADE 2 102 GRADE 3 99 GRADE 4 107 GRADE 5 96 GRADE 6 109 GRADE 7 84 GRADE 8 103 GRAND TOTAL 899 NOTE: The Pathways/SPED program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
PD#: 02170000 Sequence#: Position Description Replaces PD#: D1563P01 SUPV T SPECIALIST (PLCYPLN) Servicing CA: NGB Agency: NGB Directorate: A6 Cmd Code: ANG WING Org: BASE COM UNIT Citation 1: USOPM OPM JOB FAMILY PCS FOR ADMI NISTRATIVE WORKIN THEINFORMATION TECHNOLOGY GROUP, GS-2200,INFORMATION TECHNOLOGY MANAGEMENT, GS-2210, DATED MAY 2001 Citation 2: USOPM GENERAL SCHEDULE SUPERVISORY GUIDE, JAN 1998 Classified By: Charda Bright HR SPEC. (CLASS) FLSA: EXEMPT Drug Test Required: VARI ES DCIPS PD: NO Career Program: VARIES Functional Code: Competitive Area: Financial Disclosure Required: NO Requires Access to Firearms: VARI ES Acquisition Position: NO Interdisciplinary: NO VARIES Position Sensitivity: VARI ES Security Access: VARIES Competitive Level: Target Grade/ FPL: 13 VARIES Emergency Essential: Career Ladder PD: NO [ ] Information Assurance: NO Bus Code: VARIES Personnel Reliability Position: VARIES Influenza Vaccination: NO PD Status: VERIFI ED Position Duties: See Attached GS- 2210-13
Modifications of the document Version Date Authors or paragraphs modified Description or comments V1 06-07-2015 K. Decker (Univie) All Based on the UNIVIE preliminary proposal and the ASAMPSA_E topical phone conference V2 20-05-2016 K. Decker (Univie) Kazuta Hirarta All on response of the Paris ASAMPSA_E Meeting 11-2015 and partners’ input. V3 11-07-2016 E. Raimond (IRSN) Editorial corrections after “approval review”. List of diffusion European Commission (Scientific Officer) Name First name Organization Passalacqua Roberto EC ASAMPSA_E Project management group (PMG) Name First name Organization Raimond Emmanuel IRSN Project coordinator Guigueno Yves IRSN WP10 coordinator Decker Kurt UNIVIE WP21 coordinator Klug Joakim LRC WP22 coordinator until 2015-10-31 Kumar Manorma LRC WP22 coordinator from 2015-11-01 Wielenberg Andreas GRS WP30 coordinator until 2016-03-31 Löffler Horst GRS WP40 coordinator WP30 coordinator from 2016-04-01 REPRESENTATIVES OF ASAMPSA_E PARTNERS 27.
REPRESENTATIVE OF ASSOCIATED PARTNERS (External Experts Advisory Board (EEAB)) Name First name Company Hirata Kazuta JANSI Hashimoto Kazunori JANSI Inagaki Masakatsu JANSI Yamanana Yasunori TEPCO Coyne US-NRC González Michelle M. US-NRC
Gandhi, Mahatma. “Treatment of Indians Abroad.” The Project Gutenberg. http://www.gutenberg.org/files/10366/10366-h/10366-h.htm#VII. TREATMENT OF INDIANS. Accessed 20 Mar. 2017.
Recruitment, Training and Development: Describe how your recruitment, training and development activities support innovation within your organisation. Processes, Tools and Techniques: Describe the processes, systems, tools and techniques that are used to encourage and support idea generation – management - implementation and the capture and use of best practices. Ideas and Best Practice Management: Describe how ideas and “better practices” are managed from concept to implementation. Facilities and Resources: Describe how the physical working environment and use of resources (funding, technology, reporting structure) supports organisation-wide innovation. People and Culture: Describe how your people are encouraged to be innovative and how your culture encourages risk-taking and collaborative innovation efforts. Stakeholder Relationships: Describe how the relationships with your stakeholders (customers, suppliers, local community, and partners) support organisation-wide innovation. Metrics: Describe the metrics used to measure innovation within your organisation. Results: Describe the key results achieved in the last two years which demonstrate your success in achieving organisation-wide innovation (across processes/products and services). SECTION 2: YOUR DETAILS
1. Greetings This Church is a community that cares for its members, visitors and guests. We are committed to helping all become the individuals that God intends them to be. We are happy to see you today. God bless you for coming. The clergy will be ready to welcome you after this service or anytime you choose to come or call. God bless you! 2. P.C.C. Meeting Date - 20th August, 2018. Time - 5p.m. Venue - Justice Omololu Hall All participant should please take note and be punctual. 3. Memorial Service Memorial Service of Late Mrs. Oluwatoyin Odefadehan will by the grace of God hold on Friday, 31st August, 2018 by 11am prompt at St. Peter’s Church (Faji). Thanksgiving Service at 10a.m on Sunday, 2nd September, 2018. 4. Ajayi Crowther University, Oyo. Admission is on for the above stated as they offer undergraduate, postgraduate foundation(JUPEB) and part-time programmes. To apply, visit the university’s admission portal (http://admission.acu.edu.ng) to make payment and obtain registration form. 5. A Day With God The monthly “A Day With God” for this month August will not holds, to allow people . 6. Toilets Allocation Please be informed that the new toilet is strictly for the adults that worship in the Main Auditorium and Chapel. Others and Sunday School Children should make use of the toilet in the Justice Omololu Hall it is in good condition for use. Thank You. 7. Diaspora Harvest St. Paul’s Anglican Church, Odode Idanre to hold at St. Peter’s Church (Faji). Date - 21st October, 2018. Time - 2p.m. 8. Birthday List for August. The mention list is on page 12 kindly check and update if your name is not on the list. If your business names is not among the list we publish for prayers weekly kindly drop it. Thanks. 9. Anniversary Dates All the Societies & Service Groups should kindly check their anniversary dates as published on pg. 16/17. Thank you for your quick response. 10. Voters Card Registration The above mentioned is on going presently at every Local Government in Lagos State. Please ensure you do so if you have not registered. 11. Online Payment The P.O.S. is now available for transactions. Kindly contact the Wardens for more details.
Assessment Preparation techniques: peel; cut; slice; grate; roll out; shape; pipe; mix; whisk; cream. Evidence is required for all preparation techniques on one occasion. Development of capacities Successful learners Effective contributors Confident individuals Responsible citizens Use Technology for learning Learn independently and as part of a group – planning activities both individually and with others Achieve success – pass outcome Have respect for others – giving feedback The capacity that has a focus in this Outcome Successful learners who are able to use technology for learning Outcome 3: Identify basic food preparation equipment and cookery terms Key words/concepts Preparation, Techniques, Food, Cookery, Equipment, Terms Knowledge, understanding and skills for the stated Outcome:
preparation technique. Individually completed electronic quiz Electronic quiz on topic The preparation technique is carried out correctly without undue waste Demonstration/discussion led by tutor prior to all techniques on preventing waste Observation of practical activities Observation from group discussions Observation from discussions on VoiceThread Feedback with the use of an observation checklist Safe and hygienic standards are maintained throughout Discussion led by tutor of all safety and hygiene issues prior to candidates participation supported by mind map. based group activity Individual activity using VoiceThread of safety issues in relation to preparation techniques Observation of group activity and presentation to other groups Consideration of student participation on VoiceThread Outcome 3 Outcome 3: Identify basic food preparation equipment and cookery terms What is to be learned Suggested learning and teaching approaches Feedback and assessment strategies Items of basic equipment are identified correctly. Class discussion led by tutor on the full range of equipment Electronic quiz Paper based activity identifying items of basic equipment Informal assessment from discussion, paper based activity and electronic quiz Feedback from the electronic quiz and paper based activity
The use of each item of equipment is identified correctly. Images on VoiceThread of the use of equipment Class discussion led by tutor on the full range of equipment Quiz to text knowledge of equipment/use Class discussion led by tutor on the full range of use of equipment Informal assessment from discussion Feedback content retrieved from VoiceThread Feedback and assessment derived from results of individual quiz exercise Feedback with the use of an observation checklist Basic cookery terms are identified correctly Class discussion led by tutor on the full range of terms supported by a presentation Paper based group activity Informal assessment from discussion and paper based activity
Statement of Safeguarding Principles Every person has a value and dignity which comes directly from the creation of humans in God’s own image and likeness. Christians see this potential as fulfilled by God’s re-creation of us in Christ. Among other things this implies a duty to value all people as bearing the image of God and therefore to protect them from harm. Principles We are committed to: the care and nurture of, and respectful pastoral ministry with, all children, young people and adults the safeguarding and protection of all children, people and adults when they are vulnerable the establishing of safe, caring communities provide a loving environment where there is informed vigilance as to the dangers of abuse. We will carefully select and train all those with any responsibility within the Church, in line with Safer Recruitment principles, including the use of criminal records disclosures and registration with the relevant vetting and barring schemes. We will respond without delay to every complaint made which suggests that an adult, child or young person may have been harmed, cooperating with the police and local authority in any investigation. We will seek to work with anyone who has suffered abuse, developing with them an appropriate ministry of informed pastoral care. We will seek to challenge any abuse of power, especially by anyone in a position of trust. We will seek to pastoral care and support, including supervision and referral to the proper authorities, to any member of our church community known to have offended against a child, young person or vulnerable adult. In all principles we will follow legislation, guidance and recognised good practice. b) A MODEL CIRCUIT POLICY Safeguarding Children and Vulnerable Adults Policy for The Isle of Man Circuit This policy was agreed at the Circuit Meeting held on September 9th 2017. It will be reviewed on September 8th 2018. The Methodist Church, along with the whole Christian community, believes each person has a
English Gonzalez English Juan Jacobo English/ELD Roxanne Pekarek Math Department Math Victor Bautista Math Veronica Jurado Math David Martinez Math Max McDougal Math Williams Science Department Science Damion Delton Science Martha Rodriguez Science Zoua Vang Social Science Department History Angela Anderson History Cutts History Michael Matthews Physical Education P.E. 7 Melissa Fimbres P.E. 8 Jose Reyes P.E. 7 & 8 Alan Clark Special Education SDC Resource Teacher Sonya Gonzalez Resource Specialist Paul Ochoa Electives Music Quetzal Andrade Spanish Margarita Rivas Title III/Migrant Alicia Sanchez STEM & MESA Carlos Tamayo Art Dennis Warstler
Di Fabio, A., & L. (2008) Career decision difficulties and emotional intelligence: Some empirical evidence in an Italian sample of apprentices 424 Italian apprentices, mean age 21.13 Relation between career decision difficulties & emotional intelligence CDDQ Bar-On Emotional Quotient Inventory: Short Negative correlations among 3 CDDQ dimensions & total EI score Intrapersonal dimension of EI best predictor of CDDQ dimensions Author, Year Title Sample Variables Measures Major Findings Gati, I., & Saka, N. (2001) Internet-based versus paper-and-pencil assessment: Measuring career decision-making difficulties Hebrew version paper & pencil: 417 recently discharged soldiers; Internet: 859 participants English version paper & pencil: 403 college students; Internet sample: 182 participants Version (Translation) of CDDQ Medium of CDDQ administration Internet version, CDDQ, English Internet version, CDDQ, Hebrew Paper & pencil version, CDDQ English Paper & pencil version, CDDQ Hebrew Hebrew sample had similar internal consistency & reliability between the Internet and paper & pencil versions (r=.87, r=.88); similar structure derivation from 10 categories English sample had high correspondence between two media Li, X. (2007) A report on revised Career Difficulty Questionnaire 1182 Chinese college students Reliability of the Chinese version of the CDDQ Validity of the Chinese version of the CDDQ CDDQ, Chinese version Cronbach alpha ranged from .48-.87 Good construct validity, discriminant validity, & criterion-related validity Seems to have psychometric reliability, but more confirmation is needed Pečjak, S., & Košir, K. (2007) Personality, motivational factors and difficulties in career decision-making in secondary school students 641 Slovenian 4th grade students (38.7% boys, 61.3% girls) Personality Motivational factors Career decision-making difficulties Career decidedness CDDQ, Slovene version Big-Five Inventory, Short, Self-regulation Inventory, Short Satisfaction with life scale Significant differences between career decided and undecided students on personality and motivational variables Personality and motivational factors explained 28% of the variance in career decision-making
Monday Tuesday Wednesday Thursday Please note that the planned activity may change on the day due to weather conditions and other factors. To contact D2DL call Matthew on (03) 9362 8181 2nd June Lunch at Bulldog Café in Footscray Mall Meet 11:30am at 215 Nicholson St or at the café at 91 Nicholson St at midday Bring $5 contribution for lunch 6th June Coffee and Chat at Dancing Dog When: 10:30am 42A Albert St, Footscray, down the road from Kmart and Savers 9th June Art at 215 Nicholson St Come and get your creative juices flowing with a short art class When: 10:30am - 12:30pm 13th June Queen’s Birthday public holiday No activity 16th June No activity 20th June D2DL Calendar planning Meet at 11am at 215 Nicholson St Please note no lunch included 23rd June Coffee and Chat at Dancing Dog When: 10:30am Where: 42A Albert St, Footscray, down the road from Kmart and Savers 27th June DVD Day Meet at 11:30am at 215 Nicholson St $2 for pizza, bring a dvd to watch! School holidays 30th June Queen Victoria Market Meet at 215 Nicholson St at 10:30am Lunch venue in the city to be decided on the day, please bring $5 contribution and Myki
PARALLELOGRAM RECTANGLE RHOMBUS SQUARE Properties: Properties: Properties: Properties: Opposite Sides are // Opposite Sides are  Opposite Sides are // Opposite Sides are  Opposite Sides are // Opposite Sides are  Opposite Sides are // Opposite Sides are  Opposite ’s are  Opposite ’s are  Opposite ’s are  Opposite ’s are  Consecutive ’s are supplementary Consecutive ’s are supplementary Consecutive ’s are supplementary Consecutive ’s are supplementary Diagonals bisect each other Diagonals bisect each other Diagonals bisect each Diagonals bisect each other 4  4 Right Angles 4 Right Angles Diagonals  Diagonals  Diagonals Diagonals bisect ’s 4  Sides Diagonals Diagonals bisect ’s Name: ________________________________________________________________ Date: __________ Day 3: Parallelogram Properties and Proofs CC Geometry (M1TE) 1. In the diagram below, if and is drawn, then it could be proven that quadrilateral ABCD is a 1) square 2)rectangle 3)parallelogram 4)rhombus 2. Each picture shows one of the properties of parallelograms with its markings on the diagram. Name the property next to the diagram that it matches. Diagram Property
Chapter 9: 1. Explain and give examples of “grocery lit.” Does such “literature” affect the way you think about food and your buying decisions? Why/why not? 2. Compare and contrast the industrial food chain from the first section of the book with the industrial organic described in this chapter. How different are they? Chapter 11: 1. As we saw on George Naylor’s corn farm in Iowa, most American farms no longer grow a wide variety of crops, but Joel Salatin’s approach to animal farming shows a deeply interconnected system. Explain 2. Explain the concept of holon. 3. Describe the importance of the 450 acres of surrounding forest to: The farm’s water supplu, the pigs, the grass, the chickens , the cattle Chapter 12: 1. What does Pollan tell us here about our food safety regulations? Do you think the regulations regulatory system make sense? Why/Why not? 2. How safe do you think our food supply is? Why? Chapter 13: 1. What does Pollan suggest about the cost of industrial food versus Salatin’s food? 2. What do our food choices say our priorities as a society? Chapter 15: 1. Do you agree with Pollan that the hunter‐gatherer food chain is no longer sufficient for us? Chapter 16: 1. What are the good and bad points to the omnivore’s dilemma in Pollan’s view? 2. What are the influences of culture on what we eat? How might this affect our heath? Chapter 19: 1.What does mushroom foraging suggest about the omnivore’s dilemma? 2. Has reading this book changed the way you think about food or what you choose to eat? Why/How?/Why not? What connections do you see between what you eat and your health? How has the book affected your thinking in that regard?
* A further 2% interest is deferred and paid on redemption of the Loan. The full interest amount payable is 8.99% To submit an enquiry & view other products that Direct 2 Lender can offer please visit our website www.direct2lender.com Tel – 0203 368 6266 Fax – 0207 242 4222
Growth Hub 2 underway April 2016 Growth Hub Phase 2 – achieves targets Quarterly Growth Deal(s) Projects delivered Growth Deal Year 2 Funding received April 2016 Monitoring and Evaluation plan in place - Quarterly monitoring reports April 2016 LGF Programme on target - Funding Quarterly LGF Programme on target - Outputs trajectory achieved Quarterly ESIF Programme Commissioned All ESF Opt-Ins procured and contacted March 2015 First EAFRD awards made June 2015 Delivery contracts issued under ERDF PAs 1,2,3 & 4 and Youth Employment Initiative July 2015 calls opened under all remaining ERDF Priority Axes (PAS 5 and 6) June 2015 D2N2 Technical Assistance Partnership operational with over 250 attendees at dissemination events Innovation Plan – Time to Innovate goes live March 2016 - ongoing Growth Hub Phase 2 goes live – April 2016 March 2016 – on going ESF Open issued and Contracts Awarded March 2016 – on-going Contracts issued for Employ Local and Skills Local ESF opt-in programmes Other LEP Priorities Skills and Employability Plan reviewed June 2016 HS2 Eastern Leg confirmed December 2016
Choose 3 parts of your animation where you would add sound effects Instead of adding a soundtrack of music to my animation, I have decided to add sound effects instead, which will represent and resemble what will be happening in the scenes. Once the play button is clicked, and these parts in the animation come up, the sound effects will play. Choose sound effects for your animation and give reasons why it is suitable For the first picture, I will add a sound that will represent water/ ice sharply coming out of a pool; in this case it will be the sound of swords making a shing noise which will be perfect to represent the action. In the second image, as Aang’s eyes are popping out as he is coming into realisation of what is happening. I will use sound that will represent both confusion and realisation to what is going on. Finally in the third image I will use a whoosh type of sounds to represent the actions of the fireballs flying past Aang.
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Table 4-1: Red Data species that could potentially occur in the study area. CR = Critically endangered EN = Endangered VU = Vulnerable NT = Near-threatened Name Conservation status (Taylor et al., 2015) Consolidated reporting rate in the 9 pentads % Rivers and dams Koppies Savanna Agricultural clearings Displacement through disturbance Displacement through habitat destruction Duck, Maccoa Oxyura maccoa NT 2.86 x - - - x - - - Eagle, Martial Polemaetus bellicosus EN 0 - - x - x - - - Falcon, Lanner Falco biarmicus VU 11.43 - x x x x - - - Korhaan, White-bellied Eupodotis senegalensis VU 11.43 - - x x x - - - Lark, Short-clawed Certhilauda chuana NT 42.86 - - x x - - - - Roller, European Coracias garrulus NT 2.86 - - x x - - - -
Name Conservation status (Taylor et al., 2015) Consolidated reporting rate in the 9 pentads % Rivers and dams Koppies Savanna Agricultural clearings Displacement through disturbance Displacement through habitat destruction Secretarybird Sagittarius serpentarius VU 2.86 - - x x x - - - Stork, Abdim’s Ciconia abdimii NT 8.57 x - x x x - - - Stork, Yellow-billed Mycteria ibis EN 2.86 x - - - x - - - Ibis, Southern Bald Geronticus calvus VU 0 - - - x x - - - Painted-snipe, Greater Rostratula benghalensis NT 2.86 x - - - - - - - Marabou Stork Leptoptilos crumeniferus NT 2.86 x - x - x - - -
Factoring means to write a number (or expression) as a product. This is needed as we learn more about graphing quadratics. Hints: Factor out GCF (Greatest Common Factor) … if possible Factoring remaining binomial or trinomial ** Can check all factorizations by expanding (FOIL) Examples:
Table of contents 1. 5 2. 6 2.1 6 2.2 7 2.3 8 2.4 9 3. 11 3.1 11 3.2 CONCEPTUAL ARCHITECTURE 12 3.2.1 Virtualization API 13 3.2.2 Linking API 16 4. 20 5. 21 A
1: QUESTION: students investigate a scientifically oriented question Students pose, select, or are given a scientifically oriented question to investigate. Balance and navigation through dialogue aids teachers and students in creatively navigating educational tensions, including between open and structured approaches to IBSE. Questions may arise through dialogue between students’ scientific knowledge and the scientific knowledge of professional scientists and science educators, or through dialogue with different ways of knowledge inspired by interdisciplinarity and personal, embodied learning. Ethics and trusteeship is an important consideration in experimental design and collaborative work, as well as in the initial choice of question. Phase 2: EVIDENCE: students give priority to evidence Students determine or are guided to evidence/data, may come from individual, collaborative and communal activity such as practical work, or from sources such as data from professional scientific activity or from other contexts. Risk, immersion and play is crucial in empowering pupils to generate, question and discuss evidence. Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding.
Phase 4: EXPLAIN: students formulate an explanation based on evidence Students use evidence they have generated and analysed to consider possibilities for explanations that are original to them. They use argumentation and dialogue to decide on the relative merits of the explanations they formulate, playing with ideas. Phase 5: CONNECT: students connect explanations to scientific knowledge Students connect their explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, ‘knowing how’, and ‘knowing this’) to relate their ideas to both disciplinary knowledge and to interdisciplinary knowledge to understand the origin of their ideas and reflect on the strength of their evidence and explanations in relation to the original question. Phase 6: COMMUNICATE: students communicate and justify explanation Communication of possibilities, ideas and justifications through dialogue with other students, science educators, and professional scientists offer students the chance to test their new thinking and experience and be immersed in a key part of the scientific process. Such communication is crucial to an ethical approach to working scientifically. Phase 7: Individual, collaborative and community-based reflective activity for change both consolidates learning and enables students and teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education.
eosinophilic basophilic electron microscopy Disease Inclusion name Photo Location (in cell) Cells affected Contents Parkinson disease Lewy bodies cytoplasm neurons neurofilament, tubulin, α-synuclein and ubiquitin Pick disease (frontotemporal dementia) Pick bodies cytoplasm neurons Alzheimer disease Neurofibrillary tangles cytoplasm neurons tau protein Normal aging, neurodegenerative disorders (Alzheimer's disease, Pick disease, Creutzfeldt-Jakob disease) Hirano bodies cytoplasm neurons actin and actin-related proteins; no ubiquitin! Normal aging, neurodegenerative disorders (Alzheimer's disease) Simchowicz bodies (granulovacuolar degeneration) cytoplasm unknown composition ALS Bunina bodies cytoplasm neurons unknown composition Familial myoclonic epilepsy Lafora bodies cytoplasm neurons Senile degenerative process Corpora amylacea H&E: PAS: Age-associated degen. changes in substantia nigra Marinesco bodies cytoplasm neurons ubiquitin? Meningioma Psammoma bodies Schwannoma Verocay body extracellular
Neuronal ceroid lipofuscinosis (s. cerebral sphingolipidosis) Fingerprint bodies Lysosomal storage disorder, mucopolysaccharidoses I, II and III Zebra bodies HSV, VZV Cowdry type A nucleus neurons and glia CMV “owl-eyes” Rabies Negri bodies cytoplasm neurons Neurosecretory granules in dilated Herring bodies terminal axons of neurohypophysis neurons Artifact of formalin fixation Buscaino bodies Bibliography for “Brain Biopsy” → follow this
Issuer’s codes INN 7708643971 OGRN 1077758336985 I. Affiliates as of 3 0 0 6 2 0 1 4 Item No. Full Company Name (or Non-Profit Organization Name), or Surname, Name and Patronymic of the Affiliate Legal Entity’s Registered Address or Individual’s Residence Address (shown only with the individual’s consent) Reason/Reasons for Deeming the Person an Affiliate Date on which such reason/reasons appear(s) Affiliate’s Shareholding in the Joint Stock Company’s Capital, % Joint Stock Company’s Ordinary Shares Owned by the Affiliate, % 1 2 3 4 5 6 7 Bagrin Oleg Vladimirovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Batyrev Anton Iskanderovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Bukin Oleg Yurievich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None The person exercising the powers of CEO of JSC “Freight One” 15.02.2012 None None Member of the collective executive body of JSC “Freight One” 28.09.2012 None None Voloshin Alexander Stalievich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Kiselyov Oleg Vladimirovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Lisin Dmitry Vladimirovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Sapronov Alexander Alekseevich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None
Kiselyov Oleg Vladimirovich - Member of the Board of Directors of JSC “Freight One” 07.06.2013 None None Affiliate information amendment: 2 3 4 5 6 7 Kiselyov Oleg Vladimirovich - Member of the of Directors of JSC “Freight One” 27.06.2014 None None Affiliate information prior to amendment: 2 3 4 5 6 7 Lisin Dmitry Vladimirovich - Member of the Board of Directors of JSC “Freight One” 07.06.2013 None None Affiliate information after amendment: 2 3 4 5 6 7 Lisin Dmitry Vladimirovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Affiliate information to amendment: 2 3 4 5 6 7 Sapronov Alexander Alekseevich - Member of the Board of Directors of JSC “Freight One” 07.06.2013 None None Affiliate information after amendment: 2 3 4 5 6 7 Sapronov Alexander Alekseevich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Affiliate information prior to amendment: 2 3 4 5 6 7 Fedorov Vyacheslav Petrovich - Member of the Board of Directors of JSC “Freight One” 07.06.2013 None None Affiliate information after amendment: 2 3 4 5 6 7 Fedorov Vyacheslav Petrovich - Member of the Board of Directors of JSC “Freight One” 27.06.2014 None None Affiliate information prior to amendment:
To better design a support package for your company and assist you in identifying most suitable in Guanajuato for your project, please provide the following requested information as specifically as possible. / Para poder diseñar un paquete de apoyo para su empresa y asistirlo en identificar en Guanajuato los sitios potenciales más adecuados para su proyecto, complete por favor la información requerida a continuación de la manera más detallada posible. Fecha / Date About your Project / Sobre su Proyecto Company or Project Name / Nombre de la Compañía o del Proyecto Company Origin ( Country ) / Origen de la Empresa ( País ) Main Contact / Contacto Principal Position /Cargo: E-mail / Correo Electrónico Phone Number / Teléfono Web Page / Página Web New Facility / Expansion / Ampliación 2. Project Timeline / Cronograma del Proyecto Planned decision date / Fecha planeada de decision: Expected year to start Construction / Año en que se espera el Inicio de la Construcción: Expected year for SOP (Start of Production) / Año en que se espera el Inicio de Producción (SOP): 3. Direct Employment / Empleo Directo
8.5 Site Utilities / Servicios Industriales: Electricity / Electricidad Approximate Energy Demand / Demanda Aproximada KW Approximate Energy Consumption / KWH aproximados por mes KWH / month Operation Voltage / Voltaje de operación Volts Transformer Total Capacity / Capacidad del transformador KVA Gas Natural gas is / Gas natural es: Essential / Escencial Preferred / Preferido Not used / No usado Estimated usage / Uso estimado Volume Unit (please choose one) / Unidad de Volumen (seleccione una por favor) Time Unit (please choose one) / Unidad de Tiempo (seleccione una por favor) ft3 Per Hour / Por Hora BTu Per Day / Por Día m3 Per Month / Por Mes GJ Per Year / Por Año Water / Agua Estimated usage / Uso estimado ft3 Per Sec. / Por Seg. gal m3 Per Month / Por Mes l Sewer / Drenaje Estimated usage / Uso estimado ft3 Per Sec. / Por Seg. gal m3 Per Month / Por Mes l Content / Contenido Special requirements / Requerimientos especiales Critical Needs / Necesidades Críticas (In order of importance) / (En orden de Importancia) 1. 1. 2. 3. Comments / Comentarios
how much did you spend during your interaction with each provider approached before you were diagnosed with TB till the time of receiving the TB treatment?/ About how much did you spend during your interaction with each provider that you approached since the onset of your chest symptoms? ( For all that don’t apply, mark N/A; Fill one line per visit) Type of Provider (provider code) E1_A No. of visits E1_B Total Time spent per visit (in hours, includes travel time) E1_C Costs registration) E1_D Test costs (for sputum or except x ray) E1_E X ray or other imaging test (e.g. CT scan) costs (includes sending x rays to radiologist, travel & fees) E1_F Drug costs (all kinds total – TB plus other drugs such as cough syrups, vitamins) E1_G Travel (G)] (return total) Food costs (G)] (total) Costs (if applicable) (G)] (total) Sub-Total costs per provider E1_K Insurance (If yes: amount, if no n/a) E1_L P E1_H1 G E1_H2 P E1_I1 G P G E1_J2 Provider 1 Provider 2 Provider 3 Provider 4 TOTAL Total Direct Pre-diagnostic& Diagnostic costs (sum sub-totals) minus insurance [E1_M] = an an
E8_A Did he/she borrow any money to cover costs due to the TB illness/ current illness?(if No, go to E8_E) Yes=1 No=0 E8_B If yes, how much did he/she borrow? E8_C From whom did he/she borrow? Family=1 Neighbours/friends=2 Relatives=3 Private bank=4 Cooperative=5 E8_D What is the interest rate on the loan? (%) 1._____________ I don’t pay any interest I am not expected to pay back the E8_E Has he/she sold any of their property to finance the cost of the TB illness/current illness?(if No, go to 4. 9) Yes=1 No=0 E8_F If yes, what did he/she sell? Land=1 Transport/vehicle=2 Household item=3 Farm produce=4 E8_G What is the estimated market value of the property he sold? E8_H How much did he/she earn from the sale of their property? E8_I Did he/she use their personal savings to finance the cost of the TB illness/current illness? Yes No E8_J If yes, how much? 4.9 Socioeconomic Information Individual Situation and Change in Income or Lost Productivity due to TB E9_A Who is the primary income earner in the household? Patient=1 Wife/mother=2 Husband/father=3 Extended family=4 Son/daughter=5 E9_B What is his/ her current employment status? Salaried (go to E9_E1)=1 Self-employed (go to E9_E1)=2 Daily wage worker/casual laborer (go to E9_E1)=3 On sick leave (go to E9_C1)=4 Not employed (go to E9_C1)=5 Retired (go to School, college (go to E9_J1)=7 Homemaker (go to E9_J1)=8 E9_C1 Is the reason for Not Working related to the TB illness/current illness? Yes=1 No=0 E9_D If yes, when was the last time he/she was working? (mm/yy)
1 The subject material Knowledge of research informed teaching in own discipline area. Engagement in subject based research Attendance at subject based conferences Integration of the above into own teaching practice Publication of subject based research. Engagement with professional organisations linked to subject area 2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme Knowledge of a range of teaching and learning methods suited to different levels of study Consideration of issues related to transition into HE Consideration of issues related to transition into employment related to discipline area Alignment of teaching learning and assessment Examples of variety of teaching methods that demonstrate considered rationale for their choice Evidence of engagement with literature on transition/retention of specific student groups and strategies adopted in light of the evidence Evidence of engagement with others to assist in developing employability skills of students Reflection Student evaluations and feedback 3 How students learn, both generally and within their subject/ disciplinary area(s) Knowledge of teaching and learning theories as appropriate Knowledge of the ways in which students learning develops and how best to strategically influence students to become autonomous learners Reflections POLT Pedagogic publications Programme Learning teaching and assessment strategies.
