zilongwang/ReadingBank huggingface dataset:
WORKS CITED Bell, Rob. Nooma Trees 003. DVD. Videos produced by Flannel, a non-profit organization producing a series of videos by Rob Bell. Grandville, MI: Flannel, 2005. Bonheoffer, Dietrich. Dietrich Bonheoffer Werke, Volume 1. Edited by Eberhard Bethge Et Al. Translated by Daniel Bloeschard and James Burtness. Minneapolis, MN: Fortress, 1996. Cover, Robin C., and E.P. Sanders. Anchor Bible Dictionary. 6 Si-Z ed. Edited by David Noel Freedman. New York: Doubleday, 1992. Dramm, Sabine. Dietrich Bonheoffer: an introduction to his thought. Peabody, MA: Hendrickson Publishers, 2007. Entwistle, David N.. Integrative Approaches to Psychology and Christianity. Eugene, OR: Cascade Books, 2010. Hall, Douglas John. Imaging God: Dominion as Stewardship. Grand Rapids, MI: Eerdmans, 1986. Lewis, C.S. Mere Christianity. San Francisco, CA: Harper, 1952. May, Gerald G., and M.D. Care of Mind Care of Spirit. New York, NY: Harperone, 1992. Niebuhr, Reinhold. The Nature and Destiny of Man Volume I: Human Nature. New York: Charles Scribner's Sons, 1941. Peterson, James C.. Changing Human Nature: Ecology, Ethics, Genes, and God. Grand Rapids, MI: William B. Eerdman's Publishing Company, 2010. Price, Daniel J. Karl Barth's Anthropology in Light of Modern Thought. Grand Rapids, MI: William B. Eerdman's Publishing Company, 2002. Rootes, Katie M. Heiden, Peter J. Jankowski, and Steven Sandage. "Bowen Family Systems Theory and Spirituality; Experiencing Relationship Between Triangulation And Religious Questioning." Contemporary Family Therapy: An International Jouranl. 32, (2010, June 1): 89-101. Schuele, Andreas. "Uniquely Human: The Ethics Of The Imago Dei In Genesis 1-11." Toronto Journal of Theology. 27, (2011, March 1): 5-16.
Schwartz, Richard C. Internal Family Systems Theory. New York, NY: The Guilford Press, 1998. Shuster, Marguerite. "The Mystery of Original Sin." Christianity Today. (2013, April 1): 39-41. Walton, John H. The NIV Application Commentary Genesis. Grand Rapids, MI: Zondervan, 2001.
Rank It! Rank It! For his Mathematical Studies Project a student gave his classmates a questionnaire to fill out. The results for the question on the gender of the student and specific subjects taken by the student are given below. Show the expected values. Calculate the expected values for the table below. #9 How do we write conclusions for a hypothesis test? 1st Attempt 2nd Attempt Rank It! Rank It! For each of the following state whether you would accept or reject the null and give a reason for your answer. a) p = 0.0623, alpha = 0.01 b) critical value = 4.5 and c) significance level of 5%, p-value = 0.023, d) critical value = 7.236, p-value = 0.546, For each of the following state whether you would accept or reject the null and give a reason for your answer. a) p = 0.0756, alpha = 0.004 b) critical value = 9.92 and c) significance level of 5%, p-value = 0.065, d) critical value = 33.45, p-value = 0.654, #10 How do we use our graph display calculator to complete a Chi Squared hypothesis test? 1st Attempt 2nd Attempt
The signaling molecule is excitatory. Neuron #1 releases GABA as its neurotransmitter. Neuron #2 releases dopamine as its neurotransmitter. Case Does the signal molecule excite or inhibit Neuron #1? Does the activity of Neuron #1 increase or decrease? Does the amount of neuro- transmitter released from Neuron #1 increase or decrease? What is the name of the neuro- transmitter released from Neuron #1? Is the neuro- transmitter released from Neuron #1 excitatory or inhibitory? Does the activity of Neuron #2 increase or decrease? Does the amount of dopamine released from Neuron #2 increase or decrease? A B C D Master 2.8b
1 2 3 4 5 Requirements Length and Sources The biography length is far below the expectation. No sources The biography is below the required length. Not enough Sources The biography meets the required length to a minimal level or with some errors. 2-3 somewhat appropriate sources The biography meets the required length. 3 sources good sources The biography meets or exceeds the required length. More than 3 good sources Content(x2) The information presented is highly inaccurate or not researched. The student appears to be making stuff up as he or she goes along. The information presented is often inaccurate. Little research is evident. The information presented is mixed in terms of accuracy. Minimal research is evident throughout. The information presented is accurate. Good research is evident throughout. The information presented is accurate and insightful. Excellent research is evident throughout. Communication Student's communication is weak and frequent spelling, grammatical, and punctuation errors make it difficult to comprehend what he or she is trying to say. Student's communication is poor with several significant spelling, grammatical or punctuation errors that interfere with comprehension. Student's communication is flawed. Some spelling, grammatical or punctuation errors interfere with comprehension. Student's communication is good There are no significant spelling, grammatical or punctuation errors. Student's communication is excellent There are no significant spelling, grammatical or punctuation errors. Total /25
