chengyewang/TexOCR-eval huggingface dataset:
\title{Breaking the Stained Glass Ceiling\\A risky but rewarding renovation}

Thank you for the opportunity of speaking today. I’d like to acknowledge the traditional custodians of this land on which we gather, the Gadigal people of the Eora nation ... and I’d also like to acknowledge the brave and persistent elders of this movement; the Movement for the Ordination of Women, past and present – including the former great leader of the movement, Patricia Brennan, who it was my privilege to meet and stand side-by-side with way back in 2008. It is an honour to again be asked to join cause today, and to speak on this topic of `Breaking the Stained Glass Ceiling: a risky but rewarding renovation.’

Breaking glass ... \textit{anywhere} ... could be considered risky – especially when the ceiling being broken is made of stained glass – beautifully wrought and meant to be around for a long time – or so some might argue.

I am hoping there are people here today who do think there is risk involved in allowing and encouraging women to rise to all levels of leadership within the church. I hope we are not all of the same mind. Almost certainly there are people here today who would disagree with the subtitle that breaking the stained glass ceiling is a \textit{risky} renovation. They would think, \textit{you might think}, this is not risky at all – but is simply the most sensible thing for the church to do. It is not risky. It is right. It is the only right thing to do.

You might be right, and so let me begin this talk by agreeing with you, and suggesting some reasons that you might offer for thinking that this proposed renovation is not risky. In the second half of the talk, I’ll suggest some reasons for thinking it is risky ... or likely to be seen as risky by some.

\section{Some reasons to think it is not risky}

A \textbf{first} good reason for thinking that this renovation is not risky is that such renovations have been occurring for some time now without noticeable damage or disaster (except perhaps to the egos of some men). The stained glass ceiling is already in the process of being dismantled all over the world.

A second cousin of mine who lives in Norway told me recently that they have had women ministers and bishops for years. In his Lutheran Church, women have been ordained as priests since 1938; Denmark and Sweden followed suit just after World War 2.

The Lutheran Church of Norway ordained its first female bishop in 1993; not quite sure why it took so long, but my cousin was quick to say what a blessing the ministry and leadership of women has been, and how widely accepted it has been.

Within our own Anglican Communion, women have been ordained from as far back as 1944 (at that stage a temporary wartime measure in Hong Kong). In 1971, the Diocese of Hong Kong and Macao became the first Anglican province to officially permit the ordination of women to the priesthood. Quickly to follow Hong Kong’s example was the US, Canada, New Zealand, Kenya, Uganda, Ireland and Australia in 1992.
H229 - Pressurized container: May burst if heated

\textbf{Hazardous Statements - Health:}

H336 - May cause drowsiness or dizziness

H373 - May cause damage to organs through prolonged or repeated exposure

H304 - May be fatal if swallowed and enters airways

H315 - Causes skin irritation

H319 - Causes serious eye irritation

H361 - Suspected of damaging fertility or an unborn child

H303 - May be harmful if swallowed

\textbf{Hazardous Statements - Environmental:}

H401 - Toxic to aquatic life

H411 - Toxic to aquatic life with long lasting effects

\textbf{Precautionary Statements - General:}

P101 - If medical advice is needed, have product container or label at hand.

P102 - Keep out of reach of children.

P103 - Read label before use.

\textbf{Precautionary Statements - Prevention:}

P261 - Avoid breathing dust/fume/gas/mist/vapors/spray.

P271 - Use only outdoors or in a well-ventilated area.

P233 - Keep container tightly closed.

P260 - Do not breathe dust/fume/gas/mist/vapors/spray.

P264 - Wash thoroughly after handling.

P280 - Wear protective gloves/protective clothing/eye protection/face protection.

P201 - Obtain special instructions before use.

P202 - Do not handle until all safety precautions have been read and understood.

P273 - Avoid release to the environment.

P210 - Keep away from heat, hot surfaces, sparks, open flames and other ignition sources. No smoking.

P211 - Do not spray on an open flame or other ignition source.

P251 - Do not pierce or burn, even after use.

\textbf{Precautionary Statements - Response:}

P304 + P340 - IF INHALED: Remove person to fresh air and keep comfortable for breathing.

P312 - Call a POISON CENTER/doctor if you feel unwell.

P314 - Get medical advice/attention if you feel unwell.

