zilongwang/ReadingBank huggingface dataset:
Mike Scott to write up Mid-Ordinate offset equation for committee review and approval. If approved move formula to a formal ballot. 0850 – PS Technologies presentation Presentation by Mark Ashbrook, Jon Jensen, PS Technologies and Tom Ulrich Union Pacific. 0955 – Presentation complete 1000 – AAR Open top loading rules by Terry Smith CSX Railroad 1105 – AAR Open top loading rules presentation completed. Q/A amongst committee members also completed. 1110 – David Dorfman – (Railroads for National Defense) discusses with the group about Strategic corridor network (STRACNET) about working with railroads on clearances, suitability of primary routes and DOD clearance files. 1115 Completed discussion. 1116 – RICA update, Registration will be up and running March 1st. Annual conference update, June 22nd thru 26th at the JW Marriott in Scottsdale, AZ. 1120 – SRT Presentation - movement of generators on SRT 20 axle specialized railcar in Alaska. Working on a link to the video presentation to add to notes. 1130 – Shane Barraclough – CPRS move presentation (please see attached presentation with the meeting notes) 1150 – CPRS presentation completed. 1200 – Break for lunch 1310 – Reconvene for final discussions. 1315 – Plate L Discussion and presentations from Walt Koch. Discussions about Plate L Clearances and discussions with present railroads at the spring meeting. Additional modifications had been made due to tier 4 emission packages. Suggestion is to modify top of plate L to match plate M for revised plate L. Lower modifications mostly completed, but there are still a few additional items to review and resend to AAR locomotive committee. Discussions were based around wheel wear and allowable minimal FRA ride height @ 2 ½” and Canadian Rail standards specific minimum ride height of 2 ¾”. AAR wants a 2 ½” allowable ride height.
Method of Scoring The competition will be judged as a single phased show jumping competition ie the competitor will jump a course of show jumps followed immediately by a course of cross country fences. Penalties Each fence knocked down in first section 5 penalties First refusal or run out in first section 5 penalties Second run out or refusal in first section 10 penalties run out or refusal in either section Elimination Each fence knocked down in xc sections 5 penalties Each refusal in xc section 10 penalties Fall of horse OR rider Elimination For every second over optimum time. For every second in excess of 15 seconds under the optimum time Please use one entry form for each Team entered. Payment can be made by Cheque, Cash or Bank Transfer. Cheques should be made payable to RMPC. Bank Transfers can be made to Sort Code 20-02-62 and Account Number 90760595, reference Arena Event. Please also add competitor’s surname if the competitor’s name is different to the payee’s. Entries close 18th March 2018 NO ENTRIES TAKEN ON THE DAY Times will be on RMPC web site on Friday 23rd March 2018 Event will be run under Pony Club 2018 rules. 1st aid will be in attendance 0.5 Penalty 1 penalty
COUNTY OF ESSEX Department of Recreation and Cultural Affairs ESSEX COUNTY CODEY ARENA 560 Northfield Avenue West Orange, New Jersey NJ (973) 731-3828 x223 FALL 2017 CLASSES ~ LEARN to SKATE GROUP LESSONS September 12th to November 4th DAY TUESDAY FRIDAY SATURDAY SUNDAY INFO LESSON TIME LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 11:15a-11:45a Public Session 11:45a-1:15p LTS 11:15a-11:45a Public Session 11:45a-1:15p LTS Coordinator Josh Nuss 973.731.3828 Ext. 223 DATES 9/12 9/15 9/16 9/17 9/19 9/22 9/23 9/24 9/26 NO CLASS 9/29 NO CLASS 9/30 NO CLASS 10/1 10/3 10/6 10/7 10/8 10/10 10/13 10/14 Skater Evaluation 10/15 10/17 Skater Evaluation 10/20 Skater Evaluation 10/21 NO CLASS 10/22 Skater Evaluation 10/24 LAST CLASS 10/27 10/28 10/29 LAST 11/3 LAST CLASS 11/4 LAST CLASS COST 6 weeks - $125 7 weeks - $135 6 weeks - $125 7 weeks - $135 NO MAKE-UP CLASSES Registration $20.00 fee (Membership July 1, 2017 thru June 30, 2018) WINTER “A” SIGN UP STARTS OCTOBER 24th CLASSES NOVEMBER 5th PUBLIC SESSION SKATING FOLLOWS ALL GROUP LESSONS Suggested *Helmets* *Gloves* *Warm Clothes* WINTER “A” REGISTRATION OPENS TUESDAY OCTOBER 24th
COUNTY OF ESSEX Department of Parks, Recreation and Cultural Affairs ESSEX COUNTY CODEY ARENA SOUTH MOUNTAIN RECREATION COMPLEX 560 Northfield Avenue West Orange, New Jersey 07052 (973) 731-3828 ext. 0 ~ SPRING “B”2018 CLASSES ~ LEARN to SKATE GROUP LESSONS May 8th, 2018 – June 23rd, 2018 DAY TUESDAY FRIDAY SATURDAY INFO LESSON TIME PUBLIC TIME LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 11:15a-11:45a Public Session 11:45a-1:15p LTS OFFICE Rachel Coordinator 973.731.3828 Ext. 223 CLASS DATES 5/8 5/11 5/12 5/15 5/18 5/19 5/22 5/25 NO CLASS 5/26 NO CLASS 5/29 6/1 6/2 **POSTPONED** 6/5 Skater Evaluation 6/8 6/9 6/12 6/15 Skater Evaluation 6/16 Skater Evaluation 6/22 6/23 6/30 *rescheduled from 6/2* COST 6 weeks - $125 6 weeks - $125 6 weeks - $125 NO MAKE-UP CLASSES USFSA Registration $20.00 fee Membership coverage thru June 30, 2018 SUMMER REGISTRATION OPENS TUESDAY JUNE 5th CLASSES START JUNE 26th PUBLIC SKATING FOLLOWS ALL GROUP LESSONS AT NO COST FOR STUDENTS REGISTERED IN CLASSES Suggested *Helmets* *Gloves* *Warm Clothes* SUMMER TO SKATE CLASS REGISTRATION OPENS TUESDAY JUNE 5th SUMMER RECREATIONAL FIGURE SKATING CAMP JUNE 25th – AUGUST 3rd / Monday to Friday 8am to 3pm
