zilongwang/ReadingBank huggingface dataset:
THE BASICS Adjective Noun Verb Adverb Modal verb Imperative verb Pronoun Preposition Person Tense Capital letters Full stops Question marks Commas Apostrophes Consistent tense Paragraphs Homophones Connectives Semi-colons Colons Vary sentence starters Vary sentence lengths Vary paragraph lengths Topic sentences A describing word A thing or person A word that represents an action or process describes how something is done, usually ends in –ly verb that expresses a degree of either possibility or necessity Command word A word that is used in place of a noun (he/she/them) Where something is; describes place and time Text is written in first (I), second (you) or third (he/she/they) Past (was), present (is), future (will be) Proper nouns, ‘I’, first word in a sentence End of a sentence End of a question instead of a full stop Separate items in a list, separate clauses Abbreviations and possession Past, present or future throughout New para for Time, Person, Topic or Place Learn the difference – their, there, they’re etc. However, on the other hand, similarly Link two independent clauses to connect closely related ideas Introduce a list Try using an adverb or connective Short sentence or fragment for impact, complex for description Short for impact/emphasis, long for description Introduce content of paragraph in the first sentence
Selected Treatment Method(s) (check one or more) Aerial Application Ground Application Spot Application Other (Describe): HERBACEOUS WEED CONTROL CHEMICAL ALTERNATIVES Alt. No. 1 Alt. No. 2 Alt. No. 3 Alt. No. 4 Chemical Rate Time Remarks Caution Source of All chemicals will be applied according to label instructions. WinPST evaluations are attached. Ratings of Intermediate or higher require mitigation measures as described below. Integrated Pest Mgt. 595 is required to mitigate potential hazards or to apply Integrated Pest Management (IPM): Additional Narrative: To minimize drift, check and refer to the UC Extension information “” Treatment Schedule Include all treatments needed to achieve effective control of the target plant species. This includes any additional treatments needed to achieve effective control of pervasive plant species. Treatment location (field) Planned Treatment Year Planned Acres Applied Treatment Year Applied Acres Wildlife Considerations All work conducted will be performed at times that meet the needs of resident and transient wildlife. Additional Narrative:
Superintendent’s Memo #316-18 COMMONWEALTH of VIRGINIA Department of Education DATE: November 16, 2018 TO: Division Superintendents FROM: James F. Lane, Superintendent of Public Instruction SUBJECT: Nominations for Standard Setting Committees for the Grades 3-8 Mathematics Standards of Learning Tests Based on the 2016 Mathematics Standards of Learning The Office of Assessment Development is accepting nominations for standard setting committees for the Grades 3-8 Mathematics Standards of Learning tests. Standard setting is necessary because of the implementation of new mathematics tests based on the 2016 Mathematics Standards of Learning beginning in spring 2019. The committee meetings will be held at the Virginia Crossings Hotel and Conference Center, Glen Allen, Virginia, as follows: February 5-7, 2019 Grade 3 Mathematics Grade 4 Mathematics Grade 5 Mathematics Grade 6 Mathematics Grade 7 Mathematics Grade 8 Mathematics The standard setting committees are responsible for recommending cut scores that reflect students’ achievement status. These recommendations will be submitted to the Virginia Board of Education, which will then decide the cut scores for fail basic, pass/proficient, and pass/advanced status. Approximately 15 teachers will be selected to serve on each of these committees. School divisions are encouraged to nominate a representative for each committee. Committee members will be chosen based on the following criteria: instructional training and experience in the mathematics content area; in-depth knowledge of the 2016 Mathematics Standards of Learning; instructional experience with students who have disabilities and/or students with limited English proficiency; balanced regional representation. Committee members will be provided the following:
reimbursement for meals and travel expenses in accordance with state travel policy and guidelines; lodging; and attendance certificate for recertification points (pending local approval). School divisions will be reimbursed for substitute teacher pay at a rate of $75 per day. All nominees who wish to serve on the standard setting committees must complete an online application found on the . The application requires a professional reference and division-level approval. Completed applications are due to the Virginia Department of Education through ACAPS by December 17, 2018. Committee members selected for the standard setting committees will be expected to sign a of Interest Agreement and be present for the entire first two days of the meetings. Some committee members will be asked to attend a third day of the standard setting process and will be notified of this request ahead of time. If you have questions, please contact the student assessment staff at or (804) 225-2102. JFL/SLR/sw
