zilongwang/ReadingBank huggingface dataset:
Consolation Prizes : Consolation prizes against 1st prizes will be given on alternative series on which the result is declared . In case of 1st prizes of "Series A" consolation prize of Rs. 1,00,000/- (Rupees one lakh) will be given on same number in other series i.e Series B , similarly 1st prizes out of "Series B" consolation prize of Rs. 1,00,000/- (Rupees one lakh) will be given on same number in other series i.e Series A. 5 METHOD OF DRAW The following prizes shall be given on the basis of the draw, to be conducted by Director Lotteries or officers deputed by him in this behalf in accordance with the method prescribed against each prize. 1st Prize 2 Rs.One Crore fifty lakhs each Two complete numbers will be drawn along with series. One from series A and another from series B. If numbers fall from un-sold ticket, the machine will be re-operated till the prize is drawn from sold tickets. Consolation prize 2 Rs. One Lakh each In case of 1st prizes of "Series A" consolation prize of Rs. 1,00,000/- (Rupees one lakh) will be given on same number in other series i.e Series B , similarly 1st prizes out of "Series B" consolation prize of Rs. 1,00,000/- (Rupees one lakh) will be given on same number in other series i.e Series A. 2nd 10 Rs. Twelve Lakhs fifty thousand each Ten numbers of six digit will be drawn with series. 3rd 10 Rs. Five Lac each Ten numbers of six digit will be drawn with series. 4th 20 Rs. One lakh each Ten numbers of six digit will be drawn without series. (Common to both series). 5th 40 Rs. Fifty thousand each. Twenty numbers of six digit will be drawn without series. (Common to both series). 6th 40 Rs. 20,000/- each Twenty numbers of six digits will be drawn without series.(Common to both Series) 7th 4000 Rs.1000/- each Twenty numbers of last four digits will be drawn.(Common to Both Series) 8th 100000 Rs. 200/- each Five hundred numbers of last four digits will be drawn.(Common to Both Series)
Module Assessment Learning Outcomes Teaching and Learning Introduction to Peace Studies Essay, Report LO2 Lectures, Study Day, Guest speakers Fragile States and the Security-Development Nexus Essay, Group presentation LO1,2 Lectures, seminar presentations, DLT Natural Resource Governance Essay, Group presentation LO1,4 Lectures, seminars, DLT, policy analysis Gender, Conflict and Development Report LO3,5 Lectures, student presentations, small group work, case studies Dissertation Dissertation, Proposal LO2,5,6,7 Lectures, one to one Supervision
Working with groups and families 7 20 Assignment 1: Analytic commentary on counselling the modern family (2,500 words) Assignment 2: Case Presentation (1,000 words) Assignment 3: Portfolio (1,500 words) C C C C C C P P P P P P P P P P P P P Masters T1 Advancing practice 7 20 Assignment 1: Literature review(1,500 words) Assignment 2: Research Presentation (1000 words) C C C C P P P P P P P P P P T2 Contemporary Therapeutic Challenges 7 20 Assignment 1: Research Project (5,000 words) C C F F F F F F F F T3 Therapeutic Challenges and Beyond 7 2.0 Assignment 1: Therapeutic Challenges Essay (8,500 words) Assignment 2 Portfolio 1,500 words C C C C F F F F F F F F F F F F F F F F
Lectures Given, continued… University of Texas Health Science Center San Antonio, TX Diabetic Foot Symposium and Preceptor Program. (Oct. 1999) “Prophylactic Surgery in the Diabetic Patients, Who, When and Why.” “The Infected Diabetic Foot and Clinical and Surgical Management.” University of Texas Health Science Center San Antonio, TX Vascular Surgery Grand Rounds. “Pathophysiology of Diabetic Microvascular Disease and its Clinical Importance.” (Jan. 2000) University of Texas Health Science Center San Antonio, TX 27th Annual Symposium on Sports Medicine. “Orthotic and Shoe Modifications in the Athlete.” (Jan. 2001) University of Texas Health Science Center San Antonio, TX 28th Annual Symposium on Sports Medicine. “The Diagnosis and Treatment of Turf Toe.” (Jan. 2002) HEALTHSOUTH Physical Therapist Continuing Medical Education “Clinical Recognition and Surgical Management of Tarsal Tunnel Syndrome.” (June 4, 2002) University of Texas Health Science Center San Antonio, TX 29th Annual Symposium on Sports Medicine. “Clinical Diagnosis and Management of Acute Midfoot and Forefoot Injuries.” (Jan. 2003) Texas Podiatric Medical Association – Annual Meeting Frisco,Tx “Management of Foot and Ankle Fractures in Athletes.” (Sept. 2005) American Academy of Podiatric Sports Medicine Walkersville, MD “Advancements in Podiatric Sports Medicine- Rosalind Franklin Medical School.” “Management of Foot and Ankle Fractures in Athletes.” (Oct. 2005) University of Texas Health Science Center San Antonio, TX
(Nov. 2007) Faculty – University of Texas Health Science Center – Symposium San Antonio, TX “AO Technique and Application to Fractures and Surgery of the Foot & Ankle.” (Dec. 2007) Arthrex Surgical Symposium and Cadaver Workshop Las Vegas, NV “Senior Instructor: Surgical Options in the Correction of Hallux Valgus.” (July 2008) Texas Center for Athletes San Antonio, TX “Senior Instructor: Surgical Options in the Correction of Hallux Valgus.” (July 2008) Lectures Given, continued… Trinity University San Antonio, TX Sports Medicine: Connecting Medicine and Science. “Clinical Evaluation of the injured Athletic Ankle.” (Jan. 2009) Southwest Podiatric Medical Conference Frisco, TX “Introduction to Sports Medicine.” “Athletic Sprains of the Hindfoot and Ankle in the Athlete.” “If It’s Not an Ankle Sprain, Then What Else Could it Be?” “Unraveling the Enigma of the Dreaded ‘Turf Toe’.” “Evaluation and Management of Jones Fracture in the Athlete.” (Sept. 2009) Midwest Podiatric Medical Conference Chicago, IL “Complicated Case Presentation in Sports Medicine.” Panel member. “Evaluation and Management of Syndesmosis Injuries in the Athlete.” (March 2010) American Podiatric Medical Association National Meeting Seattle, WA “Evaluation and Surgical Management of Jones Fractures in the Athletic Population.” (July 2010) TPMA – Southwest Foot and Ankle Conference Frisco, TX “Evaluation of Proximal Fifth Metatarsal Fractures.” (Sept. 2010)
