zilongwang/ReadingBank huggingface dataset:
Master Class 1 Transforming the Careers Guidance Interview – An Effective Integrated Counselling Approach Thursday 13 July – Leeds Thursday 19 October - Birmingham Overview In the UK counselling and careers guidance have long been regarded as separate career routes, indeed career development and management are often thought of as predominantly rational processes. In reality careers practitioners have always relied on counselling skills in their practice, but a key question is - do we truly strive to work with the emotional content of what our clients are telling us (both verbally and non-verbally)? This course will challenge you to look at the counselling skills you use in your guidance interviews; encourage you to step outside your safety zone and develop advanced empathic understanding in your practice. Learning outcomes Gain an understanding of how Careers Guidance and Counselling fit together. Understand when and how to use counselling skills in a guidance context. Understand how to develop advanced empathic understanding and put it into practice. Recognise individual blockages to exercising skills of empathy, unconditional positive regard and congruence. Please note that PARTICIPANTS need to come with at least 2 situations (preferably career related), which they are prepared to talk about in a career counselling situation. Target audience This new three-hour intensive master class has been designed to meet the needs of career development practitioners who are keen to improve their career guidance skills, with a view to developing a coaching approach in their client interactions. Whether you work with young people or adults in education, learning, training or employment, this master class will help you to expand and advance your skills. Master Class Maximum group size - 15 delegates
Programme From 9.30am – Registration, refreshments 10.00 – Welcome and Introduction 10.10 – 10.20 – Counselling and Careers Guidance – A Combined Approach:- Background Counselling Skills When to use Counselling Skills The Emotional Aspects of Transition 10.20 – 10.30 – Group work – Transition Case Studies 10.30 – 10.40 – The Counselling Model of Careers Guidance Active Listening Skills Understanding Skills Interpretative Skills: - Challenging, Immediacy and Helping the client be more specific 10.40 – 11.00 – Group work – Using Interpretative Skills Exercise 11.00 – 11.15 – Refreshments 11.15 – 11.30 – Developing Advanced Empathic Understanding:- Empathy as a process Measuring Empathic Understanding Blockages to Empathy 11.30 – 11.50 – Group work Film – Developing Empathy Mindfulness Empathic Meditation – 12.00 - Unconditional Positive Regard A Definition Group work – What gets in the way for you? How to Achieve Unconditional Positive Regard The Powerful Effect of Unconditional Positive Regard 12:00 – 12:05 – Congruence A Definition Why is it difficult? What are the rules? 12:05 – 12.45 – Group work – Putting Counselling Knowledge and Skills into action in a Guidance Context 12:45 – 13:00 – Summing up, questions and discussion 13:00 – Close Trainer Biography
each other’s help to see the One standing beside us even then, the One hidden in plain sight. In the words of the prayer of Richard of Chicester put to music and sung in Godspell, “Day by day, day by day, O dear Lord, three things I pray: to see the more clearly, love thee more dearly, follow thee more nearly. Day by day.” Amen.
CREDITS: Skoal Smokeless Tabacco Travelocity (Travel Channel) Jackson’s Denver Phoenix Center Anti-Violence Refrigiwear Furniture Row T.I. Incorporated Systems Amaranth Apartments Network Affiliates Starwood Hospitality Protection1 Home Security App RAW artists Hair Runway Show Pikes Peak Community College Crystal Valley/South Shore Homes Marriott Hotels Furniture Row Colorado Quitline Connect for Health Colorado Undisclosed Beer Brewing Co. The Voice Versus Terumo BCT Furniture Row United States Air Force Ascent Solar Bob Penkhus Furniture Row Marks & Spencers Money Force Services Co-Lead Co-Lead Co-Lead Co-Lead Co-Lead Background Co-Lead Co-Lead Background Co-Lead Co-Lead Host Lead Co-Lead Co-Lead Background Co-Lead Lead Lead Interviewer Co-Lead Background Co-Lead Co-Lead Co-Lead Background Co-Lead Lead Native Pictures / Eivind Holmboe Southern Sky Films / Terry At Your Service / Jana Smith Torch Media / Matt Silton Goldiemae Prods. / Patrick Langlinais Furniture Row / Tom T.I. Incorporated Systems / Tyler Garn Torch Media / Matt Silton Crosspoint Media / Jeff Feierstein Unbridled Media / Tony Joun Cinemaraven / Parker Rice Archangel Productions / Ralph Giordano P.P.C.C. / Pete Schuermann South Shore Advertising / Ken Redding Fuel Hospitality / Julie Larson Furniture Row / Ken Gardner Colorado Quitline / Steven Vidano Centura Health / Keith Singer Undisclosed / John Johnston AXS Television / Mike Gray TerumoBCT / Ben Hogan Furniture Row / Ken Gardner Ferrari Films / Denise Ferrari Chuck Fryberger Films / Chuck Fryberger Contrast Media / Denice Rice Furniture Row / Rick Erdinger Ration Express, Garneys / Jessica Onono Raw Productions