P301 + P310 - IF SWALLOWED: Immediately call a POISON CENTER or doctor.

P331 - Do NOT induce vomiting.

P302 + P352 - IF ON SKIN: Wash with plenty of water.

P321 - For specific treatment see section 4.

P332 + P313 - If skin irritation occurs: Get medical advice/attention.

P362 + P364 - Take off contaminated clothing. And wash it before reuse.
\section{The $A_2$ Puzzle Becomes a Mystery}

The main discussion of the $A_2$ problem will be given in Dr. Weilhammer's talk. I will thus confine myself here to just a few remarks on the $A_2$. If we were to take a public pole of physicists at this time I believe that the majority would feel that the overwhelming statistical evidence of the Northeastern--Stony Brook $A_2$ experiments \cite{1} have settled the question of the $A_2$ splitting; namely, that there is no splitting. Fortunately, or unfortunately, the ultimate physics results do not depend on public opinion polls. My own feeling is that at this point in time more data on the $A_2$ problem is needed. I would be very surprised if, when all the answers are in, the $A_2$ will end up as a perfectly simple single Breit-Wigner resonance. Of course, I have been surprised before, so this is possible. What I mainly want to emphasize is that we should not close the books at this time on the possibility of structure in the $A_2$ meson.

What particular influences me in this opinion are the results of the LBL Group A experiment (Alston-Garnjost et al. \cite{2}) which first showed that all was not well with a dipole interpretation of the $A_2$ splitting. If you study their results carefully (see Fig.~\ref{fig:figure_1}), you will note that while their mass distribution clearly shows no splitting it does however not look like a simple Breit-Wigner but has a distinctly narrower mass peak on the low side of the $A_2$. In Fig.~\ref{fig:figure_2} I show a compilation from the same reaction $\pi^- p \to \pi^+ \pi^- \pi^+ p$ at three different incident momenta \cite{3,4,5} and in Fig.~\ref{fig:figure_3} I show the sum of these two; namely all the available bubble chamber data on this reaction. All these figures correspond to a $t$ cut of $|t| > 0.1\,(\mathrm{GeV}/c)^2$, to eliminate the effect of the $A_1$ meson, and with $\Delta^{++}$ out. It may be noted that none of these three distributions look like a simple Breit-Wigner resonance.

These results prompted Keith Barnham and myself to consider a model of two interfering Breit-Wigner resonances to explain the $A_2$ meson. This work
\title{Teaching Other Subjects Through the Target Language}
\author{Siobhan Supple \\ St. Louis High School, Rathmines, Dublin}

Language Syllabi have since the '70s moved to the communicative approach. The traditional grammar translation method has been replaced with the recognition that language has a purpose, i.e. communication. The main advantage of this new trend is the encouragement and motivation of the learner by introducing ``real'' use of the target language and authentic materials. Yet there is an inherent danger in this philosophy also. By adopting a communicative syllabus one has not discovered a panacea for all ills. No indeed, we may even be cultivating a new strain of virus.

Through misinterpretation of what is entailed in a communicative approach to language teaching there has in some instances been an overconcentration on the oral and too great an emphasis laid on survival skills and transactional activities. True, it is important to be able to ask the way, book a ticket, shop in a foreign language but for many of our learners this is not and may never be a reality. The foreign language remains a school subject locked in isolated time slots during the school week. Learners in Ireland are rarely exposed to other languages as are their counterparts in mainland Europe. The majority of the population have English as their first language and though the Constitution recognises both Irish and English, practically everything that appears or is said in Irish is translated into English, thereby undermining the relevance and validity of one or other system. As English is the language of the majority Irish tends to come off worse. This experience then may be transferred to the learning of other languages and the learners' perception of language as relevant is diminished.

May I illustrate the above point with an actual experience drawn from a classroom, which I call ``Learning with Harold''. A beginner's class full of enthusiasm and anxious to try out their communicative skills on the young language assistant in the school bombarded him with the usual questions concerning name, age, address, home, family etc. and flushed with success continued till they had got details of his girlfriend. They were delighted with themselves, having got all this information using their newly acquired language; how they dared to venture further and to the bewilderment of the language assistant and also the class teacher the next question was: ``What do you speak in your country?'' ``German, of course'' was the reply. ``What do you speak to your parents?'' ``German,'' was the reply again. Not satisfied the class pushed yet further and asked ``What do you speak to
\title{Linking Ethical Leadership to Employee Creative Performance: The Role of Leader-Member Exchange and Work Engagement}

\author{Ha Khanh Van, Pham Mai Linh, Nguyen Thi Trang Nhung, Vu Manh Cuong}

\begin{abstract}
\textbf{Purpose:} The purpose of this research is to investigate the mediating role of leader-member exchange (LMX) and work engagement in the relationship between ethical leadership and creative performance.