Location: University of St. Boniface, 200 Cathedral Avenue Register: or contact Dr. Maria Arentsen, or Ph: (204) 237-1818, Ext. 346 ______________________________________________________________ Tuesday, June 12th: Men’s Mental Health Presence: Finding the Lighter Side of Darkness Featuring Big Daddy Tazz, Comedian and Motivational Speaker Host: Eden Mental Health Centre Target audience: General public, especially men Time: 8:30 am – 4:00 pm Location: Victoria Inn and Conference Centre, 1808 Wellington Avenue Register: or contact Agatha Fehr, Ph: (1-866) 895-2919 Cost: $80.00 per person ________________________________________________________________________
Equal Opportunities Monitoring Form PRIVATE AND CONFIDENTIAL The Bumblebee Conservation Trust operates an Equal Opportunities Policy and no person will be discriminated against whilst seeking employment or during such employment with the Trust on the grounds of any protected characteristics such as age, disability, ethnic origin, gender, marital status, political allegiance, race, religious belief, sexual orientation, responsibility for dependants, or unrelated spent criminal convictions. You may choose to leave any or all questions unanswered. TYPE OF ROLE APPLIED FOR: CONSERVATION SCIENCE ADMINISTRATION FINANCE COMMUNICATIONS PUBLIC ENGAGEMENT STRATEGY PROJECTS (e.g. MAB, PtP, SubT) DATE FORM COMPLETED: AGE: GENDER (Please circle/cross out as appropriate): MALE FEMALE TRANSGENDER OTHER (Please specify)________________ IS THIS THE SAME GENDER YOU WERE ASSIGNED AT BIRTH? Yes No (please tick/double click to select) MARITAL STATUS (Please circle/cross out as appropriate): MARRIED CIVIL PARTNERSHIP SINGLE DIVORCED LIVING WITH PARTNER OTHER (Please specify)______________________________ DO YOU HAVE RESPONSIBILITY FOR DEPENDANTS (e.g. children, elderly, or any other person for whom you are the main carer)? CHILDREN ELDERLY OTHER NOT APPLICABLE DISABILITY Do you consider yourself to have a physical and/or mental impairment as defined by the Equality Act 2010/ Disability Discrimination Act 1995 (NI)? Yes No (please tick/double click to select) Please give details if you wish: ETHNIC ORIGIN How would you describe your identity? WHITE: BRITISH ENGLISH IRISH SCOTTISH WELSH OTHER (PLEASE SPECIFY): _____________________________
MAED4026 Creative Approaches to Educational Leadership Saturday 22nd September 2018 Saturday 6th October 2018 Saturday 10th November 2018 09:30 – 16:30 4th February 2019 MAED4007, 4107, 4207 Negotiated Learning Tutorial Only to be arranged with tutor N/A 9th January 2019 Term 2 Module Dates Time Assignment Submission Date MAED4006 Contemporary Issues in Education: Theory, Policy and Practice Online from week beginning 14th January until week ending 29th March 2019 N/A 21st June 2019 MAED4022 Organisational Improvement through Action Research Saturday 16th March 2019 09:30 – 16:30 10th June 2019 MAED4041 Towards Inclusion: Partnership and Reflection Monday 14th January 2019 Monday 28th January 2019 Monday 11th February 2019 Monday 25th February 2019 18:15 – 20:15 22nd May 2019 MAED4158 Communication and Collaboration in the Early Years Online from week beginning 14th January until week ending 8th March 2019 N/A 4th June 2019 MAED4001 Research Methods in Education Saturday 12th January 2019 Saturday 2nd February 2019 Saturday 2nd March 2019 09:30 – 16:30 30th May 2019 MAED4023 Policy and Management of Change Saturday 12th January 2019 Saturday 2nd February 2019 Saturday 2nd March 2019 09:30 – 16:30 30th May 2019
MAED4067 The Practice of Mentoring and Coaching Saturday 12th January 2019 Saturday 2nd February 2019 Saturday 2nd March 2019 09:30 – 16:30 30th May 2019 MAED4071 Learning and Teaching Religions and Values Saturday 12th January 2019 Saturday 2nd February 2019 Saturday 2nd March 2019 09:30 – 16:30 30th May 2019 MAED4007, 4107, 4207 Negotiated Learning Tutorial Only to be arranged with tutor N/A 10th April 2019 Term 3 Module Dates Time Assignment Submission Date MAED4001 Research Methods in Education Online from week beginning 29th April until week ending 28th June 2019 N/A 24th September 2019 MAED4047 Inclusion and Challenging Behaviour Monday 29th April 2019 Monday 20th May 2019 Monday 3rd June 2019 Monday 10th June 2019 18:15 – 20:15 5th September 2019 MAED4157 Policy Influence in the Early Years Online delivery from week beginning 29th April until week ending 21st June N/A 17th September 2019 MAED4006 Contemporary Issues in Education: Theory, Policy and Practice Saturday 6th April 2019 Saturday 11th May 2019 Saturday 8th June 2019 09:30 – 16:30 5th September 2019
contemporary Aborigines who at times will want to sell, mortgage and lease some lands so that they might enjoy the benefits of their overall land holdings. Once again the challenge is finding how best to ensure equality, non-discrimination and agreement. Last week, the Aborigines at Yirrkala held ceremonies commemorating the 50th anniversary of the bark petitions presented to the Australian Parliament on 14 August 1963. Back in November 1935, the Reverend Wilbur Chaseling, a Methodist Missionary arrived at Yirrkala with his family and fellow missionaries. They were the first Europeans to settle in that part of the world. In the early 1960s, a foreign corporation wanted to come and mine the Aboriginal lands there at Yirrkala. The missionaries worked closely with the Aboriginal leaders deciding to petition the Australian parliament asking to be consulted before there was any invasion or interference with their hunting and traditional places. In a graceful understatement, they told Parliament, ‘That the people of this area fear that their needs and interests will be completely ignored as they have been ignored in the past, and they fear that the fate which has overtaken the Larrakeah tribe will overtake them.’ The Larrakeah were the traditional owners of Darwin and the elders from Yirrkala had seen the social devastation caused the Larrakeah people living as long grasses on the outskirts of Darwin. Eventually the people were heard. They lost their case before Sir Richard Blackburn in 1971. Thanks to Eddie Mabo, we have now been provided with a surer legal foundation for extending equality, non-discrimination and agreement to all Australians, including our First Peoples. Today’s oration provides pointers for the ongoing dialogue we need to complete the task. Let’s do it together in the same spirit displayed by those who met on the shore at Urangan 150 years ago.
