zilongwang/ReadingBank huggingface dataset:
I squirmed when Ralph started to spread me, first my buttocks, then my pussy lips, that was new, I had been played there, but I couldn't remember anyone just spreading my pussy lips on that way. I felt exposed as never before. The rest of the boys were watching the show, he was playing with my pussy, not for my pleasure, but the arousal was more and more each second. Steve made me suck his fingers clean after breakfast, and then I had to take care of some hard-ons on the bathroom. Ronney was first. To my surprised he seemed to know what he was doing, even not being the older one, he started to tell me what to do. I noticed he was uncircumcised. He taught me to expose his flesh, then to lick the tip for a while, then still with my tongue explore all the exposed flesh. He was sitting on the toilet while I was kneeling between his legs. He told me how to move my tongue while he had the head of his cock inside of my mouth, then, to use my hands to massage his balls while I was taking more and more cock. His was the first cum I tasted. Instead of cumming in my hand, he told me to keep my lips wrapped around it. I felt the warm cum flooding in my mouth, it felt weird, the taste wasn't disgusting, I was sure I could get used to it. He made me keep it in my mouth for some seconds, then he allowed me to spit it out or to swallow. "you choose.. for now" he said. I did the first, walked to the sink and spat it out, I had swallowed some, not willingly, but it's difficult to have something in your mouth without taking a bit. I didn't tell bothered him about it.
Assembling a Multibreak To build a multibreak without a bottom shot, you’ll first need a single break as described above. Next, you’ll need to roll some stacking casings. Form a casing as normal, but instead of inserting a solid disk, use one with a hole in about Making and Using Inserts
Now that both were empty on the inside it was time to finish the job. For the third time in less the 24 hours the meats found themselves in the ocean being cleaned. After that was done they were laid out in the sun to dry. While they were doing that Conner went in to the RV to make BBQ sauce. Haley went got the spits and lay them next to the meat. The Y bars were set up on each side of the pit her daughters had finished digging. They were down at the beach cooling off. The girls were hot and needed cooling off. It wasn’t like they would have much time to do that after the meat went over the coals. The girls retuned from the beach and went about tying the meat to long black metal poles. Their mom was inside getting foil to wrap both meats’ hair. A battery operated shaver which she would use to return them to their hairless goat statuses. Conner came out with a pair of bowls and set them at the meats heads. Last he returned to RV storage and pulled out the charcoal. He took it over to the pits poured it in than set it ablaze. While Conner waited for them to become ready the cook walked back over to the meats. “About ½ an hour the coals will be ready for them. It’s time to paint the meat then.”
Strategic directions TABLE 1 PARK MANAGEMENT ZONES AND OVERLAYS ZONE 1 REFERENCE AREA 2 3 CONSERVATION & RECREATION 4 RECREATION 5 EDUCATION AREA/ 5440 ha, 4% of Park. Comprises Little Desert (West) (2240ha) and Little Desert (East) (3200ha) Reference Areas. 79 390 ha, 60% of Park. Substantial parts of the western, central and eastern blocks of the Park. 45 865 ha, 34% of Park and all of Public Purposes Reserve (60 ha). Natural and undeveloped areas of the Park mostly surrounding the Conservation Zone. 15 ha,<1% of Park. Comprises the picnic and camping areas and a surrounding buffer of 200 m. 1350 ha, 1% of Park. Catiabrim Education Area. VALUES Relatively undisturbed land types and associated vegetation. Areas of high conservation value. Important natural values with scope for low impact recreation. Sites with facility development in a natural or semi- natural setting. A natural area with scope for adventure activities with the emphasis on education and social skills. GENERAL Protect viable samples of one Protect sensitive Protect less sensitive Provide primarily Provide primarily for MANAGEMENT or more land types that are natural environments, natural environments, for high use visitor environmental AIMS relatively undisturbed for comparative study with similar land types elsewhere, by keeping all human interference to the essential minimum and ensuring as far as practicable that the only long-term change results from natural processes. and provide for minimal impact recreation activities and simple visitor facilities subject to ensuring minimal interference to natural processes. and provide for sustainable dispersed recreation activities and recreation facilities without significant impact on natural processes. nodes with a concentration of recreation and/or interpretation facilities. education in a relatively undisturbed area.