Looking Back (An all about me project) Category 0 1 2 Project Design Directions No directions Includes a way for user to interact with program using either the project notes or a sprite but instructions could be clearer. Includes a way for user to interact with the program and clear instructions using either the project notes or a sprite. Project Design Information Missing too much information and pictures about DOB, place of birth, and residence. Most information and pictures about DOB, place of birth, and residence are included. Information and pictures about DOB, place of birth, and residence are included. Project Design Music Missing information about the songs and sound clips. Either the #1 song the day you were born or the #1 song of the year with/without appropriate sound clips. The #1 song the day you were born and the #1 song of the year with appropriate sound clips. Project Design Film Missing too much information about movie of the year, actor and actress of the year and pictures. Most information about movie of the year, actor and actress of the year and pictures are included. Movie of the year, actor and actress of the year and pictures are included. Project Design Sports 1 sports headline and/or picture is present. 2 sports headlines and/or pictures are present. 3 sports headlines and pictures are present. Project Design History/Headlines: 1 event that happened on the day you were born and/or picture are present. 2 events that happened on the day you were born and/or pictures are present. 3 events that happened on the day you were born and pictures are present. Project Design Politics Missing too much information about the President and Vice President. Either the President and/or Vice President and/or pictures are present. Both the President and Vice President and pictures are present. Project Design Famous People 1 famous person who shares your birthday and/or picture is present. 2 famous people who share your birthday and/or pictures are present. 3 famous people who share your birthday and pictures are present. Project Design TV Shows 1 popular TV show and/or picture is present. 2 popular TV shows and/or pictures are present. 3 popular TV shows and pictures are present. Project Design Creativity Below average creativity is displayed. Average creativity is displayed. Above average creativity is displayed. TOTAL
Criterion Novice Learner Practitioner Expert Analysing Justify opinions and ideas, using examples, explanations and terminology Inadequately justifies points with examples and explanations; evidence may be absent or irrelevant to the point; commentary is lacking insight and understanding Adequately justifies opinions and ideas with some examples and explanations; evidence may be weak; commentary is basic Sufficiently justifies opinions and ideas with examples and explanations; evidence is appropriate and relevant; commentary provides sufficient insight Gives detailed justification of opinions and ideas with a range of strong examples and thorough explanations; evidence is strong and very relevant to point; commentary provides perceptive insight Using Language Spell (alphabetic languages), write (character languages) and pronounce with accuracy Spells and writes with limited accuracy; errors often hinder communication Spell and writes with some degree of accuracy; errors sometimes hinder communication Spells and writes with a considerable degree of accuracy; errors do not hinder effective communication Spells and writes with a high degree of accuracy; errors are minor and communication is effective
"LOOKS GET IN THE WAY" by D. M. Larson from Freedrama.net Copyright (c) 2011 All Rights Reserved There is a nice restaurant with a bit of a romantic atmosphere. A woman in a little old lady mask (Sidney) is sitting at the down center table sitting across from an empty chair. A man, Tony, walks up to the table. He stops and gives a funny look at Sidney. TONY Uh... I think I have the wrong table? (Sidney speaks in an old lady voice.) SIDNEY Who you looking for, honey? TONY Sidney. SIDNEY That's me. TONY What? SIDNEY I'm Sidney. TONY Is this a joke? SIDNEY Are you Tony? You're late. I thought you'd be here at 5. TONY I've gotta go. Uh... I just wanted to tell you that Tony can't make it. (Tony leaves. Sidney does her regular voice.) SIDNEY See you later, loser. (A waitress (or waiter) brings Sidney an appetizer. Sidney eats it through the mouth hole in the mask. Next Phil enters. He is a nerdy looking guy in glasses and has some old flowers in his hand. The waitress shows him to Sidney's table. Phil is so nervous he doesn't even look at Sidney and sits. He shields himself with his flowers.) PHIL Hey, there, Sidney. I'm early. I mean I'm Phil and I'm early. I am glad you're early too, well, sort of. I was hoping to beat you and get used to the room first. I get nervous in new places. And with new people. I get nervous a lot. I brought you flowers. (Phil sticks the flowers in the middle of the table to it blocks Sidney from view and himself as well. Sidney tries to get a good look at Phil.) PHIL (CONT.) The flowers are a little wilted. They were pretty. I mean there is this wonderful flower shop but I didn't have time to go there today but I did a few days ago and I wanted those flowers. I don't get a date every day you know and I wanted this to be special, so I got the best flowers I know of but I want this to be great. You know what I mean. (Sidney grabs and flowers and smells them. In her old lady voice she says)
PHIL But... SIDNEY Shoosh! PHIL Can't I? SIDNEY No. PHIL Okay. (Sidney looks very grumpy and crosses her arms. Phil looks around everywhere but at Sidney. After a few moments) SIDNEY The flowers are very nice. PHIL I like red. You like red? SIDNEY I'm not much in to colors. PHIL Why is that? SIDNEY They're so loaded. Red is passion. Blue is sadness. Green is envy. PHIL It's good to feel something. SIDNEY Huh? PHIL A least those colors feel something. Black and white is so boring. No feeling at all. Sidney nods approvingly and then holds out her appetizer. SIDNEY Hungry? Phil takes something from the appetizer tray and eats it. PHIL Is that battered green beans? SIDNEY Uh-huh. PHIL That is my absolute favorite! SIDNEY No way. PHIL Nobody else likes these.
there is a data unit associated with a storage unit, then that data unit can define the descriptive properties (such as description, tags), and the schema to be used. The data unit is tied to its corresponding storage unit through their names, which must exactly match. Get a Source Instance with Default Settings Get a default source instance, for use when creating a new source. The values returned from this method can be edited, and used with ‘POST /sources’ to create a new source in Loom. Path: sources/default Method: GET Parameters: location: the location of the source (semantics based on storageType); required storage_type: the type of storage; optional, if server can derive it format_type: the type of format to use; optional (not needed for all storage types) Returns: entity: source object (no entity/id) storage: Storage, without embedded StorageUnits storage_units: StorageUnits, separate from Storage Register (Create) a Source using Default Settings Create a new source given a location, using all default settings. This is a convenience to combine the calls to ‘GET /sources/default’ and ‘POST /sources’ when no modification of the default source is required. Path: sources/default Method: POST Parameters: location: the location of the source (semantics based on storage_type); required storage_type: the type of storage; optional, if server can derive it format_type: the type of format used to read and parse the source; optional (not needed for all storage types); defaults to ‘text/delim’ if storage type==’file/text’, else null entity: a bundle of core properties (e.g., entity/name, entity/description, etc) to be set on the created Source entity; optional (name can be derived from location) Returns: id: ID of created source Get Source Summaries Get summaries of all sources matching the provided filters. Path: sources/summary Method: GET Parameters: filter_recency: filter on when the entity was last modified; values ‘all’ or ‘recent’ (default) filter_source_storagetype: filter on the source’s storage type; values ‘all’ (default)
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Loop 2 Extra Activities Unit 3 – Answer Key Reading Act. 1 a. Legends b. Myths c. Myths d. Folk tales e. Folk tales f. Myths g. Legends Act. 2 a. T b. F c. F d. F e. T f. T g. T Vocabulary Act. 3 a. oceans b. continents c. countries d. islands Act. 4 Across 2. water 3. landmass 5. plate Down 1. vegetation 4. surface Grammar Act. 5 a. was watching b. was reading c. was making d. was doing e. were playing f. was cleaning g. was sleeping Act. 6 a. Kayla wasn’t hanging out with friends. She was watching a movie. b. Ms. Taylor wasn’t correcting tests. She was having dinner with her boyfriend. c. My parents weren’t sleeping. They were dancing at a party. d. I wasn’t doing homework. I was reading a book. e. My friends weren’t playing video games. They were eating pizza. f. Doug wasn’t doing the dishes. He was playing the guitar. Act. 7 a. were celebrating / arrived b. began / were listening c. were sleeping / happened d. went out / were doing e. got / were watching f. were cutting / arrested g. called / was writing h. was playing / crashed Act. 8
Loop 2 Extra Activities Unit 5 – Answer Key Reading Act. 1 a. make / activities b. reasons / solutions c. transportation / discounts / leisure d. friends e. walking f. three / maintain Act. 2 a. the fact or state of not having any, or enough, of something that you need or want b. becoming more friendly c. expensive and fashionable d. make a part of your body physically stronger or healthier Vocabulary Act. 3 Across 3. SOCCER 5. GARDENING 6. TENNIS Down 1. TRAVELING 2. COOKING 4. DANCING Act. 4 a. f b. g c. a d. b e. c f. d g. e Grammar Act. 5 a. is going to watch b. are / going to do c. are going to travel d. is going to give e. isn’t going to play f. Is / going to visit g. aren’t going to play h. am going to cook Act. 6 a. am going to do b. are going to visit c. are going to stay d. Is / going to travel e. is going to work f. are / going to do g. am going to take h. is going to study Act. 7 a. A: Are you going to learn German? B: No, I’m not. (I’m going to learn French.) b. A: Are John and Beth going for a walk? B: Yes, they are. c. A: Is Jason going to watch Fun with the Joneses? B: No, he isn’t. (He is going to watch Star Games.) d. A: Are the kids going to play board games? B: Yes, they are.
Grammar 5 Circle who or which. a. This is the software who / which helps visually impaired people learn English. b. Please use the ramp who / which is on the right. c. Marina has a cell phone who / which provides a hearing aid. d. Mr. Brown is the teacher who / which wrote the mobility guidelines for our school. e. A lot of people who / which suffer from a mobility disability have problems to get around town. f. That building has restrooms who / which are adapted for people with disabilities. g. There are psychologists who / which help students with learning disabilities. h. The wheelchair who / which Jake used after the accident was donated.
Loop 3 Extra Activities Unit 3 – Answer Key Reading Act. 1 a. c. d. e. Act. 2 a. A book character. b. Be a volunteer firefighter. c. 40 hours. d. Can teenagers work on farms? Vocabulary Act. 3 a. apply b. become c. choose d. pursue e. work f. prepare g. make h. do Act. 4 a. part-time b. well-paid c. full-time d. rewarding e. successful f. exciting Grammar Act. 5 a. It’s sunny now, but according to the weather forecast, it may/might rain later. b. Lucy is not at home now and her guitar isn’t here. She may/might be in her guitar lessons. c. Harry wants to go out tonight. He may/might go to the mall. d. We finished Unit 8 today. We may/might have a test next class. e. My mother’s car isn’t working. She may/might go to work by bus today. f. My grandma bought cheese and tomato sauce today. We may/might have lasagna for dinner. Act. 6 a. should / balance b. should choose c. shouldn’t work d. should make e. should be f. should reconsider Act. 7 1. Students must not be late for class. 2. Students must participate in class. 3. Students must respect each other. 4. Students must hand in homework on time. 5. Teachers must listen to students. 6. Teachers must not be rude to students.
Loop 3 Extra Activities Unit 4 – Answer Key Reading Act. 1 a. Michelle LaVaughn Robinson Obama b. Malia and Sasha c. Fraser and Marian Robinson d. Chicago e. Chicago Water Department f. Craig g. sociology and African-American studies h. 1988 i. Chicago law firm Sidley & Austin Act. 2 a. She’s first and foremost Malia and Sasha’s mom. b. Her father had multiple sclerosis. c. No, she didn’t. She studied in public schools in Chicago. d. She was a lawyer. Vocabulary Act. 3 a. anger b. annoying c. calmness d. disappointed e. embarrassment f. exciting g. generous h. happiness i. intelligence j. sadness k. satisfied l. sick m. surprise n. tired Act. 4 a. surprised b. intelligence c. tired d. calm e. sickness f. happiness g. generous h. disappointment Grammar Act. 5 a. was interviewed b. have been bought c. was arrested d. will be released e. is closed f. will be awarded g. were being shot h. weren’t allowed i. are encouraged j. was written Act. 6 a. International Women’s Day is celebrated every year, on March 8th. b. In 1888, a journey around the world was completed by American journalist Nellie Bly in 72 days. c. $45,000 have been donated to the Girls’ Education Fund. d. An event to raise more money for the fund will be organized. e. Nellie Tayloe Ross was elected as governor in
A WORLD SCOUT JAMBOREE? The 24th World Scout Jamboree West Virginia 2019 will be a gathering of Scouts from almost every country in the world, and it really will be the experience of a lifetime for those lucky enough to take part. It’s bigger than the Olympics, both in terms of the number of participants and also in the number of countries represented. You’ll live and take part in adventurous activities alongside Scouts from all over the world, making new friends and experiencing different cultures you never knew existed! For the first time, a World Scout Jamboree will be hosted by three National Scout Organisations and the three distinct Cultures will join together to host Scouts in celebration of cultural exchange, mutual understanding, peace and friendship. The 24th World Scout Jamboree will take place at the Summit Bechtel Reserve in West Virginia, which is 10,000 acres of awesome (). The jamboree site is the size of London!! The jamboree site will be hilly, and so physical fitness will be important. It is expected that there will be about an hour walk to activities each day. Over $500 million has been invested into the site and so the activities on offer are better than you can even imagine! White water rafting, a 5 mile zip wire and over 100 climbing stations on site!! Make sure you have a look at the website. YOUR JAMBOREE TEAM UNIT LEADERS Your unit leaders will support you throughout your jamboree adventure, help you prepare, ensure you get as much out of the experience as possible, as well as making sure you have lots of fun, develop life-long relationships and develop personally. The Unit Leader is Craig Dewar (from Lonsdale), and he is supported by a team of Assistant Leaders: Oliver Wood, Alison Walmsley and Karl Street (Left to Right) DISTRICT JAMBOREE COORDINATORS To support you on your Jamboree Journey, Steph Stephenson and Debbie Smith have been appointed to work with you locally. They will support you with fundraising, and in promoting the Jamboree across the District.
What is your favourite Scouting experience to date and why? TROOP / UNIT LEADER REFERENCE This leader will be contacted to give information to support your application. NAME: CONTACT EMAIL: CONTACT PHONE: PARENTAL PERMISSION It is expected that parents’ fully engage in supporting you through this process. That will involve attending meetings and supporting your fundraising. NAME: CONTACT EMAIL:
CONTACT PHONE: PARENT SIGNATURE: (in the absence of a signature the form should be submitted from a parents’ email address) I give my full permission for my son / daughter to apply to take part in the 24th World Scout Jamboree 2019. SEND YOUR APPLICATION Email your application to before 17:00 on the 11th February 2018. This is a very exciting and life changing opportunity that for those who attend, will never forget! We look forward to receiving your application and good luck! KEEP UP TO DATE: Like West Lancs Jamboree Unit on Facebook: Follow West Lancs Jamboree Unit on Twitter: Jamboree Website: https://www.2019wsj.org/attend/participants/
The Inquiry’s recommendations are reproduced in the left column below. The Minister for Planning’s general response to the recommendations is included in the table together with references to the relevant section(s) in this document that include the detailed analysis and response(s) on the matter(s). Key Issue (section of Assessment) Inquiry Recommendation Response Socio-economic outcomes (section 3.2) Ecological sustainable Development (section 3.8) Subject to the recommendations in this report, Amendment C67 to the Greater Geelong Planning Scheme be adopted and a permit issued for Planning Permit Application 1313/2009. It is my assessment that this recommendation be supported. Landscape character and local amenity (section 3.6) Amenity impacts CoGG undertakes an informal consultation process with adjoining property owners in relation to the detailed provisions to be included in the various plans required under the DPO Schedule to ensure that mutually beneficial outcomes are achieved for the design of the new residential subdivision. The amendments to the DPO Schedule proposed by the CoGG (as presented in the version presented to the Inquiry on 7 February 2012) should be incorporated into the final version of this Schedule. The following wording be included in the DPO Schedule in relation to the Golf Course Layout and Landscape Masterplan: A detailed layout plan of the clubhouse precinct and car parking area and related landscaping and proposed built form of the clubhouse. Prior to the approval of the Development Plan, CoGG should conduct informal consultation with nearby landowners and occupiers. It is my assessment that this recommendation be supported. It is my assessment that this recommendation be supported. It is my assessment that this recommendation be supported.
# Plays the guessing game higher or lower # This should actually be something that is semi random like the # last digits of the time or something else, but that will have to # wait till a later lab. (Extra Credit, modify it to be random # after the Modules lab) number = 7 guess = -1 print("Guess the number!") while guess != number: guess = int(input("Is it... ")) if guess == number: print("Hooray! You guessed it right!") elif guess < number: print("It's bigger...") elif guess > number: print("It's not so big.")
Loop Starter Extra activities Unit 8 – Answer Key Reading Act. 1 a. Computer b. Children’s Encyclopedia c. program d. 100 e. billions f. PC g. several billion h. workstation Act. 2 d a e c b Vocabulary Act. 3 a. phone b. computer c. camera d. reader e. player f. console Act. 4 a. smartphone b. television c. laptop d. tablet Grammar Act. 5 a. is cooking b. is sending c. is sleeping d. are playing e. is chatting f. is testing g. is taking h. am doing Act. 6 b g f a e c d h Act. 7 a. I’m not studying for a test now. b. Alice and I are going to school today. c. Is the math teacher printing exercises? d. The school’s main computer is working. e. Are the students using the new computer lab? f. You aren’t using my smartphone. Act. 8 a. are having b. isn’t teaching c. is helping d. is surfing e. are watching f. are listening g. is working h. isn’t paying i. am writing j. are / doing
__________________________________________________________________________________ Form SSA-1945 (01-2013)
Plays and dialogues Essential books: Proverbs animated tale provided with plan The Witches by Roald Dahl Roald Dahl The Witches: Plays for Children adapted by David Wood A selection of other Roald Dahl books/ playscripts Grammar includes: Using and understanding the grammatical terminology in Appendix 2. Using adverbs correctly. Using and punctuating direct speech. Non-chronological reports Essential books: Chn bring in written material relating to their favourite computer game Grammar includes: Expressing time, place and cause using conjunctions, prepositions and adverbs. Identifying and using past and present tense correctly. Extending the range of sentences with more than one clause. Shape poems Essential books: Various performance poems - provided Grammar includes: Indicating possession by using the possessive apostrophe with singular and plural nouns. Extending the range of sentences with more than one clause by using a wider range of connectives. Rivers, mountains and coasts Essential books: Dolphin Boy by Michael Morpurgo The Sandman and the Turtles by Michael Morpurgo Grammar includes: Revising the use of adjectives in extended noun phrases. Using conjunctions, adverbs and prepositions to express time and cause. Using the present perfect form of verbs in contrast to the past tense. Recounts Essential books: The Magical Garden of Claude Monet by Laurence Anholt The Journey by Neil Griffiths Grammar includes: Using conjunctions, adverbs and prepositions to express time and cause. Using and punctuating direct speech. Learning the grammar requirements for Y3 and Y4 in English Appendix 2. Animal poems Essential books: The Works published by Macmillan Grammar includes: Using the grammatical terminology outlined in English Appendix 2. Using conjunctions and prepositions to express time and cause. Extending the range of sentences with more than one clause by using conjunctions.
Superannuation Client 1 Client 2 Phase Employer Contribution Rate Employee Contributions (Pre-Tax) Employee Contributions (Post-Tax) Accumulation / Defined Benefit Funds Owner Description Date of Balance Taxable Component Tax Free Component Total Balance Total (Bob): Retirement Income Streams Owner Description Balance Tax Free Portion Payment Type Payment Amount C’Link Deductible Total (Bob): Superannuation Notes Annuities Owner Description Income Amount Term Income Escalation Complying RCV Total: $0
K. K. SHARMA (DR.) International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) Patancheru 502 324 Andhra Pradesh India Email: K. V. PRABHU (DR.) Head, Division of Genetics Indian Agricultural Research Institute (IARI) New Delhi 110 012 India Email: KAVITA GUPTA (DR.) Principal Scientist Division of Plant Quarantine National Bureau of Plant Genetic Resources (NBPGR) New Delhi-110012 Email: ; KENG YEANG LUM (DR.) Chief Scientist CABI South East Asia, Bldg A19, Glasshouse Complex C/o MARDI, 43400 Serdang Selangor Malaysia Email: MASA IWANAGA (DR.) President Japan International Research Centre for Agricultural Sciences (JIRCAS) Ministry of Agriculture Forestry & Fisheries 1-1 Ohwashi Tsukuba Ibasraki 305 8686 Japan Email: NIPON IAMSUPASIT (DR.) President Biotechnology Alliance Association Bangkok Thailand Email: PHAM VAN TOAN (DR.) Director of Post Graduate School of VAAS Vietnam Academy of Agricultural Sciences Ministry of Agriculture and Rural Development (MARD) No. 2 Ngoc Ha Street, Ba Dinh Hanoi Vietnam Email: RAJ PARODA (DR.) Executive Secretary Asia-Pacific Association of Agricultural Research Institutions C/o TAAS, Publication Unit IARI, Pusa Campus, New Delhi-110012 India Email: ROLAND SCHAFLEITNER (DR.) Asian Vegetable Research and Development Centre (AVRDC)- The World Vegetable Center Shanhua Tainan 74199 Taiwan Email: SAMAPORN SAENGYOT (DR.) Maejo University Chiang Mai Bangkok Thailand Email: SIMON HEARN (DR.) Principal Advisor Australian Centre for International Agricultural Research (ACIAR) PO Box 1571 Canberra ACT 2601
J. Pearl, “Probabilistic inference in intelligent systems,” 1988. E. Charniak, “Bayesian networks without tears.” AI magazine, vol. 12, no. 4, p. 50, 1991. D. Zelterman, “Bayesian artificial intelligence,” 2005. K. P. Murphy and S. Russell, “Dynamic bayesian networks: representation, inference and learning,” 2002. N. Friedman, K. Murphy, and S. Russell, “Learning the structure of dynamic probabilistic networks,” in Proceedings of the Fourteenth conference on Uncertainty in artificial intelligence. Morgan Kaufmann Publishers Inc., 1998, pp. 139–147.
How does the creation of new technology impact production? Is business growth and development of resources good or bad? Explain. According to the cartoon, what is the result of “progress” and “improved technology?” Give two examples from the cartoon: (Hint: It can be positive or negative) A. B. The Lorax thought his views might be considered “old fashioned” and that “progress progresses too fast.” Do you think progress in our modern society is occurring too quickly, or not quickly enough? Why is it important to restore land after such damage has been done? How can we restore the environment after damage is done? Who should pay for such repairing of the environment? “Sustainable development” is defined as meeting the needs of the present without reducing the ability of people to meet their needs in the future. You might say we can “use it, but don’t abuse it, or we’ll lose it.” Did the Once-ler practice “sustainable development?” How or how not? Think of an example in our community or area in which we currently do or should practice sustainable development. Are we doing a good or bad job at “using it without abusing it?” What should be done differently? Which do you believe our society most resembles: the Lorax or the Once-ler? Why? The Once-ler learned that he had made a serious mistake. What was his mistake, in your opinion? Many human economic activities are planned for the short-term, perhaps from several to ten or fifteen years. Why is long-term planning that spans several human generations more necessary?
context. The answer to that is that sheriffs may require to be more imaginative in their approach to offenders, many of whom struggle with simple aspects of life quite apart from having to deal with the requirements of a CPO. There is also a need to escape from the traditional notion that sentencing involves an ever increasing level of punishment for repeat offenders. That is often an over-reaction to the problem. On the other hand, as some might say, sometimes the communities require a degree of respite from certain individuals. That too is no doubt a valid point. It can, however, be met with an equally valid retort that, if true, the respite ought to be meaningful and not a temporary breather. Long Term Sentences At the other end of the spectrum, there has undoubtedly been an increase in the length of punishment parts in murder cases, which totalled only 31 last year. The curiosity here is that the punishment part, being the minimum period to be spent in custody before an application for parole can be made, was introduced because it was thought, no doubt correctly, that indeterminate custodial sentences would fall foul of human rights considerations. However, unintended consequences followed; influenced by what was then common press reporting of the punishment part as the sentence. However erroneous that may have been, there was pressure on the courts to increase this minimum term; and increase it did.
Scotland’s prison population is high. It has grown steadily over a number of years and represents one of the highest in northern Europe. This is not desirable for prisoners or for the nation as a whole, both socially and economically. The majority of Scotland’s prison population comprises offenders serving short term sentences. A substantial proportion of those who serve short term prison sentences will reoffend. A significant proportion of prisoners have previously served custodial sentences. The prison population comes largely from the most deprived and troubled sections of our society. Much improvement is needed, but it is difficult to achieve rapid substantial societal change. The Government’s initiatives to reduce the short term prison population in favour of community sentences are to be welcomed. They represent a shift in approach to the use of imprisonment. Time (and patience) is what is needed for these policies to be allowed to work. The low prison populations of Scandinavia, to which we should surely aspire, have been achieved over years of sustained and concerted policies, with imprisonment being reserved only for the most serious offences or offenders. The policies will require adjustment and response over time but, in essence, they should be sustained and maintained. That is what I meant with my reference to penological post-modernism. Lord Carloway Lord Justice General 15 March 2016
(cf , cl 58) (1) A person must not, except in accordance with the approval of the Board, install, construct or alter a septic tank or other human waste storage or treatment facility or a drain connected to any such tank or facility. Maximum penalty: 50 penalty units. (2) The Board may order the owner or occupier of land or premises to repair, maintain or replace a septic tank or other human waste storage or treatment facility on the land or premises if the tank or facility is not in a safe or healthy condition. (3) The provisions of the applicable to the making and enforcement by a council of orders apply to an order under this clause as if references in that Act to a council were references to the Board. (4) A person who fails to comply with an order given to the person under this clause is guilty of an offence. Maximum penalty: 50 penalty units. 107 Power of entry (cf , cl 59) (1) For the purpose of enabling the Board to exercise its functions, a person authorised by the Board may enter any premises. (2) The provisions of Part 2 of Chapter 8 (section 201 excepted) of the apply to and in respect of the entry onto premises under this clause as if references in that Part to: (a) a council were references to the Board, and (b) the general manager were references to the manager or the chairperson of the Board, (c) the Act were references to the . (3) A person must not obstruct, hinder or interfere with a person authorised under subclause (1) in the exercise of functions under this clause. Maximum penalty: 50 penalty units. 108 Procedure for Board meetings (1) A regulation made under item 2 of Schedule 6 to the in relation to the conduct of meetings of a council and its committees applies in relation to the conduct of meetings of the Board. (2) Such a regulation applies in relation to the conduct of meetings of the Board with such modifications as the Board determines are necessary. 109 Code of conduct Section 440 of the applies to the Board as if in that section references to: (a) a council were references to the Board, and (b) a councillor were references to a member of the Board, and
Lord of the Flies AP Test Study Guide Humanity Callousness Cruelty Essential Indifference Innate Inevitable Oppressive Understatement Polysyndeton Asyndeton Oxymoron Chiasmus Metaphor Zeugma Simile Concentric Philosophically Brutality Ephemeral Brevity Naturalism Romanticism Modernism Post-modernism Plagiarism Adverb Adjective Tacit Foreshadows Inevitability Monumental Rival Familiarity Furtive Accustomed Imagery Foreboding Expectant Secretive Erosion Primitive Harshness Sufficient Lair Despair Tyranny Anxiety Mutinously Necessities Dissatisfaction Hyperbole Onomatopoeia Reprimand Psychological Figment Nemesis Polar opposite Parody Mockery Solemnity Severity Allusion “Reds” and Communism Alliteration Metaphor Zeugma Zeitgeist Ponderous Despondent Remorseful
Chapter 10: “The Shell and the Glasses” 155-158: Piggy eyed the advancing figure carefully. Nowadays he sometimes found that he saw more clearly if he removed his glasses and shifted the one lens to the other eye; but even through the good eye, after what had happened, Ralph remained unmistakably Ralph. He came now out of the coconut trees, limping, dirty, with dead leaves hanging from his shock of yellow hair. One eye was a slit in his puffy cheek and a great scab had formed on his right knee. He paused for a moment and peered at the figure on the platform. “Piggy? Are you the only one left?” “There’s some littluns.” “They don’t count. No biguns?” “Oh—Samneric. They’re collecting wood.” “Nobody else?” “Not that I know of.” Ralph climbed on to the platform carefully. The coarse grass was still worn away where the assembly used to sit; the fragile white conch still gleamed by the polished seat. Ralph sat down in the grass facing the chief’s seat and the conch. Piggy knelt at his left, and for a long minute there was silence. At last Ralph cleared his throat and whispered something. Piggy whispered back. “What you say?” Ralph spoke up. “Simon.” Piggy said nothing but nodded, solemnly. They continued to sit, gazing with impaired sight at the chief’s seat and the glittering lagoon. The green light and the glossy patches of sunshine played over their befouled bodies. At length Ralph got up and went to the conch. He took the shell caressingly with both hands and knelt, leaning against the trunk. “Piggy.” “Uh?” “What we going to do?” Piggy nodded at the conch. “You could—” “Call an assembly?” Ralph laughed sharply as he said the word and Piggy frowned. “You’re still chief.” Ralph laughed again. “You are. Over us.” “I got the conch.” “Ralph! Stop laughing like that. Look, there ain’t no need, Ralph! What’s the others going to think?” At last Ralph stopped. He was shivering. “Piggy.” “Uh?” “That was Simon.”
Vocabulary: lamentably (70/77) ludicrous (71/78) solemnity (71/78) flourished (71/78 compelling (71/79) clamor (72/80) indignantly (75/83) derisive (77/86) condemnation (77/86) effigy (78/87) lamentation (78/87) incantation (85/94) gesticulating (80/88) perilous (80/88) decorum (80/89) tempestuously (82) LORD OF THE FLIES--Notes and Vocabulary for Chapters 6-7 WENZ What falls to the island during the night? What has happened above the island? Who discovers this thing? What do they think it is? Simon has logical reasons for why he can’t believe in the Beast. What are they? (See p. 93/103.) Discuss the possible symbolic meanings of the dead parachutist. What is Golding saying about the outside world when he sends this “sign” down to the island? Discuss the significance of the last three paragraphs of Chapter Six. Simon tells Ralph, “you’ll get back” (pp. 100-101/111). Why do you think Golding has him say something like this? Discuss the significance of Ralph’s getting involved in the pig hunt in Chapter Seven. What point is Golding making about human nature?
Lord of the Flies Quotes "They used to call me Piggy!'" - William Golding, Lord of the Flies, Ch. 1 "'You're no good on a job like this.'" - William Golding, Lord of the Flies, Ch. 1 "Ralph sat on a fallen trunk, his left side to the sun. On his right were most of the choir; on his left the larger boys who had not known each other before...before him small children squatted in the grass." - William Golding, Lord of the Flies, Ch. 2 "'Have you got any matches?'" Ch. 2 "'We've got to have rules and obey them. After all, we're not savages. We're English, and the English are best at everything.'" - William Golding, Lord of the Flies, Ch. 2 "'You got your small fire all right.'" - William Golding, Lord of the Flies, Ch. 2 "Then, amid the roar of bees in the afternoon sunlight, Simon found for the fruit they could not reach... passed them back down to the endless, outstretched hands." - William Golding, Lord of the Flies, Ch. 3 "The candle-buds opened their wide white flowers... Their scent spilled out into the air and took possession of the island." - William Golding, Lord of the Flies, Ch.3 "Here, invisible yet strong, was the taboo of the old life." - William Golding, Lord of the Flies, Ch. 4 "He began to dance and his laughter became a bloodthirsty snarling." - William Golding, Lord of the Flies, Ch. 4 "'I painted my face--I stole up. Now you eat--all of you--and I--'" - William Golding, Lord of the Flies, Ch. 4 "Piggy, for all his ludicrous body, had brains. Ralph was a specialist in thought now, and could recognize thought in another." - William Golding, Lord of the Flies, Ch. 5 "Serve you right if something did get you, you useless lot of cry-babies!" - William Golding, Lord of the Flies, Ch. 5 "Daddy said they haven't found all the animals in the sea yet." - William Golding, Lord of the Flies, Ch. 5
12. What is the leader’s name? What does he want to go by? Why is this important? 13. How does Jack treat Piggy? 14. Who should be the leader? Why? Provide a quote from the text to support this. 15. Who gets picked as leader? Why is he picked? 16. What is Ralph’s first action as chief? 17. Why is Piggy upset with Ralph? 18. What animal do the boys see? What happens with Jack and the animal? Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter
______________________________________________________________________________ Chapter 7: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “The darkness seemed to float around them like a tide” The Least You Should Know: Literary Terms: Sublime Flashback 1. How does Ralph feel about his current appearance? 2. When Simon says, “No, I’m not. I just think you’ll get back all right.” Why might Simon emphasize these words? 3. Why does Jack get angry at Ralph? 4. Explain the incident between the boys and Robert. 5. Why does Simon volunteer to go see Piggy?
Introduction to Parliament House The Old Parliament James VI Sir Walter Scott Robert Louis Stevenson Duncan Forbes of Culloden The Lamps of Commercial Procedure Judge Parry (1923): honesty, industry, wit, courage, eloquence, judgement, fellowship Today: My suggestions 1. Goal Advocate – to win at least expense Judge – to resolve the dispute justly In-between lies Persuasion 2. Laconic Clarity if it is easy to read, it was difficult to write Brevity a sentence should have a subject, a verb, an object and then (.) Poetry & advocacy are the best words in the right order 3. Adversarial Rationale Lord Macaulay – to obtain the fairest decision two advocates should argue as unfairly as possible on each side then no important points will escape notice Collaboration But litigation needs collaboration It is a joint enterprise Full disclosure in commercial cases Element of inquisitorial in early stages 4. Structure Orderly exposition Facts – Law – Fair outcome Better to state a case than to argue it All lawyers & judges need thinking time Chronology is vital Picture is worth a 1000 words 5. Grip Usually a sea of papers and evidence Great advocate iDs issues Firm grip on them throughout No untoward citation of authority 6. Overview Napoleon He asked 1 question of his generals Not whether they were brave or brilliant Instead – Are they lucky? Advocates Make their own luck Prepare Plan Persevere Judges Same qualities Must show common sense Set out arguments for parties Explain reasoning for decision 7. The Most Important Person in Court It is not the judge It is the losing party. Must leave court thinking justice done
Survival 101 Answers Individual Rating Task Find Clean/Fresh Water Calm Down Self and Others Evaluate Your Resources/Island Resources Create A Signal For Help Create a Shelter Never Give Up Consider Safety Precautions Find Food Group Together and Brainstorm/Collect Names Select Jobs/Tasks Collect Fire Wood and Start a Fire Try to Make Contact (Ex. Radio Signal) Decide on a Meeting Spot and a Leader Enjoy Your Freedom Decide on Routines and Procedures (Ex. Bathroom Area) Draw a Map Group Rating Expert Rating 3 1 6 9 4 11 2 5 7 N/A 8 10 N/A N/A N/A N/A Lord of the Flies p. 20 – Jack Don’t do this – p. 34 1st – pg. 1, 15 p. 18 – Jack p. 26 – Ralph N/A N/A 1st by Choir – pg. 15, p. 27 Piggy 1st – p. 5 p. 20 explore island p. 22 Piggy’s job – names ; p. 36 Ralph, p. 39 N/A Piggy 1st – p. 5; p. 18 Ralph Ch. 3 p. 31 Conch; hands up p. 24 Ralph
2. In what ways did Piggy show himself to be more of a realist than any of the other boys? 3. Why did Piggy hand Ralph the conch shell at the meeting? 4. Why did all of the young children express fear at the meeting? 5. Why did Ralph want to light a fire on the mountain?
5. What did the boys think they saw in the dark? Why did they flee in terror? Literary Devices: I. Cliffhanger—Acliffhanger in literature is a device borrowed from silent, serialized films in which an episode ends at a moment of suspense or tension. In a book, a cliffhanger is usually placed at the end of a chapter to encourage the reader to continue reading. What is the cliffhanger at the end of Chapter Seven? II. Point of View—Point of view in literature refers to the voice telling the story. It could be the author as narrator (first person) or one of the characters in the story (third person). Why do you think the author chose to tell this story from a third person point of view? Chapter 8: Background Information: Beelzebub
grabbed it from Maurice and blew as loudly as he could. The assembly was shocked into silence” p 95 meetings. Figurative:The conch shell becomes a powerful symbol of civilization and order in the novel. The shell effectively governs the boys’ meetings, for the boy who holds the shell holds the right to speak. In this regard, the shell is more than a symbol—it is an actual vessel of political legitimacy and democratic power. Piggy’s Glasses: draw a Picture: Quotation: Literal: Figurative: The Ship: draw a Picture: Quotation: Literal: Figurative: The Fire: draw a Picture: Quotation: Literal:
discipline of the Captivity (Zep_1:4-6). The priests of Baal were in great numbers (1Ki_18:19), and of various classes (2Ki_10:19). Their mode of offering sacrifices is described in 1Ki_18:25-29. The sun-god, under the general title of Baal, or “lord,” was the chief object of worship of the Canaanites. Each locality had its special Baal, and the various local Baals were summed up under the name of Baalim, or “lords.” Each Baal had a wife, who was a colourless reflection of himself. (2.) A Benjamite, son of Jehiel, the progenitor of the Gibeonites (1Ch_8:30; 1Ch_9:36). (3.) The name of a place inhabited by the Simeonites, the same probably as Baal-ath-beer (1Ch_4:33; Jos_19:8).