COUNTY OF ESSEX Department of Parks, Recreation and Cultural Affairs ESSEX COUNTY CODEY ARENA SOUTH MOUNTAIN RECREATION COMPLEX 560 Northfield Avenue West Orange, New Jersey 07052 (973) 731-3828 ext. 0 WINTER “A” 2018 CLASSES ~ LEARN to SKATE GROUP LESSONS November 2nd to December 22nd, 2018 DAY TUESDAY FRIDAY SATURDAY SUNDAY INFO LESSON TIME PUBLIC SESSION TIME LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 4:30p-5:00p Public Session 5:00p-6:30p LTS 11:15a-11:45a 1:30p-2:00p Public Sessions 11:45a-1:15p 2:00p-3:30p LTS 11:15a-11:45a 1:30p-2:00p Public Sessions 11:45a-1:15p 2:00p-3:30p *Arrive early for check-in on the first day *Skate Rentals $4.00 CALENDAR DATES xxxx 11/2 11/3 11/4 11/6 11/9 11/10 NO CLASS 11/11 11/13 11/16 11/17 11/18 11/20 11/23 NO CLASS 11/24 11/25 11/27 11/30 12/1 12/2 12/4 Skater Evaluation 12/7 Skater Evaluation 12/8 Skater Evaluation 12/9 Skater Evaluation Winter “B” sign-ups open Monday 12/10 12/11 12/14 12/15 12/16 LAST CLASS 12/18 LAST CLASS 12/21 LAST CLASS 12/22 LAST COST 7 - $135 7 weeks - $135 7 weeks - $135 7 weeks - $135 NO MAKE-UP CLASSES USFSA Registration $20.00 fee (Membership coverage thru June 30, 2019) Recommended & Suggested *Helmets* *Gloves* *Warm Clothes* “FREE” PUBLIC SKATING FOLLOWS ALL GROUP LESSONS FOR STUDENTS REGISTERED PARENT & TOT SKATING Tuesday & Thursday 10am to 12pm WINTER “B” REGISTRATION OPENS MONDAY DECEMBER 10th / CLASSES START JANUARY 4th
Financial SAM Results – 2020 Towards 2030 Summary Exploration costs (reducing the risk) Costs of geothermal energy in Australia A.1 SAM inputs technical and engineering – base cases A.2 SAM inputs – financial Annex B Stakeholder engagement Key themes from stakeholder submissions Annex C Briefing note: Commercial Readiness Index ARENA’s Commercial Readiness Index Commercial Readiness Index in practice Commercial Readiness Level assessments for geothermal energy A comment on Technology Readiness Levels for Australian geothermal resources/technology Commercial Readiness Index – Shallow Direct Use (Type A) Commercial Readiness Assessment – Deep Natural Reservoirs (Type B) Commercial Readiness Assessment – Enhanced Geothermal Systems (Type C) C.1 Commercial Readiness Indicator Descriptions Regulatory environment Stakeholder acceptance Technical performance Financial proposition – costs Financial proposition – revenue Industry supply chain and skills Pathways to market Company maturity C.2 Technology Readiness Level Descriptions used by ARENA References Terms of Reference The Board of the Australian Renewable Energy Agency (ARENA) is seeking advice on the barriers to, and opportunities for, the development and deployment of geothermal energy in Australia. To this end, is establishing an International Geothermal Expert Group to assess Australia’s geothermal prospects and present its findings in the form of a written report and briefing to the ARENA Board and a report for public dissemination. The assessment will comprise the following: Determine whether, over the periods to 2020 and 2030, are plausible commercialisation pathways for either EGS or HSA geothermal energy to deliver cost competitive utility scale energy to Australia without long-term subsidy and to describe those pathways. Critically evaluate: the performance of Australia’s geothermal energy sector – how effectively has it used the private investment and public funding it has received to date? opportunities and threats to support a SWOT analysis of Australia’s geothermal energy sector, including
Year - End Month End Day, End Year]). Screen: Presentations Items: All records [list of [Presenters/Authors] as "[Last Name], [F. N.] [M. N.] ([Presenter/Author])"], [Conference/Meeting Name], [Sponsoring Organization], [Location], "[Presentation Title]", [Meeting Type], [Scope], [published in proceedings], [published elsewhere], [Invited or Accepted?]. ([Month Day, Year]). Description Screen: Research/Creative Activity Currently in Progress Items: All records [list of [Collaborators] as "[Name]"], "[Title]", [Status], [Research Type]. Description Screen: Awards and Honors Items: All records Criteria: 1.Purpose is equal to "Scholarship/Research/Creative Activity" [Award or Honor Name], [Organization/Sponsor]. ([Month Received Day Received, Year Received]). Description/Explanation (30 or Fewer) Screen: Consulting Items: All records [[Consulting Type] or [Explanation of "Other"]], [Client/Organization], [Location], [Compensated or Pro Bono?], approximately [Approx. Number of Hours Spent Per Year] hours spent for the year. ([Start Month Start Day, Start Year - End Month End Day, End Year]). Brief Description (30 Words or Less) Screen: Media Contributions Items: All records