Total Price Follow-Up Question: Mr. Hernandez went to pay for his merchandise. He carefully had rounded all the prices of the furniture, but when he got to the counter to pay, he had underestimated the cost of the bill. He was short money! How could this be? Explain your thinking and give examples from above. The Shopping Excursion Answer Key Family Member Items to be Purchased Budget for All Items How will you round each of the prices? Mr. Hernandez 3 bedroom sets, 1 living room set, 1 kitchen table with chairs, 1 dining room table with chairs, & 1 patio set $20,000 Round to the nearest hundred Mrs. Hernandez 3 bedroom rugs, 1 rug for the living room, 1 rug for the dining room, & an indoor/outdoor rug for the patio $15,000 Round to the nearest ten Maria 3 bedroom decoration bundles, one living room decoration bundle, & a dining room decoration bundle $10,000 Round to the nearest hundred Jose 1 living room entertainment system, one home security system, & one computer package $25,00 Round to the nearest ten Mr. Hernandez Item Option Choice Actual Price Price After Rounding 1st Bedroom Set B $4,943 $4,900 2nd Bedroom Set C $2,409 $2,400 3rd Bedroom Set E $3,444 $3,400 Living Room Set F $3,842 $3,800 Kitchen Table Set A $999 $1,000 Dining Room Set G $1,729 $1,700 Patio Set A $929 $900 Total Price $18,295 $18,100
Mrs. Hernandez Item Option Choice Actual Price Price After Rounding 1st Bedroom Rug A $999 $1,000 2nd Bedroom Rug B $825 $830 3rd Bedroom Rug H $949 $950 Living Room Rug E $1,245 $1,250 Dining Room Rug C $1,199 $1,200 Indoor/ Outdoor Rug D $1,237 $1,240 Total Price $6,454 $6,470 The Shopping Excursion Maria Item Option Choice Actual Price Price After Rounding 1st Bedroom Decoration Bundle A $453 $500 2nd Bedroom Decoration Bundle D $633 $600 3rd Bedroom Decoration Bundle H $950 $1,000 Living Room Decoration Bundle F $726 $700 Dining Room Decoration Bundle E $1,666 $1,700 Total Price $4,428 $4,500 Jose Item Option Choice Actual Price Price After Rounding Living Room Entertainment System A $1,463 $1,460 Home Security System D $911 $910 Computer Package C $1,441 $1,440 Total Price $3,815 $3,810
Open Calculator app Tap calculator icon within carousel menu Open Bookshare app Tap books icon within carousel menu Open Distance viewing Tap distance icon within carousel menu Open APH Toolbox Tap APH icon within carousel menu Open Magnifier Tap magnifier icon within carousel menu Open Gallery Tap gallery icon within carousel menu Open Settings menu Tap settings icon within carousel menu Open Help menu Tap the help icon within carousel menu Go to Main Carousel from anywhere in Prodigi App 2 Finger Double Tap Advanced Interface: Android Screen Skill Action/Gesture Image Mastery Level Date Go to Android Screen from Prodigi App 4 or 5 Finger Long Press Go to Prodigi app Tap Prodigi icon
Android screen back Tap left-pointing arrow button at bottom of screen Android screen home Tap circle button at bottom of screen Android screen recent apps Tap square button at bottom of screen Advanced Interface: Magnifier App Skill Action/Gesture Image Mastery Level Date Hand gesture zoom 2 Finger Pinch Hand gesture contrast cycle 1 Finger Swipe Top to Bottom on right side of screen Go back one level Tap back button Open settings Tap settings button Turn light on/off Tap light button Save image (if page has been captured) Tap save button Increase Speech Rate Swipe left Decrease Speech Rate Swipe right
Speech On/Off (Toggle) 1 Finger Double Tap Adjust Reading Settings Tap settings button Advanced Interface: Multi Capture Skill Action/Gesture Image Mastery Level Date Activate Multi Capture 1 Finger Swipe top to bottom on left side of screen Adjust tablet 90 degrees Place page under magnifier (Landscape orientation) Capture Image Tap capture button Repeat “Capture Image” until all images are captured Tap capture button observe that all captured images are automatically saved to the gallery View captured documents Tap double page button Delete a page Long Press on the page you wish to delete and tap Yes to confirm deletion Replace a page Long Press on the page you wish to replace> Tap Replace> Tap Yes and capture a new page
Delete a Document Long Press on Document> Select Delete Document> Confirm Delete Document “Yes” Export text from document to a text file in Android file system Long Press on the document containing text you wish to export> Tap Export OCR text> OCR text will be saved as a text file in the root of your tablet Move an image captured within the Distance camera to the gallery In the Distance category, Press and Hold on the image you wish to move> Tap Move to Gallery> File will be renamed to first found word in document> File can then be moved to a category if required NOTE: This action will need to completed if you wish to use OCR feature on an image captured in the distance application Advanced Interface: Writing Tool Skill Action/Gesture Image Mastery Level Date Access Writing Toolbar Tap annotation button Activate Writing Tool Tap until pencil icon is visible Use Writing Tool Use 1 Finger or Stylus to write on tablet screen
Math Essentials K-5: Focus on Algebra Readiness The math topics listed below are the major strands of the Common Core Standards in relation to preparing students for future math success in Algebra. Research has shown that conceptual understanding in algebra is the key to success in future mathematics. When planning for instruction, focus on the following essential number sense and place value concepts first and foremost. This does not discount the other topics you will teach, but rather puts a focus on the most essential math components. Kindergarten 1st Grade 2nd Grade 3rd Grade Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. Represent and solve problems involving addition and subtraction. Add and subtract within 20. Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Number and Operations in Base Ten Work with numbers 11–19 to gain foundations for place value. Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Understand place value. Use place value understanding and properties of operations to add and subtract. Number and Operations -- Fractions Develop understanding of fractions as numbers.