\textbf{Theoretical framework:} The study is based on the theoretical foundation that ethical leadership positively influences creative performance. It further posits that this relationship is mediated by both leader-member exchange (LMX) and work engagement.

\textbf{Design/Methodology/Approach:} Data for this study was collected from a Vietnamese service firm, with a sample comprising 78 leaders and 354 employees. The collected data was analyzed using structural equation modeling (SEM) to examine the proposed relationships.

\textbf{Findings:} The findings of the study indicate a significant and positive correlation between ethical leadership and creative performance. Additionally, the study reveals that ethical leadership exerts an influence on both leader-member exchange (LMX) and work engagement, which subsequently enhance employees' demonstration of creativity in their work.

\textbf{Research, practical \& social implications:} This research sheds light on the mediating mechanisms through which ethical leadership impacts creative performance. The findings highlight the importance of fostering positive leader-member relationships and promoting work engagement in order to enhance employees' creative behaviors. Practically, the study suggests that organizations should prioritize the development of ethical leadership qualities to foster a creative work environment. Moreover, the research contributes to the broader social implications by emphasizing the significance of ethical leadership in promoting creativity and innovation within organizations.

\textbf{Originality/Value:} This research contributes to the existing literature by examining the mediating role of leader-member exchange and work engagement in the relationship between ethical leadership and creative performance. The study provides valuable insights into the mechanisms through which ethical leaders can enhance creativity in the workplace. The findings of this research contribute to the understanding of the importance of ethical leadership and its impact on organizational outcomes, thereby adding to the originality and value of the study.
\end{abstract}
\section*{READING LIST}

\subsection*{BLOCK 1: A CRASH COURSE IN ECONOMICS}

\textbf{Session 1: Introduction (Jan/14)}
\begin{itemize}
\item Landsburg (1993), \textit{The Armchair Economist}, chapter 1
\item Cooter \& Ulen (2000), \textit{Law \& Economics}, chapter 2 (This is an optional reading. It is long but also very, very good, particularly if your economics are a bit rusty or if you had trouble following the Microeconomics course.)
\end{itemize}

\textbf{Session 2: Supply, Demand, and Equilibrium (Jan/15)}
\begin{itemize}
\item Landsburg (1999), \textit{Price Theory \& Applications}, chapter 1
\end{itemize}

\textbf{Session 3: Rational (Individual) Behavior (Jan/21)}
\begin{itemize}
\item Krugman \& Wells (2005), \textit{Microeconomics}, chapter 10
\end{itemize}

\textbf{Session 4: Competition (Jan/22)}
\begin{itemize}
\item Mankiw (2004), \textit{Principles of Economics}, chapter 14
\end{itemize}

\textbf{Session 5: Monopoly (Jan/28)}
\begin{itemize}
\item Mankiw (2004), \textit{Principles of Economics}, chapter 15
\end{itemize}

\textbf{Session 6: Externalities (Jan/29)}
\begin{itemize}
\item Mankiw (2004), \textit{Principles of Economics}, chapter 10
\end{itemize}

\textbf{Session 7: Public Goods (Feb/4)}
\begin{itemize}
\item Mankiw (2004), \textit{Principles of Economics}, chapter 11
\end{itemize}

\subsection*{BLOCK 2: SELECTED TOPICS}

\textbf{Sessions 8--9: Optimal Precaution (Feb/5 and Feb/11)}
\begin{itemize}
\item Ivey (1973)
\item Cooter \& Ulen (1988), \textit{Law \& Economics}, chapter 9, section E
\end{itemize}

\textbf{Sessions 10--11: Optimal Punishment (Feb/12 and Feb/18)}
\begin{itemize}
\item Friedman (2001), \textit{Law's Order}, chapter 15
\end{itemize}

\textbf{Sessions 12--13: Economics and the Environment (Feb/19 and Feb/25)}
\begin{itemize}
\item Landsburg (1993), \textit{The Armchair Economist}, chapter 24
\end{itemize}
\section{Mooring \& Telemetry Buoy}

\begin{figure}
\centering
\subfigure[]{\includegraphics{figure_1_1.pdf}}
\subfigure[]{\includegraphics{figure_1_2.pdf}}
\subfigure[]{\includegraphics{figure_1_3.pdf}}
\subfigure[]{\includegraphics{figure_1_4.pdf}}
\caption{Mooring and telemetry buoy concepts and prototype examples.}
\label{figure_1}
\end{figure}
most respected and influential of the framers, appeared to think that ``compensation,'' even apart from the excepted zamindari-abolition measures, need not always mean equivalence in value and made a bow to legislative superiority on matters within their competence. He pointed out, however, that ``if the legislation is a colorable device, a contrivance to outstep the limits of the legislative power or \ldots is a fraudulent exercise of the power, the court may pronounce the legislation to be invalid or \textit{ultra vires}.''\textsuperscript{27}

In a third major viewpoint, from Mr. K. M. Munshi who presented the compromise formula in the Constituent Assembly, there are different nuances, including specific references to compensation as an equivalent in value to the property taken.\textsuperscript{28} In the end the power of the courts to review cases of compulsory acquisition in the light of article 31(2) was saved, but with a clear warning from high places that they must exercise the power with circumspection.

Some laws apart from land reform were saved by article 31(4)--(6), by virtue of having been enacted within the prescribed time and approved by the President (or because they were ``existing'' laws when the constitution came into effect).\textsuperscript{29} A considerable number and variety of disputes involving statutes not saved by those exceptions began coming to the courts after the first amendment. Statutes involving state acquisitions or interferences with property rights that fell outside the land reform program were challenged. Even though some could hardly be said to involve ``large schemes of social reform,'' the government felt that a growing body of adverse decisions was hampering its plans for social and economic development. It finally secured the passage of the Constitution (fourth amendment) Act in 1955, to curtail the power of the courts to review laws authorizing compulsory acquisitions or requisitions or other interferences with private property rights.

Four cases\textsuperscript{30} decided within the span of a year are the landmarks
\section{Interaction formats}

As we have seen, an updating of a tradition and an updating of a local context both lead to updated linguistic resources. And the embedded and dynamic systems emerging from these two activities are fairly similar. Let us now further explore the nature of such systems.
here, I need to advise you of what your rights are, it'll be like the [fourth] time I've advised you what your rights are." Defendant replied, "Okay, actually five, this will be five." Sims then read defendant his rights, defendant stated he understood them, and he proceeded to make his statement.

\paragraph{¶ 31}
Defendant explained he and Mitchell went to the victims' house late on the night of December 30, 2012, to steal marijuana from Grice. They knocked on the door. Grice answered the door, and Mitchell pointed a gun in his face. At this time, defendant began running through the house and asked Pocklington where the marijuana was located. She pointed to a black duffel bag, and defendant grabbed the bag. Defendant yelled to Mitchell, "I got it, let's go." Mitchell replied, "can't go, *** we ain't got no mask on." At first, defendant was not concerned and still wanted to leave. However, he said, "[b]ut then it got to me like yeah, and I took the gun and shot [Grice]. I shot [Grice] in the back of the head while he was laying on the floor." Next, defendant informed the detectives, "All of a sudden, I'm hearing screaming, and I look back and she snatched into the kitchen and like blood's spilling everywhere." Defendant told Mitchell they had to leave. Mitchell grabbed the gun and shot Pocklington; he attempted to shoot her a second time but the gun jammed so he grabbed a knife. Defendant fled through the back door as Mitchell began to stab Pocklington multiple times.

\paragraph{¶ 32}
Following arguments, Judge Graves took defendant's motion to suppress under advisement. On June 6, 2016, Judge Graves entered a written order denying defendant's motion. The court found that defendant was not in custody when he invoked his right to remain silent on February 7, 2014. The court relied on the following facts: (1) defendant drove himself to the police station; (2) he was interviewed in the same room the previous year by the same detectives and was aware of what they wanted to discuss; (3) he made statements after invoking his right to
(1998), we calculated interference scores for each participant in each of the distracter conditions (i.e., near and far) in the following manner. We calculated the mean RTs, TTPVs, TAPVs, PVs, and PEs for all distracter and target-only conditions. Then we calculated the differences between the mean RT, TTPV, TAPV, PV, and PE for each target--distracter combination and its respective control (i.e., RT, TTPV, TAPV, PV, and PE for the same target without a distracter). We calculated interference scores for each participant in each distracter condition (i.e., near and far) by taking a mean of all difference scores in a particular distracter condition.