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Jones, Jeffrey M. "Ahead of Midterms, Anti-Incumbent Sentiment Strong in U.S." Gallup. N.p., 14 May 2014. Web. 18 Sept. 2014. Jones, Jeffrey M. "Congressional Job Approval Stays Near Historical Low." Gallup. N.p., 12 Aug. 2014. Web. 18 Sept. 2014. Jones, Jeffrey M. "Record-High 42% of Americans Identify as Independents." Gallup. N.p., 8 Jan. 2014. Web. 18 Sept. 2014. Mann, Thomas E., and Raymond F. Wolfinger. "Candidates and Parties in Congressional Elections." American Political Science Review 74.03 (1980): 617-32. JStor. Web. 19 Sept. 2014. Newport, Frank. "Congressional Re-Elect Measure Remains Near All-Time Low." Gallup. N.p., 18 Aug. 2014. Web. 18 Sept. 2014. "PAC Dollars to Incumbents, Challengers, and Open Seat Candidates." Opensecrets RSS. Center for Responsive Politics, n.d. Web. 19 Sept. 2014. Pastine, Ivan, and Tuvana Pastine. "Incumbency Advantage and Political Campaign Spending Limits." Journal of Public Economics 96.1-2 (2012): 20-32. ScienceDirect. Web. 19 Sept. 2014. Shabad, Rebecca. "House GOP Bill Pushes Term Limits." TheHill. N.p., 5 Feb. 2014. Web. 18 Sept. 2014. "Why Are Sitting Members of Congress Almost Always Reelected?" ThisNation.com. N.p., n.d. Web. 18 Sept. 2014.
1. Open Mac client software, you can get Mac computer name from the server item, see the next image, computer name is “DrupaMac.local”. Or you can get Mac computer name from “terminal” utilities, see the next step: A. run “Terminal” in “Go”—“Utilities” B. type uname–n, you can get computer name, see the next image, the computer is “DrupaMac.local” 2. Run ElecRoc Server, and click “Settings”---“Authorization”, in the next windows, add Mac computer name to the list. 3. In Mac client login windows, input Server computer IP in “Server” item, then click“Check”. 4. In the next windows, click “Start”, it will check the result of connection with Server. 5. If the result is ok, follow the next step to map server name to IP address, a) run “Terminal” b) type cd/ c) type cd etc d) type sudo vi hosts e) input password, then press “return” key. attention, when input pw, nothing happen inwindow, don’t care about that, just finish input and return f) there appear host database window
MARINE CORPS SECURITY COOPERATION GROUP COMMAND SCREENING CHECKLIST MARINE ADVISOR COURSE Name: ___________________________ Grade: ___________ EDIP: _______________ Unit: ________________________________________________________________________ PREREQUISITES Marines attending the MAC must complete the following on-line courses prior to the start of the course. By completing the courses, the Marines will be familiar with theories, terms, and definitions they will encounter within the course and on their deployment. a. Unit Training Management: Platoon (E5-E6 & O1-O2) Date Completed:_______ -Marinenet Course Code (UT03AO0000) b. Unit Training Management: Battalion (E7-E9, WO-CWO5, O3-O5) Date Completed:_______. -Marinenet Course Code (UT05AO0000) c. Range Safety Date Completed:_______. -Marinenet Course Code (RTAMRSOCAA) d. RCLF Culture 101 Date Completed:_______ -Marinenet Course Code (CLRCULT01A) e. SERE 100.2 Level A Date Completed:_______ -Joint Knowledge Online (J3T A-US1329) f. DISCS: Security Cooperation Familiarization Course Date Completed:_______ -www.disam.dsca.mil Course Code (SCM-FA-OL)
Dispute Resolution Procedures 10.09.02 Physicians’ Services The purpose of this proposal is to align Medicaid coverage of gender reassignment with the Maryland State Employees’ Health Benefit program and recent changes in Medicare policy. 11/25/14 1/23/15
COMAR Title PURPOSE AELR DATE DATE of 1st Printing in MD REG Comments Rec'vd? (If Yes, who responded and date of response?) DATE of FINAL MD. REG. APPROVED 10.09.33 (.01—.12) TCA Substance Abuse The purpose of this action is to repeal this chapter in its entirety since the services have not been utilized in over 5 years. 06/28/12 08/10/12 No comments 10/19/12 10/29/12 10.09.49 (.01-.13) Case Management for Children Diverted/Returned from Out-of-State Residential Treatment Facilities The purpose of this action is to repeal this chapter in its entirety since the services have not been utilized in over 5 years. 06/28/12 08/10/12 No comments 10/19/12 10/29/12 10.09.62 (.01) 10.09.63 (.01, .02, and .04) 10.09.64 (.06 and .08) 10.09.65 (.02, .03, .08, .19-3, and .20) 10.09.66 (.04) 10.09.67 (.06, .07, .12, .20, .21 and Maryland Medicaid Managed Care Program: Definitions Maryland Medicaid Managed Care Program: Eligibility and Enrollment Maryland Medicaid Managed Care Program: MCO Application Maryland Medicaid Managed Care Program: Managed Care Organizations Maryland Medicaid Managed Care Program: Access Maryland Medicaid Managed Care Program: Benefits 1) Clarify the definition of inmate by including persons placed on home detention; 2) Update language regarding effective date of enrollment in an MCO to coincide with Department policy; 3) Remove obsolete language regarding transmission of PCP affiliation to the enrollment broker; 4) Add language requiring MCOs to obtain the Department’s approval before changing an enrollee’s PCP under certain circumstances; 5) Add language requiring MCOs to coordinate operating room services with the Department’s dental benefits manager; 6) Add new value based purchasing measure; 7) Add smoking cessation treatment to clarify that in addition to education stop 08/02/12 09/07/12 Received and responded to comments.