of hammer, number of operating blows per minute, piston area, and effective piston pressure to be maintained to COR for approval. Do not begin piledriving operations until earthwork fills have been completed or excavations have reached an elevation of 150 to 300 mm (6 to 12 inches) above bottom of footing or pile cap. Provide proper anvil and cushion to prevent pile butt damage. Cap or cushion block to consist of one solid block of hardwood of proper shape and dimensions to fit hammer. Block grain to be parallel to pile axis. If laminated materials are used, strength of such materials to be equal to or greater than hardwood. Continuous or frequent introduction of materials to cushion hammer blows will not be permitted. Do not use wood chips, small blocks, shavings, or similar materials to cushion hammer blow. Driving piles through overburden without COR prior approval will not be permitted. Drilling, spudding, or jetting is acceptable only when approved by COR and performed at no additional cost to the Government. Methods employed will be subject to COR approval. Final 1500 mm (5 feet) of pile penetration must be obtained with hammer alone. Predrilling: Provide preexcavated holes for piles driven within 4500 mm (15 feet) of existing structures or underground utilities, to depths indicated on drawings. Drill hole diameter less than the largest crosssection dimension of pile. Firmly seat pile in predrilled hole by driving with reduced energy before starting final driving. Heaved Piles: Redrive heaved piles to tip elevation at least as deep as original tip elevation with driving resistance at least as great as original driving resistance. Drive foundation piles to bearing stratum and driving resistance established by test piles. If allowable capacity is not obtained in bearing stratum, drive piles deeper until required driving resistance is obtained. Penetration of all piles in a group should not vary more than 3000 mm (10 feet) unless approved by COR. Make no penetration measurements for purpose of determining resistance to driving when pile heads are damaged to extent that may affect measured penetration nor immediately after fresh cushion block has been
Reaction piles for load test pile // may // may not // be used as probe piles. Load test piles: Perform probe pile load tests on minimum number as follows: Piles under 45 cm (18 inches) diameter: Test 5 percent of piles. Piles between 45 and 100 cm (18 and 40 inches): Test 10 percent of piles. Piles over 100 cm (40 inches): Test 25 percent of piles. Conduct load tests according to // ASTM D1143/D1143M // ASTM D3689/D3689M // ASTM D3966/D3966M // standard loading procedure. Do not install additional piles until test pile reports are received and approved by COR. Additional load tests or increase in production pile length may be required if test pile fails load test. INSTALLATION COR will determine production pile length and drilling criteria from probe pile installation, reaction piles, test piles, and pile load tests. Perform installation in orderly sequence. Advance auger at continuous rate that prevents removal of excess soil. Stop advancement after reaching required depth or refusal criteria. Auger Refusal: Rate of auger penetration less than 300 mm (1 foot) per minute of drilling. Provide plug to close hole in bottom of auger while being advanced into ground. Remove plug by grout pressure or with reinforcing bar. Place continuous center reinforcing through hollowstemmed auger before grout placement. Tie top of reinforcing in place after auger removal. Use bar spacers to center reinforcing bars. At start of pumping grout, raise auger from 150 to 300 mm (6 to 12 inches) and after grout pressure builds sufficiently, redrill auger to previously established tip elevation. Maintain minimum 3000 mm (10 feet) of grout on auger flighting above injection point during auger raising. Maintain positive auger rotation throughout grout placement. Coordinate rate of grout injection and rate of auger withdrawal to maintain minimum grout head at all times and positive pressure on gauges. Total grout volume to be minimum 115 percent of theoretical volume for each pile, except, after grout is flowing at ground surface from auger flighting, coordinate grout injection and auger withdrawal rates so there is constant grout flow at
4, 5 & 6 B1.2g explain the mechanism of enzyme action B1.2f describe experiments that can be used to investigate enzymatic reactions BM1.2i carry out rate calculations for chemical reactions BM1.2ii understand and use simple compound measures such as the rate of a reaction A summary video clip about the action of enzymes such as the one could be shown as an introduction to the topic. It introduces quite a lot of the key terminology so an activity could be linked to this. Activity 6 from the Cell Level Systems Delivery Guide could also be used as a starter activity. One example of a practical activity to investigate the action of enzymes is detailed in Activity 7 from the Cell Level Systems Delivery Guide examples can be found , and . The GCSE Bitesize page found contains useful information about enzymes. The activity found is a good revision / consolidation of the learning on enzymes. From the Key Stage 3 Programme of Study: Enzyme simply as biological catalysts. There are lots of different procedures that could be carried out to demonstrate the way that enzymes work and these will cover the skills required for PAG4. B1.3 Respiration Lesson Statements Teaching activities Notes 1 B1.3a describe respiration as a universal chemical process, continuously occurring that supplies ATP in all living cells B1.3b describe cellular respiration as an exothermic reaction There is an introductory activity that could be used . There is some information presented as video clips for learners to watch and then some multiple choice questions. It could be done as a whole class activity or individually, depending on IT capacity. is a short video emphasising the importance of respiration and it being the release of energy from food. set of activities presents an interactive way to look at the concepts in this topic. Showing that respiration is an exothermic reaction can be done using Activity 1 from the Cell Level Systems Delivery Guide . is a set of revision information about respiration, followed up with a multiple choice which can be used for consolidation. From the Key Stage 3 Programme of Study: A word summary for aerobic respiration.
