zilongwang/ReadingBank huggingface dataset:
et al. (2011) identify several specific elements and practices that are conducive to success with BC/DR planning. These include identifying and acquiring resources that can serve as backup materials in an emergency, such as stockpiles of medical supplies and equipment, and finances that are reserved for a DR event (Seyedin et al., 2011). The BC elements of the plan should include delegation processes, locations for performing work, and necessary practices and technologies that are needed to resume normal functioning. They should allow the organization to serve a public that may also be affected by a disaster (Seyedin et al., 2011). Staff members should be consulted when planning and reviewing BC/DR strategies, and these reviews should occur at least annually to make sure that all staff are familiar with them. The review period should also include rehearsals of BC/DR activities, so as to reinforce familiarity. A combination of training and using action cards, which define critical processes and how they should be accomplished, has been shown to improve familiarity and execution of BC/DR plans (Seyedin et al., 2011). This case study could have applicability for other organizations, including those that specialize in animal health care. Krock (2004) considers how quality control may be maintained in an organization during a DR process. This may be accomplished by having a small team of trained individuals who can evaluate business recovery process quality rapidly during this time. Quality control may be needed because time pressures, limited space, non-standard procedures, and other factors can impact this quality (Krock, 2004). Krock (2004) notes that IT systems are some of the most vital for BC/DR functions, and should be considered to be critical in any relief plan. During IT restoration, which should be a top priority, staff may believe they are maintaining usual quality standards, whereas the numerous external influences discussed above may prevent low-quality IT function from being recognized (Krock, 2004). Having quality control staff can ensure that
Roads University, n.d.-a, para. 3) and (Royal Roads University, n.d.-b, para. 2) would correspond to the following references: Roads University. (n.d.-a). Education & technology. Retrieved from http://www.royalroads.ca/prospective-students/programs/education-technology Royal Roads University. (n.d.-b). Humanitarian studies. Retrieved from http://www.royalroads.ca/prospective-students/programs/humanitarian-studies Multi-author Citation Use a semi-colon between authors in a multi-author citation; listing of authors must be in alphabetical order: (Raise the Dam, 1988; Roy, 1999; Smart & Weston, 2001) (p. 178). Citing an Ebook Without Page Numbers Citing from an ebook can be a bit tricky because some ebooks don't have page numbers. Please see “Ebook” and “” for information and examples of how to cite an ebook. Secondary Source Citations When referencing a secondary source, name the text where you found the information (American Psychological Association, 2010, p. 178). For example, if you quote Souper’s text, which you found in Green’s book, you should reference Green because you read Green’s book: “Souper (as cited in Green, 1999) notes that…”. Please note that it is always best to work with original research, so if, for example, Souper’s study is important to your study, read Souper’s original work so that you can derive your own conclusions, rather than relying on Green’s interpretation. If you need help finding primary sources, please . In the reference list, provide the author of the secondary text that you read, not the primary author (i.e. reference Green). Do not list the primary source (e.g. Souper) in your reference list unless you directly refer to it elsewhere in your text. Works by Anonymous or Without a Listed Author If your document was authored by “Anonymous”, instead of the author’s last name, cite “Anonymous” in the citation (American Psychological Association, 2010, p. 177). For example, (Anonymous, 2005, p. 42). “Anonymous” would also appear in the author field in the reference list.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. doi:10.1177/0013161x08321509 Rowe, B. (2000). The influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process. Paper presented at the meeting of the Annual Conference of the American Educational Research Association. New Orleans, LA. Retrieved from http://www.eric.ed.gov/PDFS/ED444942.pdf Sergiovanni, T. (1966). Satisfaction and dissatisfaction of teachers, final report. Retrieved July 15, 2010, from Steensma, H., & Visser, E. (2007). Procedural justice and supervisors' personal power bases: Effects on employees' perceptions of performance appraisal sessions, commitment, and motivation. Journal of Collective Negotiations, 31(2), 101-118. doi:10.2190/CN.31.2.a. Taylor, M., Tracy, K., Renard, M., Harrison, J., & Carroll, S. (1995). Due process in performance appraisal: A quasi-experiment in procedural justice. Administrative Science Quarterly, 40(3), 495-523. Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Description of the Problem Referral and Presenting Problems Frank was referred for ………. - Family and Systemic Considerations A genogram to represent Frank’s family is depicted in Figure 1. Figure 1. Genogram. A graphical representation of Frank’s family. Problem Based Learning (PBL) Task Considerations This referral was considered through multiple lenses and this fitted with the diversity of interest and expertise within the group, ………The composite scores, as shown in Table 1, suggest…….. Table 1 Composite scores Standard Score Composite Score Percentile Rank 95 % Confidence Intervals Descriptor Verbal Comprehension (VCI) 28 96 39 89-103 Average Perceptual Reasoning (PRI) 29 98 45 91-106 Average Processing Speed (PSI) 11 75 5 69-87 Borderline
Knowledge: Essential elements of life Structure and Behavior of subatomic particles atomic number and weight isotopes energy levels electron orbitals electron configuration and chemical properties Chemical bonds and molecules covalent bonds molecular shapes nonpolar and polar covalent bonds ionic bonds hydrogen bonds Van der Waals interactions hydrophobic interactions Chemical reactions and equilibrium Water molecules and hydrogen bonding Properties of water cohesiveness high specific heat high heat of vaporization freezing and expansion versatile solvent Aqueous solutions solute concentration acid, bases, pH and buffers Foundations of organic chemistry Versatility of carbon in molecular architecture Variation in carbon skeletons isomers Functional groups hydroxyl groups carbonyl groups carboxyl groups amino groups sulfhydral groups phosphate groups Polymers polymers and molecular diversity making and breaking polymers Carbohydrates monosaccharides disaccharides polysaccharides Lipids fats phospholipids steroids Proteins amino acids polypeptide chains determination of protein conformation levels of protein structure Nucleic acids nucleotides polynucleotides the double helix Energy principles forms of energy energy transformations laws of thermodynamics Chemical energy heat of reaction spontaneous reactions free energy exergonic and endergonic reactions free energy and equilibrium Energy for cellular work structure and hydrolysis of ATP how ATP performs work regeneration of ATP Enzymes enzymes and activation energy specificity of enzymes catalytic cycle of enzymes factors affecting enzyme activity Control of metabolism feedback inhibition structural and metabolism Skills: Create a baseline, and measure the effects of changes of temperature, pH, enzyme concentration, and substrate concentration on reaction rates of an enzyme-catalyzed reaction in a controlled experiment Analyze empirical data to explain how environmental factors affect the rate of enzyme-catalyzed reactions
AP Biology Quarter 1: Weeks 1-3 August 26-September 11, 2015 DATE IN CLASS HOMEWORK Thursday (6; 95 min.) 8/27/15 Models in Science: Mystery Tubes, Water, pH * What is the role of models in communicating scientific phenomena and solving scientific problems? Why is water the basis for life? 1. Ch 2 HW, PMC DUE: F 8/28 Friday (6; 40 min.) 8/28/15 Biogeochemical Cycles * How do biogeochemical cycles illustrate the Law of Conservation of Mass? 1. Ch 3.1-4 HW, PMC DUE: T 9/1 2. Water Essay DUE: T 9/1 Tuesday (6; 95 min.) 9/1/15 AP FRQs, Carbohydrates * What is the role of carbohydrates in biological systems? 1. Ch 3.5-6 HW, PMC DUE: Th 9/3 2. Macromolecule DUE: T 9/8 Thursday (6; 95 min.) 9/3/15 Lactose Intolerance, Lipids * Why did lactase persistence evolve in humans? 1. Macromolecule chart DUE: T 9/8 2. Molecule of the Month DUE: T 9/8 3. Pop Quiz (Ch 1-3) DUE: Th 9/10 Tuesday (6; 95 min.) 9/8/15 Amino Acid and Protein Structure * How does structure determine function? How do the rules of chemistry govern protein structure? 1. PreLab: Bradford Assay DUE: Th 9/10 2. Pop Quiz (Ch 1-3) DUE: Th 9/10 Thursday (6; 95 min.) 9/10/15 Pop Quiz: Ch 1-3 Lab Investigation: Bradford *How can we quantitatively compare protein concentration? 1. Explanation Tool: B Assay DUE: F 9/11 Friday (6; 40 min.) 9/11/15 PostLab: Bradford Assay, Enzymes * How can we quantitatively compare protein concentration? How does structure determine function? 1. AP Inv. 13:Enzymes Prelab DUE: T 9/15
AP Biology Quarter 1: 10-11 October 29 – November 2, 2012 DATE IN CLASS HOMEWORK Tuesday (3; 95 min) 10/296/12 22 Cell Assessment * Demonstration of Understanding 1. Ch 8.12-24: Study Guide DUE: Th 11/1 Thursday (3; 95 min.) 11/1/12 23 Meiosis and Gametogenesis Patterns of Inheritance * How is meiosis similar to/different than mitosis? 1. Ch 9.1-10 SG or notecard DUE: M 11/5 2. AP Inv. 7 Part 4 Prelab DUE: M 11/5 Monday (3; 95 min.) 11/5/12 24 AP Lab 3b: Crossing over in Sordaria Patterns of Inheritance * How do Mendelian patterns of inheritance influence an organism’s genotype & phenotype? How are patterns of inheritance explained? 1. AP Inv 7: PreLab (Part 3) DUE: W 11/7 2. Ch 9.11-23 DUE: W 11/7 Wednesday (3; 80 min.) 11/7/12 25 Patterns of Inheritance * How does the reproduction of organisms result in genetic diversity? Of what value is genetic diversity? How does statistical analysis aid our understanding of genetics? 1. Chi-Square Problems DUE: T 11/13 2. Epigenetics WebQuest DUE: T 11/13 3. Heredity Assessment DUE: Th 11/15 Study Party M 11/12 6:30-8:30pm Friday (3; 95 min) 9/12 NO SCHOOL – Parent-Teacher Conferences 1. Chi-Square Problems DUE: T 11/13 2. Epigenetics WebQuest DUE: T 11/13 3. Heredity Assessment DUE: Th 11/15
AP Biology Quarter 2: Weeks 10-12 October 29 – November 15, 2013 DATE IN CLASS HOMEWORK Tuesday-Wednesday (2; 95 min. 6,7; 85 min.) 10/29-30/13 Plant Transport Conclusion Introduction to Animal Transport * How does countercurrent exchange maximize concentration gradients? How do respiration, circulation and excretion allow multicellularity? 1. Plant Transport MC DUE: Th-F 10/31-11/1 Thursday-Friday (2,6,7; 95 min.) 10/31-11/1/13 Animal Transport * How do respiration, circulation and excretion allow multicellularity? What are the commonalities of transport in these systems? 1. HHMI Ice Fish: Notes DUE: M-T 11/4-5 Monday-Tuesday (2,6,7; 95 min.) 11/4-5/13 Adaptations to Altitude: Changing Populations * How have organisms adapted to extreme environments? 1. FT Homework DUE: W-M 11/6-11 Wednesday-Monday (2,6,7; 95 min.) 11/6-11/13 Adaptations to Altitude: The High Life * What adaptations make it possible to live at high altitudes? 1. FT Homework DUE: T-W 11/12-13 Tuesday-Wednesday (2,6,7; 95 min.) 11/12-13/13 Adaptations to Altitude: Evolution in Tibet * What adaptations make it possible to live at high altitudes? 1. FT Homework DUE: Th-F 11/14-15 Thursday-Friday (2,6,7; 95 min.) 11/14-15/13 Adaptations to Altitude: High Altitude Models * What adaptations make it possible to live at high altitudes? 1. FT Homework DUE: M-T 11/18-19
AP Biology Quarter 2: 18-19 January 5-16, 2015 DATE IN CLASS HOMEWORK Monday (2,3: 95 min.) 1/5/15 Insulin Sequence and Folding * How does a specific DNA sequence result in a functional protein? 1. Ch 18 Notes, PMC DUE: W 1/7 2. pGLO prelab DUE: F 1/9 Wednesday (2,3: 95 min.) 1/7/15 Sequencing Genomes and Personalized Medicine Bacterial Transformation PreLab * How a specific DNA sequence be used to personalize medicine? 1. pGLO preLab DUE: F 1/19 2. Biotech prelabs DUE: M 1/12 Friday (2,3; 40 min.) 1/9/15 AP Inv. X :Bacterial Transformation * How does common ancestry allow us to put a gene from one organism into another? 1. BioTech prelab DUE: M 1/12 Monday (2,3: 40 min.) 1/12/15 All-Day In-School Field Trip * How does our understanding of molecular genetics allow us to read our individual genome? 1. pGLO + Biotech postlabs DUE: W 1/14 Wednesday (2,3: 95 min.) 1/14/15 Biotechnology Summary * Just because we can, should we? 1. Ch 10 Notes, PMC DUE: T 1/20 NO CLASSES – Friday 1/16/15 – Staff Work Day NO SCHOOL – Monday 1/19/15 – Martin Luther King Day ALL CLASSES MEET (Gray/Pink Day) – Tuesday 1/20/15 – First Day of Semester 2!!! CU Succeed Gold Semester 2 Registration is now open!!!
AP Biology Quarter 3: Weeks 20-21 January 21-Februarty 1, 2013 DATE IN CLASS HOMEWORK Tuesday (3; 95 min.) 1/22/13 Natural Selection and Hardy-Weinberg Equilibrium * What evidence supports evolution? What has the Modern Synthesis added to the work of Darwin? What are the potential causes of microevolution? 1. RPM +HW Problems DUE: Th 1/24 2. Bring your Laptop DUE: Th 1/24 Thursday (3; 95 min.) 1/24/13 BLAST Analysis * What can the sequence of a highly conserved gene tell us about phylogeny and species? 1. Ch 14 SG DUE: M 1/28 Monday (3; 95 min.) 1/28/13 Speciation *What is a species? How do new species arise? 1. Ch 15 SG DUE: W 1/30 Wednesday (3; 80 min.) 1/30/13 Macroevolution and Cladistics *How does the fossil record chronicle macroevolution? What is the role of mass extinctions and evo-devo in evolution? What is the role of phylogenetics and cladistics in systematics? 1. Evolution Essay DUE: F 2/1 2. Evolution Assessment DUE: T 2/5 Friday (3; 95 min.) 2/1/13 Evolution Summary: Ice Fish and Sickle Cell *How does natural selection affect humans? How does natural selection work at a biochemical level? 1. Evolution Assessment DUE: T 2/5 Knowledge Evidence of Evolution Darwin’s voyage and descent with modification Evidence of evolution: fossil record, biogeography, comparative anatomy (homologous and analogous structures), comparative embryology, molecular biology Darwin’s Theory and the Modern Synthesis Natural selection and artificial selection Modern synthesis and population genetics Microevolution Hardy-Weinberg Principle (population size, isolation, mutations, random mating, natural selection Genetic drift: bottleneck effect, founder effect Gene flow mutation Variation and Natural Selection Polymorphic populations, clines, heterozygote advantage, neutral variation Darwinian fitness Types of natural selection: stabilizing selection, directional selection, diversifying selection Sexual dimorphism Limits of natural selection Concept of Species Biological species concept, ring species species concept: morphological species, genealogical species, ecological species
AP Biology Quarter 3: Weeks 24-26 February 24-March 17, 2014 DATE IN CLASS HOMEWORK Monday-Tuesday (2; 85 min. 6,7; 95 min.) 2/24-25/14 Human Reproduction * How does reproduction and development illustrate evolutionary trends? 1. Review: Ch 8.1, 11.2,4,10,15-17 DUE: W-Th 2/26-27 2. Ch 18.1,3, 27.1-18 DUE: W-Th 2/26-27 Wednesday-Thursday (2; 85 min. 6,7; 95 min.) 2/26-27/14 Human Development and Life Cycle * How does reproduction and development illustrate evolutionary trends? 1. Ch 17.3-9, 31.11-14 DUE: F-M 2/28-3/3 Friday-Monday (2,6,7; 95 min.) 2/28-3/3/14 Plant Development and Life Cycle * How does reproduction and development illustrate evolutionary trends? 1. Ch 13.1-17 DUE: T-W 3/4-5 Tuesday-Wednesday (2,6,7; 95 min.) 3/4-5/14 Evolution * What evidence supports evolution? What has the Modern Synthesis added to the work of Darwin? What are the potential causes of microevolution? 1. Hardy-Weinberg Problems DUE: M-T 3/10-11 2. Natural Selection DUE: M-T 3/10-11 Monday-Tuesday (2,6,7; 95 min.) 3/10-11/14 Hardy-Weinberg * What evidence supports evolution? What are the potential causes of microevolution? 1. Ch 14.1-14 DUE: W-Th 3/12-13 Wednesday-Thursday (2; 85 min. 6,7; 95 min.) 3/12-13/14 Speciation *What is a species? How do new species arise? 1. Ch 15.1-19 DUE: F-M 3/14-17 Friday-Monday (2,6,7; 95 min.) 3/14-17/14 History of Life on Earth *How does the fossil record chronicle macroevolution? What is the role of mass extinctions and evo-devo in evolution? 1. DNA Barcoding Prelab DUE: T-W 3/18-19
AP Biology Quarter 3: Weeks 25-27 March 9-27, 2015 DATE IN HOMEWORK Monday (2,3: 95 min.) 3/9/15 Early Life and Prokaryotes * How do phylogenies show evolutionary trends? What information is used in the construction of phylogenetic trees? 1. Chapter 25.1,2,4 Notes, PMC DUE: W 2/25 Wednesday (2,3: 40 min.) 3/11/15 Virtual Lab: Bacterial Identification * What evidence supports evolution? What are the potential causes of microevolution? 1. Photosynthesis Prelab DUE: F 2/27 Monday (2,3: 40 min.) 3/16/15 Photosynthesis * How do plants create their own food? How have photosynthetic systems evolved as a result of natural selection? 1. Ch. 8 Notes, PMC DUE: W 3/4 Wednesday (2,3: 95 min.) 3/18/15 Photosynthesis * How do plants create their own food? How have photosynthetic systems evolved as a result of natural selection? 1. Ch. 26 Notes, PMC DUE: M 3/9 2. Photosynthesis Postlab DUE: M 3/9 Friday (2,3; 40 min.) 3/20/15 Photosynthesis * How do plants create their own food? How have photosynthetic systems evolved as a result of natural selection? 1. Ch. 26 Notes, PMC DUE: M 3/9 2. Photosynthesis Postlab DUE: M 3/9
Thought Change Record Situation Automatic thought(s) Emotion(s) Rational response Outcome a. Describe event leading to emotion or b. Stream of thoughts leading to emotion or c. Physiological sensations. a. Write automatic thought(s) that preceded emotion(s). b. Rate belief in automatic thought(s), 0%–100%. a. Specify sad, anxious, angry, etc. b. Rate degree of emotion, 1%–100%. a. Identify cognitive errors. b. Write rational response to automatic thought(s). c. Rate belief in rational response, 0%–100%. a. Specify and rate subsequent emotion(s), b. Describe changes in behavior. Source. Adapted from Beck AT, Rush AJ, Shaw BF, et al.: Cognitive Therapy of Depression. New York, Guilford, 1979, pp. 164–165. Reprinted with permission of Guilford Available at: https://
AP Biology Quarter 4: Weeks 29-31 1-19, 2013 DATE IN CLASS HOMEWORK Monday (3; 95 min.) 4/1/13 Cell Respiration PostLab Photosynthesis * How do plants create their own food? How have photosynthetic systems evolved as a result of natural selection? 1. AP Lab 5 online lab (wiki) DUE: W 4/3 Wednesday (3; 80 min.) 4/3/13 AP Lab 4: Photosynthesis * What factors affect the rate of photosynthesis? 1. AP Lab 5 Prelab DUE: F 4/5 Friday (3; 95 min.) 4/5/13 AP Lab 4: Photosynthesis * What factors affect the rate of photosynthesis? 1. AP Lab 5 PostLab DUE: T 4/9 Tuesday (3; 95 min.) 4/9/13 PostLab 4 MiniPosters and Scientific Explanations * How are Psn and CR compliments and opposites of each other? 1. Ch 37-38 DUE: Th 4/11 Thursday (3; 95 min.) 4/11/13 Ecology: Communities and Populations * How are living things and the environment interdependent? 1. Ch 36 DUE: T 4/16 Tuesday (3; 95 min.) 4/16/13 Ecology: Behavior * How can we scientifically observe and evaluate animal behavior? How can we distinguish between instinctual and learned behaviors? 1. Transpiration PreLab DUE: Th 4/18 Thursday (3; 95 min.) 4/18/13 Ecology: Biomes and Biogeochemical Cycles * How can dissolved oxygen measure primary productivity? What factors influence primary productivity? NO HOMEWORK!!! Enjoy your Break! (5 lessons left) Knowledge: Chloroplast structure Photosynthesis splitting of water photosynthesis as a redox process two stages of photosynthesis Light Reactions nature of sunlight photosynthetic pigments photooxidation of chlorophyll
AP Biology Quarter 4: Weeks 32-33 April 28 – May 13, 2014 DATE IN CLASS HOMEWORK Monday-Tuesday (1,3,8; 95 min.) 4/28-29/14 AP Investigation 5: Photosynthesis * What factors affect the rate of photosynthesis? 1. Explanation Tool DUE W-Th 4/30-5/1 2. PSN Essay Rubric DUE: W-Th 4/30-5/1 Wednesday-Thursday (1,3; 85 min. 8; 95 min.) 4/30-5/1/14 AP Investigation 5: Photosynthesis – Mini Posters * What factors affect the rate of photosynthesis? 1. Ch. 35 Notes DUE: F-M 5/2-5 Friday-Monday (1,3,8; 95 min.) 5/2-5/14 Behavioral Adaptations to the Environment * How much of an organism’s behavior is genetic versus environmental (learned)? 1. Ch. 36 Notes DUE: T-W 5/6-7 Tuesday-Wednesday (1,3,8; 95 min.) 5/6-7/14 Population Ecology * How does evolution shape populations and life histories? 1. Ch. 37 Notes, Rev. Ch. 34 DUE: Th-F 5/8-9 Thursday-Friday (1,3,8; 95 min.) 5/8-9/14 Communities, Ecosystems and Biomes * How does evolution depend upon ecological principles? SLEEP, EAT WELL You’ve prepared for this all year – now it’s time to shine! Monday 5/12/14 2014 AP BIOLOGY EXAM * DEMONSTRATION OF UNDERSTANDING!!! TIME TO CELEBRATE!!! Important Dates: Register for AP Exams (attend 1 session in Media Center) T 4/29 11:45 AM (lunch) W 4/30 2:00 PM (4th period) Th 5/1 2:00 PM (8th period) Study Parties T 4/29 5-7 PM Ch. 1-12: Molecules, Genetics T 5/6 5-7 PM Ch 13-24: Evolution, Physiology W 7/7 5:30-7:30 PM Ch 25-36: Physiology, Plants, Ecology
AP Biology Quarter 3: Weeks 20-22 January 18 - February 4, 2011 DATE IN CLASS HOMEWORK Wednesday (6,7; 80 min.) 1/19/11 Circulation *How are digestion and gas exchange dependent upon circulation? How does the bicarbonate buffering system regulate gas exchange in the blood? 1. AP Lab 10 Prelab DUE: F 1/21 Friday (6,7; 95 min.) 1/21/11 AP Lab 10: Circulatory Physiology *How does exercise and rest impact the circulatory system of humans? 1. AP Lab 10 Postlab DUE: T 1/25 2. Ch 24 Study Guide DUE: T 1/25 Tuesday (6,7; 95 min.) 1/25/11 Immune Response *How does the immune response maintain homeostasis? 1. ELISA Lab Prelab DUE: Th 1/27 2. ELISA Lab Postlab DUE: M 1/31 Thursday (6,7; 95 min.) 1/27/11 Lab: Monitoring the Immune System: ELISA *How can you determine if a person has been exposed to an antibody? 1. ELISA Lab Postlab DUE: M 2/1 2. Ch 25 Study Guide DUE: M 2/1 Monday (6,7; 95 min.) 1/31/11 Internal Regulation: Temperature and *How does the excretory system maintain homeostasis? 1. Urinalysis Prelab DUE: W 2/2 Wednesday (6,7; 80 min.) 2/2/11 Lab: Urinalysis *What is the of urinalysis in medical diagnoses? 1. Urinalysis Postlab DUE: M 2/7 2. Ch 26 Study Guide DUE: M 2/7 Friday 2/4/10 No School – Staff Improvement Day Knowledge: Mechanisms of Internal Transport Comparative internal transport systems Evolutionary trends in vertebrate cardiovascular systems Mammalian Cardiovascular System Heart and blood vessel anatomy Control of heartbeat, heart attacks Blood pressure and cardiovascular problems Blood distribution and capillaries Structure and Function of Blood Blood components: red blood cells, white blood cells, platelets and blood proteins
AP Biology Quarter 3: Weeks 23-24 February 7-18, 2011 DATE IN CLASS HOMEWORK Monday (6,7; 95 min.) 2/7/11 Lab: Urinalysis *What is the value of urinalysis in medical diagnoses? 1. Urinalysis Postlab DUE: T 2/8 2. Ch 26 Guide DUE: T 2/8 3. Arabidopsis Proposal DUE: F 2/11 Tuesday (6,7; 95 min.) 2/8/11 Endocrine System *What is the role of the endocrine system in homeostasis? How does the endocrine system demonstrate cell to cell communication and transduction pathways? 1. Ch 27 Study Guide DUE: Th 2/10 2. Arabidopsis Proposal DUE: F 2/11 ***Deadline for DUE: F 2/11 3:45 pm Thursday (6,7; 80 min.) 2/10/11 Endocrine/Reproduction * How do the endocrine and reproductive systems interact together? 1. Arabidopsis Proposal DUE: F 2/11 ***Deadline for DUE: F 2/11 3:45 pm Friday (6,7; 45 min.) 2/11/11 Reproduction and Development * How does reproduction and development illustrate evolutionary trends? 1. Ch 28.1-9 Study Guide DUE: T 2/15 Tuesday (6,7; 95 min.) 2/15/11 Nervous System * How does the structure of a neuron enable the creation of an action potential? 1. Ch 28.10-21 Study Guide DUE: Th 2/17 Thursday (6,7; 80 min.) 2/17/11 Arabidopsis Prep Nervous System *How does the nervous system interact with the endocrine and muscular systems? Blues Break!!! No Homework!!! Monday-Friday 2/21-25/11 BLUES BREAK!!!! ENJOY A WEEK OFF Knowledge: Thermoregulation
AP Biology Quarter 3: Weeks 28-29 March 21-31, 2011 DATE IN CLASS HOMEWORK Tuesday (6,7; 95 min.) 3/22/11 Affinity and Size Exclusion Purification of ST-DHFR-His * How can you purify a protein using size exclusion chromatography? 1. Quantification and SDS prelab DUE: Th 3/24 Thursday (6,7; 95 min.) 3/24/11 Quantification of Protein in Desalted Fraction SDS-PAGE Electrophoresis Analysis *How can you use spectroscopy to quantify the amount of protein produced and purified? 1. Ch 17-32 Muddiest Points DUE: M-T 3/28-29 2. Quarter 3 Deadline DUE: 3:45pm F 3/25 Monday-Tuesday (85 min.) 3/28-29/11 Session 1: M Session 2: T Plant Lifecycles, Structure and Function *How does the structural organization of a plant allow it to successfully compete evolutionarily? 1. Ch 33 Study Guide DUE: W-Th 3/30-31 Wednesday-Thursday (85 min.) 3/30-31/11 Session 1: M Session 2: T Plant Reproduction and Development * Demonstration of Understanding 1. Enzymatic Assay Prelab DUE: W-Th 3/30-31 Wednesday-Thursday (6,7; 75 min.) 3/30-31/11 DHFR Enzymatic * How can you use spectroscopy to measure the specific enzymatic activity of a protein? 1. Ch 6 Study Guide DUE: M 4/4 2. Plant FRQ/Transpiration Lab DUE: M 4/4 Knowledge: Plant Evolution and Diversity Characteristics of plants Plant evolution and Charophyceans Evolutionary trends in plants: origins of plants, vascularization, seeds, flowering Alternation of Generations and Plant Life Cycles Plant life cycles Mosses: dominant gametophyte Ferns: dominant sporophyte Seedless plants and fossil fuels
AP Biology January 2017 Monday Tuesday Wednesday Thursday Friday 2 3 teacher prep 4 A/B Orientation Most-missed questions in the Fall final Exam Hw Ch 23 5 A Ch.23: The Evolution of Populations (microevolution) 6 B Cycle 3 report card 9A Ch 23 continued Hardy-Weinberg lab Investigation 10B 11A Ch.24: The Origin of Species (Macroevolution) Hw Ch 24 + 25 12 B 13 A ch 25 Phylogeny & Systematics Evolution Trees. Cladogram Cycle 4 Project phylogeny assigned. 16 M L King Day holiday 17B 18A Chi Square analysis of fly genetics and evolution Lab 7 in old manual 19 B 20 A Quiz on Hardy Weinberg and Chi Square analysis. AP Exam Math review. HW 26 23 B Blast lab due 24A Body’s Defenses HW Ch 43 25B early dismissal cycle 4 project due (ppt) 26A Ch.43: The TEST: Ch. 22-25 + AP BIO LAB 1-T2 27 B Winter Ball Progress report
February 2017 Monday Tuesday Wednesday Thursday Friday 30 A Ch.43: The Body’s Defenses 31B cycle 4 project due (video) 1A Ch.43: The Body’s Defenses II 2B 3 A Ch.45: Chemical Signals (hormones) in Animals 6 B 7 A Signal transduction and Hormones 8B 9A Cycle 4 Test HW48 10B end of 4 13 A 5 HW Ch 49 Cycle 4 test review 14 B 15 A Ch.48: Nervous Systems (focus on neurophysiology 16 B 17 A Ch.49: Sensory & Motor Mechanisms (emphasis on last portion on muscle contraction Cycle 4 report cards HW Ch 47 20 B 21 A Ch.27: Prokaryotes & the Origins of Metabolic Diversity HW Ch 27 28 22 B 23 A Test Ch 48 49 Nerve Ch.28: The Origin of Eukaryotic Diversity HW Ch 32 24 B
27 A Ch.28: The Origin of Eukaryotic Diversity Wasted period for Hosa HW Ch 34 28 B March 2017 Monday Tuesday Wednesday Thursday Friday 1A Ch.32-34: Animal Evolution, Invertebrates & Vertebrates HW Ch 36 HW Ch 37 2B 3A Ch.32-34: Animal Evolution, Invertebrates & Vertebrates progress report cycle 5 6B 7A Ch.36: Transport in Plants + Ch.37: Plant Nutrition Pass out cycle 5 plant project packet HW Ch 51 8B 9A TEST: Ch 27 28, Ch.32, 34, 36 (1 hr) Ch 50-51 Ecology HW ch 50 HW Ch 52 53 10 Field Day A/B 13 A Spring Break 14B 15 A 16B 17 A 20B 21A AP BIO LAB 11 Transpiration Cycle 6 project assigned and started (research prop winsconsin plants 22B 23A AP Bio lab 10 Biomass Cycle 5 plant project Presentation 24B
10A Mock 2 exam HW LTF 3 DNA/Gene regulation 11B 12A Mock 2 FRQ HW LTF 4 13B 14A Spring Holiday/Easter 17A Mock 3 exam HW Big ideas 1 &2 18B 19A Mock 3 FRQ HW Big ideas 3&4 20B 21A Project Big Idea Ppt presentation, absent will have zero 24B 25A Mock 4 MC only 26B 27A lab review prep Lab/math quiz 28B May 2016 Monday Tuesday Wednesday Thursday Friday 1A 2B 3A 4B 5A AP EXAM Week All test review FRQ /calculation FRQ/calculation
8B AP Bio Exam 9A Final Exam review 10B 11A Final Exam Review 12B 15A Celebration Final review 16B 17A Cycle 6 ends Final Review 18B B1/B2 Senior Final exam 19A/B Senior B3/B4 Final.Senior lockin 22A A1/A2 Final Exam 23 A3/A4 Final Exam 24 B1/B2 Final Exam 25 End of cycle 6 B3/B4 Final Last day of school 26 graduation Senior Field Trip Retirement
Predators learn to avoid these organisms after an initial experience with them; for example: Black and white skunk stripes, yellow and black stripes on stinging wasps, and red/black polk dots on foul tasting ladybeetles. This is an example of A. Mϋllerian mimicry B. Batesian mimicry C. cryptic coloration D. aposematic coloration 10. Which of the following is the direct effect of the thinning of the ozone layer?
15. molecule has the smallest dipole moment? A) COCl2 B) HBr C) CS2 D) ICl3 E) NI3 16. Which molecule is pictured as containing the fewest π bonds? A) HNO2 B) HCN C) C3H4 D) CO E) C6H6 17. sp2 hybridization provides an explanation for the structure of A) O3 B) I3 C) H2SO3 D) PH3 E) OF2 18. Molecules that have a T shaped molecular structure, generally have an electron geometry that is A) T-shaped B) octahedral C) trigonal bipyramid D) tetrahedral E) trigonal planar 19. An octahedral electron geometry, when there are two lone pairs on the central atom, generally produces a molecular geometry that is A) tetrahedral B)see-saw shaped C) square planar D) square based pyramidal E) trigonal planar 20. The general rule that atoms with larger atomic radii have smaller ionization energies does not apply when comparing A) P atoms and S atoms B) B atoms and C atoms C) O atoms and S atoms D) Ne and Ar atoms E) Na atoms and Mg atoms 21. Which equation best illustrates what is meant by the electron affinity of a chlorine atom? A) Cl2(g) + energy ➞ 2 Cl(g) B) Cl(g) + energy ➞ Cl+((g) + e C) Cl(g) + e ➞ Cl- (g) + energy D) Cl+(g) + e- ➞ Cl(g) E) Cl(g) ➞ Cl(l) + energy 22. What is the formal charge on the nitrogen atom in nitric acid, HNO3 ? A) 0 B) +1 C) +2 D) +3 E) +5
January 2018 Monday 8th Monday 15th Monday 22nd Monday 29th 7.00pm 7.00pm 1.00pm 7.00pm Planning Committee CANCELLED Full Council CANCELLED Extraordinary Meeting Planning Committee February 2018 Monday 12th Monday 19th Monday 26th 7.00pm 7.00pm 7.00pm Full Council Planning Committee Policy and Finance Committee March 2018 Monday 12th Monday 19th 7.00pm 7.00pm Full Council Planning Committee April 2018 Monday 16th Monday 23rd Wed 25th 7.00pm 7.00pm 7.00pm Full Council Planning Committee Annual Parish Meeting May 2018 Monday 14th Monday 21st 7.00pm 7.00pm Full Council Planning Committee June 2018 Monday 11th Monday 18th Monday 25th 7.00pm 7.00pm 7.00pm Full Council Planning Committee Finance Committee July 2018 Monday 9th Monday 16th 7.00pm 7.00pm Full Council Planning Committee August 2018 Monday 13th 7.00pm Planning Committee September 2018 Monday 3rd Monday 10th Monday 17th 7.00pm 7.00pm 7.00pm Planning Committee Full Council Annual Allotment Tenants Meeting October 2018 Monday 1st Monday 8th Monday 29th 7.00pm 7.00pm 7.00pm Planning Committee Full Council Planning Committee
May 2018 Monday 14th Monday 21st 7.00pm 7.00pm Full Council Planning Committee June 2018 Monday 11th Monday 18th Monday 25th 7.00pm 7.00pm 7.00pm Full Council Planning Committee followed by Finance Committee Finance Committee July 2018 Monday 9th Monday 16th 7.00pm 7.00pm Full Council Planning Committee August 2018 Monday 13th 7.00pm Planning Committee September 2018 Monday 3rd Monday 10th Monday 17th 7.00pm 7.00pm 7.00pm Planning Committee Full Council Annual Allotment Tenants Meeting October 2018 Monday 1st Monday 8th Monday 29th 7.00pm 7.00pm 7.00pm Planning Committee Full Council Planning Committee November 2018 Monday 5th Monday 12th Monday 26th 7.00pm 7.00pm 7.00pm Finance Committee Full Council Planning Committee December 2018 Monday 10th Monday 17th 7.00pm 7.00pm Full Council Planning Committee January 2019 Monday 14th Monday 21st 7.00pm 7.00pm Planning Committee Full Council February 2019 Monday 11th Monday 18th 7.00pm 7.00pm Full Council Planning Committee March 2019 Monday 4th Monday 11th Monday 18th 7.00pm 7.00pm 7.00pm Annual Parish Meeting* Full Council Planning Committee April 2019 Monday 8th Monday 15th 7.00pm 7.00pm Full Council Planning Committee *The Annual Parish meeting is not a meeting of the Parish Council but is instead a meeting of the Parish electors which must take place between 1 March and 1st June. It is normally organised by the Parish Council and Chaired by the Chairman of the Parish Council.
(f) We arrived at the on the right (shown above) by adding 20t to the x(t) expression. (g) Examining the slopes of the graphs become zero, it is clear that the shift causes the v = 0 point to correspond to a larger value of x (the top of the second curve shown in part (e) is higher than that of the first). 10. Recognizing that the gap between the trains is closing at a constant rate of 60 km/h, the total time which elapses before they crash is t = (60 km)/(60 km/h) = 1.0 h. During this time, the bird travels a distance of x = vt = (60 km/h)(1.0 h) = 60 km. 12. We use Eq. 2-4. to solve the problem. (a) The velocity of the particle is Thus, at t = 1 s, the velocity is v = (–12 + (6)(1)) = –6 m/s. (b) v  0, it is moving in the negative x direction at t = 1 s. (c) At t = 1 s, the speed is |v| = 6 m/s. (d) For 0  t  2 s, |v| decreases until it vanishes. For 2  t  3 s, |v| increases from zero to the value it had in part (c). Then, |v| is larger than that value for t  3 s. (e) Yes, v smoothly changes from negative values (consider the t = 1 result) to positive (note that as t  + , we have v  + ). One can check that v = 0 when (f) No. In fact, from v = –12 + 6t, we know that v  0 for t  2 s. The velocity is given by v = 2ct – 3bt2 = (6.0 m/s2)t – (6.0 m/s3)t2. (f) Plugging in t = 1 s, we obtain (g) Similarly, (h) (i) The acceleration is given by a = dv/dt = 2c – 6b = 6.0 m/s2 – (12.0 m/s3)t. Plugging in t = 1 s, we obtain (k) (l)
(all registrants, superannuates, and guests) 7:00 p.m. Retirement Banquet & Dinner – Centre Tuesday, March 6 7:45-8:30 a.m. Breakfast – Centre 8:30-10:00 a.m. Keynote – Centre George Couros, Author of “The Innovator’s Mindset” The Networked Leader & 5 Questions You Should Ask Your Leader 10:00-10:30 a.m. out 10:30-11:45 a.m. George Couros – continued – Centre 11:45 a.m. Housekeeping, wrap-up, adjournment 1:00-3:00 p.m. LEADS retirement seminar – Centre
Higher 10.87 Total 103198 100.00 N 103198 Partner’s education Number Percent No education 20.97 Incomplete primary 11747 15.13 Incomplete secondary 36551 47.06 Complete secondary 1628 2.10 Higher 11447 14.74 Total 77661 100.00 N 77661 Wealth Number Percent 1 9625 9.33 2 13.96 3 19840 19.23 4 26112 25.30 5 32.19 Total 103198 100.00 N 103198 Table S2: Summary Statistics for Men Mean Standard deviation Min Max Hemoglobin 143.39 18.26 22.0 199 Anemic 0.08 0.28 0.0 1 Severely anemic 0.01 0.08 0.0 1 Height 1645.69 69.00 800.0 1962 Treated 0.40 0.49 0.0 1 Total ban on cow slaughter 0.64 0.48 0.0 1 Beef sale ban 0.28 0.45 0.0 1 Beef export ban 0.37 0.48 0.0 1 Beef possession ban 0.05 0.21 0.0 1 Bull/bullock slaughter ban 0.13 0.34 0.0 1 Buffalo slaughter ban 0.03 0.17 0.0 1 Year 1974.37 10.79 1951.0 1991 Age 30.97 10.79 15.0 54 Currently work 0.83 0.37 0.0 1 Urban 0.53 0.50 0.0 1 Married 0.98 0.14 0.0 1 Age at first marriage 23.13 4.93 1.0 52
pregnant, currently working or not, and dummies for partners education and the wealth index. In addition the samples are restricted to those in their prime age (15-35) and those with no education. Even columns in Panel B control for age, age squared, whether currently working, urban, married, age at first marriage, total children and dummies for wealth index. In addition, sample is restricted to fathers without education. Table 2: Effects of Cattle slaughter, Beef Sale and Export Bans on Likelihood of Being Anemic by Gender Panel A: Women (1) (2) (3) (4) (5) (6) VARIABLES Anemic Anemic Anemic Anemic Anemic Anemic Cow Slaughter X Beef Consumer 0.027* 0.032* (0.013) (0.017) Beef Sale Ban X Beef Consumer 0.030** 0.053*** (0.014) (0.012) Export Ban X Beef Consumer 0.035** 0.042*** (0.013) (0.014) Observations 93,376 18,854 93,376 18,854 93,376 18,854 R-squared 0.036 0.057 0.036 0.057 0.036 0.057 Panel B: Men (1) (2) (3) (4) (5) (6) VARIABLES Anemic Anemic Anemic Anemic Anemic Anemic Cow Slaughter X Beef Consumer 0.000 0.008 (0.012) (0.019) Beef Sale Ban X Beef Consumer -0.007 -0.014 (0.010) (0.015) Export Ban X Beef Consumer -0.003 0.005 (0.010) (0.019)
You may insert illustrations, photographs or to this section. Please keep the attachments to a minimum ensuring they are relevant to the case study. Remember you need to use your appendices to support your case study and enhance the information you have provided. If it is not relevant don’t use it. Continuing Professional Development (CPD) Record
Purpose: [Why did you do this learning? What did you aim to learn] Description: [What is the course called? What does it state it will cover?] Learning outcomes: [What did you learn? What was the outcome of attending the training?] Formal or Informal? Activity type: [Private organised or structured learning, research, work based learning, seminar or course etc] Purpose: [Why did you do this learning? What did you aim to learn] Description: [What is the course called? What does it it will cover?] Learning outcomes: [What did you learn? What was the outcome of attending the training?] Formal or Informal? Activity type: [Private study, organised or structured learning, research, work based learning, seminar or course etc] Purpose: [Why did you do this learning? What did you aim to learn] Description: [What is the course called? What does it state it will cover?] Learning outcomes: [What did you learn? What was the outcome of attending the training?] Formal or Informal? Activity type: [Private study, organised or structured learning, research, work based learning, seminar or course etc] Purpose: [Why did you do this learning? What did you aim to Description: [What is the course called? What does it state it will cover?] Learning outcomes: [What did you learn? What was the outcome of attending the training?] Formal or Informal? number of formal CPD hours: number of informal CPD hours: Grand total of CPD hours: Additional documentation
environmental services 3 Provide a detailed statement of advice given and include real-life project / process example(s) where YOU have given advice. Competency Summary of Experience Procurement and tendering 1 Provide a statement of learning, linking wherever relevant to your CPD record. 2 Provide a statement of the range of experience achieved and include real-life project/process example(s) relevant to this competency. 3 Provide a detailed statement of advice given and include real-life project / process example(s) where YOU have given advice. Competency Level Summary of Experience Project financial control and reporting 1 Provide a statement of learning, linking wherever relevant to your CPD record. 2 Provide a statement of the range of experience achieved and include real-life project/process example(s) relevant to this competency. 3 Provide a detailed statement of advice given and include real-life project / process example(s) where YOU have given advice. Competency Summary of Experience Quantification and costing of construction works 1 Provide a statement of learning, linking wherever relevant to your CPD record. 2 Provide a statement of the range of experience achieved and include real-life project/process example(s) relevant to this competency. 3 Provide a detailed statement of advice given and include real-life project / process example(s) where YOU have given advice. Optional competencies
The Asian Pacific American Affairs Commission was established as a legislative agency to deal with issues related to the Asian Pacific American population. The Asian Pacific American Affairs Commission is recommended for consolidation into a new Commission on Citizen Advocacy in the Governor’s budget as part of his proposal to restructure and transform state government. Statutory Reference C.G.S. Section 2-122. Statement of Need and Program Objectives To review and comment on proposed legislation affecting the state’s Asian Pacific American population, encourage their representation in state government, secure appropriate recognition of their accomplishments and contributions, and advise the Governor on policies and issues concerning their communities and maintain a liaison between their communities and governmental entities. Program Description Review and comment on proposed state legislation that would affect the Asian Pacific American population in the state; advise and provide information to the Governor on the state's policies and the coordination and administration of state programs serving the Asian Pacific American population; maintain a liaison between the Asian Pacific American communities and governmental entities; sponsor public forums on issues affecting the Asian Pacific American community; encourage Asian Pacific American representation at all levels of state government; secure appropriate recognition of the accomplishments and contributions of the Asian Pacific American population of the state; and prepare and submit to the Governor an annual report concerning its activities with recommendations concerning Asian Pacific American population of the state.