COMAR Title PURPOSE AELR DATE MD REGISTER DATE APPROVED COMMENTS 10.09.82 Provider Based Outpatient Oncology Facilities The purpose of this proposal is to implement regulations to allow Provider Based Outpatient Oncology Facilities to be participating providers in the Maryland Medical Assistance Program. 05/08/2012 06/15/2012 9/17/12 10.09.01 10.09.21 10.09.58 (.04) Nurse Practitioner Services Nurse Midwife Services Family Planning Program The purpose of this proposal is to update language regarding written agreement and plans between nurse midwives, nurse practitioners, and physicians to coincide with current policy. 07/13/2012 10.09.35 (.01, .04, .05) Hospice Care The purpose of this proposal is to eliminate outdated terminology and procedures in the Maryland Medical Assistance Hospice Program to be consistent with comparable federal terminology, procedures and requirements. 07/13/2012 . 10.09.33 TCA Substance Abuse The purpose of this action is to repeal this chapter in its entirety since the services have not been utilized in over 5 years. 08/10/2012 10.09.49 Case Management for Children Diverted/Returned from Out-of-State Residential Treatment Facilities The purpose of this action is to repeal this chapter in its entirety since the services have not been utilized in over 5 years. 08/10/2012
Where can I find my .tax file? Most web browsers will automatically download your .tax file to your default browser download location. This may be your Desktop or a Downloads folder. To check your Desktop, click ‘Go’ in the menu bar, then select ‘Desktop’. To check your Downloads folder, click on the Spotlight icon (shown as a magnifying glass) located on the top right in the menu bar and type in the word ‘downloads’ in the Spotlight field. Select your Downloads folder from the list. If you would like to change your default file download location, or even just check to see what the default location is, here are the instructions for each major browser: Change Download Location in Safari: Click ‘Safari’ in the menu bar then ‘Preferences…’ to open the Preferences window Click the ‘General’ tab then select the ‘Save downloaded files to’ dropdown menu and select ‘Other…’ A file navigation dialog box will open. Navigate to and select the location where you want the files stored and click ‘Select’. The new location will appear in ‘Save downloaded files to’ section. Click the Close button to exit Preferences. The folder you chose will now be the default location for anything you download from the Internet. Change Download Location FireFox: Click ‘Firefox’ in the menu bar then ‘Preferences…’ to open the Preferences window Click the ‘General’ tab, then in the ‘Save files to’ section, select the ‘Choose…’ button a file navigation dialog box will open A file navigation dialog box will open. Navigate to and select the location where you want the files stored and click ‘Open’. The new location will appear in ‘Save files to’ section.
In this scene, the murderers put Macbeth’s plan to kill Banquo in to action. Act Three, Scene Three A park near the palace. Enter three Murderers. First Murderer 1 But who did bid thee join with us? Third Murderer 2 Macbeth. Second Murderer 3 He needs not our mistrust, since he delivers 4 Our offices and what we have to do 5 To the direction just. First Murderer 6 Then stand with us. 7 The west yet glimmers with some streaks of day: 8 Now spurs the lated traveller apace 9 To gain the timely inn; and near approaches 10 The subject of our watch. Third Murderer 11 Hark! I hear horses. BANQUO 12 (Within) Give us a light there, ho! Second Murderer 13 Then ‘tis he: the rest 14 That are within the note of expectation 15 Already are I’ the court. First Murderer 16 His horses go about. Third Murderer 17 Almost a mile: but he does usually,
LADY MACBETH 165 You lack the season of all natures, sleep. MACBETH 166 Come, we’ll to sleep. My strange and self-abuse 167 Is the initiate fear that wants hard use: 168 We are yet but young in deed. Exeunt New knowledge Most ordinary Elizabethans were a mixture of religious (Christian – called Protestants) and superstitious (based on ancient folk beliefs). As such most people believed in the supernatural, including witches, ghosts and spirits. In fact, it was a genuine belief that if the soul did exist, then ghosts and spirits must also exist. Ghosts were often thought to return to earth with a purpose or message for the living. Pen to paper Why do you think Banquo’s ghost appears? What could Banquo’s ghost be warning others of? Why is it Banquo’s ghost Macbeth sees and not Duncan’s? Pen to paper: What is revealed about Macbeth’s state of mind in this scene? What comment does Macbeth make about Banquo and how do the lords respond?