We used the Huynh--Feldt corrected significance values to adjust the tests for heterogeneity of variance and covariance whenever needed. Post hoc analyses were carried out using Tukey's honestly significant procedure; an alpha level of .05 was used to determine statistical significance.

\section{Results}

\subsection{Analysis of Distracter Presence}

\paragraph{Reaction time.} The distracter presence main effect was near significant, $F(1, 15) = 4.26$, $p = .057$, indicating a tendency for longer RTs in the no-distracter condition than in the distracter condition (321 vs. 313 ms, respectively). All $F$ values involving the factor target location were nonsignificant (all $ps > .2$).

\paragraph{Time to peak velocity.} There was a significant main effect of target location, $F(4, 60) = 14.79$, $p < .001$, indicating longer TTPVs for targets located further away ($Ms = 213, 224, 228, 232,$ and $244$ ms for Targets 1, 2, 3, 4, and 5, respectively). One should note that TTPV did not differ significantly between Targets 2 and 3 ($p > .3$) and Targets 3 and 4 ($p > .2$). Neither the distracter presence main effect nor the Target Location $\times$ Distracter Presence interaction were significant (all $ps > .4$), indicating that distracter presence had no effect on the time to peak velocity. Mean time to peak velocity was 228 ms (see also Figure~\ref{fig:figure_2}).

\paragraph{Time after peak velocity.} The significant target-location main effect, $F(4, 60) = 9.05$, $p < .001$, indicated longer TAPVs for targets located further away ($Ms = 235, 246, 251, 262,$ and $261$ ms for targets 1, 2, 3, 4, and 5, respectively). The distracter presence main effect was also significant, $F(1, 15) = 7.53$, $p < .05$, indicating a 9-ms interference effect ($Ms = 256$ and $247$ ms, respectively, for trials with and without distracter; see also Figure~\ref{fig:figure_2}). The Target Location $\times$ Distracter Presence interaction was nonsignificant, $F(4, 60) = 1.94$, $p > .1$.

\paragraph{Peak velocity.} Target location significantly affected the maximum movement velocity attained during the response, $F(4, 60) = 108.75$, $p < .001$. Targets located further away were associated with higher PVs ($Ms = 66.9, 71.7, 76.2, 80.0,$ and $83.8$
\title{ПАКЕТ ЕКЗАМЕНАЦІЙНИХ БІЛЕТІВ з іноземної мови за освітньою програмою підготовки фахівців освітнього ступеня «Магістр» за спеціальністю: 141 Електроенергетика, електротехніка та електромеханіка}

\author{розробила\\старший викладач кафедри іноземних мов за фахом \underline{\hspace{3cm}} Г.~Максимович}

\begin{abstract}
Пакет екзаменаційних білетів схвалено на засіданні кафедри іноземних мов за фахом.

Протокол №\_\_ від "\_\_" \_\_\_\_ 20\_ р.

Завідувач кафедри \underline{\hspace{6cm}} О.~Акмалдінова
\end{abstract}
designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.5 total Category I continuing education contact hours. Maximum advanced level continuing education contact hours available are 1.5. Continuing Competency credits available are 1.5 CDC provider number 98614.

CPE: The Centers for Disease Control and Prevention is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

This program is a designated event for pharmacists to receive .012 CEUs in pharmacy education. The Universal Activity Number is JA4008229-0000-20-066-H04-P.

Category: This activity has been designated as Knowledge-Based

Once credit is claimed, an unofficial statement of credit is immediately available on TCEOnline. Official credit will be uploaded within 60 days on the NABP/CPE Monitor.

\section{For Certified Public Health Professionals (CPH)}

The Centers for Disease Control and Prevention is a pre-approved provider of Certified in Public Health (CPH) recertification credits and is authorized to offer 2.0 CPH recertification credits for this program.

\section{DISCLOSURE}

In compliance with continuing education requirements, all presenters must disclose any financial or other associations with the manufacturers of commercial products, suppliers of commercial services, or commercial supporters as well as any use of unlabeled product(s) or product(s) under investigational use.