maintaining the confidentiality of the identity of the discloser will be paramount when conducting the investigation; the investigation will be conducted in accordance with the principals of procedural fairness; a person who is the subject of the investigation will have an opportunity to respond or provide information; in the event that an interview is to be conducted it is conducted in a manner consistent with the PID Standard 2013; a decision whether evidence is sufficient to prove a fact will be determined on the balance of probabilities. Aside from compliance with these principles, the CEO is free to conduct the investigation as they see fit. The way in which the investigation is conducted may vary depending on the alleged conduct which is being investigated. In particular, in circumstances where the CEO considers that the nature of the disclosure is such that the outcome of the investigation is likely to be referral of the matter for investigation under another process or procedure, the investigation under these procedures may appropriately be conducted in a circumscribed way. Additional procedures required in particular circumstances If a disclosure relates to conduct that would require ARENA to take steps under ARENA's: Fraud Control and Reporting Instructions; Code of Conduct Policy; Work Health and Safety Policy; or any other of ARENA's policies or procedures, the processes set out in those procedures and policies must be complied with in the conduct of an investigation under these procedures. If the CEO considers that information disclosed in the course of a PID may be appropriately dealt with under another procedure or policy of ARENA, they may recommend in the investigation report that this occur and refer the matter to the relevant part of ARENA. For example, the CEO may refer the matter to [Audit & Fraud – note: please update for ARENA] for further investigation without breaching the confidentiality provisions of the PID Act. Obtaining information Instances of disclosable conduct may relate to information that is disclosed or information obtained in the course of the investigation rather than information provided in the initial disclosure. During the investigation, the CEO may, for the purposes of the investigation, obtain information from such persons and make such inquiries as the CEO sees fit. When being interviewed as part of an investigation, an interviewee will be informed of the following: the identity and function of each individual conducting the interview; the process of conducting an investigation; the authority of the CEO under the PID Act to conduct the investigation; and
The Hon. Malcolm Turnbull, MP Prime Minister of Australia Parliament House Canberra ACT 2600 Dear Prime Minister, Re: Curtailment of grants from the Australian Renewable Energy Agency for renewable energy innovation We the undersigned are writing to you out of great concern that the granting function of the Australian Renewable Energy Agency (ARENA) will be severely curtailed following recent Government policy changes. Grants are an essential component of technology innovation. This new policy will damage Australian renewable energy R&D, early stage commercialisation and education. Support for innovation lies at the heart of accelerated growth of the renewable energy industry. It supports later-stage commercialisation directly through technology development, and indirectly through education and training of skilled engineers and scientists. Through the consistent provision of grants for innovation over 40 years, Australia has contributed very far above its weight in renewable energy innovation. Additionally, University research groups underpin undergraduate and postgraduate education and training. Several well-known examples illustrate these points (see below), and detailed reports are being prepared to demonstrate this. Competitive grants are accepted worldwide as a highly effective method of supporting R&D and early stage commercialisation. Equity returns, as proposed for ARENA, have rarely been effective in Australia at an early stage in the innovation chain. Very few projects that ARENA has funded would have proceeded under this proposal. In contrast, sustained provision of grants leads to technology development and education, and substantial benefits flow to Australia. Grant-supported renewable energy R&D and education is a crucial part of climate change mitigation, and will be seriously downgraded by this new policy. We urge the Government to continue ARENA’s grant funding role in order to support R&D, early stage commercialisation and education. Australian grant-supported innovation Examples of successful Australian renewable energy technology development and training include: The Australian-developed PERC silicon solar cell constitutes about half of new solar cell production lines worldwide, and will soon dominate the worldwide solar industry according to the International Technology Roadmap for Photovoltaics (http://www.itrpv.net/);
Scheduling Classes Using Skywards Arena Scheduling Go to and click on “Family Access” to login. Enter your username and Password in the provided fields Click on “Arena Scheduling” in the left hand menu and select the 2016-17 school year. (Suggestion: expand your window screen) View your current schedule by clicking the “view/print schedule” link in blue near the top of the page. If your schedule looks good, you don’t need to do anything. If you would like to make a change- plan which classes to switch before you delete a class. To add a class select “Search Options” then click “Apply Filter” to locate a course by name, period, subject or teacher. Use the “Search” box in the lower right to search for courses by Course Description. If there are seats available in the class you want “Add” will appear. Click “Add” to put the class in your schedule. View your updated schedule by clicking “view/print schedule”. Make sure all 15 periods have a class selected.