(1) To seek specific enforcement of a request made pursuant to Section 30430 when the public body from which the records are requested fails to comply with the time limits provided in Section 30430(c). (2) To challenge the reasonableness of a fee assessed pursuant to Section 30430. A determination of the Office of Freedom of Information Act Review may be appealed to the Administrative Law Court or enforced by an administrative law judge pursuant to Section 123665. (c) A public body may file a request for hearing with the Office of Freedom of Information Act Review pursuant to Section 123665 to seek relief from unduly burdensome, overly broad, or otherwise improper requests. (bd) If a person or entity seeking such relief under this section prevails, he or it may be awarded reasonable attorney fees and other costs of litigation. If such the person or entity prevails in part, the court may in its discretion award him or it reasonable attorney fees or an appropriate portion thereof of them.” SECTION 3. Section 304110 of the 1976 Code is amended to read: “Section 304110. Any A person or group of persons who willfully wilfully violates the provisions of this chapter shall be deemed is guilty of a misdemeanor and, upon conviction shall, must be fined not more than one five hundred dollars or imprisoned for not more than thirty days for the first offense, shall be fined not more than two hundred one thousand dollars or imprisoned for not more than sixty days for the second offense, and shall be fined three fifteen hundred dollars or imprisoned for not more than ninety days for the third or subsequent offense. The responsible officer or public official of an agency found to have wilfully violated the provisions of this chapter may be punished pursuant to this chapter.” SECTION 4. Chapter 23, Title 1 of the 1976 Code is amended by adding: “Section 123665. (A) There is created within the Administrative Law Court the Office of Freedom of Information Act Review. The chief judge of the Administrative Law Court shall serve as the director of the Office of Freedom of Information Act Review. The hearing officers and staff must be appointed, hired, contracted, and supervised by the chief judge of the court, shall exercise their adjudicatory functions, duties, and responsibilities under the auspices of the Administrative Law
City’s Representatives Purchasing Representative Technical Representative Keith Watts, Purchasing Manager 33 East Broadway Meridian, ID 83642 (208)888-4433 Fax (208) 887-4813 Sheryl Bishop, Project Manager 33 East Broadway Meridian, ID 83642 (208)888-4433 Fax (208) 887-4813 There are nineteen (19) pages in this Request for Proposal. It is the Proposer’s responsibility to ensure all pages are included. If any pages are missing, you must immediately request a copy of the missing page (s) by e-mailing your request to Keith Watts, Purchasing Representative, with the subject line of: RFP Project # FIN-14-10404. Any and all explanations desired by a Proposer regarding the meaning or interpretation of the Request for Proposals, or any part thereof, must be requested in writing( via fax or e-mail) and directed to the person named as the Purchasing Representative and with sufficient time allowed for a reply to reach Proposer before the submission of their proposal. Any request of a technical nature should be sent to BOTH the Purchasing Representative and the Technical Representative. Any interpretation made will be in the form of an addendum to this Request for Proposal, issued by the Purchasing Representative, and will be furnished to all prospective Proposers of record. Oral explanations or instructions provided before proposal opening will not be binding. Dated: CITY OF MERIDIAN Keith Watts, Purchasing Manager (Representative)
Reading Stars: Color one for every 15 minutes of reading Name:________________________________ Weekly Homework Calendar Events ELA Homework Math Homework Sci. / S. S. homework Parent Initial Monday Half Day No After Care Phonics Workbook Page 81 Write 10 -e family words in your Comp. Book Homework: 1. Draw a set of 5 and a set of 7 determine which one is greater .2. Draw a set of 4 and a set of 8, determine which one is lesser in homework notebook. Tuesday Write Phonics Reader words three times each in your composition book. Use a dice or spinner from a game you have at home. Spin or roll to find your first addend, spin or roll to find the second addend. Copy the addition problem into homework notebook and solve. See home many math problems you can make in 5 mins. Wednesday Read Phonics Reader story “Jim’s Bath” Use a dice or spinner from a game you have at home. Spin or roll to find your first addend, spin or roll to find the second addend. Copy the addition problem into homework notebook and solve. See home many math problems you can make in 5 mins. Color and cut Bird Book (see worksheet) and discus yesterday, today, and tomorrow. Thursday Phonics Workbook Page 88 Read flip book “Bees” to a family member Use a dice or spinner from a game you have at home. Spin or roll to find your first addend, spin or roll to find the second addend. Copy the addition problem into homework notebook and solve. See home many math problems you can make in 5 mins. Discuss the difference between living and objects with parent. Share “My Book of Living Things” or “My Book of NonLiving Things”