APPENDIX 2 RARE AND THREATENED BIRDS OF THE LITTLE DESERT NATIONAL PARK SCIENTIFIC NAME COMMON NAME STATUS Ardeotis australis Australian Bustard e# Acanthiza iredalei Slender-billed Thornbill r Burhinus grallarius Bush Stone-curlew v# Calyptorhynchus banksii Red-tailed Black-Cockatoo e# Cereopsis novaehollandiae Cape Barren Goose r Falco subniger Black Falcon r Grantiella picta Painted Honeyeater r# Grus rubicunda Brolga r# Haliaeetus leucogaster White-bellied Sea-Eagle r# Ixobrychus minutus Little Bittern r Lathamus discolor Swift Parrot e# Leipoa ocellata Malleefowl v# Ninox connivens Barking Owl r Pedionomus torquatus Plains-wanderer v# Pomatostomus temporalis Grey-crowned Babbler e# Stictonetta naevosa Freckled Duck r# Xanthomyza phrygia Regent Honeyeater e# Source: Regional lists Status (CNR 1995b): e endangered in Victoria r rare in Victoria v vulnerable in Victoria # listed under Schedule 2 of the Flora and Fauna Guarantee Act
Term Times 17/18 Autumn Term (2017) Monday 11th September – Saturday 21st October 6 Weeks £34.50 Monday November 6th – Saturday 16th December 6 Weeks £34.50 Spring Term (2018) Monday 8th January – Saturday 10th February 5 Weeks £28.75 Monday 19th February – Saturday 24th March 5 Weeks £28.75 Summer Term (2018) Monday 23rd April – Saturday 26th May 5 Weeks £28.75 Monday 4th June – Saturday 7th July 5 Weeks £28.75 Payment The only method of payment we accept is card; each term must be paid for in advance. Card: Please call the Sir Ben Ainslie Sports Centre reception on 01872 246050 and give your child’s name as reference. Alternatively, a card payment can be taken in person at the SBA reception. Cash: Paid directly to the Sir Ben Ainslie Sports Centre. We cannot give refunds for classes missed. If we have to cancel a class we will endeavour to arrange a make-up session at the end of the term. Prices for terms are listed on the term dates table above. Starting Mid Term Each lessons costs £5.75. If you start in the middle of a term, the remaining weeks of that term are multiplied by 5.75. E.g. 3 x £5.75 = £17.25. **NO PAYMENTS CAN BE MADE AT THE PREP SCHOOL OR ON POOLSIDE**
Directions: Little Fishes classes are held at: Truro Prep School Highertown Truro TR1 3QN Directions: Please take the turning as if you were heading towards Truro Golf Course. Follow the road until there are some cars parked on the left side of the road. Take the left (there is a sign) towards Truro School and make your way up the lane. You will pass two houses on your left before reaching the gravel car park on your right. Parking: Please park in the gravel carp park behind the school sports hall (blue square). Please make your way into the school grounds (there will be a gate on the right) and up the steps and the pool will be on your right. Sharks: Please enter/exit the site via the one way system
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Morning Work DRP #21 Daily Fix-It #1-4 Daily Fix-It Daily Fix-It Finish any unfinished work DRP#22 Literacy Stations During Small Group Time Phonics/ Spelling Spelling Sort Valentine Spelling Activity SpellingCity Review Game Team Time Spelling test on Spellingcity.com Spelling Pre-Test (Special Effects in Film and Television) Conventions RWN pp. 214 Text Structure Task Cards Antonym Match Computer Game RWN pp. 217 Fluency Repeated Read with Guided Text Fluency Phrases Fluency Phrases Partner Poem Reader’s Theater Progress Monitoring Vocabulary “Words in Context” Vocab Cards Analogies Activity Sheet Vocabulary Game ~I Have…Who Has…~ Concept Completion Sentences Sheet Vocabulary Match Weekly Test Main Idea Task Cards Partner Task Sheet – Day 2 Partner Task Sheet – Day 3 CMT Response Questions Scavenger Hunt Writing Smartboard Writing Lesson Smartboard Writing Lesson Smartboard Writing Lesson Smartboard Writing LEsson Smartboard Writing Lesson Homework Homework ~RWN 213+215 ~Word Smart Sheet ~ORF ~Weekly Spelling ~Create a picture for your des. par. ~ORF ~Weekly Spelling ~RWN pp. 220 ~ORF ~Weekly Spelling ~RWN pp. 221 ~ORF ~Study Spelling Finish Final Copy of Writing Activity ~ORF ~ORF Literacy Stations – Mahalia Jackson Name: __________________________ Date: ________
Qualifications/education required: GCSE standard Degree/Higher Education E D Competencies required: Experience of working in a Digital Communications/ Communications Officer role for at least 12 months Ability to use own initiative, manage time effectively and to prioritise tasks Experience of using a range of social media channels (particularly Instagram/Snapchat) Ability to think creatively and strategically Excellent written and verbal communication skills Experience of managing a website The ability to communicate well with young parents Experience of working for the sector Experience of line managing a member of staff Ability to understand the issues faced by young parents E E E E E E E E D D Specialist training required: Experience of using Content Management Systems software Experience of using Adobe Creative Suite (particularly InDesign) or willingness to learn Experience of using Google Analytics Experience of using SEO to increase website traffic Ability to edit video Training will be provided on safer sleep advice and bereavement support issues. E E E E D Any particular aptitude/skill required: Good working knowledge of Word, Excel, PowerPoint and Outlook Excellent attention to detail E E Personal characteristics required:
Little Pieces of Light… Darkness and Personal Growth, a hope-filled book, offers both courage and solace. It reaches into the human heart, encouraging the reader to approach painful, inner darkness as a help rather than hindrance to personal growth. In a culture that pushes away darkness, this book carries a radical message. --Joyce Rupp— Week 1: Introduction. Week 11: The Land of Darkness. Week 111: Leave the Hall Light On. Silent Stirring In the Tomb. Week 1V: Separate Bedrooms. Week V: The Morning Will Come. Participants are encouraged to attend all five sessions. In preparation for each session, participants will be asked to read assigned chapters contemplatively. Reading contemplatively is a process of reading in inspirational writing and then quietly reflecting on what moves the heart, stir the soul, or captures the attention of the reader. The process will be explained at the first session. About the Facilitator: Sister Placida Shumba serves in the Pastoral Care Ministry at the Basilica of the Co-Cathedral of the Sacred Heart and an Associate spiritual director with the West Virginia Institute for Spirituality. Joyce Rupp is a Favorite Writer on the spiritual life. Having experienced times of personal darkness, I found this book to be transforming and a source of hope bringing light into the dark corners of my life. REGISTRATION I will be attending the Lenten reflection Group beginning February 19, 2018. I understand there is a $20 offering to cover Cost of the book, Postage supplies and Hospitality. Name__________________ Address_______________ City___________________ State_________________ Zip Code_____________ Telephone_____________ Email_________________ Please return this Registration form along With the donation to Sr. Placida Shumba at 1221 Virginia East Street, Charleston, WV 25301. Or register by phone 3O4 709 1744 or email shuplacmo @ gmail.com
Signature: ……………………………...............…Parent/ Guardian Date......................................................