The statutory purpose of the foundation is financing basic and applied research, research and development by distributing grants, and supporting the implementation and development of the national research policy, assessing the effectiveness and impact of the grants, and organising participation in international programmes according to the resources allocated under Estonian, European Union and other international programmes and within the framework of the national responsibilities imposed on the foundation with a contract under public law. Compared to many other research funding organisations in Europe, the ETAg has a very broad spectrum of activities, including promotion of science and fostering of science education, as well as serving as the coordinator for the contact network of R&D programmes in the EU. Several functions imposed on the ETAg involve relatively novel subject matters compared to the previous system of research management and carry a broader socio-economic significance; they include, for instance, research integrity, the impact of research funding, or the problems associated with intellectual property. Our mission: The mission of the Estonian Research Council foundation is to provide efficient and effective support for the development and implementation of the national R&D and innovation policy. We fulfil our mission by: coordinating and organising the processing and funding of research work and research grants, as well as sectoral R&D programmes, basing our funding decisions on the expert assessments and proposals of the Evaluation Committee; making an active contribution to the development of Estonian RDI policy, using analysed R&D data to make evidence-based decisions; involving relevant stakeholders groups in our activities through improved cooperation between businesses and research institutions, and integration of technological, applied and fundamental research; helping to strengthen the competitiveness and success of Estonian R&D in the international research sphere; fostering science education and communication, a scientific literacy, open partnership and cross-sectoral cooperation. Our vision:
provisory and have performances outside Helsinki. The theatre institutions are located mostly in bigger cities but the number of traveling theatre groups makes is possible that citizens in the countryside can go to see performing arts. Recently roughly 60 percent of the adult population (age between 15-79) in Finland have seen a movie at the cinema during the last year (Kotimaisen elokuvan yleisöt – tutkimus 2010). Ten percent of the adult population are heavy users: they go to the cinema one to three times a month. More than a fourth of young audience (age: 15-24) are heavy users. However, the results of that survey may be misleading since the interviews were made during January – February 2010 and it is well known that the Christmas season is the prime time. Another recent study (ISSP 2007) reveals that only 1.9 % of the population are heavy users and 17.9 % have not seen a movie at the cinema during the last year. The figure is comparable with the spectator number of performing arts (concert, theatrical performance, art exhibition) where the corresponding numbers are: 5.9 % are heavy users and 15.7 % have not been at all. A third recent survey (2006) claims that 3 % are heavy users and 45 % have not seen a movie at the cinema at all during the last year. This survey is based on interviews made during March – June 2006. The figures in the European Cultural Values study are somewhat different as seen in table 1. Hence, it seems that the timing of the interviews has a big impact on the results. (Table 1 about here) Studies related to the spectators of performing arts are rather common: female go more and the audience is composed of middle-aged with high educational and income levels (Baumol and Bowen 1966, Liikkanen 1996, Kracman 1996, Bihagen and Katz-Gerro 2000, Borgonovi 2004, Seaman 2005, Montgomery and Robinson 2006, Vander Stichele and Laermans 2006). Spectators of movies in cinemas are usually young students but there are no gender differences (Austin 1986 or F & L Research 1999). Recently Redondo and Holbrook (2010) show that the family-audience profile (i.e. middle-aged with children) and
“Are Our Nation’s Treasures in Danger?” and “Underused Parks Work to Create Awareness, Access” – Building Background Knowledge and Vocabulary to Meet the Text with Success! Petrified Forest National Park Painted Desert in Arizona Wrangell – St. Elias National Park in Alaska Dry Tortugas National Park Words to Know – Lodging – places to stay (hotels, motels) Thievery – stealing, theft Discard – to throw away Throng – (throng to – go to in a large group)
Campus Zero Clearing Category Refund Form (sample for multiple refunds on one form) Effective Date: _____________________ Prepared By: _____________________ Approved By: _____________________ Campus reserved category refund award (debit) Category Refund Detail – Sponsored Program Award Distribution Supplier/Site (Must be in supplier file) Original Check #, #, or Invoice # (for reference only) Amount Project Task Award Expenditure Type Organization Expenditure Date