Daily Behavior Color Monday Tuesday Wednesday Thursday Friday This week we are learning about: Anthology Phonics Math Science Social Studies We are learning about fables. Fables are old, passed down, and have a moral. We are also learning the word family with words including: be, me, see, bee, tree, fee We are learning the beginning and ending “th” sound. As in This and Bath. We are continuing to work on adding. We are also talking about more and less than and solving addition stories. Living vs nonliving. That is the question! Students will explore, discuss and observe living and non-living objects. This week we are learning about the past, present and future. We are also discussing ways of telling time and how to read a calendar. Announcements Study Skills Sight Words of the Week Please return your slips about parent conferences so teachers can schedule accordingly. Log on to Reading Eggs every week and play addition games on Phonics Reader words- bath, having, There, tub, bathtub, washing, picking, boat, mess
Form 317-3a Allergy Management (Anaphylaxis) Life-Threatening Allergy in Our School Insert School Name, Address, Town, Sask., Postal Code Phone: (Number) Fax: (Number) email address if applicable Reference AP 317 Allergy (Anaphylaxis) Management Revised July 29, 2013 Level School Submit to Principal When Beginning of Year Dear Parents: Re: Life-Threatening Allergy in Our School One of our students or staff has a life-threatening allergy to all nuts. Our school wants to provide the safest environment possible for students and staff with anaphylaxis (life-threatening allergies). In order to reduce the risk of a life-threatening exposure we need everyone’s co-operation. Do not send products containing nuts or peanuts to school. Please check the ingredients of all foods your children bring to school. Ensure that you do not send foods with peanuts or any other types of nuts. Also avoid sending items which say, “May contain traces of nuts”, as these could pose a serious risk. If your child eats a peanut containing product before school, please have them wash their hands and brush their teeth before coming to school. In a school setting, cross-contamination is the greatest risk from this type of allergy. is when a few crumbs from one child’s lunch or snack are dropped and then picked up by an allergic child. Even a small amount can kill. We realize this request poses an inconvenience for you when packing your child’s snack and lunch however, we wish to express sincere appreciation for your support and understanding of this potentially life-threatening allergy. Please contact the school if you have further questions or concerns. Sincerely, Principal Adapted from Anaphylaxis: A Handbook for School Boards, the Canadian School Boards Assoc., 2002
A BILL TO AMEND SECTION 21980, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO THE JUDICIAL MERIT SELECTION COMMISSION AND THE PROCESS OF NOMINATION OF QUALIFIED CANDIDATES TO THE GENERAL ASSEMBLY, SO AS TO CHANGE THE COMMISSION’S PROCESS FOR NOMINATING JUDICIAL CANDIDATES FROM THE NOMINATION OF THREE QUALIFIED CANDIDATES TO THE NOMINATION OF FIVE QUALIFIED CANDIDATES TO THE GENERAL ASSEMBLY. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 21980 of the 1976 Code is amended to read: “Section 21980. (A) The commission shall make nominations to the General Assembly of candidates and their qualifications for election to the Supreme Court, court of appeals, circuit court, family court, and the administrative law judge division court. It shall review the qualifications of all applicants for a judicial office and select therefrom and submit to the General Assembly the names and qualifications of the three five candidates whom it considers best qualified for the judicial office under consideration. If fewer than three five persons apply to fill a vacancy or if the commission concludes there are fewer than three five candidates qualified for a vacancy, it shall submit to the General Assembly only the names and qualifications of those who are considered to be qualified, with a written explanation for submitting fewer than three five names. (B) The nominations of the commission for any judgeship are binding on the General Assembly, and it shall not elect a person not nominated by the commission. Nothing shall prevent prevents the General Assembly from rejecting all persons nominated. In this
Sacred Heart University Employee Insurance Customer Service Contact Sheet Revised for 1/1/2010 HEALTHCARE: Aetna Medical 1-888-318-2349 VISION: EyeMed Vision Care 1-866-268-4063 DENTAL: Aetna Dental 1-877-238-6200 FLEXIBLE SPENDING ACCOUNTS: Benefit Resource Inc. 1-800-473-9595 EMPLOYEE ASSISTANCE PROGRAM: Ceridian Lifeworks 1-888-267-8126 RETIREMENT PLANS: TIAA-CREF Fidelity 1-800-842-2776 1-800-343-0860
Outline Scheme of Work: B6 Life on Earth – past, present and future Suggested teaching time for chapter: 18/9 hrs B6.1 How was the theory of evolution developed? Lesson Statements Teaching activities Notes 1 & 2 B6.1.1 state that there is usually extensive genetic variation within a population of a species B6.1.2 recall that genetic variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype Genetic variation in a population Learners can use the resource by Nature to develop an understanding about natural selection. The animations included are useful in aiding the learner’s development and could be used as an independent study resource. THINKING CONTEXTUALLY The three revision pages and test of the BBC Bitesize site cover the content of these lessons at the right level and provide a good introduction / revision. Variation in a range of human characteristics can be investigated practically to illustrate the concept in a great way for learners. Emphasis should be placed on the fact that it is simply variation and no characteristic is better or worse. The practical activities found can be used as a basis and adapted as required. From the Key Stage 3 Programme of Study: Differences between species. The variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation. The content of these lessons is an opportunity to link back synoptically to the content in B1 about genes, alleles and other key ideas and terminology.