How will this intensify the audience’s sense of horror? Pen to paper: How does the way the witches speak and the words they use build up the power of the scene? Consider and complete the chart below: Plosives: /d/p/b/t/k Identify the plosive sounds: Double double toil and trouble Fire burn and cauldron bubble Fricatives /s/z/ Identify the fricative sounds: Sweltered venom, sleeping got Why would Shakespeare choose these sounds for the witches? Why would Shakespeare choose these sounds for the witches? Semantic field of death Re-read the witches’ speech. List all of the words that you might associate with death. Semantic field of nature Re-read the witches’ speech. List all of the words that you might associate with nature. Why do you think Shakespeare put a semantic field of death in the speech of the witches? Why do you think Shakespeare put a semantic field of nature and animals in the speech of the witches? What kind of animals are included? Why
Consider the similarities and differences between Macbeth’s meeting with the witches in Act 1, Scene 3 and Act 4 Scene 1. As Macbeth is leaving the witches, he comes across Lennox. Enter LENNOX LENNOX 102 What’s your grace’s will? MACBETH 103 Saw you the weird sisters? LENNOX 104 No, my lord. MACBETH 105 Came they not by you? LENNOX 106 No, indeed, my lord. MACBETH 107 Infected by the air whereon they ride; 108 And damn’d all those that trust them! I did hear 109 The galloping of horse: who was’t came by? LENNOX 110 ‘Tis two or three, my lord, that bring you word 111 Macduff is fled to England.
New knowledge In this part of the scene, Lady Macduff informs her son that his father is a ‘traitor’… LADY MACDUFF 35 Sirrah, your father’s dead; Why do you think Lady Macduff asks her son this? 36 And what will you do now? How will you live? Son 37 As birds do, mother. LADY MACDUFF 38 What, with worms and flies? Son 39 With what I get, I mean; and so do they. LADY MACDUFF 40 Poor bird! Thou’ldst never fear the net nor lime, 41 The pitfall nor the gin. Son 42 Why should I, mother? Poor birds they are not set for. 43 My father is not dead, for all your saying. LADY MACDUFF 44 Yes, he is dead; how wilt thou do for a father? Son 45 Nay, how will you do for a husband? What impression do you form of the son? LADY MACDUFF 46 Why, I can buy me twenty at any market. Son 47 Then you’ll buy ‘em to sell again. LADY MACDUFF 48 Thou speak’st with all thy with: and yet, I’ faith, 49 With wit enough for thee. Son
Engine Dealing with CAPTCHA’s Using a Resume Posting Site like MN works Using Job Search Site like Monster.com Using Book Download Sites like Bookshare & learning Ally Online Banking Sites Using Social networking Sites like Facebook & Linked-In Using Twitter Other Numbers (25 to 50 hours) Task Pre Score Pre Comments Final Score Final Comments Move Around in a Spreadsheet Entering & Editing Information Selecting Ranges Cut, Copy, & Paste Formulas Create & Edit Formulas Insert & Delete Rows & Columns
MINORITY AFFAIRS COMMITTEE SCHOLARSHIP The Minority Affairs Committee of the Prince George's County Educators' Association has established a scholarship fund. Scholarships will be awarded to minority students who will graduate from a Prince George's County public high school in the 2016-2017 school year. Scholarships are a minimum of $500.00 and will be given in recognition of outstanding academic performance, leadership qualities, and financial need. The two types of scholar ships offered are: Merit and Merit/Need ELIGIBILITY REQUIREMENTS You are eligible to apply if: *You are a 12th-grade student who has attended Prince George's County Public Schools for at least four years; *You are a graduate of a Prince George's County public high school by June 2017; *You are accepted during the 2016-17 school year at an accredited college/university, trade/technical school or post-secondary institution; *You are in good academic standing with at least a "B: average or the equivalent in grades 9-12; *You are a good citizen at school and in the community; *You are able to provide evidence that you have exhibited leadership qualities in school and/or your community. Applicants for a Merit/Need scholarship should also supply evidence of financial need. All applicants must submit the following: *The attached two-page application; *A current resume; *An up-to-date official transcript that includes grades received so far in applicant's senior year; *A recent professional or graduation photograph (non-returnable, unless requested in advance)- please do not provide a photocopied picture; *three references (two from a teacher or counselor and one from a member of your community). DEADLINE All information must be postmarked by April12, 2017 (no exceptions). Completed application, transcript, and appropriate forms should be mailed together (in a single package) to the following address: MAC Scholarship Committee Chairperson Prince George's County Educators' Association 8008 Marlboro Pike, Forestville, MD 20747, ATTN: Susan Lesser
MAC 1105– College Algebra Sullivan 10th Edition Suggested Time Line—Fall 2017—Full Term Version Week # Dates (M-S) Textbook Sections Covered Sections/Topics Covered Notes 1 August 28- Sept 3 1.5, 1.6 1.5 Solving Inequalities 1.6 Equations and Inequalities involving Absolute Values Introductions Cover Chapter 1 2 Sept 4 - 10 2.1, 2.2 Chapter 1 Assessment (Quiz or Exam) 2.1 Distance and Midpoint Formula 2.2 Graphs of Equations in Two Variables; Intercepts; Symmetry No Monday Classes (Holiday) Chapter 1 Assessment (Quiz or Exam) Start Chapter 2 3 Sept 11 - 17 2.3, 2.4, 2.5 2.3 Lines 2.4 Circles 2.5 Variation Continue Chapter 2 4 Sept 18 - 24 4.1, 4.2 Chapter 2 Assessment (Exam) 4.1 Linear Functions and Their Properties 4.2 Building Linear Models Chapter 2 Assessment (Exam) Start Chapter 4 5 Sept 25 - Oct 1 4.3, 4.4 4.3 Quadratic Functions and Their Properties 4.4 Building Quadratic Models Chapter 4 Assessment (Exam) Chapter 4 Assessment (Exam) 6 October 2 - 8 3.1, 3.2, 3.3 3.1 Functions 3.2 The Graph of a Function 3.3 Properties of Functions Start Chapter 3