Agency Strategy Support / Not Support Comment Action ARG Comment(s) NT Police 1.6 (b) Support NTP support participation in a revised electronic scanning system but suggest the Dept of Business takes the lead role Update AMP to reflect Agree to update AMP to reflect; however, use the term responsible rather than lead NT Police 1.6 (c) Support NTP advocate using an electronic system along with targeted TBLs Nil Agree NT Police 3.7 (c) Support NTP suggest they lead the Neighbourhood Watch and work with the Chamber of Commerce Nil Agree to update AMP to reflect. Dept of Business 1.7 Support DoB agreed to update the current Accord Nil Agree Dept of Business 1.8 (b) Not Support Remove to undertake local crowd control training Reword AMP to reflect. To remain in the AMP but remove DoB as partner. Also, reword strategy. Dept of Business 1.8 (c) Not Support Remove to undertake local training on food handling Reword AMP to reflect. To remain in the AMP but remove DoB as partner. Also, reword strategy. Dept of Business 1.9 Not Support Remove the inclusion of issuing of special licenses to be open for community feedback process Removed special licenses but retained for all new licenses - which is the current practice Agree to update AMP to reflect suggestions Dept of Business 1.9 Amendment Include that DoB GLS will inform and consult with the ARG regarding of new licenses Reword AMP to reflect. to update AMP to reflect suggestions Dept of Health 2.6 (a) Support Health's agreement and clarification around leading a fully intergated approach to after care service for clients Nil Nil Dept of Health 3.1 (a, b, c) Support NT Health suggest they take a role in education and training resources for FASD Updated to update AMP to reflect suggestions Dept of Health 3.6 Amendment Suggest broadening the scope, to beyond just Catholic Care, to include all services providers in town to deliver support for Updated partners to include all service providers Agree to update AMP to reflect suggestions
WEEKLY HEALTH & SAFETY CHECKLISTS DATE Assisted by client Comm Grnd Flr Stairwell 1st Floor Landing 2nd Floor Landing 3rd Floor Landing Flat 3 Office Flat 4 Flat 7 Flat 8 Flat 11 Flat 12 Flat 16 Flat 17 Red test points ( Call Points ) Zone 2/2 Zone 2/3 Zone 2/4 Zone 2/5 Zone 1/1 Zone1/2 Smoke Alarms – Clients flats Smoke Alarms - Landings Fire Extinguishers 1x CO2. 1x Foam Fire Blankets Sockets not overloaded Extractor fan kitchen & bathroom Emergency Lighting Test Points Trip hazards identified Condition of carpet / vinyl Overall condition (Add to notes ) Window Restrictors Clients toaster /cooker grill Comm Sink Comm WHB Comm Toilet Flat 3 Kitchen Flat 3 Bathroom Flat 4 Flat 7 Flat 8 Flat 11 Flat 12 Flat 16 Flat 17 Hot Water tap Temp (Minimum temp 50 c )
when it reaches the surface, so Fill Value known, but believe it can be estimated later 700 (TST) See section 3.2.2.1.9 & 6.2 Based on Argos messages Time 3: value is directly computed from relevant, transmitted float information 701 TST sent by APEX floats TSTFL = DTETFL + TOTPI minutes See 3.2.2.1.9.2 Time 3: value is directly computed from relevant, transmitted float information 702 (FMT) Earliest time of all Argos messages received Time Time 4: value is determined by satellite 703 (ST) All Argos times and locations Time, Position 4: value is determined by satellite 704 (LMT) Latest time of all messages received Time 4: is determined by satellite 800 (TET) 3.2.2.1.1 and B (5.3) OR FillValue DACs can choose to make this estimate in real time or not. Annex B explains how to make the estimate. 3.2.2.1.1 gives guidance how to implement the method in Annex B Time 3: value is directly computed from relevant, transmitted float information OR 9: value is not immediately known, but believe it can be estimated later
STABILITY AND REACTIVITY Stable at normal temperatures and pressure. Protect from physical damage and heat. Containers may rupture or explode if exposed to heat. Will not polymerize. TOXICOLOGICAL INFORMATION Simple asphyxiate. ECOLOGICAL INFORMATION Fish, invertebrate, algal toxicity: No data available. Biodegradation: No data available. DISPOSAL CONSIDERATIONS Dispose in accordance with all applicable regulations. TRANSPOSRT INFORMATION Proper Shipping name: Argon, Compressed U.S. DOT 49 CFR 172.101 ID NUMBER: UN1006 HAZARD CLASS: 2.2 LABELING REQUIREMENTS: 2.2 REGULATORY INFORMATION U.S. REGULATIONS CERCLA Sections 102a/103 Hazardous Substances (40 CFR 302.4): Not regulated SARA Title III Section 302 Extremely Hazardous Substances (40 CFR 355 Subpart B): Not regulated SARA Title III Section 304 Extremely Hazardous Substances (40 CFR 370 Subparts B and C): Acute: Yes Chronic: No Fire: No Reactive: No Sudden Release: Yes SARA Title III Section 313 (40 CFR 372.65): Not regulated OSHA Process Safety (29 CFR 1910.119): Not regulated REGULATIONS California Proposition 65: Not regulated
Pilon, Roger, and Richard A. Epstein. “Lives in the balance: the NSA’s data-mining efforts seem, in the end, to be a tradeoff between national security and individual privacy that’s worth making.” Hoover Digest 4 (2013): 39+. Opposing Viewpoints in Context. Web. 19 Dec. 2015. Sorcher, Sara. “Insiders: The Value of Snowden’s Disclosures Was Not Worth National Security Damage.” National Journal Daily 6 Feb. 2014. General OneFile. Web. 20 Dec. 2015. Rosen, Jeffrey. “Why Privacy Matters.” The Wilson Quarterly 24.4 (2000): 32. Opposing Viewpoints in Context. Web. 19 Dec. 2015. Scheppele, Kim Lane. “The Global Patriot Act.” The American Prospect 22.7 (2011): 49+. Opposing Viewpoints in Context. Web. 19 Dec. 2015. Parsons, Dan. “Security vs. privacy.” National Defense Nov. 2013: 32+. General OneFile. Web. 20 Dec. 2015. Doherty, Brian. “Secret police: can personal privacy survive the digital revolution?” The American Conservative 9.2 (2010): 10+. Opposing Viewpoints in Context. Web. 19 Dec. 2015. Topic 3 – Media Influence Marin. “The Great Photoshop Crusade.” National Journal 11 July 2014. Opposing Viewpoints in Context. Web. 20 Dec. 2015. Givhan, Robin. “Fashion’s Full-Figured Failure.” Newsweek 22 Oct. 2012: 7. Opposing Viewpoints in Context. Web. 20 Dec. 2015. “As G.I. Joe Bulks Up, Concern For the 98-Pound Weakling.” New York Times 30 May 1999. Opposing Viewpoints in Context. Web. 20 Dec. 2015.
“Unequal to the task.” National Review 31 Dec. 2013: 14. Opposing Viewpoints in Context. Web. 19 Dec. 2015. “Minimal Commonweal 141.1 (2014): 5. Opposing Viewpoints in Context. Web. 19 Dec. 2015.
Justification of point of view fails to present and justify own opinion offers little support to justify their own position presents and justifies own position without addressing other views clearly presents and justifies own view while qualifying or integrating contrary views effectively supports their point of view with integrated arguments Language contains many errors in grammar usage and language that result in incoherence language and grammar errors are distracting and show little evidence of proofreading demonstrates sufficient language ability to convey ideas with reasonable clarity language clearly and effectively communicates ideas language style enhances the of ideas References Has not referenced appropriately No additional references have been used Plagiarism will mean an automatic Fail Attempted referencing but has not referenced according to the APA referencing system Quality of additional references is poor Referencing is adequate although it may contain some Additional sources are evident and adequate Referencing is almost perfect and according to APA referencing technique Additional sources are of good quality Referencing is perfect Additional sources are of good quality
ARGUMENTATIVE ESSAY TOPIC OF PROMPT What is the question about? Write a defensible claim that responds to the prompt and establishes a line of reasoning (use a “because” statement) EVIDENCE 1 Use one of the docs from the list in the prompt to support your CLAIM EVIDENCE 2 Use a 2nd doc from the list or specific & relevant info from the area identified in the prompt to support your REASONING How or why does EVIDENCE 1 support the CLAIM? REASONING How or why does EVIDENCE 2 support the CLAIM? ALT. PERSPECTIVE Identify an alternative view Demonstrate an understanding of that alternative view Refute or rebut the perspective - “However, this perspective is incorrect BECAUSE…” ARGUMENTATIVE ESSAY RUBRIC
and statistics to support your position religious claims as support for your argument …provide reasons to support your claim …assume the audience will agree with you about any aspect of your argument …address the opposing side’s argument and refute their claims …attempt to make others look bad (i.e. Mr. Smith is listen to him!) A counterargument is usually a paragraph or so which outlines for the reader arguments that the "other side" would make on the topic at hand. It shows the reader that the writer understands the topic at hand and is interested in examining it from many possible angles. This section is the argument that your side is wrong and the other side is right. A refutation after the counterargument and uses credible evidence to prove that it is actually the counterargument that is wrong.
Argumentative template The topic of (state the topic) is important because (state a reason why the topic is being debated). It is a unique / complicated issue because (give background information and details about the problem. You can include examples to illustrate the struggle or issue). (Restate the topic with your point of view). One reason for / against (state the topic) is (give your first reason). (Explain the first supporting detail). For instance (give a specific detail to this reason). (Cite your source) In addition, (give another example to support this reason) Thus, (explain how these examples support your reason). Another rationale for / against (state the topic) is (give your second reason) . (Explain the second supporting detail). For example (give an example of this detail). (Cite your source) Furthermore, (give another example to support this reason). (Cite your source) Consequently, (explain how this example supports your reason). In addition, (give your third reason) . (Explain the third supporting detail). This can best be illustrated by (give an example of this detail). (Cite your source) Moreover, (give another example to support this reason). (Cite your source) Consequently, (explain how this example supports your reason). However, it is often argued that (summarize the opposing argument). Certainly, (acknowledge the parts of the opposition that are valid). Nevertheless, (explain the weaknesses in the opponent’s claim). Therefore, (summarize why the counter argument is not a sufficient solution). (Restate the topic) is relevant today because (state why this is important today in a new way). (Restate your claim in a new way). (Briefly restate your main points). In conclusion, (write your final sentence).
Does the author include this in the Yes or No? Does the author use sentence starters for this part of the essay? Yes or No? Do you understand what is written? Yes or No? If no, please ask a question or make a suggestion to the author. Counterargument Paragraph Opposing Side’s Position Opposing Side’s Argument Why Their Argument is Strong Rebuttal: Why Their Argument is Weak Does the author include this in the essay? Yes or No? Does the author use sentence starters for this part of the Yes or No? Do you understand what is written? Yes or No? If no, please ask a question or make a suggestion to the author. Conclusion Paragraph Rewrite your thesis. Provocative Thought/Question Words Does the author include at least 10 of the following words in their essay? - Reread their essay and underline them on the essay. - Cross them off from this list: Succumb Ought Privileged Censor Subversive Anti-semitic Misogynist Discard Restraint Principles Robust Dialogue Satirical Satirizing Portray Engage Mock Transcend Unflattering Caricature Sacrilegious Editorial Retaliation Extremism Editor Comments: Did the essay convince you that the author’s main claim is true? Did the author convince you? Explain why or why not. What could the author add to improve the essay? Give at least one specific suggestion.
Ms. Conn/Mr. Rollon Your Name________________________________________ Elements of Literacy, Period _________ Date________________________________________________ ARGUMENTATIVE SPEECH PRESENTATION STUDENT EVALUATIONS DAY _________ Who’s speaking? Thesis (Claim) Analysis of the Text Thesis (Claim) vs. Counterclaim Command of Evidence Overall Presentation of Writing and Delivery Speaker’s Name What is the speaker’s precise (accurate) and insightful (thoughtful) (thesis)? Does the speaker demonstrate (show) (detailed) and insightful (thoughtful) analysis (explanation) of Eboo Patel’s “Making the Future Better Together”? Explain. Does the speaker distinguish (show the difference) the claim (thesis) from the opposing claims (counterclaim)? Explain. Does the speaker use specific and relevant (appropriate) evidence from the article to support analysis (explanation) of the thesis Explain. Does the speaker effectively write a captivating (interesting in delivery) and organized (all content of the speech supports the thesis) speech? Explain.