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 13160 SO AS TO REQUIRE THAT ON THE EFFECTIVE DATE OF THIS ACT RECOGNIZED NATIVE AMERICAN INDIAN GROUPS CONTINUE TO BE RECOGNIZED AND ELIGIBLE TO EXERCISE PRIVILEGES AND OBLIGATIONS AUTHORIZED BY THAT DESIGNATION, THAT THE COMMISSION FOR MINORITY AFFAIRS CEASE TO RECOGNIZE ADDITIONAL NATIVE AMERICAN INDIAN GROUPS, THAT ANY REGULATIONS PROVIDING FOR RECOGNITION AS A NATIVE AMERICAN INDIAN GROUP ARE REPEALED, AND THAT THE COMMISSION REVISE ITS REGULATIONS TO PROVIDE FOR THE PRIVILEGES AND OBLIGATIONS OF NATIVE AMERICAN INDIAN GROUPS THAT CONTINUE TO BE RECOGNIZED. Whereas, Chapter 139 of the South Carolina Code of Regulations provides for recognition of Native American Indian Groups; and Whereas, under the definition of “Native American Indian Group” found in Chapter 139, a group “means a number of individuals assembled together, which have different characteristics, interests, and behaviors that do not denote a separate ethnic and cultural heritage today, as they once did. The group is composed of both Native American Indians and other ethnic races. They are not all related to one another by blood. A tribal council and governmental authority unique to Native American Indians govern them”; and Whereas, while the number of entities that may be recognized as Native American Indian Tribes is finite, recognition of Native American Indian Groups is unlimited; and
Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 124520(4) of the 1976 Code is amended to read: “(4) as often as annually, shall may examine the books, papers, and accounts of assessors, auditors, treasurers, and tax collectors, to protect the interests of the State, counties, and other political subdivisions and to render these officers aid or instruction. The department does not have jurisdiction over personnel or equipment purchases of political subdivisions;” SECTION 2. Section 124530 of the 1976 Code is amended to read: “Section 124530. The department shall may: (1) examine cases in which the laws of this State relating to the valuation, assessment, or taxation of property is complained of, or discovered to have been evaded or violated in any manner; (2) require the Attorney General or circuit solicitor to assist in the commencement and prosecutions of actions and proceedings for penalties, forfeitures, removals, and punishment for violation of the laws of this State in respect to the assessment and taxation of property; (3) direct proceedings, actions, and prosecutions to be instituted to enforce the laws relating to penalties, liabilities, and punishment of public officers and officers and agents of corporations for failure or neglect to comply with the provisions of the laws of this State governing the assessment and taxation of property and the rules of the department; and (4) cause complaints to be made against assessors, county boards of tax appeal, or other assessing and taxing officers to the proper authority for their removal from office for official misconduct or neglect of duty.” SECTION 3. Section 123730 of the 1976 Code is amended to read: “Section 123730. Taxes for township, school, municipal and all other purposes provided for or allowed by law shall be levied on the same assessment, which shall be make made for State county taxes.”
nurse – secretary – specialist – dentist – hairdresser – reporter – weathercaster – teacher – doctor – chef -- police officer – receptionist -- waiter Duration:40’ (40 minutes) GOOD LUCK Demet COŞKUN Ayfer NALBANT Çağatay ERTÜRK ELT ELT ELT
Action Plan Elements In the table below, you will find a list of the elements to be included in your school’s action plan: The required strategies and action steps for the Core Instruction goal, and the implementation timelines. GOALS STRATEGIES ACTION STEPS IMPLEMENTATION PERIOD The Core Instruction Goal will be one overarching goal encompassing all content areas, including Literacy, Writing, Mathematics, Science, and Social Science. Goal 1: Core Instruction: Our goal is to increase student achievement by improving core instruction in all content areas. Schools will be required to have a minimum of one strategy for each area listed below: Elementary ELA Reading (integration of Social Science) ELA Writing Mathematics Science Middle/K-8 ELA Reading ELA Writing Mathematics (Core inclusive of EOCs) Science (Core inclusive of EOCs) Social Science (Core inclusive of EOCs) High ELA Reading ELA Writing Mathematics (Core inclusive of EOCs) Science (Core inclusive of EOCs) Social Science (Core inclusive of EOCs) Action Steps specify the Who, What and When in order to fully implement the strategy. Develop, prioritize, and align action steps with each strategy. It is important that action steps for writing be included across all content areas. Action steps that infuse technology should be included throughout. Action steps should be differentiated according to the course type and level. Action Steps will be implemented during the designated timeframes. During the reflection/realignment period, schools will revisit action steps to adjust and modify as needed. Implementation 09/18/2014 -11/26/2014 12/1/2014 - 02/27/2015 03/02/2015 - 06/05/2015 Reflection/Realignment 11/17/2014 - 11/26/2014 2/17/15 - 02/27/2015
Ballots must be provided at the various voting precincts with the following words printed or written on the ballot: “Must Section 7, Article III of the Constitution of this State, relating to qualifications of members of the Senate and House of Representatives, be amended so as to provide that beginning with those members of the Senate elected at the 2020 general election or who take office after that date, once these persons have thereafter served three full terms or twelve years in the Senate, whether or not any of this service has been consecutive, they are no longer eligible to serve as a member of the Senate? Yes  No  Those voting in favor of the question shall deposit a ballot with a check or cross mark in the square after the word ‘Yes’, and those voting against the question shall deposit a ballot with a check or cross mark in the square after the word ‘No’.” XX