Grade 9 Math Exam Review Study Booklet 1 Part 1 – Circle Geometry (G-1) Part 2 – Rational Numbers (A-1) (A-2) Part 3 - Powers (B-1) (B-2) (B-3)
#1. Phys. Prop. Phys. Change Chem. Prop. Chem. Change Pond… X Puddle X Alcohol X Blue X Boiling X Burning X Butter X Can… X Cracking X Cutting X Density X Digestion X Dissolving X Flammability X Glass X Hardness X Iron X Is reactive X Leaves X Lighting X Luster X Magnetizing X Melting X Melting pt. X Mowing X Odor X Paint X Solubility X Sour taste X Stretching X Supports X Water boils X Will form… X Wood rot… X #2. No #3. Yes #4. Yes #5. Heat Energy. How? Temperature= Constant #6. Movement increases, particles lose rigidity and move about each other. #7. Movement increases, particles move farther apart from each other. #8. Remains the same/ changes/ remains the same/ changes #9. Temperature increases #10. Vapor #11. Increases #12. Heat Energy #13. Density increases #14. Density decreases #15. No #16. E #17. 0°C #18. 5 Minutes #19. 100°C #20. Temp. is constant, heat energy increases/ Temp. is constant, heat energy increases #21. At both phases changes temperature remains constant while heat energy was increasing #22. 11/12 minutes #23. 30°C #24. 70°C B D A D A A C D B C B B D D C D D A C D A C D B B C #25.
c) 3 H:9, P:3, O:12 24 d) 1 N:3, H:12, P:1, O:4 20 e) 1 C:6, H:12, O:6 24 f) 4 Ca:4, C:4, O:12 20 g) 2 Al:4, O:6 10 h) 1 N:1, H:5, O:1 7 i) 3 Ba:3, O:6, H:6 15 j) 1 C:2, H:6, O:1 9 k) 4 Ca:4, Cl:2, O:6 12 l) 1 Al:2, S:3, O:12 17 m) 1 Cu:1, S:1, O:4 6 N) 3 N:6, H:24, S:3, O:12 45 #32. Energy #33. Radiant #34. Potential #35. Joule #36. Created/ Destroyed #37. Kinetic #38. F C B A E D #39. a) 320 b) -61 c) 1273 d) -241 e) 253 f) 3847 g) 173 h) 28 REVIEW: #40. Matter #41. Solids/Liquids #42. Chemical/ Physical #43. 1500°C #44. 1500°C #45. 2750°C #46. 2750°C #47. Solid #48. Solid #49. Liquid #50. Gas #51. Stays constant #52. Stays constant #53. 293K #54. 1337K #55. Boiling Point, Melting Point, Freezing Point, Density, Color, Odor, Luster, Brittle, hardness, taste, magnetism, etc. #56. Reacts with acid/base, Flammable, Rusts, Solubility, etc. #57. a) P b) P C) C d) C e) P f) P g) C
Beginning 1 Getting There 2 Got It 3 High Flying 4 Project is complete More than four of the required items are missing. Most of the required information is present. Project includes date of discovery, symbol, atomic number, class of element and 2 real life examples of your element or uses of your element. Project includes date of discovery, symbol, atomic number, class of element and 3 or more real life examples of your element or uses of your element and who discovered it. Understands concepts There are several errors in the information and it is hard to follow the work. Most of the information is correct. Work is easy to follow. All of the information is correct and easy to follow. All of the information is correct and easy to follow. Extra explanations are given. Appearance Presentation Project shows a lack of organization and effort. There are more than 4 spelling errors. Project is neat, organized and shows effort. There are 3-4 spelling errors. Project is neat, organized and shows creativity and effort. There are 0-2 errors in spelling. Project is neat, organized and shows creativity and effort. There are no errors in spelling. Uses color. Vocabulary Words Uses 0-1 vocabulary words in the proper context or vocabulary is used incorrectly. Uses 2-3 vocabulary words in the proper context. Uses 4 vocabulary words in the proper context. Uses more than 4 vocabulary words in the proper context. Student Grade__________________________ Teacher Grade__________________________ Week 6: Properties of Matter
Final Matter Project Rubric Beginning 1 Getting There 2 Got It 3 High Flying 4 Project is complete Concept is not adequately explained. Information is missing Most of the required information is present to explain the concept but an important point is missing. Concept is explained completely and all of the important information is included. Concept is explained completely and all of the important information is included. Real world examples are given. Understands concepts There are several errors in the information and it is hard to follow the work. Most of the information is correct. Work is easy to follow. All of the information is correct and easy to follow. All of the information is correct and easy to follow. Extra explanations are given. Appearance Presentation Project shows a lack of organization and effort. There are more than 4 spelling errors. Demonstration is confusing and concept is not explained. Project is neat, organized and shows effort. There are 3-4 spelling errors. Demonstration begins to explain concept but not completely. Project is neat, organized and shows creativity and effort. There are 0-2 errors in spelling. Demonstration explains concept. Project is neat, organized and shows creativity and effort. There are no errors in spelling. Demonstration explains concept and is creatively presented Vocabulary Words Uses 0-1 vocabulary words in the proper context or vocabulary is used incorrectly. Uses 2-3 vocabulary words in the proper context. Uses 4 vocabulary words in the proper context. Uses more than 4 vocabulary words in the proper context. Student Grade__________________________ Teacher Grade__________________________