Who’s speaking? Thesis (Claim) Analysis of the Text Thesis (Claim) vs. Counterclaim Command of Evidence Overall Presentation of Writing and Delivery Speaker’s Name What is the speaker’s precise (accurate) and insightful (thoughtful) claim (thesis)? Does the speaker demonstrate (show) (detailed) and insightful (thoughtful) analysis (explanation) of Eboo Patel’s “Making the Future Better Together”? Explain. Does the speaker distinguish (show the difference) the claim (thesis) from the opposing claims (counterclaim)? Explain. Does the speaker use specific and relevant (appropriate) evidence from the article to support analysis (explanation) of the thesis (claim)? Explain. Does the speaker effectively write a captivating (interesting in delivery) and organized (all content of the speech supports the thesis) speech? Explain.
California who makes circuitry for Cruise Missiles? What about the person in China who makes components and tools and harvests the raw materials for the guy in California who makes the circuitry for cruise missiles? If you think all of the workers in the above question are non-combatants and shouldn't be targeted, what do you then think about blockades? Are you free to prevent other nations from supplying your enemy with war materials? What if there are food supplies along with the shipment of war materials? What if there are only food supplies - can you blockade food supplies from your enemy? Is keeping food from enemy civilians justified if you are also keeping it from their army? If such as a blockade that hurts all enemies (civilians and army) indiscriminately is legitimate, why not a bombing that blows up a factory and kills hundreds or thousands of civilians in the process like the Tokyo firebombing or the A-bomb? How can you explain the warmongering of Christian Europe? Up through WWII, nations that identified almost wholly as "Christian" fought each other to the death. If we had a thousand years of utter evil and malice at the hands of Christian states (in war, inquisitions, tortures and public executions, etc) how are we to believe that a theory of just war is reasonable? We've seen the Christian state who adheres to just war in action and it's been found wanting. How can you maintain reasonable success in Just War if you are so constrained by moral limitations? Does this qualification apply to the individual? What about the individual soldier or the unit in battle? What does that do to notions of honor and sacrifice? If you were a soldier, what would be your threshold for determining whether you could kill someone justly? Or would you just follow commands and kill anyone who your government determined was the enemy? Questions from the : What would an American foreign policy determined by just war principles look like? What would a just war Pentagon look like? What kind of virtues would the people of America have to have to sustain a just war foreign policy and Pentagon? What kind of training do in the military have to undergo in order to be willing to take casualties rather than conduct the war unjustly? How would those with the patience necessary to insure that a war be a last resort be elected to office?
Historical Investigation Resource Sheet DIRECTIONS: As you analyze the primary source documents in your packet, complete the organizer below. COMPELLING QUESTION: What were the some of the major arguments used by each side {the supporters and the opponents} in the debates over the ratification of the US Constitution? Sourcing What is the text? Who created it and when? Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? Which are the best texts for answering the compelling question?
Historical Investigation Resource Sheet {cont’d} Sourcing What is the text? Who created it and when? Close Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? Which are the best texts for answering the compelling question?
is an old-fashioned error. Certain ways in which people see the world can still be criticized exactly as people since the time of Aristotle criticized them: as stupid, pernicious, and false. The "grounding experience" of the life, death, and resurrection of Jesus will not, as Christians today and the NT itself concedes, provide precisely a single language-neutral bedrock on which an account of Christianity at the thick level can be straightforwardly and unproblematically based. This further implies that the general answer to the "What is X?" question in any sphere may well be susceptible to several concrete specifications, in connection with other local practices and local conditions. For example, the normative account where friendship and hospitality are concerned is likely to be extremely general, admitting of many concrete "fillings". Friends in England will have different customs, where regular social visiting is concerned, from friends in ancient Athens. And yet both sets of customs can count as further specifications of a general account of friendship that mentions, for example, the Aristotelian criteria of mutual benefit and well-wishing, mutual enjoyment, mutual awareness, a shared conception of the good, and some form of "living together". Sometimes we may want to view such concrete accounts as optional alternative specifications, to be chosen by a society on the basis of reasons of ease and convenience. Sometimes, on the other hand, we may want to insist that this account gives the only legitimate specification of the virtue in question for that concrete context; in that case, the concrete account could be viewed as a part of a longer or fuller version of the single normative account. The decision between these two ways of regarding it will depend upon our assessment of its degree of non-arbitrariness for its context (both physical and historical), its relationship to other non-arbitrary features of the moral conception of that context, and so forth. What I want to stress here is that Aristotelian particularism is fully compatible with Aristotelian objectivity. The fact that a good and virtuous decision is context-sensitive does not imply that it is right only
Argument Paragraph: Session 1 Explain Your Argument Directions: CLAIM - For each item, state your opinion/preference one way or the other. (Yes, you must pick one.) EVIDENCE - Give two (2) pieces of effective evidence (facts, reasons, details) for why you feel this way. COMMENTARY - Explain how your evidence supports your opinion. Should students be able to use cell phones at school? CLAIM EVIDENCE COMMENTARY Should the school day begin later? CLAIM EVIDENCE COMMENTARY Should all schools go to year-round school? CLAIM EVIDENCE COMMENTARY
In addition, So in light of this overwhelming evidence, I conclude that Use the organizer above to structure your essay. In your introduction paragraph, by briefly summarizing the murder case in two to three sentences. Finish with the claim/thesis from above. Use the bolded transition in the organizer above for your different paragraphs. In your conclusion paragraph, begin with the transitional phrase stated above. Finish with a final statement or two that will powerfully convince the jury your decision and evidence provide the truth! Slip or Trip? Rubric Exceeds Expectations 10 pts. Meets Expectations 7 pts. Falls Short of Expectations 6 pt. Not Done O pts. Sentence Topic Sentence clearly states claim without using personal pronouns (I think, I believe, etc…) sentence clearly states claim. sentence does not clearly state the claim, but alludes to an opinion Evidence Writing states 3+ good pieces of evidence to support the claim. All are clearly stated. Transitions are used to help reader identify the evidence. Writing states 3+ pieces of evidence to support the claim. Evidence may not be clearly stated. Transitions may not be used. Less than 3 pieces of evidence are stated to support the claim. Or Evidence does not make sense. Support or Explanation Writer clearly explains each piece of evidence and provides a logical &/or persuasive explanation for their reasoning. Writer explains some evidence. May be repetitive or explanation is unclear/weak. Writer only explains one piece of evidence, or all explanations are based off of only one rule or idea.