**SECOND PAPER DUE BY MIDNIGHT FRIDAY OCTOBER 10th Week Eight Oct 16th: Rear Window (1954) 112 mins REQUIRED READING: Wood, Chapter 3 “Rear Window” pp.100-107 & Chapter 18 “Male Desire, Male Anxiety: The Essential Hitchcock” p.371-387. Modleski, T “The Master’s Dollhouse” in The Women Who Knew Too Much: Hitchcock and Feminist Theory Stam & Pearson “Hitchcock’s Rear Window: Reflexivity and the Critique of Voyeurism” in Hitchcock Reader (2nd Edition) pp.199-211 Recommended Viewing: North By Northwest (1959), Dial M For Murder (1953) Week Nine Oct 23rd: Strangers on a Train (1951) 101 mins REQUIRED READING: Wood, Chapter 2: “Strangers on a Train” pp.86-99. See also (highly recommended) Knight, D & McKnight, G “Suspense and its Master” in Centenary Essays pp.107-122 Secondary viewing: Rope (1948), Spellbound (1945), The Wrong Man (1956) Week Ten Oct 30th: Vertigo (1958) 128 mins REQUIRED READING: Wood, Chapter 4: “Vertigo” pp.108-130. Modleski, T “Femininity By Design” in The Women Who Knew Too Much: Hitchcock and Feminist Theory pp.87-100 Keane, M “A Closer Look at Scopophilia: Mulvey, Hitchcock and Vertigo” in Hitchcock Reader (2nd Edition) pp.234-249 See also (highly recommended) White, S “Vertigo and Problems of Knowledge in Feminist Film Theory” in Centenary Essays pp.279-298 Secondary Viewing: Under Capricorn (1949) Stage Fright (1950), To Catch a Thief (1955) Week Eleven Nov 6th: Psycho (1960) 109 mins
REQUIRED READING: Wood, Chapter 6: “Psycho” pp.142-151 “Hitchcock and Film Theory: A Psycho Dossier” 3 Chapters in Hitchcock Reader (2nd Edition) pp.327-376 Secondary Viewing: Strangers on a Train (1951), Frenzy (1972) **THIRD PAPER DUE BY MIDNIGHT FRIDAY NOVEMBER 7th Week Twelve Nov 13th: The Birds (1963) 119 mins REQUIRED READING: Wood, Chapter 7: “The Birds” pp.152-172. McCombe, J.P. “Oh, I See….”: The Birds and the Culmination of Hitchcock’s Vision” in Hitchcock Reader (2nd Edition) pp.264-279 See also, (highly recommended) Horwitz, M “The Birds: A Mother’s Love” in Hitchcock Reader (only available in the1st Edition) pp.279-287 (pdf on blackboard) Week Thirteen Nov 20th: Marnie (1964) 130 mins REQUIRED READING: Wood, Chapter 8: “Marnie” pp.173-197 and “You Freud, Me Hitchcock” in 2002 edition only pp.372-388. Piso, M “Mark’s Marnie” in Hitchcock Reader (2nd Edition) pp.280-294 See also (highly recommended) McElhaney, J. “Touching the Surface: Marnie, Melodrama, Modernism” in Centenary Essays pp.87-106 **FOURTH PAPER DUE BY MIDNIGHT FRIDAY NOVEMBER 21st Week Fourteen Dec 4th: Review & Screening: Frenzy (1972) 116 mins REQUIRED READING: Modleski, “Rituals of defilement: Frenzy” pp.101-114 (reprinted in Hitchcock Reader 2nd Edition pp.312-326) See also (highly recommended)
Proposed Australian use-pattern Nimitz 480 EC Nematicide (480 g/L Fluensulfone) Table 1. Fruiting vegetables Transplanted crops: Cucurbits Tomatoes Capsicum Chilli Eggplant Okra Root-knot nematode (Meloidogyne spp.) All states 4 – 8 L (up to 3.84 kg ai/ha) Table 2. Root and tuber vegetables Carrots, Potatoes, Sweet potatoes Root-knot nematode (Meloidogyne spp.) All states 4 – 8 L (up to 3.84 kg ai/ha)
(3) a contribution from, whether directly or indirectly, a registered lobbyist if that lobbyist engages in lobbying the public office or public body for which the candidate is seeking election; (4) contributions for two elective offices simultaneously, except as provided in Section 8131318; (5) contributions from a noncandidate committee directly or indirectly established, financed, maintained, or controlled by a candidate or public official or any other entity maintained by or affiliated with a candidate or public official. This provision does not apply to legislative caucus committees or political parties nor does this provision prohibit a candidate or public official from making a contribution of their personal funds to a candidate for another office. (B) The restrictions on contributions in subsections (A)(1) and (A)(2) do not apply to a candidate making a contribution to his own campaign.” SECTION 2. Section 8131340 of the 1976 Code, as last amended by Act 76 of 2003, is further amended to read: “Section 8131340. (A) Except as provided in subsections subsection (B) and (E), a candidate or public official shall not make a contribution to another candidate or make an independent expenditure on behalf of another candidate or public official from the candidate’s or public official’s campaign account or through a committee, except legislative caucus committees, directly or indirectly established, financed, maintained, or controlled by the candidate or public official. (B) This section does not prohibit a candidate from: (1) making a contribution from the candidate’s own personal funds on behalf of the candidate’s candidacy or to another candidate for a different office; or (2) providing the candidate’s surplus funds or material assets upon final disbursement to a legislative caucus committee or party committee in accordance with the procedures for the final disbursement of a candidate under Section 8131370 of this article. (C) Assets or funds which are the proceeds of a campaign contribution and which are held by or under the control of a public official or a candidate for public office on January 1, 1992, are considered to be funds held by a candidate and subject to subsection (A). (D) A committee is considered to be directly or indirectly established, financed, maintained, or controlled by a candidate or public official if any of the following are applicable:
The ferry going to the Statue of Liberty can hold 456 people at a time. If the ferry was completely filled each time it went to the island and it went to the island 9 times, how many people were able to visit the statue of liberty? The school cafeteria serves lunch to 762 students each day. How many lunches would the cafeteria serve during an 8 day time period? Wakulla Springs has a lot of visitors in the summer. On clear sunny days they have 768 visitors. If they know there will be 6 sunny days in a row how many visitors would likely come to the springs during this time? Mark’s mom says he spends too much time playing video games. She decided to figure out how many minutes a week he spends doing this. She noticed that every day he played for a total of 4½ hours. This was equal to 270 minutes a day. If he does this every day for a week, how many minutes would he spend playing video games? Sally realized she wasn’t having enough time to do her homework. She tried to find out where she was spending most of her time. She discovered that she was on the phone or texting about 2 and a half hours a day which is 150 minutes. If she does this every day for a week how much time does she spend on the phone? A favorite ride in Disney World is The Buzz Light- Year Ride. There are 23 cars that can hold a total of 138 people each time it goes. If the ride runs 6 times, how many people could have ridden the ride? A subway train on its way to with 15 cars can carry up to 789 people at a time. If the train is completely filled 8 times in a row, how many people rode on the subway to ? Office Depot is planning to give teachers free supplies for Back to School week. They ordered 4 cartons of pencils. Each carton contains 739 pencils. How many pencils will they have to give away to teachers? The average electric bill in Songbird subdivision is $338.00 each month. How much money would a family spend on their electric bill in half a year?
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 231235, SO AS TO PROVIDE THAT IT IS UNLAWFUL FOR A LAW ENFORCEMENT AGENCY TO USE OR EMPLOY AN AUTOMATIC NUMBER PLATE RECOGNITION SYSTEM AND TO PROVIDE A PENALTY. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Chapter 1, Title 23 of the 1976 Code is amended by adding: “Section 231235. (A) As used in this section, ‘automatic number plate recognition’ means a mass surveillance method that uses optical character recognition images to read and record an image of a vehicle’s license plate. (B) Notwithstanding another provision of law, it is unlawful for a law enforcement agency to use or employ an automatic number plate recognition system. A law enforcement agency that violates this provision must be fined one thousand dollars for each violation. The fine must be placed in the state general fund.” SECTION 2. This act takes effect upon approval by the Governor. XX
A BILL TO AMEND SECTION 53385, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO THE DESIGNATION OF THE NINETEENTH DAY OF JUNE OF EACH YEAR AS “JUNETEENTH CELEBRATION OF FREEDOM DAY”, SO AS TO PROVIDE THAT IT ALSO IS RECOGNIZED AS “SICKLE CELL DAY IN SOUTH CAROLINA” IN COMMEMORATION OF “WORLD SICKLE CELL DAY”. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 53385 of the 1976 Code, as added by Act 228 of 2008, is amended to read: “Section 53385. (A) The nineteenth day of June of each year is designated as ‘Juneteenth Celebration of Freedom Day’ to commemorate and reflect on the freedom of African Americans and their contributions to this State and nation. (B) In addition to the provisions of subsection (A), the nineteenth day June of each year also is recognized as ‘Sickle Cell Day in South Carolina’ in commemoration of ‘World Sickle Cell Day’ as created by the United Nations by resolution. The African Union (2005), the UNESCO (2005), the WHO (2006), and the United Nations (2008) recognize sickle cell disease as a public health priority with an estimated five hundred thousand persons born each year with the disease. The nineteenth day of June has been chosen to raise awareness of the genetic disease and support and encourage research, treatment, and management of sickle cell disease.” SECTION 2. This act takes effect upon approval by the Governor. XX
A BILL TO AMEND SECTION 53385, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO THE DESIGNATION OF THE NINETEENTH DAY OF JUNE OF EACH YEAR AS “JUNETEENTH CELEBRATION OF FREEDOM DAY”, SO AS TO PROVIDE THAT IT ALSO IS RECOGNIZED AS “SICKLE CELL DAY IN SOUTH CAROLINA” IN COMMEMORATION OF “WORLD SICKLE CELL DAY”. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 53385 of the 1976 Code, as added by Act 228 of 2008, is amended to read: “Section 53385. (A) The nineteenth day of June of each year is designated as ‘Juneteenth Celebration of Freedom Day’ to commemorate and reflect on the freedom of African Americans and their contributions to this State and nation. (B) In addition to the provisions of subsection (A), the nineteenth day of June of each year also is recognized as ‘Sickle Cell Day in South Carolina’ in commemoration of ‘World Sickle Cell Day’ as created by the United Nations by resolution. The African Union (2005), the UNESCO (2005), the WHO (2006), and the United Nations (2008) recognize sickle cell disease as a public health priority with an estimated five hundred thousand persons born each year with the disease. The nineteenth day of June has been chosen to raise awareness of the genetic disease and support and encourage research, treatment, and management of sickle cell disease.” SECTION 2. This act takes effect upon approval by the Governor. XX
terms represent eastern imitation of northern products, southern imitation of eastern products and southern imitation of northern products respectively. and terms show the difficulty of imitation in eastern and southern regions; also known as intellectual property rights. Since northern region does not have any imitation process and this study does not focus on innovation processes, we did not define any IPR parameter for this region. Similarly with relative inefficiency difference between the northern and eastern innovation sectors, also in imitation equations an inefficiency parameter () has been defined. This assumption on southern imitation sectors is quite important to build a three-pole innovation-imitation system. Pricing and Profit Rates Now let us define the profit rates for each regions by calculating the following equation ; where , and are the profit rate, the price and the wage rate respectively. Notice that in this system labor is the only factor and one unit of labor produces one unit of output. First, the profits of northern and eastern innovators are calculated as below; , , (11) (12) Firstly, it is inevitable to remark that both the innovation and imitation type products are supplied to the global, without making any discrimination. Thus, the demanded quantity () is multiplied by the total population (). The assumption on the definition of the prices is based on Grossman and Helpman (1991) which assumes a wide wage gap between countries. According to this we can define the wage differentials as follows; and . The reason of choosing such an assumption is to be able to create a feasible condition for mark-up pricing for monopolies. Remember here that in this system all the innovators and imitators have