Hattah Lakes VIC Murray 4,633.1 CEWH HEW, VIC 25,348.7 28/4-30/6 Goulburn River VIC Goulburn-Broken Population resilience 215,000 CEWH HEW 2/7 – 30/6 Yes Broken River and Upper Broken Creek VIC Goulburn-Broken 121 CEWH HEW 1/8-30/5 Lower Broken Creek & fringing wetlands VIC Goulburn-Broken 38,593.7 CEWH HEW 3/8-15/5 Loddon River System VIC Murray Population resilience 2,774.5 CEWH HEW VIC 4,112 3/9-20/11 Campaspe River System VIC Murray Population resilience 6,517.4 CEWH HEW (return flows 6,069) VIC 4,396 TLM 1,768 10/09 – 18/09 Ovens Catchment VIC Murray Population resilience 70 CEWH HEW (in addition to 4.8 GL of bulk release drawdown water provided by Water) 23/04 – 06/05 Mallee Wetland Sites VIC Murray 2,666.83 CEWH HEW 25/9-30/6 Coorong, Lower Lakes and Murray Mouth SA Murray Population resilience Vegetation 578,228 ML (Includes 374,167 MLof return flows) 2013-14 This is the total volume delivered to the CLLMM through the coordination of watering actions across the southern connected basin and includes both direct transfers to SA and return flows from upstream watering actions. Murray River from Wentworth to Lower Lakes (Locks 8 and 9) NSW Murray 216 CEWH HEW 10/7-30/6 Lower Murray Wetlands (Maize Island, Weila, Carpark Lagoons, Morgan Conservation Park and Hogwash Bend) SA Murray 1,019 CEWH HEW 3/10-30/6 Yes Lower Murray Wetlands SA Murray 183 CEWH HEW 5/11-30/6 Yes
3 The Conservation of Mass Slides 23-27 Classwork #2 Homework #2 4 What is Matter? Quiz 1: What is Matter? Lab 2: Changing States of Matter; Slides 28-31 Student Lab Sheet Finish lab sheet Study for Quiz 5 Conservation of Mass; Properties of Matter Quiz 2 Conservation of Mass; Slides 32-36; N/A 6 Properties of Matter Slides 37-44 Classwork #3 Homework #3 7 Properties of Matter Lab 3 Describing Matter, Student Lab Sheet; Slide 45 Finish lab sheet 8 Properties of Matter Lab 4 Identifying Mystery Substances, Student Lab Sheet; Slide 46 Finish lab sheet Study for Quiz 9 Properties of Matter; Mixing Substances Quiz 3 Observable Properties of Matter Slides 47-51 N/A 10 Solutions Slides 52-58 Classwork #4 Homework #4 11 Solutions Lab 5 Solutions, Student Lab Sheet Slide 59 Finish lab sheet; 12 Conservation of Mass in Solutions Lab 6 Conservation of Mass in Solutions, Student Lab Sheet; Slides 60-63 Finish lab sheet 13 Conservation of Mass in Chemical Reactions *Optional – Demonstration Chemical Reactions Lab 7 Conservation of Mass in Chemical Reactions, Student Lab Sheet; Slide 64-67 Finish lab sheet 14 Unit Test Review Study Guide Review Game Study for Test 15 Unit Test Test N/A
The least closely packed? Justify your answer. You have one 3g sample of Nickel and one 3g sample of Manganese. Which sample takes up more physical space? Justify your answer. Would either sample float in water? Why or why not? A graduated cylinder is filled with 50mL of water. A sample of gold with a mass of 39.5 grams is dropped into the water. What will be the new water level on the graduated cylinder? Justify your answer. Periodic Table of the Elements, Density (g/cm3) (25 oC) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 H 0.090 He 0.178 2 Li 0.53 Be 1.85 B 2.34 C 2.26 N 1.251 O 1.429 F 1.696 Ne 0.900 3 Na 0.97 Mg 1.74 Al 2.70 Si 2.33 P 1.82 S 2.07 Cl 3.214 Ar 1.784 4 K 0.86 Ca 1.55 Sc 2.99 Ti 4.54 V 6.11 Cr 7.19 Mn 7.44 Fe 7.874 Co 8.89 Ni 8.91 Cu 8.96 Zn 7.13 Ga 5.91 Ge 5.32 As 5.78 Se 4.79 Br 3.12 Kr 3.75 5 Rb 1.53 Sr 2.54 Y 4.47 Zr 6.51 Nb 8.57 Mo 10.22 Tc 11.49 Ru 12.37 Rh 12.41 Pd 12.02 Ag 10.49 Cd 8.65 In 7.31 Sn 7.31 Sb 6.69 Te 6.24 I 4.93 Xe 5.9 6 Cs 1.87 Ba 3.59 Lu 9.84 Hf 13.31 Ta 16.65 W 19.25 Re 21.03 Os 22.61 Ir 22.65 Pt 21.45 Au 19.32 Hg 13.55 Tl 11.85 Pb 11.35 Bi 9.75 Po 9.20 At Rn 9.73
The Frayer Model: Uses in the Classroom The Frayer Model is an example of a visual organizer that can help students understand key words and concepts. It is a chart with 4 sections which can hold a Class/Textbook Definition, some characteristics/facts, examples, and Counterexamples (opposites) of the word/concept. We have included some other ideas in the spaces below that could work well in the classroom. We have also provided an example for a vocabulary word as well as a concept or term used in the classroom. I can also send you an electronic copy that you can adjust as needed. Other Ideas for Each Section: Class/Textbook Definition all possible Class/Textbook Definitions of the word visual aids dictionary Class/Textbook Definitions put the dictionary Class/Textbook Definition in your own words My Definition or Just a few Facts/Characteristics origin pronunciation key syllables etymology parts of speech word parts other forms of the word Examples use it in a sentence draw a picture synonyms Counterexamples (opposites) antonyms use it incorrectly in a sentence Vocabulary Word Example: Class/Textbook Definition not returned or reciprocated avenged or retaliated not repaid or satisfied My Definition or Just a few Facts/Characteristics /(uhn-ri-kwahy-tid) 1535–45; L adjective un- + requite + -ed 4 syllables Examples an unrequited love an unrequited wrong an unrequited debt Counterexamples (opposites) returned paid satisfied loved
Matters of public importance —your Assembly @ work Sitting and non sitting weeks—16 December 2016 to 17 February 2017 Issue 1/2017 Government business Includes all business items presented to the Assembly by the Executive including bills, motions, and papers Bills introduced This bill seeks to repeal the Cooperatives Act 2002 and replace it with a uniform national law in relation to cooperatives. The new legislation includes mutual recognition provisions, clarifies governance provisions and reduces reporting provision for smaller co-operatives. This bill will seek to amend legislation to retrospectively delegate certain Director-General functions to ACT Corrective Services officers who have responsibility for the supervision of an offender on an Intensive Correction Order. This purpose of this bill is to amend the Evidence (Miscellaneous Provisions) Act 1991, the Family Violence Act 2016 and the Personal Violence Act 2016 to address a number of procedural issues contained in those Acts and to reduce red tape to facilitate streamlined family violence and personal protection order schemes. Bills debated The following bills were debated during the sitting week and were passed by the Assembly without amendment. (16 February) (14 February) (14 February) The following bills were debated on 14 February and passed by the Assembly with amendments. Summary: This bill seeks to amend a number of Territory laws within the Justice and Community Safety portfolio to improve the operation of each amended law. Proceedings: The bill was agreed to in principle after debate. During the detail stage an amendment was moved by the Government which received the support of all parties. The amended bill was passed by the Assembly. Summary: The purpose of this bill is to make minor and technical amendments to a number of laws to enhance the Territory’s statute book. Proceedings: Both the Opposition and ACT Greens indicated their support for the bill when debate resumed on 14 February and the bill was agreed to in principle. During the detail stage an amendment was moved by the Government relating to a court’s power to discharge an adoption order made under certain circumstances. The amendment was supported by all parties. The bill, as amended, was passed by the Assembly. Summary: This bill seeks to make a number of minor and technical amendments to laws administered by the Transport Canberra and City Services Directorate including the Domestic Animals Act 2000, the Domestic Animals Regulation 2001 and the Public Unleased Land Act 2013. Proceedings: This bill was agreed to in principle by all parties in the Assembly when debate
Ms Tara Cheyne (Australian Labor Party) Mrs Vicki Dunne (Canberra Liberals) Mrs Elizabeth Kikkert (Canberra Liberals) Mr Gordon Ramsay (Australian Labor Party) Electorate of Kurrajong Mr Andrew Barr (Australian Labor Party) Mr Steve Doszpot (Canberra Liberals) Ms Elizabeth Lee (Canberra Liberals) Mr Shane Rattenbury (ACT Greens) Ms Rachel Stephen-Smith (Australian Labor Party) Electorate of Murrumbidgee Ms Bec Cody (Australian Labor Party) Mr Jeremy Hanson CSC (Canberra Liberals) Mrs Giulia Jones (Canberra Liberals) Ms Caroline Le Couteur (ACT Greens) Mr Chris Steel (Australian Labor Party) Electorate of Yerrabi Mr Alistair Coe (Canberra Liberals) Ms Meegan Fitzharris (Australian Labor Party) Mr James Milligan (Canberra Liberals) Ms Suzanne Orr (Australian Labor Party) Mr Michael Pettersson (Australian Labor Party) Next sitting Tuesday, 15 August 2017. This document is produced by the Office of the Legislative Assembly for information.
Matters of public importance —your Assembly @ work Non-sitting and sitting weeks—9 June to 8 August 2014 Issue 7/2014 Condolence motion The Chief Minister moved a motion of condolence for the victims of Malaysian Airlines Flight MH17 on 5 August 2014. The motion expressed the Assembly’s profound sorrow at the devastating loss of lives as a result of the tragedy and tendered the Assembly’s heartfelt sympathy to the families and friends of the victims. Both the Leader of the Opposition and the ACT Greens representative spoke in support of the motion. At the conclusion, all Members stood in silence to signify their support. Government business Includes all business items presented to the Assembly by the Executive including bills, motions, and papers Bill introduced Crimes Amendment Bill 2014— This bill will amend the Crimes Act 1900 to provide a mechanism which supports the Supreme Court’s power to consider inquiry reports under the Act (presented 7 August 2014). Bills debated — Summary: The purpose of this bill is to clarify the 14 day consultation requirement introduced by the Auditor-General Amendment Act 2013 in relation to certain reports that are to be tabled in the Legislative Assembly. Proceedings: Debate resumed on the bill on 7 August 2014 with all parties in the Assembly supporting the proposed legislation. The bill was passed without amendment. — Summary: This bill will increase the number of members of the Legislative Assembly from 17 to 25, effective from the next general election. Proceedings: Debate resumed on this bill on 5 August 2014 with all parties supporting the proposed legislation. The bill was agreed to in principle and then passed by the Assembly with the concurrence of a 2/3 majority of Members in accordance with the requirements of the Proportional Representation (Hare-Clark) Entrenchment Act 1994. — Summary: This bill will amend the Electoral Act 1992 to increase the number of electorates in the ACT to five, with each electorate containing five members of the Legislative Assembly. Proceedings: Debate resumed on 5 August 2014 with the Opposition indicating their support for the bill and stating that it would provide for better governance of the ACT. The ACT Greens informed the Assembly that they would not support the bill as they believe it would be locking in an electorate structure which reduces the chances of others entering the Assembly as Members. The bill was agreed to in principle after a vote. The bill was then passed by the Assembly with the concurrent of a 2/3 majority of Members in accordance with the requirements of the Proportional Representation (Hare-Clark) Entrenchment Act 1994.