you want to use all of your clay? 250 = x(x – 5)2 x = 10 inches dimensions: 10 in x 5 in x 5 in The price p (in dollars) that a radio manufacturer is able to charge for a radio is given by where x is the number of radios produced in millions. It costs the company $15 to make a radio. Write an expression for the company’s total revenue in terms of x # of radios sold * price charged x(40 – 4x2) = 40x – 4x3 Write a function for the company’s profit P by subtracting the total cost to make x radios from the expression in part a revenue – cost per radio (40x – 4x3) – 15x = -4x3 + 25x Currently the company produces 1.5 million radios and makes a profit of $24,000,000. What lesser number of radios can the company produce to still make a profit? 1 million radios ($21 mil) or 2 million radios ($18 mil) CHALLENGE: The profit P (in millions of dollars) for a DVD manufacturer can be modeled by where x is the number of DVDs produced (in millions). Show that 2 million DVDs is the only production level for the company that yields a profit of $96,000,000. Look at the table of values or the graph to see that a relative maximum occurs at x = 2 A platform shaped like a rectangular prism has dimensions (x – 2) feet by (3 – 2x) feet by (3x + 4) feet. Explain why the volume of the platform cannot be 7/3 cubic feet. (x – 2)(3 – 2x)(3x + 4) = 7/3 The volume cannot be 7/3 because the maximum value of the polynomial is 1.158 at a value of x = 1.76
Further, the CBM provided individual modeling predictions for the four regions. One region (Northwest) appeared to be unbounded while the other three exhibited approximate greatest upper bound as follows: Atlantic 4000 Southwest 4000 Upper St. Johns 6000 Looking at the combined predicted population values, we again see the population leveling off at around 10,000 animals due to warm water CC. Source: Manatee Threats Analysis, Michael C. Runge, USGS, presented to the Manatee Forum, May 2013 Looking at the combined predicted population values, we again see the population leveling off at around 10,000 animals due to warm water CC. These numbers have direct relevance to the overall statewide/regional manatee CC but only from the perspective of warm water capacity. This look at CC does not include any limitations with respect to forage. For those who might argue that human activity, such as mortality attributed to watercraft, or who might also conjecture that a sudden change in the historically observed frequency of red tide events has an impact on overall population or even more implausible, on OSP or CC, one need only look at the following summary charts from the CBM to see that these events have been incorporated into their effects have been calculated in the CBM predictions. In fact, if for example, all man made mortality due to watercraft were immediately eliminated for all time the affect on the prediction of ‘quasi-extinction’ would be about of a percent (0.06%) improvement over the previously stated probability of 0.10% reducing the probability of quasi-extinction prediction to .094%. Red tide elimination would improve probability of quasi-extinction by 0.64%, further reducing the 0.10% probability of ‘quasi –extinction to 0.036%. These are negligible impacts and therefore watercraft and red-tide considerations are not relevant to calculations of OSP or CC. Source: Manatee Threats Analysis, Michael C. Runge, USGS, presented to the Manatee Forum, May 2013 In June 2012, Provancha, et al, published Carrying Capacity Assessment of Manatee Forage and Warm-water Associated with Eleven Florida Sites which was submitted to the USFWS by Innovative Health Applications, LLC (IHA). Even though the intent of the study was to examine warm water CC, the authors recognized the availability of nearby SAV for forage as another primary consideration in determining the limits on CC.
The MoScript prototype is available from the (sources only). The steps to install MoScript are the following: Download the Eclipse Modeling Tools from here: Eclipse Modeling Tools (Indigo) Install ATL from sources: Download the ATL source code project set file (.psf) from here [1]. Import it into Eclipse with File->Import->Team->Team Project Set. Download the MoScript patch for ATL from Bugzilla – Bug 361688. right click on any ATL plugin project and select Team->Apply Patch ... and select the patch to apply it to ATL. Install subclipse and subversion if you have not done it yet. Install AM3 and MoScript from sources: Open the SVN perspective by selecting Window -> Open Perspective-> SVN Repository Exploring perspective. Add a new repository location by selecting File->New->Repository Location. The required parameters are the followings: Url: User: anonymous Browse the just created repository location until /plugins/trunk and checkout all the plugins
-- Variable declarations variable :type = OclExpr ... }] do { -- Value assignements variable <− OclExpr; -- Operations invocations ... save(...); ... remove(OclExpr); ... register (...); -- Control flow statements if... for... } helper context OclAny def: helper_name( params ) :return_type ... ; The using section is optional, and is used for declaring variables and assigning their initial value. The do section is mandatory and is the core of the program. In it, operations are used in combination with control flow statements and OCL queries to perform modelling artefacts manipulations. The OCL specification introduces de model element data type. This type corresponds to the classes contained in the metamodel of the model is being queried. In the case of MoScript, the model which is being queried, is a megamodel, so the model elements allowed in MoScript correspond to classes of the metamodel of the megamodel. MoScript uses the implementation of the megamodel provided by AM3 which conforms to the following metamodels among others: AM3Core: Is the top hierachy metamodel and can be found in /org.eclipse.gmt.am3.platform.runtime.core/model/AM3Core.ecore GMM: Which extends AM3Core and can be found GMM4ATL: A megamodel extension specific for ATL M2M transformations, which extends AM3Core and GMM and can be found in/org.eclipse.gmt.am3.platform.extension.gmm4atl/model/GMM4ATL.ecore Model element variables are referred to by means of the notation !Class. For instance, !Model, !TerminalModel, !ATLTransformation etc.