Concluding Sentence Concluding sentence is creatively restated in new words and wraps up the paragraph nicely. Concluding sentence is restated in new words. Concluding sentence is a duplicate of topic sentence Presentation & Mechanics Writing is neat and legible & follows MLA format. Spelling and conventions errors do not interfere with understanding. Writing/Paper is sloppy, but follows MLA format. Spelling and convention errors are excessive and/or interfere with understanding. Writing/Paper is illegible, or does NOT follow MLA format. Spelling and convention errors are excessive and/or interfere with understanding ________ / 50 pts.
Provide training in ELA strategies and best practices including training in Next Steps Forward by Jan Richardson I (Book) SFSD Begin in September Admin., Academic Coach , District Coach Training Sign-in Sheets Hire Academic Coach Title I SFSD July 1 Admin. Academic Coach Coach Binder Provide opportunities for workshops and conferences to expand our ELA knowledge Title I SFSD Conference Titles & dates TBD Admin. Academic Coach Redelivery Agenda of Conference Information Provide collaborative planning release time for teachers and support staff Title I SFSD Begin in September Admin b. Collaborative Planning agenda and notes Supplemental Supports: What supplemental action steps will be implemented for these subgroups? (Plan checklist 2.a.i.) Economically Disadvantaged Foster and Homeless English Learners Migrant
PROFESSIONAL CAPACITY GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. (Plan Checklist 2.a.ii.) Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring 1. a. b. 2. a. b. 3. a. b. 4. a. b. 5. a. b. 6. a. b.
SUPPORTIVE LEARNING ENVIRONMENT GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. (Plan Checklist 2.a.ii.) Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring 1. a. b. 2. a. b. 3. a. b. 4. a. b. 5. a. b. 6. a. b.
50-54 3606 3357 6963 55-59 3443 3246 6689 60-64 3221 3097 6318 65-69 3532 3351 6883 70-74 2739 2599 5338 75-79 2245 1841 4086 80-84 1632 1171 2803 85-89 1000 580 1580 90+ 634 232 866 Total 43811 43319 87130 Source: National Records of Scotland, Small Area Population Estimates
Previous work experience (most recent first) Name and address of employer Position held Month Year From Month Year To Please give a summary of duties and responsibilities Name and address of employer Position held Month Year From Month Year To Please give a brief summary of duties and responsibilities Name and address of employer Position held Month Year From Month Year To Please give a summary of duties and responsibilities Name and address of employer Position held Month Year From Month Year To Please give a brief summary of duties and responsibilities AC Recruitment Application – Jan 2017 Page 2 of 4 Version 1.12 Jan 2017
APPENDIX A – COMMUNITY BENEFITS FLOWCHART Community Benefits Flowchart Construction Projects Community Benefits must be considered for the contracted with the estimated value of >350,000.00 Supplies and Services Projects Community Benefits must be considered for the contracts with the estimated of >350,000.00 Complete Section 1 of the Community Benefits Checklist. Include Community Benefits Statement in the Contract Notice Construction Projects Complete Section 2 of the Community Benefit Checklist (Works Projects) and choose the appropriate route: National Skills Academy Approach (All requirements in Section 2 (a) have been met. Employment and Skills Plan with method statement to be completed by all bidders. NSAA not appropriate or all the requirements in Section 2 (have not been met. Complete Section 2 (b) of Community Benefit Checklist Projects) Supplies and Services Projects Complete Section 2 of the Community Benefit Checklist(Supplies and Services Contracts) and choose the appropriate route: All requirements in Section 2(a) have been met. Set a specific weighting for Community Benefits proposals. Evaluate Community Benefits Proposals All requirments in Section 2(a) have not been met. Complete Section 2(b) of Community Benefits Checklist(Supplies and Services contracts) Community Benefits not scored, evaluated or taken into accounts in any way. Formal tendering process and contract award in line with Standing Orders and Procurement Manual.
James Paterson? Development and Infrastructure Service – Economic Development Targeted Recruitment and Training 0158 655 9015 Arlene Cullum Social Enterprise Team Community Benefits – Supply Chain Initiatives (Third Sector) 0143 665 8727 Kate Fraser Business Gateway Community Benefits – Supply Chain Initiatives (SMEs) Stewart Ready For Business Public Sector Support for Community Benefits 0141 425 2940