What is dispersion? List the three types. Dispersion is the ______________ of spacing of a _______________ in an area. _______________________ _______________________ _______________________ ___________________ ________________ determines dispersion patterns. What are density independent factors? Density independent factors do not depend on ________________________________________________ Usually __________________ Include ________________________ (ex. flood, drought, extreme heat or cold, tornadoes, hurricanes) What are density dependent factors? Density dependent factors depend on ________________________________________________ Often __________ (ex. predation, disease, parasites, competition) Define population growth rate and its characteristics. Population growth rate explains ______________________ ________________________________________________ Natality: __________ rate Mortality: __________ rate
5. ‘Matter matters’: Self-assessment grid Students assess themselves using the provided self -assessment grid. CATEGORY Beginning 1 Developing 2 Accomplished 3 Excellent 4 Score Task 1.1. Only 25% correctly answered Between 25 and 50% correctly answered Between 50 and 75% correctly answered All questions correctly answered … / 6 Task 1.2. Only 25% correctly answered Between 25 and 50% correctly answered Between 50 and 75% correctly answered All questions correctly answered … / 6 Task 2.1. Only 25% correctly answered Between 25 and 50% correctly answered Between 50 and 75% correctly answered All questions correctly answered … / 6 Task 2.2. Only answers correctly the yellow boxes Answers correctly the yellow and green boxes Answers correctly the yellow, green and blue boxes Answers correctly all boxes … / 6 Task 2.3. Only answers correctly the first column Answers correctly first three columns Answers correctly first four columns Answers correctly all columns … / 6 Task 3.1. Not answered Less than three correct answers Up to three correct answers, but less than seven All answers correct … / 6
When you open the book “Fear and Loathing in Las Vegas: A Savage Journey to the Heart of the American Dream,” you can note Hunter S. Thompson’s acknowledgment of Dylan’s part in the book. It reads, “To Bob Geiger, for reasons that need not be explained here-and to Bob Dylan, for Mister Tambourine Man (Thompson). Allan Ginsberg was another writer affected. Ginsberg is in what many consider to be the first music video for “Subterranean Homesick Blues” (Scorcese). In an interview in “No Direction Home,” Ginsberg recalls the first time he had heard “A Hard Rain’s A-Gonna Fall.” He said it was, “the passing of the torch of Bohemian illumination and self empowerment (Sorcese).” Ginsberg said the song brought him to tears. Ginsberg would go on to become one of Bob Dylan’s stage performers during his troubadour show “The Rolling Thunder Review” (Sounes). In the area of film, Dylan has worthy mention. The first groundbreaking film was “Don’t Look Back,” by Pennebaker. “Don’t Look Back” is considered to be the first rock documentary. It follows Dylan on his last tour through England, before his 1966 motorcycle crash. (Sounes) Oscar winning director Martin Scorcese produced a documentary for the BBC about Dylan in 2007. An abstract film offering was Haynes “I’m Not There.” A slew of actors signed up for the project that was very low budget and obscure. The film is an amalgamation of Dylan through the years played each by someone different, and is twisted to make somewhat of a biography. The actors included are: Richard Gere, Christian Bale, Heath Ledger, Cate Blanchett, and others. Kris Kristofferson narrates the movie, which begins with a motorcycle wreck and Dylan’s corpse being examined (Haynes). Many political activist groups have shown signs of the Dylan’s influence. The Weathermen, whose Bill Ayers has been in the news recently, were named such after posting an article featuring a lyric by Dylan as a subtitle. In “Subterranean Homesick Blues,” the line goes,
builds up great storehouses for his increasing grain crop a fool, and he describes the one who trusts in God as rich. Status and power? Jesus proclaims that “whoever wants to become great among you must be your servant…just as the Son of Man did not come to be served, but to serve.” At his last meal with the disciples, he will take up a towel and wash their feet. When Jesus marches into Jerusalem, he does not come in on a majestic horse flanked by soldiers in arms. Instead, he comes in on a donkey, flanked by men, women, and children armed only with palm branches. And yet, when you listen to this encounter between Pilate and Jesus, doesn’t it feel like Jesus is in charge? Throughout the events of this last week, he never comes across as a helpless victim. He never cowers or flinches before the authorities. Instead, he throws Pilate off guard so that Pilate is the one who suggests that Jesus may be the King of the Jews. Jesus doesn’t try to defend himself. Instead, he is largely silent, much like the prophet described in Isaiah 53, which John read earlier today. Jesus’ silence leaves Pilate nothing short of “amazed,” Matthew tells us. What do we learn from this encounter between Jesus and Pilate? At least this: that we always have more power than we realize or may want to acknowledge. We may not have the power of Jesus – or even a powerful Roman governor. But that does not mean that we have no power at all. We have the power of choice and action. We can remain passive and claim to be powerless in the face of injustice or cruelty or cheating – whether at work, at school, or in our nation. Or we can act and work for change in whatever way is open to us. To be sure, those with great wealth and
Similarly, I contend, the psychology of hedonic evaluation in a cultural context is a good match for a priori aesthetic norms. Part I: Facilitating Pleasure There are many kinds of pleasure. I now distinguish two broad varieties, r-pleasures and and discuss the characteristics of the hitherto little-noticed f-pleasures. In Part II, I argue that aesthetic pleasure is a species of f-pleasure. Pleasure, Motivation, and Facilitation To begin, let us take note of pleasures that are quite different from the sort we find in art. Certain bodily or mental states are departures from normal resting equilibrium, and though some are pleasant, all are physically and psychologically costly to prolong indefinitely. Pain, physical exertion, sexual arousal, and mental concentration are examples. When these states come to an end, the return to a normal resting condition is attended by pleasure. Once equilibrium is restored, this pleasure quickly ebbs away. These are pleasures of restoration or relief. I call them r-pleasures. Michael Kubovy [1999] includes in this category sneezing, coughing, defecation, and orgasm. We also feel r-pleasure when a source of discomfort—an annoying noise or an itch—is removed. R-pleasures are passive. Because they are retrospective, they have no forward motivational force. An orgasm, for example, is a source of intense bodily pleasure; but it is not an impulse to follow some specific action. It has motivational force in the teleological manner of a reward one aims for; it can serve as an Aristotelian final cause, but it is not motivational in the sense of an ‘efficient cause’. (To make the point clearer, sexual desire is an efficient motive cause, as are other drives, including hunger and thirst.) R-pleasure exemplifies how many philosophers conceive of pleasure in general: in effect, they think that it is a bodily feeling that arises out of and welcomes a bodily event, but which motivates only as a goal does. My concern in this paper is with a different class of pleasures. For reasons that will be apparent in a moment, I characterize them as facilitating, and call them f-pleasures. As we shall see, these pleasures are like urges or drives; they motivate prospectively. More specifically, they motivate the continuation of the activity that gives rise to them. Here is one example of an f-pleasure:
Do you think the Jews of Jesus’ day would have expected these OT promises to be fulfilled in this way? Why or why not? Of whom is the angel speaking when he says “his people” in v. 21? Explain and defend your answer from Scripture. What does v. 22 teach you about the words of an OT prophet, and why is this important? DAY 5 – ASK FOR INSIGHT READ THE PASSAGE Read Matt. 1:18-25, 2 Kings 16:1-9 & Is. 7:1-17. Explain the storyline of 2 Kings 16:1-9 & Is. 7:1-13. Explain both the immediate/partial and future/full fulfillment of Is. 7:14. What comfort did the promise of “Immanuel” bring to those living at the time of King Ahaz? What comfort does it bring for those living during Jesus’ day? What comfort does it bring to you, and in what situations will remembering it strengthen you to live in a way that more fully glorifies God this coming week? In what ways are you struggling to obey God’s word, and how does Joseph’s obedience (v. 25) encourage you to more faithfully listen and obey? DATE: December 20, 2015 PASSAGE: Matt. 1:18-25 The Virgin Birth Brings God to Us
The next set of lunch bags ( empty ) handed out on the weekend of June 10/11 are due for return THIS weekend June 17/18. Our Champagne, Strawberry & Cream event this year will be NEXT Sunday June 25th at Ty Croeso, Llantarnam Abbey from 3-5 pm. Tickets (£5.00) and raffle tickets will be sold after the three weekend Masses at Saint Mary’s on June 17th/18th. Thank you – Pam Haywood. The Legion of Mary candle this week is offered for all suffering in the tragedy of the Grenfell Tower Block fire. If you have St. Mary’s GIFT AID Envelope No 40 please contact the Parish Office, leaving your name so that tax can be claimed. Please can you also inform us how you obtained the envelopes. Church Restoration Fund: Don’t forget your extra pound for the second collection which this week amounted to £212.00 other donations can be made at : Total currently stands at £18,281.78 Our new target set for the 1st September is £25,000. If you have any fundraising ideas, or know anyone who would like to sponsor the funding, please let the Parish office know, or one of the Community Council members. Ministering to the Assembly St. Mary 17th/18th June 24th/25th June Readers Mary Tilley Bernadette Cook Hilary Cameron David Watts 4.30 9.30 Kitty McHugh Suzan Glennon Allan Fear Helen Walmsley 6.00 John Haywood Patsy Groves James Carney Tony Turner Vincent Charmary Communion As per separate list As per separate list Cleaners Group 5 Group 6 Adoration on Wednesday at 7.30pm. St. Michael 17th/18th June 24th/25th June The Word Ann Pollard Catherine Fisher Rosemary Anderson Gerald Anderson Communion Sergio Cinotti Sheila Wigmore Myfanawy Anderson Kathleen Maguire . FOLK CHOIR practise 7.30 pm Monday 24.04.17. in the Sacristy. All are welcome. WORD SEARCH : The words for this weeks word search can be found on the back page.
K R K L B C M G G A O T A J Q A T E Q R V Z U I R W Z K S C I W H A Q X K L H R U B E C P O V B S C X C C N H C D O Y T Q S D J H X I Z G A R T O F U P W T F K N H F S B L S M V L X D B U C K E T P X A R R K L O W O I M Q L R A N N M U V A O O P C A E U H D Y T R Q K B H M P D E E W A E S C I P L H U Y C K R B A P R Q T Y L O C F E O D C X T X J E T A M R A C Q S W N O E V P O H C T Q E T A H N U S R U P F N K B D B E A C H S H O E S Z U Z M B WORD SEARCH : The words for this weeks word search can be found on the back page. THIS WEEKS WORDSEARCH WORDS BEACHBALL BEACHSHOES BUCKET CASTLE COSTUME CRABS PICNIC ROCKPOOL SAND SEAWEED SPADE SUNCREAM SUNHAT TOWEL WATER Temp. remove Anna Lloyd from 9.30 readers list and put Matthew Fitzpatrick in place. As of 27.04.17.
MASTER OF ARTS IN TEACHING PROGRAM MAT Last Name (Family) First Name Middle Init. (Former) Day Phone # ID# Email Address Academic Unit Teaching Specialty Degrees University Major Degree Date Held University Major Degree Date Professional Core Courses (minimum of 3 credits) Transfer Symbol G* Course Title Course Cr. Gr. Dept. No. Total Teaching Specialty (18-21 credits) Transfer Symbol G* Course Title Course Cr. Gr. Dept. No. Total Total 4XX/5XX Program Credits Total Standalone Credits TOTAL CREDITS ON PROGRAM (minimum of 48 credit hours) Internship (15-18 credits) Transfer Symbol G* Course Title Course Cr. Gr. Dept. No. Total Electives / Subject Area Specialization (9 credits) Transfer Symbol G* Course Title Course Cr. Gr. Dept. No. Total Transfer courses indicated: Transfer Symbol University T1 T2 T3 T4 Master's students are expected to "Be able to conduct scholarly or professional activities in an ethical manner". Indicate the training you have completed or will complete to meet this learning outcome. See back of this form for more information. Ethical Research Training *Mark courses that will be graduate standalone with the letter “G” in this column. The program of study will be audited to determine if it is accurate and it meets the minimum requirements for this degree as established by the OSU Faculty Senate. Please be sure that the following items are correct: Student name, phone, ID number, email address, degree held, year the degree was awarded, and institution from which it was received are filled in.
PhD in Mathematics – Cycle 34, Second call Attachment: Statement of purpose Note: maximum 3,000 characters, including spaces. Surname Name Candidate Scientific interests and personal motivations to undertake the PhD (avoid generic statements); describe any experience (research, job, studies – including Master’s thesis) relevant to the Mathematics research area.
reticular arrangement of collagen/elastin fibrous walls that create compartments that surround and retain adipose tissue (Hsu et al., 2007; Jahss et al., 1992). Based on the size of these compartments, they can be categorised into two layers; superficial (attached to the plantar epidermis), and deep (attached to the calcaneus). The superficial layer contains micro-chambers while the deep layer consists of larger, macro-chambers (Blechschmidt, 1982). The material and structural behaviour of the heel fat pad regulates the amount of load that is transmitted to the bones and joints of the lower limb across a range of loading scenarios; from low rate activities such as standing and running, to high rate incidents that can cause injury such as sport and vehicular accidents. Therefore, the characterisation of the tissue across a range of strain rates can be used for a variety of applications such as understanding the pathophysiology of related diseases (Kinoshita et al., 1996; Tong et al., 2003), shoe and insole design (Jørgensen and Bojsen-Møller, 1989), reconstruction of degenerated tissue (Wang et al., 1999), design of biomimetic materials for treatment of injuries and diseases of the plantar foot (Balkin and Kaplan, 1991; Mulder, 2012), development of accurate FE models (Fontanella et al., 2013), or prediction of and protection from injury in road traffic accidents and underbody blast (Dong et al., 2013; Shin et al., 2012). The heel fat pad is inhomogeneous and anisotropic while it is reported to exhibit viscoelastic behaviour due to its biphasic nature (Rome, 1998). In vivo studies have used imaging (Gefen et al., 2001; Prichasuk, 1994), indentation (Erdemir et al., 2006; Rome et al., 2001), or both techniques (Tong et al., 2003) to quantify the material properties of the tissue. Indentation, however, cannot be utilised to obtain material properties as the captured behaviour depends on the diameter of the indenter and is localised (Spears and Miller-Young, 2006).
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splinter in your brother’s eye but don’t notice the beam of wood in your own eye?” This is humorous but it is also pointed, direct and convicting. Your brother has a small splinter in his eye but you have “a beam of wood” in yours, and you are going to try and help (correct!) him? Really? Verse four follows up with a second question: “Or how can you say to your brother, ‘Let me take the splinter out of your eye,’ and look, there’s a beam of wood in your own eye?” This question drives home the point, asking in essence, how can you even attempt to do this? Why would you even try? Those who take on the assignment of spiritual Peeping Tom, spiritual garbage inspector, spiritual Gestapo are deaf, dumb, and blind to the enormity and magnitude of their own sin. Ferguson says, “So deeply has his sin conquered him that he has become blind to it. Sensitive to sin in others, he has been desensitized to the sin in his own heart” (Ferguson, 152). Perhaps there is no greater example of this in all of the Bible than the day the prophet Nathan confronted King David over his sin with Bathsheba (2 Sam. 11:1-17). The confrontation ended with the stinging indictment, “You are the man” (2 Sam. 12:1-7). Before we burn in our hearts with unrighteous anger toward others, we would do
a 3-fold command: 1) ask, 2) seek and 3) knock. All three verbs are imperatives, words of command. All three verbs are in the present tense calling for continuous action. Ask and keep on asking is the idea. Seek and keep on seeking is the idea. Knock and keep on knocking is the idea. And, when you persistently pray like this, God promises to answer. “Ask and it will be given to you. Seek, and you will find. Knock, and the door will be open.” As John Piper puts it, “The asker receives. The seeker finds. The knocker gets an open door. Your Father will give you good things” (Ibid). Verse 8 reveals the inclusive and comprehensive nature of this promise to the children of God (v. 11). “Everyone!” Not some. Not most. Not almost all. Everyone who calls God their Father is the recipient of this promise. Jesus, no doubt, understands our hesitancy to pray, especially when we are aware of our sin and unworthiness. The great Reformer Martin Luther has a helpful word at this point: “He knows that we are timid and shy, that we feel unworthy and unfit to present our needs to God…. We think that God is so great and we are so tiny that we do not dare to pray…. That is why Christ wants to lure us away from such timid thoughts, to remove our doubts, and to have us go ahead confidently and boldly.” (The Sermon on the
For more information, please contact: Katie Klessig Marketing Manager 920.319.4366 katiek@animart.com October 26, 2015 FOR IMMEDIATE RELEASE Mauer Joins ANIMART as Inside Sales Representative Beaver Dam, WI – ANIMART, LLC is pleased to announce the recent addition of Chelsey Mauer to the Inside Sales department of the dairy and livestock division which provides animal health products, supplies and solutions to producers. As a member of the Inside Sales Team, Mauer will work to build and maintain relationships with producers, and deliver the service they’ve come to expect from ANIMART. “I’m excited to be here,” said Mauer. “My goal is to one day become an ANIMART Territory Manager because I believe being on farm is the best way to use my passion to help producers.” Mauer grew up in Sheboygan Falls, Wisconsin. Her journey with agriculture started when she was just eight, with a birthday wish for horseback riding lessons. Those lessons were all it took to fuel a passion that would lead Chelsey to show livestock and become an active member of both 4-H and FFA, serving in several leadership roles. She went on to earn a degree in Agricultural Marketing from Lakeshore Technical College and is still active in agricultural pursuits. She’s the first one to volunteer to help on friends’ farms and she enjoys caring for her own horse. “As ANIMART grows, it’s imperative that we continue to provide the best possible products and services to producers,” said Dan Ellsworth, President and CEO of ANIMART. “For that we need people like Chelsey who have a passion for agriculture.”