programs in the sending state. Such programs include, but are not limited to: 1) gifted and talented programs; and 2) English as a second language (ESL). This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student. C. Special education services 1) In compliance with the federal requirements of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C.A. Section 1400 et seq, the receiving state shall initially provide comparable services to a student with disabilities based on his/her current Individualized Education Program (IEP); and 2) In compliance with the requirements of Section 504 of the Rehabilitation Act, 29 U.S.C.A. Section 21 794, and with Title II of the Americans with Disabilities Act, 42 U.S.C.A. Sections 1213112165, the receiving state shall make reasonable accommodations and modifications to address the needs of incoming students with disabilities, subject to an existing 504 or Title II Plan, to provide the student with equal access to education. This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the students. D. Placement flexibility Local education agency administrative officials shall have flexibility in waiving course/program prerequisites, or other preconditions for placement in courses/programs offered under the jurisdiction of the local education agency. E. Absence as related deployment activities A student whose parent or legal guardian is an active duty member of the uniformed services, as defined by the compact, and has been called to duty for, is on leave from, or immediately returned from deployment to a combat zone or combat support posting, shall be granted additional excused absences at the discretion of the local education agency superintendent to visit with his or her parent or legal guardian relative to such leave or deployment of the parent or guardian. ARTICLE VI ELIGIBILITY A. Eligibility for enrollment 1. Special power of attorney, relative to the guardianship of a child of a military family and executed under applicable law shall be sufficient for the purposes of enrollment and all other actions requiring parental participation and consent.
A BILL TO AMEND SECTION 20310, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO GROUNDS FOR DIVORCE, SO AS TO PROVIDE THAT A DIVORCE MAY BE GRANTED ON THE GROUND OF CONTINUOUS SEPARATION FOR ONE HUNDRED FIFTY DAYS, RATHER THAN FOR ONE YEAR. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 20310 of the 1976 Code is amended to read: “Section 20310. No divorce from the bonds of matrimony shall may be granted except upon one or more of the following grounds, to wit: (1) adultery; (2) desertion for a period of one year; (3) physical cruelty; (4) habitual drunkenness; provided, that this ground shall must be construed to include habitual drunkenness caused by the use of any narcotic drug; or (5) on the application of either party if and when the husband and wife have lived separate and apart without cohabitation for a period of one year hundred fifty days. A plea of res judicata or of recrimination with respect to any other provision of this section shall is not be a bar to either party obtaining a divorce on this ground.” SECTION 2. This act takes effect upon approval by the Governor. XX
SECOND SEMESTER PAPER-V TRADE MARKS AND DESIGNS Law Relating to Trade Marks and Industrial Designs – Salient features of the Trade Marks Act 1999 – characteristics of Trade Marks – Kinds of Trademarks – purpose of Trade Marks – effect of Registration / Non-Registration of Trade Marks - Tort of Passing off – Industrial Designs – Salient features of the Designs Act, 2000 – Definition and essential elements of Design Rights – Procedure for Registration of Designs – Rights of Design Holders – Infringement of Designs – Remedies – Layout Designs – Protection of Intellectual Property in Integrated circuits. Suggested Readings:- Mittal : Trade Marks Act, Eastern Book company Narayana P. Designs Laws, Eastern Book Company, Delhi Patent and Trade Mark Cases and Journal Kailasam K C, Law of Trademarks (2016), Lexisnexis P. Naayanan, Trademarks and Passing Off (2017) Eastern Law House, Kolkata. PAPER – VI INTELLECTUAL PROPERTY RIGHTS: EMERGING ISSUES Intellectual Property Rights – Recent Developments – Intellectual Property Rights and Competition Law – Bio Technology – Patent to Life Forms – compulsory Licensing of Pharmaceutical Patents – Freedom of Information and protection of intellectual Property Rights - Internet Domain Name Process – Protection of Computer software – Bio-Diversity Laws – Geographical Indication of Goods – Traditional knowledge and GRTK – Protection to plant varieties – Intellectual property in Business methods. Suggested Readings:- Cornish: Intellectual Property Rights, Universal Publications. Cornish: Cases on Intellectual Property Rights by Universal publications. N.S. Sreenivasulu & CB Raju, Biotechnology and Patent Law: Patenting Living Beings, Manupatra. Trevor Cook, Pharmaceutical, Bio-Technology and the Law (2009), LexisNexis Vandana Singh, The Law of Geographical Indications, (2017), Eastern Law House, Kolkata. Kalyan C. Kanakala, Genetic Patent Law and Strategy (2007) Manupatra.