time Grammy® Award-nominee, with more than 30 recordings as a leader under his belt, has received countless Jazz Journalist Association awards and other accolades worldwide, including being inducted into the inaugural Hammond Organ Hall of Fame in 2014, the Philadelphia Music Walk of Fame in 2016 as well as topping the Critics Polls in DownBeat Magazine eleven times over the past fifteen years and the Readers Polls every year since 2005. DeFrancesco also hosts a weekly program on SiriusXM Radio’s Real Jazz channel titled “Organized.” Joey DeFrancesco & The People • Project Freedom Mack Avenue Records • Release Date: March 10, 2017 For more information on Joey DeFrancesco, please visit joeydefrancesco.com For national media inquiries, please contact: DL Media Music • 610-667-0501 Matthew Jurasek • Matthew@dlmediamusic.com Maureen McFadden • Maureen@dlmediamusic.com For press materials on Joey DeFrancesco, Mack Avenue artists or its family of imprints (including album covers, promotional photos and logos), please visit media.mackavenue.com MACK AVENUE • the road to great music • mackavenue.com # # #
FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: MAC 2313 COURSE TITLE: Calculus with Analytic Geometry III PREREQUISITE(S): MAC 2312 with a grade of "C" or better COREQUISITE(S): None CREDIT HOURS: 4 CONTACT HOURS/WEEK: 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4 Laboratory: Other __________: FACULTY WORKLOAD POINTS: 4 STANDARDIZED CLASS SIZE ALLOCATION: 25 CATALOG COURSE DESCRIPTION: This is the third course in the calculus with analytic geometry sequence. Topics included in this course are polar coordinates, parametric equations, vectors in two and three dimensions, calculus of functions of several variables, multiple integrals with applications, and Green’s and Stokes’ Theorems. This course fulfills the “Gordon Rule” computation requirement and must be completed with a grade of “C” or higher (pursuant to . SUGGESTED TEXT(S): , (latest edition) Larson, Hostetler & Edwards, Brooks/Cole Calculus Early Transcendentals, (latest edition), Briggs & Cochran: Addison Wesley Calculus: Early Transcendentals, (latest edition) Tan, Brooks/Cole IMPLEMENTATION DATE: November 16, 1987 REVIEW OR MODIFICATION DATE: Fall Term, 2000
List the college/university and location that you plan on attending. Please include an essay describing yourself, and reasons why you should be a recipient of this year’s scholarship. Include your past experiences and future plans. Comments on your educational and vocational goals, factors influencing your selections of those goals would be most helpful. Also, attach copies of pages 1 and 2 of your parents Federal Income Tax Return for the current year, we ask that you black out social security numbers. Also include your photo ID, and a current grade transcript from your school. Applications must be postmarked no later than April 15, 2016. If any of the required information is not included with the application, it will be rejected. In connection with this application for a scholarship award from The Lois Macaluso Foundation Scholarship, I hereby authorize the Committee serving this program to request records/information from any school attended by me as deemed necessary in the selection of recipients of this scholarship award. I, also, authorize any such school to submit any records/information concerning me as requested by the Committee. ___________________________ __________________________________________ Date Signature of Applicant Please return this application on or before April 15, 2016 to: Ms. Lynette A. Pedensky, VP Huntington Trust P.O. Box 649 Titusville, PA 16354 PAGE 3 OF 3
2.4.3 Focus Order: If a Web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability. Supported 2.4.4 Link Purpose (In Context): The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general. Supported 2.4.5 Multiple Ways: More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process. Supported 2.4.6 Headings and Labels: Headings and labels describe topic or purpose. Supported 2.4.7 Focus Visible: Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible. Supported Principle 3: Understandable Information and the operation of user interface must be understandable. Guideline 3.1 Readable Make text content readable and understandable. Criteria Supporting Feature Remarks and Explanations 3.1.1 Language of Page: The default human language of each Web page can be programmatically determined. Supported 3.1.2 Language of Parts: The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have Supported
Learning event overview: NESA This network meeting will address the following Australian Professional Teaching Standard Descriptor: 6.3.4: Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of research and practice to improve the educational outcomes of students. Macarthur network for Higher Level Accreditation will offer professional learning around the policies and procedures for applying for Highly Accomplished and Lead Teacher Accreditation. Opportunities will be provided to enhance reflection on practice; unpack Highly Accomplished and Lead Teacher standard descriptors; examine quality evidence; align evidence to standard descriptors and annotate evidence. Accredited teachers will offer advice and share their experiences. Learning event outcomes: Participants will develop their understanding of: effective annotations of documentary evidence – linking practice to Standard Descriptors updated policies for Accreditation at Highly Accomplished and Lead the relevant Department of Education and NESA support materials and resources. Learning event information: Date and venue: 3:30 – 5:00 pm, Thursday 1 June 2017 Mount Annan High School, Welling Drive, Mount Annan NSW 2567 Cost: (incl. GST): Nil Register through MYPL by: 27 May 2017 Session enrol: Contact Details: Suzanne Bowyer Mount Annan Public School 4647 2399 suzanne.bowyer@det.nsw.edu.au Deirdre Backhouse Mount Annan High School 4648 0111 Rhelma Pardy Riverwood Office 9408 8917 This learning event supports the following strategies and priorities: Great Teaching Inspired Learning This learning event aligns to the School Excellence Framework: Teaching, Leading Professional Standards, Leadership
Actions warns his wife that something terrible will happen that night arranges for Banquo and Fleance to be murdered tries to calm her husband down Act Three: Scene 3 Active and passive Turn these active sentences into the passive. The first one has been done for you. A third murderer joins the two murderers. The two murderers are joined by a third murderer. Macbeth sends the third murderer. The third murderer is sent by Macbeth. The three murderers attack Banquo and Fleance.