ALDEBY PARISH COUNCIL You are hereby summoned to attend a meeting of Aldeby Parish Council at Burgh St Peter Village Hall at 7.30 p.m on Wednesday 6 September 2017 Graham Kerridge Clerk to the Parish Council 31 August 2017 MEMBERS OF THE PUBLIC AND ARE WELCOME TO ATTEND APOLOGIES – to consider accepting apologies for absence. MINUTES – Confirmation and signing of Minutes of the Meetings held on 5 July and 31 July and matters arising from these minutes. DECLARATIONS – To record declarations of interest from members in any item to be discussed. ADJOURNMENT – To adjourn the meeting to allow public, County and District Councillors to participate. The Chairman may invite Parishioners questions at this point. PLANNING – To discuss application 2017/1903, Land North of Mistletoe, Common Road, erection of timber stables, and any other planning applications received PARISH – Councillors to discuss any issues concerning the parish lands, including the waste disposal site and siting of memorial oak trees. STANLEY HILLS - Councillors to discuss maintenance work required for Stanley Hills. GRASS CUTTING CONTRACT – Councillors to review the current schedule of work in preparation the the contract to tender. 9. FIREWORKS EVENT – Councillors to review the planning for 4 November 2017. To include discussions on signage, posters, banners, tickets and hi-vis vests. 10. HIGHWAYS – Clerk will prepare a list of defects gathered from councillors to email to Highways 11. FINANCE – Clerk to submit financial statement and payments for approval. 12. COUNCILLOR TRAINING – Councillors to discuss any training needs 13. CORRESPONDENCE – To distribute any relevant correspondence to councillors. 14. ANY OTHER BUSINESS Facebook – ‘Aldeby Parish Council’ Graham Kerridge, Clerk to Council Maydenova, Cromwell Road, Ringsfield, NR34 8LR 01502 470969
LATEX GLOVES ( 100 ) EX-S - S - M – L- EX-LARGE £5.00 (NATURAL & BLUE ) LATEX POWDER FREE ( 100 ) S - M – L- EX-LARGE £5.50 NITRILE BLUE GLOVES P/F (100 ) S - M – L- EX-LARGE £6.00 NITRILE BLACK GLOVES P/F (100 ) S - M – L- EX-LARGE £6.50 VINYL GLOVES ( 100 ) S - M – L- EX-LARGE £4.00 VINYL GLOVES POWDER FREE( 100 ) S - M – L- EX-LARGE £4.50 VITRILE – NITRILE & VINYL MIX (100) M-L-XL £5.00 RUBBER GLOVES S /M/L/ EX- LARGE – YELLOW & BLUE £ .65 STOCKINETT GLOVES ( PACKED IN 12's ) £2.99 POKA DOT COTTON GLOVES 7oz (1 PAIR ) BOXED 240 £1.00 POKA DOT COTTON GLOVES 10oz (1 PAIR) BOXED 240 £1.20 WHITE INNER FORCHETTE GLOVES BOXED 600 £0.75 RED PVC DIPPED RUBBER GAUNTLET 16" ( 1 PAIR ) £2.50 RED PVC DIPPED COTTON WRIST ( 1 PAIR ) £1.50 RED LEATHER WELDING GAUNTLET ( 1 PAIR ) £2.50
MARDON GENERAL PURPOSE SIZES 6”-27” REMOVES DIRT ON WET SURFACES MEDIUM TRAFFIC UP TO 600 rpm TAN LIGHT CLEANING / BUFFING SIZES 6”-27” LIGHT TRAFFIC & BUFFING AT THE SAME TIME UP TO 350 rpm RED LIGHT CLEAN/BUFFING SIZES 6”-27” LIGHT DIRT USE FOR BUFFING UP TO 600 rpm WHITE POLISHING SIZES 6”-27” USE WITH SOFT POLISH TO GIVE HIGH SHINE UP TO 600 rpm LIME SIZES 6”–27” ULTRA HIGH SHINE UP TO 3000 rpm PINK ULTRA SPEED POLISHING SIZES 6”-27” HIGH GLOSS WET LOOK UP TO 3000 rpm PREMIUM AUT0 & VALET PRODUCTS TRAFIC FILM REMOVER 25lts £25.00 TRAFFIC FILM REMOVER 5lts £5.99 SUPA WASH 25lts £27.50 WASH & WAX 25lts £27.50 WASH & WAX 5lts £5.99 AR04 PREMIUM SHORT STIFF BRUSH 1 £9.50
and school visits and introduce traditions from their home country to other participants and the people of Fukuoka through taking part in an exchange camp and a performance event in Fukuoka City. It is hoped that by taking part in these activities, the children will build up a network of mutual understanding as they meet and make friends with children who look and speak differently to themselves. The project is also a chance for the citizens of Fukuoka and the surrounding areas to learn about other cultures first hand as they take part in the activities as a volunteer or as part of a Host Family. INVITED COUNTRIES (2018) China Korea Bangladesh Singapore Thailand Vietnam Philippines Indonesia Sri Lanka Laos Bhutan Fiji Micronesia Cambodia Nepal Maldives Kiribati Vanuatu Palau Tonga Papua New Guinea Dalian Russia Myanmar New Caledonia Tuvalu India Mongolia Pakistan Australia Hawaii New Zealand Hong Kong Taiwan Malaysia Tahiti Malaysia Cook Islands Jiangsu Provence* Ipoh* Guangzhou* Atlanta USA* Oakland USA* Busan* Bordeaux (France)* Republic of Peru* *Special Invitation as Sister/Friendship City of Fukuoka You can read more information about the program at the APCC website () or even check out wikipedia: . Check out the Bridge Club Australia pages on the Australia Japan Society of Victoria website: or find them on Facebook or Instagram! As part of the 25th APCC, the organization recognized the need to continue to develop its programs and has adopted the following strategic focus: The Asian Pacific Children’s Convention nurtures youth as APCC Global Bridge Leaders who link our world and act as change agents in today’s global community. Participation in APCC is not just a single experience, there is an expectation that children will remain involved in the program being run in Japan as well as by Australia’s Bridge Club and aim to become an APCC Global Bridge Leader: contributing to a better society with an understanding of the local and global issues; find solutions to complex issues through open dialogue, sharing individual opinions support and involve one another, respecting different opinions and diversity with ‘OMOIYARI’ spirit They are looking for children who display the 3 core qualities of APCC Global Bridge Leaders – CARe – Communication, Action and Respect and to this end, we will be looking for such children during our selection of the 2019 Junior Ambassadors.