AdvancED Standards (check all that apply) Annual School Improvement Plan Continuous Improvement Goal: Little Mill will improve student performance in all five academic content areas. SMART Goal: Little Mill will increase our CCRPI achievement score to 70 points and increase our progress score to 15 points. School Name: Little Mill Middle School School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Teaching and Assessing for Learning: The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Develop and administer common formative and summative assessments in all subject areas If teachers align standards to common formative and summative assessments, then teacher understanding of standards will increase leading to improved student achievement. 1-3 years Administrative Team Certified Teachers Develop and administer performance based assessments (at least one per nine weeks in each content area) If we develop and administer performance based assessments, our students will be adequately prepared for the state assessments which will improve student performance on these assessments. 1-3 years Administrative Team Certified Teachers
For lessons 6-10 Engineering Team Roles Materials Engineer I am responsible for making sure the team has all the required materials. Information Engineer I am responsible for taking notes and recording the data for the team. Project Engineer I am responsible for helping all team members stay focused on the project. Acoustical Engineer I am responsible for testing how different materials make sounds and for using the sound meter to measure sounds.
Appendix K: Performance Assessment Rubric Student: Date: Evaluation Criteria Category Characteristics of Student Work Performance Level 1 Emergent Performance Level 2 Developing Performance Level 3 Mastery Vocabulary Student demonstrates incomplete understanding of unit related vocabulary, but attempts to use vocabulary in discussions. Student is able to comprehend and use unit related vocabulary, but use two or three of them in wrong context. Student is able to comprehend and correctly use unit related vocabulary when discussing the project with others. Final Product Student’s vest attempts to represent his or her drawings/plans from the Engineering Journal, but many errors are made. Student’s vest closely represents his or her drawings/plans from the Engineering Journal. Student’s vest includes fine details representative of his or her drawings/plans from the Engineering Journal. Engineering Design Process Student attempts to discuss the engineering design process and use it during the unit with prompting and help from teacher or others. Student is able to discuss the engineering design process in their own words and/or begins to apply the process during the unit. Student is able to name the steps of the engineering design process and apply it in their work. Teamwork Student works around others others without conflict, but struggles with engaging in cooperative work while completing activities. Student works cooperatively with others in large and small groups. Student works cooperatively with others in large and small groups. Student motivates and encourages others to work cooperatively. Comparisons Student identifies differences properties of materials and sounds, but is unable to describe them. Student identifies and attempts to describe the differences in properties of materials and sounds. Student uses details to identify and describe the differences in properties of materials and sounds. Comments:
Services Access to the District’s network is available but not guaranteed in all classrooms at all times. The District makes no warranties of any kind, either expressed or implied, for the service it is providing. The District will not be responsible for any damages suffered. This includes loss of data resulting from delays, nondeliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. The District specifically denies any responsibility for the accuracy or quality of information obtained through its services. All communications made through the District’s network are subject to filtering and monitoring. School staff will monitor the instructional use of technology in the classroom. Monitoring may include, but is not necessarily limited to, visual observations of online activities during class sessions; or use of specific monitoring tools to review browser history and network, server, and computer logs. The District is not responsible for providing troubleshooting or technical support for personal WCDs. Security Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the District-wide network system administrator. Security vulnerabilities shall not be shared with others. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet. Pursuant to Federal law, all K-12 students shall receive education in the following: A. safety and security while using e-mail, chat rooms, social media, and other forms of electronic communications; B. the dangers inherent with the online disclosure of personally identifiable information; and, C. the consequences of unauthorized access (e.g., "hacking") cyberbullying and other unlawful or inappropriate activities by students online. Vandalism Vandalism is defined as any deliberate or malicious attempt to harm or destroy computer hardware or peripherals, data of another user, the Internet, the District's network, or any other networks that are connected to the District. This includes, but is not limited to, the uploading or creation of computer viruses. Vandalism may result in the loss of computer privileges and/or other discipline. Disciplinary Actions for Improper Use Students who access the Internet/network while on Board property shall abide by the provisions of this policy and the Code of Student Conduct. Violations may result in disciplinary action.
oris Buccinator Whistling, sucking, playing wind instruments, holds food between teeth Mastication Masseter Prime mover of jaw closure; elevates mandible Temporalis Jaw closure Tongue Movement Genioglossus Protrudes tongue Anteriolateral Neck Sternocleidomastoid Head rotation (nodding and side to side) Thorax: Breathing External Intercostals Pulls ribs toward one another to elevate the rib cage Internal Intercostals Depress rib cage Diaphragm Prime mover of ribs during inhalation Anterior/Posterior Thorax Pectoralis minor If ribs are stationary = draws scapula forward & downward If scapula are stationary = draws rib cage forward Trapezius Stabilizes, raises, retracts, rotates scapula; raise/shrug shoulders, extend head Crossing Shoulder Joint/Movement of Humerus Pectoralis major Primary mover for shoulder; prime mover of arm flexing Latissimus dorsi Prime mover of arm extension (lets arm move behind back) Deltoid Arm extension Anterior/Lateral Abdominal Wall Rectus abdominus Bend forward at the waist; fix & depress ribs, stabilize pelvis Abdominal oblique Helps muscles of back in abdominal rotation (side to side) Muscles Crossing Elbow Joint/Flexion & Extension of Forearm Triceps brachii Prime mover of forearm/elbow extension, stabilizes shoulder Biceps brachii Flexes forearm Brachialis Major forearm flexor Muscles of Forearm/Movements of Wrist, Hand, Fingers Pronator teres Pronates forearm Flexor carpi radialis Flexor of wrist, abducts hand
Flexor carpi ulnaris Flexor of wrist, adducts hand, stabilizes wrist Flexor digitorum Finger flexor (curl fingers) Pronator quadratus Pronates forearm Extensor carpi Extends wrist/hand Extensor digitorum Prime mover of finger extension Extensor pollicis brevis & longus Extends thumb Muscles Crossing Hip and Knee Joints Sartorius “Tailor’s muscle”; flexes & laterally rotates knee; crosses leg Adductor longus Flexes and rotates thigh Gracilis Flexes and rotates leg when walking Rectus femoris Extends knee, flexes thigh Vastus lateralis Extends knee Vastus medialis Extends knee, stabilizes patella Vastus intermedius Extends knee Gluteus maximus Major extensor of thigh Gluteus medius Rotates thigh, steadies pelvis, critical in walking Gluteus minimus Same as gluteus medius Biceps femoris Extends thigh, flexes knee, laterally rotates leg Semitendinosus Extends thigh, flexes knee, medially rotates leg Semimembranosus Same as semitendinosus Muscles That Move Ankle and Toes Tibialis anterior Prime mover of dorsiflexion, inverts foot Gastrocnemius Plantar flexes foot (to go on tiptoe, for instance) Soleus Plantar flexes ankle, important for walking, running, dancing
Little Warriors is a service project in which students visit elementary students to explain what high school is like and give students the opportunity to spend time with the next "warriors" and teach them school skills through unique and creative activities. We already have visited many times and had a great time spending time and bonding with the amazing kids at Emerson. We have given books to the little warriors for Christmas as a gift and promotion of healthy habits of reading among children, it was fun and the kids were overjoyed when they got the books. We've had helped many children who go every month to help teach and instruct the little warriors. It’s fun for everyone and you have to help each other grow as people and is a good club to join and have done many things in the past, but it's not about the fun games or about the books, it’s about becoming a better person and learning more to be successful at school.
Theme: More Transport Options Theme More transport options Objective To provide residents of all ages in Powelltown, Gilderoy and Three Bridges, with some viable options for transport facilities in order to meet their specific needs. Lead Transport Sub Group (Carmel Fox, Rebecca Wilson, Brian Eagle) Project Activities/Actions/Next Steps Links Timeframe Improved scheduling of school bus between Yarra Junction and Powelltown Write letter to Cindy McLeish seeking change in scheduling so that LYSS students can catch bus. Upper Yarra Secondary College, Little Yarra Steiner School, Department of Education 2016 Advocate for school bus to be used by general public Survey residents in PG&3B to determine demand. Seek support from schools and students. Lobby Department of Education. Department of Education, Martyrs Bus Service 2016-17 Community bus service from Yarra Junction to Powelltown Survey residents, especially young people, to determine demand. Approach mini-bus owners about availability of buses, e.g. Brittania Ridge Caravan Park, Eastern Volunteers, and Warburton Advancement League. Recruit volunteer drivers. Determine cost of fares. Trial minibus service. Upper Yarra Secondary College Little Yarra Steiner School Bus owners and operators 2016-17 Transport for aged and disabled Determine number of people who need a lift to get to Yarra Junction for occasional trips. Find drivers who are willing to provide lifts. Create a list of drivers, contact details and days/times when they usually travel to Yarra Junction. Sub Group 2017
Be respectful to your elders Be faithful between teacher and student Know the difference between good and evil Never retreat in battle Always finish what you start General Terminology Tang Soo Do: The name of the Martial Art we study. It means strike with the way of the worthy hand.. Sa Bom Nim: - Master Instructor Kyo Sa Nim – Certified Instructor Gup – Colored Belt Student Do Jang – School (the building) Do Bok – Uniform Dee – Belt Hyung – Form Gi Cho – Basic Ki Hap – Yell Stance – Ja Seh Choon Bee Ja Seh – Ready Stance Chun Gul Ja Seh – Front Stance Hu Gul Ja Seh – Back Stance Kee Ma Ja Seh – Horse Stance Commands in Training Cha Ryut – Attention Kyung Ret – Bow Choon Bee – Ready Shi-jock – Begin Ba-Ro – Return Shio – Relax (rest) Geauman – Stop Dwee Ro Tora – Turn to the rear Counting Hana – 1 Yosot – 6 Dul – 2 Ilgop – 7
Set – 3 Yodul – 8 Net – 4 Ahop – 9 Dasot – 5 Yol – 10 Kick – Cha Gi Block – Mahk Kee Punch – Kyong Kyuck Low –Ha Dan Middle – Choong Dan High –Sang Dan White Belt to Striped Yellow Belt Hyung (Forms) – Signified by a single Yellow Tape Stripe The first 4 moves of Ki Cho Hyung Il Bu Basic Hand & Foot Techniques – Signified by a single Blue Tape Stripe Ha Dan Mahk Kee – Low Block Choong Dan Kong Kyuck – Middle Punch Ahp Cha Gi – Front Kick Dull Ryo Cha Gi – Round Kick Il Soo Sik (Children One Steps) – Signified by a single Red Tape Stripe
#1 – low block – reverse punch – front kick – round kick – punch – punch (2 steps back) #2 – low block – reverse punch – round kick – round kick – punch – punch (2 steps back) Board Breaking Front Kick Terminology Count to 10 in Korean What is the season of White Belt? Winter How do you say school in Korean? Do Jang Striped Green Belt To Traditional Yellow Belt Hyung (Forms) Ki Cho Hyung Il Bu (Basic Form #1) Hand Techniques (students must be able to perform all techniques) Ha Dan Mahk Kee – Low Block Sang Dan Mahk Kee – High Block Ahneso Phaku Ro Mahk Kee – Inside to Outside Block Phakeso Ahnu Ro Mahk Kee – Outside to Inside Block Choong Dan Kong Kyuck – Middle Punch
Leader For the outpouring of your love through their work and witness; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For the strength to keep the vows each of us has made; Loving God, or Lord, in your mercy, People Hear our prayer. The leader may add one or more of the following biddings Leader For all who have been reborn and made new in the waters of Baptism; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For those who lead and serve in communities of faith; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For those who seek justice, peace, and concord among nations; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For those who are sick or suffering, homeless or poor; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For victims of violence and those who inflict it; Loving God, or Lord, in your mercy, People Hear our prayer. Leader For communion with all who have died, [especially those whom we remember this day: ]; Loving God, or Lord, in your mercy, People Hear our prayer. The Presider concludes the Prayers with the following or another appropriate Collect Giver of every gift, source of all goodness, hear the prayers we bring before you for N. and N., who seek your blessing this day. Strengthen them as they share in the saving work of Jesus, and bring about for them and for all you have created the fullness of life he promised, who now lives and reigns for ever and ever. Amen. If the Eucharist is to follow, the Lord’s Prayer is omitted here. Leader People and Leader As our Savior Christ has taught us, we now pray, Our Father in heaven, hallowed be your Name, And as our Savior Christ has taught us, we are bold to say, Our Father, who art in heaven, hallowed be thy Name,
Holy Rosary Parish Faith Formation Program Liturgical Mapping Church Calendar 2018 – Year B TEENS Week & Date Liturgical Season Gospel Themes Essential Concepts Book/ Resources Prayers Saint 7 10/28/18 OT All Saints Mark 10:46-52 Healing of Bartimaeus Healing Care for the vulnerable Task of Catechesis # 2 Essential Concept Sacrament of Healing Prepare for and participate in the Sacrament of Reconciliation and explain the importance of this Sacrament throughout life. Task of Catechesis # 4 Essential Concept Forms of Prayer Actively participate in and/or lead prayers of Blessing/Adoration, Petition, Intercession, Thanksgiving, and Praise. Write a prayer demonstrating the Five Forms of Prayer. Expressions of Prayer Recognize the blessing of the rich diversity of prayer within our Catholic faith traditions. Explore, experience, and reflect on the various expressions of prayer: vocal, meditative; and contemplative. Pray using the Examen. Catechism of the Catholic Church YOUCAT BREAKTHROUGH Bible St. Mary’s Press Illustrated Lives of the Saints Prayers by Heart St. Mary’s Press COMPEDIUM Catechism of the Catholic Church Journey of Faith for TEENS – Enlightenment Liguori Publication Prayer for the Faithful Departed Source: Prayers by Heart p. 17 St. Francis of Assisi
who has passed through the heavens, Jesus, the son of God, let us with confidence draw near to the throne of grace, that we may receive mercy and find grace to help us in time of need. Let us ask God to forgive us. Heb. 4:14,16 Invitation to Confession #67 2 If anyone sins, we have someone who pleads with the Father on our behalf – Jesus Christ, the righteous one.
Liturgy for Celebrating Inspired, Transformed Welcome/Announcements/Introduction Jesus’ words and life were filled with power, and people were amazed by his teaching. God gives us power to serve, and as American Baptists we believe and serve in the power of Christ. We rejoice today for the gifts God has given us so that we may serve as the hands and feet of Christ. Our gifts and ministries today build on the rich, precious and valuable heritage of our faith. We welcome you to this service of worship and invite you to join with us in expressions of thanksgiving, celebration and spiritual worship. Call to Worship L. Your works are mighty, O God, and your name is worthy to be praised. P. Through the lives of American Baptist, you have affirmed the gifts of many who went before us to speak truth to power. L. God is at work among us. God has given us a strong heritage of gifted writers. P. In the power of Christ, God has gifted our people to be the headlights, leading the way to Christ in ministries of justice, peacemaking, reconciliation and hope. All. Your works are mighty, O God, and your name is worthy to be praised. Invocation (in unison) Blessed God, in humility of heart and spirit, we come to worship you and give thanks for your grace at work among us as American Baptists. You have gifted our churches for over a hundred years with courageous teachers who speak to people all over the world in their own language about the power of Christ to transform their lives. Thank you for the path our feet have trod together, and give us today the vision, the creativity and spiritual insight to make our lives meaningful for you. In the Holy name of Christ we pray. Amen. Hymn Holy, Holy, Holy or How Firm a Foundation Reading the Hebrew Scripture Isaiah 61:1-12 A Moment of Silent Reflection Announcement and Showing of Inspired, Transformed…American Baptist Churches “Today we are very pleased and excited about our new film, showing where we have come from and pointing the way to where we can go as American Baptists. We invited seven inspiring storytellers to say a word about American Baptists through the lens of their own lived experiences. Their challenge for us is to pass on this gift that God has given us. “
People Amen. We set apart and dedicate this table for the glory of God where we present our gifts and eat and drink in communion with Christ and with one another in the name of Jesus Christ, our Saviour. The Service of the Table may continue this liturgy.
Weir A dam built across a river to raise upstream water levels. Wharf A level quayside area to which a boat may moor. Wye Valley Area of Outstanding Natural Beauty One of the 50 AONBs in England, Wales and Northern Ireland. Covers 326 square kilometres of south Herefordshire, eastern Monmouthshire and western Gloucestershire. Associated information Creating a great place for living: Defra’s strategy to 2020 Creating a better place – Our ambition to 2020 Flood Risk Management Plan for the Severn River Basin District River Basin Management Plan for the River Severn Canoe Wales information: river access - ‘white water’ for the higher reaches - ‘canoe tours’ for Glasbury down - These link through to the Wye & Usk Foundation and contains details of the Powys County Council arrangements and the Canoeists’ Guide. Canoe Wales will endeavour to keep these up-to-date as arrangements change.
Activity period: Activities can commence after approval from 27 August (after Darwin Festival) to 31 December 2018 Apply online using read the ; the Northern Territory Government supports the choice of NT businesses in accordance with its policy, when procuring goods and services and strongly encourages grant recipients to do the same be familiar with the arts funding requirements if your proposal includes Aboriginal artistic and cultural practice or activities involving children (read section Aboriginal Cultural Content and Working with Children of the ; and contact the Arts NT Live Darwin Arts team via or on 1800 678 237. Support Materials To strengthen your proposal you should supply: current CV/s; images, video or audio samples of work relating to your proposal; and any other relevant promotional material, business or marketing plans. letters of support from project partners or peers about your capacity or skills to deliver the proposal approvals and evidence of support from property owners, project partners or relevant authority such as local government The inclusion of artistic support material provided with your submission is vital as the Assessment Panel may not be familiar with you and your work. Applications are assessed on the basis of merit against the assessment criteria and the information provided. Support material must be provided in an electronic format compatible with PCs. Letters of support will be accepted and should be kept to one page per letter, with a maximum of three letters per proposal. Only current letters relevant to this opportunity will be relevant for the assessment. Contact You must speak with the Arts NT Live Darwin Arts team prior to submitting an application. Call 1800 678 237 or contact
FTA LOCATION – 50810 SE Grouse Ridge Road, North Bend, WA 425-437-3000 FTA LZ Coordinates – 47° 27’ 260” North 121° 39’ 720” West HOSPITAL ADDRESS PHONE NUMBER Snoqualmie Valley Hospital 9801 Frontier Avenue SE 425-831-2300 Snoqualmie, WA 98065 Swedish Medical Center 2005 NW Sammamish Rd 425-313-4000 Issaquah, WA Overlake Medical Center 1035 116th Ave NE 425-454-4010 Bellevue, WA
LIVE STREAM /WEB CAM IN OPERATION This building belongs to the Roman Catholic Diocese of Shrewsbury. If you have questions about this notice then please contact our Data Protection Officer who is located at 2 Park Road South, Prenton, WE USE A WEBCAM TO RECORD AND LIVE STREAM MASS AND OTHER SERVICES IN THIS BUILDING TO HELP US SHARE OUR FAITH WITH OTHERS WHO ARE UNABLE TO ATTEND IN PERSON. THE SYSTEM ALSO HELPS US MONITOR ANTISOCIAL BEHAVIOR, CRIME AND EMERGENCY INCIDENT AND SITUATIONS. LIVE STREAMS AND PAST RECORDINGS ARE PLACED ON THE DIOCEASEN WEBSITE FOR THE GENERAL PUBLIC TO SEE. IF YOU HAVE ANY CONCERNS ABOUT THE USE OF LIVE STREAMING DURING A SERVICE OR MASS, THEN PLEASE SPEAK TO (INSERT NAME) WHO WILL PROVIDE YOU WITH ADVICE ABOUT THE BEST PLACE TO SIT AND/OR WHAT YOU SHOULD DO. THE LIVE STREAMING OF MASS AND SERVICES IN THIS BUILDING IS BEING CARRIED OUT IN PURSUIT OF OUR LEGITIMATE INTERESTS WHICH IS TO PROMOTE AND SHARE THE ROMAN CATHOLIC FAITH. You can read our full privacy policy at http;//www.dioceseofshrewsbury.org/about us/privacy-notice.
Certificate of statutory consultations and responses to them Please read through this form and write clearly in the spaces provided. This form is to go with the Business Case or Short Form, whichever applies. It is for a work scheme for grant funding. You need to send this form and the Outline Business Case to the appropriate Area Flood and Coastal Risk Manager. You will find their contact details on previous letters we have sent you. Customer service line: 08708 506 506 This form relates to: The Flood and Water Management Act 2010 Coastal Protection Act 1949 sections 5(1) to 5(6). Note: Your authority’s Chief Executive Officer, or another officer authorised to sign the project appraisal report, should fill in and sign this certificate. Contents 1 Published notice of the project 2 Served notice to bodies 3 Consulted the following bodies 4 Gained the following necessary permission 5 Natural England has confirmed 6 Ownership of the site of work 7 The Data Protection Act 1998 8 Declaration 9 Contact us I, confirm that: Name of authority has kept to: the Coast Protection Act 1949 (‘the act’); the Coast Protection (Notices) (England) Regulations 2002 SI 2002/1278 (‘the regulations’); and the grant memorandum relating to scheme approvals and grants under the Flood and Water Management Act 2010 (‘the memorandum’). Address Postcode Project name National project number (Capital Investment Plan reference number) In particular, we have done the following: 1 Published notice of the project (using the form in the regulations) in the following local newspapers Name of newspaper Date notice published (DD/MM/YYYY) Number of responses Number of objections If an objector made a conditional agreement to withdraw an objection, please give details below.
Wyndham residents' perception of safety in public areas of Wyndham during the day Rating out of 10 2017 7.94 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Incidents of family violence Per 100,000 population 1,145 1,402 1,501 1,459 1,121 1,459 1,142 N/D 1,219 Crime Statistics Agency Offence rate Per 100,000 population 2017 6,151 7,420 9,832 6,841 5,837 7,398 9,206 N/D 11,843 Crime Statistics Agency Community Satisfaction with “arts and cultural services” Rating out of 10 2017 7.45 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Community satisfaction with performance of Council across all areas of responsibility Rating out of 10 2017 6.69 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Indicator Measure Year Wyndham Melton Hume Casey Cardinia Whittlesea North West Metro Greater Melbourne Victoria Source Places and Spaces SA1s per LGA in high or very high vulnerability category on VAMPIRE Index % 2011 81.3 94.6 80.6 89.7 97.4 75.4 N/D N/D N/D Vulnerability Analysis of Mortgage, Petroleum and Inflation Risks and Expenditure Index. Data accessed via Australian Urban Infrastructure Research Network Households experiencing housing stress No. (%) 2016 9,508 (13.5) 5,693 (12.9) 10,036 (15.9) 12,641 (13.1) 3,856 (11.8) 9,035 (13.6) N/D 195,262 (11.7) 255,657 (11.4) Australian Bureau of Statistics, Census of Population and Housing 2011. Compiled and presented by .id Consulting
government and private organisations on key issues Community satisfaction with Council's performance in maintaining the trust and confidence of the local community Rating out of 10 2017 6.31 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey *Notes: Station locations where dangerous heat days and rainfall were recorded are as follows Wyndham Melton Hume Casey Cardinia Whittlesea Temperature Laverton RAFF Melbourne Airport Essendon Airport Cranbourne Botanic gardens Ferny Creek Bundoora Rainfall Laverton RAFF Melton Essendon Airport Cranbourne Botanic gardens Lang Lang Yan Yean
Statistics, Census of Population and Housing 2016. Community satisfaction with Council's performance in community consultation and engagement Rating out of 10 2017 6.57 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Community satisfaction with Council's representation, lobbying and advocacy on behalf of the community with other levels of government and private organisations on key issues Rating out of 10 2017 6.33 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Community satisfaction with Council's performance in maintaining the trust and confidence of the local community Rating out of 10 2017 6.31 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey Community satisfaction with performance of Council across all areas of responsibility Rating out of 10 2017 6.69 N/D N/D N/D N/D N/D N/D N/D N/D Annual Community Satisfaction Survey *Notes: Station locations where dangerous heat days and rainfall were recorded are as follows Wyndham Melton Hume Casey Cardinia Whittlesea Temperature Laverton RAFF Melbourne Airport Essendon Airport Cranbourne Botanic gardens Ferny Creek Bundoora Rainfall Laverton RAFF Melton Essendon Airport Cranbourne Botanic gardens Lang Lang Yan Yean
2. Other costs Please indicate, where appropriate, the costs incurred on the following items? Cost item Used? If yes write “1” If no “0” Unit price/cost (FRW) Unit price/cost (FRW) Total (FRW) 2008 Total (FRW) 2009 Total (FRW) 2010 Total (FRW) 2011 Total (FRW) 2012 Total (FRW) 2013 Total (FRW) 2014 Vet services Spraying against ticks (koza, kuhagira, gufuhirira…. Deworming (kugabura umuti w’inzoka) Vaccination (gukingira inka…) Drugs and vet products (imiti, ….) AI services (gutera intanga) Transport Labor (consider all labor costs incurred) Other services
Job Creation Job creation (record employee name as many times as he/she was hired at different times, if applicable) # Name of employee (optional) Sex ( M,F) Year of employment Type of job (short description ) Estimate of job duration in months ( job lasting at least 1 month) Payment per month (in FRW) 1 2 3 4 5 6 7
That qualified answer is your thesis. You know now precisely what it is you want to say—and that is the first long step in the path toward better writing. LAW Chap 2 From Opinion to Thesis Questions What is the difference between opinion and thesis? A thesis is your opinion boiled down to one arguable statement. What is the five-step process for narrowing a general subject to a thesis? Take inventory-what do you know about the subject? Ask questions Look for relationships Ask the yes-or-no question Quality-what degree (always, never, many, most What is the value of the yes-or-no question? It allows you to decide if your position is defendable. If you cannot answer “yes” or “no”, then you need to add a qualification. Why is qualification of a thesis important? Qualifications allow you to indicate the degree of truth in your thesis. LAW Chap 2 From Opinion to Thesis Assignments At the top of a sheet of paper, write the name of some subject in which you are now enrolled. Then do the following: Write at least five statements of fact about it.  Write at least two yes-or-no questions that occur to you in relation to these facts.  Write a thesis based on one of the questions.  Write an antithesis. (If your antithesis is not valid, write a new thesis. Keep trying until you are sure that both thesis and antithesis can be defended.)  Give at least one reason (or one piece of evidence) supporting your antithesis.  Give at least two reasons (or pieces of evidence) supporting your thesis.  Write a paragraph based on your thesis (#3). Include in this paragraph the point supporting the antithesis (#5) and both the points supporting you thesis (#6). Bear in mind that your purpose is to persuade a reader to agree with your thesis. Organize your paragraph in the way that seems to be best for this purpose. 
7. Write a sentence ending with three if clauses. ____________________________________________ 8. Complete the sentence below by interrupting it with two parallel if clauses: The problem of race relations, if ________________________________________________________, And if _____________________________________________________________________________ must be solved. 9. Write a balanced sentence modeled on #6 on page 124 but using different infinitives. ____________ 10. Write a sentence that contains a double parallel. _________________________________________ LAW Chapter 10 Parallel Structure Questions 1. What is the best way to learn parallel structure? __________________________________________ 2. Parallelism “is a repetition of structure.” Explain. ________________________________________ 3. Give an example of a balanced sentence. ________________________________________________
Patient details Referring clinician First Name: Surname: NHS number: Address: Patient Telephone: General Practitioner: Current location: Referring Hospital: Ward (if applicable): Referring Consultant: Email: Telephone: Date of referral: Provisional diagnosis: Patient aware of diagnosis? Is patient on a 62 day pathway? If Yes, 62 day target date: Presenting symptoms Bloods Questions for MDT & Additional information Abdominal Mass Altered bowel habit Anaemia Ascites Dark Urine/Pale Stools Dyspepsia Encephalopathy Jaundice Liver Decompensation Nausea / Vomiting Pain Please specify site PR bleeding Pruritus Heamatemesis/melaena Weight loss x Other Please specify Bilirubin ALT AlkP Albumin eGFR Prothrombin time Haemoglobin Platelets If available: CEA AFP CA125 CA19-9 Viral Serology Autoimmune screen >60 value if <60 eGFR date: Comorbidities & performance status Treatment Viral hepatitis Chronic liver disease Pancreatitis Autoimmune disease Inflammatory bowel disease PSC/PBC Obesity Ischaemic heart disease Respiratory disease Anticoagulant therapy Alcohol excess Diabetes Haemochromatosis Bowel resection (operation type, date) Liver resection (operation type, date) Chemotherapy (type, date) Radiotherapy (type, date) Transplant TACE (type, date) PVE (type, date) ECOG performance status Do you consider your patient fit for surgery? Do you consider your patient fit for chemotherapy? Intervention already performed Histopathology available ERCP PTC +Plastic stent +Metal stent Biliary drain Biopsy Histopathology summary (if available):
USEFUL CONTACTS AT LIVERPOOL HOPE UNIVERSITY PERSONNEL Andrew Catterall HR Director Tel: 3931 mob: 6154 Natalie Dermott HR Manager Tel: 3818 dermotn@hope.ac.uk Clare Talbot Recruitment Manager Tel: 3379 talbotc@hope.ac.uk Theresa Lewin HR Manager Tel: 3348 Annmarie Lowther HR Manager Tel: 3484 Linda Thompson HR Manager Tel: 3465 Bethany Burgess Staff Development Co-ordinator Tel: 3771 burgesb@hope.ac.uk HR Reception for general enquiries Tel: 3189 Jane Fitzgerald HR Administrator Tel: 3245 Paula Jenkins HR Administrator Tel: 3384 Karen Lindon HR Administrator Tel: 3755 SALARIES Steve Jolley Tel: 3052 Julie Skinner Tel: 3056 IT SERVICES HELPDESK Tel: 2100 LIBRARY Enquiry desk Tel: 2041 Issue desk Tel: 2000