Lady Macbeth is talking in her sleep Duncan, Banquo, Lady Macduff and her children. Lady Macbeth rubs her hands together she thinks she is washing blood off them. Lady Macbeth feels guilty the murders of Duncan, Banquo and Macduff’s family. The doctor says he cannot help she needs to talk to a priest. Describing Lady Macbeth Choose three of the phrases in the box below that you think best describe Lady Macbeth in this scene.
Name of resource: Macbeth Act 2 Age group(s) Subject(s) 12 to 14, 15 to 16 English Topic Language Level Macbeth Beginner Description of resource Resource pack comprising: Scene-by-scene summaries of Macbeth Act 2 in accessible English Two lists of key words or phrases to accompany each scene summary Set of pictures to accompany first list for each scene (second list is words or phrases for translation) activities to go with each scene summary Answers to the DARTs activities so learners can correct their own work Preparation needed You will need: a copy of the set of flashcards for the EAL beginner(s) copies of all worksheets for each EAL beginner in the class You will need to: make flashcards by printing out the PowerPoint file as two-to-a-page handouts (recommended) or six-to-a-page for smaller cards and then cutting them up. These can be laminated for reuse. Curriculum objectives To understand the plot of ‘Macbeth’ To become familiar with the main characters and the motivation for their actions To reflect on the main themes of the play Language/Literacy objectives Functions Structures Describing Simple present tense: Macbeth is …; Lady Macbeth takes…; They wash … Explaining/justifying … because … Sequencing This one goes first, this is next/last, etc.
Macbeth and Lady Macbeth come in. Macbeth is now the king and Lady Macbeth is the queen. Macbeth talks to Banquo and finds out that Banquo and his son, Fleance, are going riding that day. Macbeth realises that Banquo suspects him of being involved in the murder. Macbeth tells two murderers to kill Banquo and Fleance. Key words or phrases with pictures Key words to translate Word or phrase Translation Meaning to be involved in to find out to go riding to suspect Scene 2 Macbeth’s palace at Forres Macbeth and Lady Macbeth are both agitated and frightened. Lady Macbeth tries to calm her husband down. Macbeth tells Lady Macbeth that a terrible thing will happen that night, but he does not tell her that he has sent two murderers to kill Banquo and Fleance. Key words to translate
“My noble partner you greet with present grace, and great prediction of noble having and of royal hope That he seems rapt withal.” Banquo is concerned that Macbeth is affected by the witches’ strange words. Banquo not affected by the predictions. Rational – therefore highlighting Macbeth’s flaw. His judgement is impaired by ambition. “Your children shall be kings” Macbeth repeats the witches’ words to Banquo. Macbeth has no children – no heir. This is a concern for the future. “You shall be king” Banquo repeats the witches’ prophecy Banquo is afraid of the consequences does he trust -
(aside) “Glamis and Thane of Cawdor! The greatest is behind.” Macbeth reveals his thoughts – the prophecies are coming true. Macbeth’s ambition takes shape. Will he really be King of Scotland? “the instruments of Darkness tell us truths; Win us with honest trifles, to betray’s In deepest consequence” Banquo warns Macbeth not to trust the witches. They trick you into belief with inconsequential deeds then betray you. Banquo’s rational approach contrasts with Macbeth’s willingness to believe the witches’ equivocal language. (aside) “Present fears are less than horrible imaginings. My thought whose murder yet is but fantastical, shakes so my single state of man That function is smothered in surmise, And nothing is but what is not.” When an ”(aside) “ is used as a stage direction it is a construct to allow Macbeth to reveal his thoughts to the audience without the characters present on stage hearing. The word “murder” appears in his thoughts – why? Will he have to kill Duncan to become King? His language is equivocal and reminiscent of the witches.
Lady Macbeth welcomes King Duncan to her home. The calm before the storm. Act I scene 7 Work through Macbeth’s soliloquy. In this speech he works out arguments for and against the murder of King Duncan. Match a quote from the speech to the translation and put in the correct order. We but teach bloody instructions, which, being taught, return to plague the inventor. This even handed justice commends the ingedience of our poisoned chalice to our own lips. What goes around comes around. If the assassination could trammel up the consequence, and catch with his surcease success – that but this blow might be the be-all and and the end-all! If Macbeth kills the King and becomes the new king, he will achieve his desire. If it were done when ’tis done, then ‘twere well it were done quickly. If it must be done, do it quickly. Then, as his host, who should The host should not invite
Is the strongest Is the smartest Was born by cesarean section Was adopted What “prize” does Macbeth’s killer bring back to the castle? The King’s sword The King’s head The King’s crown The King’s horses After Macbeth dies, the new king will be Siward Malcolm Ross Macduff Who speaks the last lines of the play? Siward Malcolm Ross Macduff Part 2: Quote Identification – Identify the speaker of each quote. Some may be used more than once or not at all. Duncan b. Macbeth c. Lady Macbeth d. The Witches ab. Banquo ac. Macduff ad. Malcolm abc. Lennox “Thou hast is now: king, Cawdor, Glamis, all, / As the weird women promised, and I fear / Thou play’dst most foully for’t.” “To be thus is nothing, / But to be safely thus.” “Come, you spirits / That tend on mortal thoughts, unsex me here, / And fill me from the crown to the toe top-full / Of direst cruelty.” “Out, damned spot, out, I say!” “They were suborned. / Malcolm and Donalbain, the King’s two sons, / Are stol’n away and fled, which puts upon them / Suspicion of the deed.” “So foul and fair a day I have not seen.” “My thanes and kinsmen, / Henceforth be earls, the first that ever Scotland / In such an honor named.”
Macbeth Coursework prepbook Developed for 10JWP, September 2016. Name……………………………………………… Form……………………………………………….. Focus for consideration: How the breaking of the Great Chain of being affects the characters and event in the play. While we are reading in class and making notes on the play, I will be setting tasks for you to complete. These will be posted on Firefly, as will a copy of this booklet. TASK 1: Using web resources including JWP’s screencast ), research the Great Chain and make notes on its significance to a contemporary audience
Internship Final Paper Evaluation Form for Faculty Advisor Criteria for Judging MA Internship Final Paper (Anticipated length 15 pages) Student Name: ___________________________________ Goals, Duties, and Outcomes A=5pt B=4 C=3 D=2 F=1 Are the specific learning goals of the internship explained clearly? Are the specific duties (including roles served, functions or units involved, experiences gained, projects worked on) and outcomes of the internship explained? Grounding in Research/Theory A=5pt B=4 C=3 D=2 F=1 Are the goals, duties, and outcomes explained in connection to communication concepts and theories? Is the theoretical/conceptual framework explained clearly and accurately? Is the literature review thorough and up to date? Reflection/Learning Outcomes A=5pt B=4 C=3 D=2 F=1 Are the learning outcomes of the internship experience explained? Does existing literature and theory guide the reflection of the internship experience? Is a convincing argument made about how the internship helps understand the role of communication in work environments? Are the ways your internship experience and tasks contribute to the understanding of communication concepts/theories clearly described? Are the ways communication-related concepts and theories can be more effectively applied to your internship experience and tasks described clearly? Presentation A=5pt B=4 C=3 D=2 F=1 Is the paper presented in a clear and professional manner? Is the level of detail of the paper appropriate? Is the paper presented in an APA style? Total Points Points Needed to Pass ____ out of 20 15 out of 20 Comments: Name of Faculty Advisor Date Signature Name of Reader Date Signature
Exceeds Expectations 4 Fully Meets Expectations 3 Minimally Meets Expectations 2 Does not Meet Expectations 1 Score Quality of Argument and Application of Information x2 Examples and references are well chosen to best demonstrate argument. All points are well supported. Answered the questions accurately. References support the main point. Research is used to support argument. Main points are adequately convincing. References are somewhat connected to research or the reading. Arguments are random and unconvincing. Information is not based on research or book or is unrelated to the main points. /8 Quality of Examples Presentation uses quotations and examples (with page references so the jury can follow along). Examples are applied to the main points. Shows insight to the argument Presentation uses quotations and examples that connect to the main point. The information shows how actions in the reading contribute to the decision Presentation includes few references to the text. Attempts to connect actions of the character to the issues or the trial are awkward or unconvincing. Presentation includes no references to the text. Group speaks in generalizations about issues disconnected from the reading /4 Delivery and Presentation Speaker makes frequent eye contact with the jury. Volume and pace reflect intensity of main points. Movement and gestures add emphasis to main points. Speaker uses notes but maintains eye contact with the jury. Volume and pace are consistent with main points. Gestures and movement are used hesitantly. Speaker uses note cards to avoid making eye contact. Volume and pace are difficult to follow. Movements are not related to speech and reflect nervousness. Speaker never looks up, cannot be heard, moves nervously, or stands rooted to one spot. /4 Total: /20
no spur to prick the sides of my content but only vaulting ambition, which o'erleaps itself." (Act I Scene 7 Line 25-27). Even as he contemplates murdering Duncan, Macbeth acknowledges that his actions are wrong, however it is his ambition that compels him to continue. Although other factors play a role in his demise, there can be little doubt that it is Macbeth’s own "vaulting ambition" that fuels his ultimate downfall. Topic Sentence. The idea I’m aiming to discuss in this paragraph is how Macbeth’s ambition led to his downfall. Note that I’ve used the author’s name as well as ‘like terms’ related to the question. Explaining Sentences: In my own words I’m explaining how Macbeth’s ambition contributed to his collapse. Evidence: Textual evidence to support my argument that ambition caused Macbeth’s downfall. In this paragraph I’ve included the Act, Scene and Line Number, however this isn’t necessary for the SAC. Explaining the evidence: In my own words I’m explaining what the quote actually means and how it supports my argument that ambition caused Macbeth’s downfall. Link sentence: My concluding sentence that restates my argument that ambition was a critical factor that led to Macbeth’s destruction. Note that my topic sentence and my link sentence both sound very similar. This tells me that I’ve answered the question and stayed on topic without drifting off topic. The Conclusion Purpose of the conclusion: To restate your contention and quickly sum up your ideas. Sample Conclusion The blame for Macbeth’s descent from noble hero into bloodthirsty villain can attributed to a number of factors. Shakespeare demonstrates first of all that Macbeth’s insatiable lust for power and unceasing ambition drives him commit more and more heinous actions which lead to his downfall. Beyond Macbeth’s own desires, Shakespeare also points out that Lady Macbeth’s manipulation fuelled her husband’s ruin while the influence of fate placed Macbeth on the path to disaster. Restating my contention. Summing up the ideas that I discussed in my body paragraphs.
Scene What Macduff says, does, or what others say about him What this reveals about Macduff’s character Act IV, scene ii Macduff flees to England. Act IV, scene iii Macduff meets with Malcom. Act IV, scene iii Ross tells Macduff that Macbeth has murdered his wife and children. Exit Ticket Response: