zilongwang/ReadingBank huggingface dataset:
memorize vocabulary. We will discuss the three research questions and results of the experiment in Chapter Two. Chapter Two: The experiment 2.1 Introduction In Chapter One, we could learn about vocabulary learning and color psychology. In this chapter, we will find out what the relationships are there between color and vocabulary learning, the difference between presenting words in red and blue, and the difference between presenting words in colored type or with a block-colored background. 2.2 The experiment 2.2.1 Introduction to the experiment The experiment was designed to find out the difference between presenting words in red and blue, and the difference between presenting words in colored type or with a block-colored background through a test. We aimed to determine which color, red or blue, is better to memorize vocabulary according to the test scores and compared the first test score with the second test score. Also we planned to determine whether the words in colored type or with a block-colored background are better by comparing their test scores.
verkopen ( ) gebruiken ( ) 5. Please learn these Dutch words. おいしい lekker 理科 wetenschap 遊ぶ spelen きれいな schoon 建物 bouw 浮く drijven
Rudolf Steiner School Movement Ecuador’s @bcosolidario is #BankingOnValues by putting micro-entrepreneurs first The First MicroFinance Bank Afghanistan is #BankingOnValues ; supporting #equality & entrepreneurs Nigeria’s @lapo_mfb is #BankingOnValues ; supporting skills acquisition & the local economy Palestines’s @BankOfPalestine is #BankingOnValues by investing in youth innovation Dominican Republic’s @bancoademi is #BankingOnValues ; creating opportunities for micro #entrepreneurs USA’s @AmalgamatedBank is #BankingOnValues with the #RaiseTheWage campaign http://ow.ly/fXAe30359iH USA’s @ VSECU is #BankingonValues ; creating a clean energy ecosystem Nepal’s @nmbmicrofinance is #BankingOnValues ; accelerating growth in solar power http://ow.ly/RJwS3035ftC Canada’s @Affinity_CU is #BankingOnValues ; working with Saskatoon youth on financial literacy Canada’s @MyAssiniboine is #BankingOnValues ; working with immigrants to revolutionise university food USA’s @NewResourceBank is #BankingOnValues ; building relationships to help local businesses flourish USA’s @BeneficialState is #BankingOnValues by supporting food providers find #RenewableEnergy http://ow.ly/RkNIi USA’s @SunriseBanks is #BankingOnValues by financing housing for vulnerable adults in Minneapolis http://ow.ly/RkNLv #Food. @FirstGREENBank is #BankingOnValues by financing local, sustainable agriculture in Florida Bolivia. @BancoSol is #BankingOnValues by providing business advice to micro-entrepreneurs SAC Apoyo Integral is #BankingOnValues by supporting small business growth in El Salvador BancoFie is #BankingOnValues by supporting small organic farmers in Bolivia Alternative Bank Switzerland is #BankingOnValues ; empowering women with disabilities through employment Italy. @bancaetica is #BankingOnValues by partnering to provide opportunities to vulnerable adults
24. In the 1530s and 1540s, Pope Paul III became the leader of the Catholic Reformation. What were his main objectives during the reform movement? 25. How did the scientific method change science and research in the early 1600s? (3.2) 26. Why did Europeans become interested in exploring a direct route to Asia that bypassed the Mediterranean? 28. What is Christopher Columbus credited with doing? 29.What were the motives of Spanish explorers 30. What did the Europeans bring to the native peoples of the Americas that had a substantial impact on the population? 31. Native Americans in North America developed different cultures that were influenced by ? 32. In what ways did Native American culture influence European colonists? 33. describe Mayan government? 34. How are Mesoamerican and Andean cultures similar? 35. What resulted from encounters between the Spanish and Native Americans? 36. How did other European countries, such as Portugal, England, and France, challenge Spain’s power in the Spanish American colonies? (4.1) 37. Which of the following statements accurately describes the economic policy of mercantilism? (4.4) 38. Who controlled trade within the British colonies? 39. Which word or words BEST complete the following paragraph? (4.1) Britain and France were bitter rivals for power in the American colonies during the 1700s. Although France held more territory in America, the British colonies had more ____, which eventually ensured British dominance in North America. 40. In the 1500s, why did the Atlantic slave trade begin? Primary Source 1 “That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,—That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government . . .” 41. The passage labeled “Primary Source 1” is from the __________ (5.3)
Activity CASA GAL Comments Advocate for early paternity determination. X Meet with the parents and any other guardian or custodian. X The GAL may want to accompany the CASA volunteer to the first meeting. If parent/guardian is represented by an attorney, the GAL obtains consent prior to initiating communication. Observe child’s interactions with parents or other potential caregivers. X The GAL may want to accompany the CASA volunteer to the first observation. Identify relatives or other persons who are potential placement options; provide information to the OCS and/or the court for consideration. X Determine and make recommendations for appropriate placement and family contact. X The CASA volunteer discusses all recommendations with the GAL. Meet with the assigned OCS worker. Maintain regular contact to discuss case progress and/or roadblocks. X The CASA volunteer discusses any problems with the GAL, and copies the GAL on any email communication with the OCS worker. Participate in case planning process. X Attend all OCS administrative meetings related to the child (e.g., FACE, TDM, Admin review, PPC). X The GAL attends only as needed. The CASA volunteer sends a summary of the meeting to the GAL. Determine and advocate for services to meet child’s needs. X Meet with the child’s teacher, child care provider, mental health provider, health care provider and others as necessary, and attend all staffings related to the child. X The GAL participates only as needed. The CASA volunteer sends a summary of these meetings to the GAL. Monitor services to the child provided by educational, medical, mental health, and other community systems and ensure these services are promoting the best interests of the child. X Consult with independent experts as necessary to determine child’s best interest. X X The GAL submits pre-authorization requests as needed. Consultation normally involves both the CASA volunteer and GAL.
Notes Table summary General Specific Roles Humble, gentle, patient, united, holy, wise Husband: submit to Lord Jesus. Love your wife, put her needs above yours. Mature in doctrine, grow in Christlikeness, imitate God. Wife: submit to your husband as unto the Lord. Speak the truth in love, be a blessing, don’t lie, don’t steal, don’t let anger get a hold of you, use clean speech Children: obey and honor your parents. Throw off old nature, let the spirit renew your thoughts and attitude Fathers: don’t provoke your children, bring them up in discipline and instruction of the Lord. Throw away evil behavior, live a life of love and sacrifice. Don’t be greedy. No lasciviousness. Slaves: obey and serve your masters as unto Christ. Be thankful and be filled with the Holy Spirit Masters: treat your slaves as unto Christ
Negative Acts Questionnaire-Revised. Work and Stress, 23(1), 24 - 44. doi: 10.1080/02678370902815673 Einarsen, S., Matthiesen, S.B., & Skogstad, A. (1998). Bullying, burnout and well-being among assistant nurses. The Journal of Occupational Health and Safety – Australia and New Zealand, 14(6), 563 - 568 Einarsen, S., & Raknes, B.I. (1997). Harassment at work and the victimization of men. Violence and Victims, 12, 246 – 263 Einarsen, S., Raknes, B. R. I., & Matthiesen, S. B. (1994). Bullying and harassment at work and their relationships to work environment quality: An exploratory study. European Journal of Work and Organizational Psychology, 4(4), 381 - 401. doi: 10.1080/13594329408410497 Ellemers, N. (1993). The influence of socio-structural variables on identity management strategies. European review of social psychology, 4(1), 27-57. doi: 10.1080/14792779343000013 Escartin, J., Ullrich, J., Zapf, D., Schlueter, E., & van Dick, R. (2012). Individual- and effects of social identification on workplace bullying. European Journal of Work and Organizational Psychology, 22(2), 182-193. doi: 10.1080/1359432x.2011.647407 Falchi, V., Baron, H., & Burnette, F. (2009) Burnout and satisfaction survey. Health, 29(6), 12-15. Glambek, M., Matthiesen, S. B., Hetland, J., & Einarsen, S. (2014). Workplace bullying as an antecedent to job insecurity and intention to leave: a 6‐month prospective study. Human Resource Management Journal. doi: 10.1111/1748-8583.12035
That’s why Romans 5 verse 20 says, “The law was added so that trespasses might”...not decrease. Law doesn’t cause our trespasses to decrease. No, the law was added so that our trespasses might... “ increase.” A rebellious heart sees law as an opportunity to sin. Look at what needs to happen in order for a person to live for God. Verse 19: “For through the law I died to the law so that I might live for God.” Don’t miss what Paul’s saying here. The only way to truly live for God is not by adding law, it’s by dying to the law so that we can live for God. Now this isn’t saying that we should tear the Old Testament law out of our Bibles, that we shouldn’t study the law today. Paul’s very clear in 2 Timothy 3 verse 16. All Scripture is God-breathed and is useful for …training in righteousness. That includes the law. The law teaches us about the righteous standards of God. It can train us in righteousness. But we mustn’t rely on law to be accepted by God. The law doesn’t have the power to change our lives. We need to die to the law. And verse 20 shows us the type of death Paul is talking about. Look at the first phrase: “We have been crucified with Christ.” Now this is language we find often in the Bible and theologians refer to it as participation or union with Christ. It means that when you put your faith in Jesus you become so united with Him that whatever He does gets applied to you. Whatever happened to Him, happened to you.
Dates Session (Video Times) 1. Introduction to Paul’s Letter to the Galatians (35:41) 2. Galatians 1 – An Urgent Appeal (44:46) 3. Galatians 2 – The Threat of Compromise (41:41) 4. Galatians 3:1-12 – “The Righteous Shall Live By Faith” (40:44) 5. Galatians 3:13-29 –“Why the Law?” (41:37) 6. Galatians 4 – “No Longer a Slave, but a Son” (41:32) 7. Galatians 5 – A New Kind of Freedom (42:16) 8. Galatians 6 – “Let Us Not Grow Weary in Well-Doing” (40:23)
Picture A Image courtesy of Picture B image courtesy of Picture C Image courtesy of Picture D Image courtesy of Picture E Image courtesy of Picture F Image courtesy of Picture G Image courtesy of Picture H Image courtesy of Picture I image courtesy of Picture J Image courtesy of Picture K Image courtesy of Picture L Image courtesy of
80m Hurdles Number Name Centre Result 42 Georgia Towell Liverpool 17.91 14 Reece Bacon Campbelltown 15.25 177 Katelin Ellyard Kurrajong 14.48 13 18.33 1500m Number Name Centre Result 4 Tiana Wild Mt Druitt 7.08.26 Discus Number Name Centre Result 75 Sina Wildraut Liverpool 30.47 113 Lucy Chomonter Campbelltown 16.58 3 Ashleigh Whitbread Cranebrook 20.28 13 Emily Martin Cranebrook 19.33 Triple Jump Number Name Centre Result 28 Ebony Pritchard Liverpool 7.65 42 Georgia Towell Liverpool 8.53 23 Monique Brady Campbelltown 9.11 113 Lucy Chomonter Campbelltown 9.35 99 Britney Moon Eschol Park 9.37 3 Ashleigh Whitbread Cranebrook 5.83 13 Emily Martin Cranebrook 8.73 177 Katelin Ellyard Kurrajong 9.51 217 Madeline DiMauro Liverpool 8.41 Under 15 Boys 100m Number Name Centre Result 39 Zain Christison Preston Robins 12.73 31 Michael Herder Mt Druitt 14.42 2 Jye Hardy Kurrajong 13.65 800m
P.O. Box 73 ▲Greenville, NC 27835 2018 SCHOLARSHIP APPLICATION *(Please TYPE)* Name: Address: (Street Address) (City) (State) Zip Code) Telephone Number: (h) ____(c) ____________ Email Address ________ Parent/Guardian Names: Parent’s email address (es): ______________________________________________________________ High School: Cumulative GPA: ____________________________ Graduation date:_________________________ Community Service: Intended College: Formally Accepted: Yes No Intended Major: Leadership/Community Service Profile: List any activities (i.e. clubs, church, organizations, sports) in which you have been involved and any leadership roles held. You may attach a separate sheet if more space is needed. ORGANIZATION/ACTIVITY LEADERSHIP ROLE/OFFICE HELD DATES INVOLVED __________________________ _______________________________ ___________ ______ __________________________ _______________________________ __________ ______ Special Honors or Recognition (e.g., academic, church, community, sports) Please include any scholarship(s) awarded to you.
9th Aramis Robin Pearce 1120 (14.0 DNC) (14.0 DNC) 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 1.0 1.0 86.0 58.0 10th Atropos R Gunn K Gunn 1152 (14.0 DNC) 6.0 (14.0 DNC) 8.0 DNF 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 98.0 70.0 11th Dream On A Goodyear 1186 (14.0 DNC) 1.0 (14.0 DNC) 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 99.0 71.0 12th Celtic Lady Bob Hunt Mark Tranter 1056 4.0 (14.0 DNC) (14.0 DNC) 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 102.0 74.0 13th B M Webb 1095 7.0 DNF (14.0 DNC) (14.0 DNC) 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 14.0 DNC 105.0 77.0 Gales series 2017 - 04-05-17 at 19:00 Start: Start 1, Finishes: Place Rank Boat HelmName CrewName PY Start Finish Elapsed Corrected Points 1 Selina A Healey A Healey 1141 19:00 01:05.05 0:57:02 1.0 2 Valhalla D Beaves 1093 19:00 01:06:25 1:00:46 2.0 3 Two Tone R Calas 1250 19:00 01:19:54 1:03:55 3.0 4 Celtic Lady Bob Hunt Mark Tranter 1056 19:00 01:09:24 1:05:43 4.0 5 Lykee S Rumer J Rumer 1194 19:00 01:20:15 1:07:13 5.0
First draft of their paper/project Procedure: Students are given the rubric for assessment Students revise their draft as needed and conduct new searches for information if needed When they turn in their paper/project, they will also turn in a self-evaluation of their work (using the same rubric the teacher will use to grade it) Students will present their projects to other members of the class, and class members will be asked to provide constructive feedback Total Estimated Time Five 50-minute class periods Assessment / Rubric Criterion Low Quality Acceptable to Good Quality High Quality Keyword Brainstorm/Mindmap 10% of total grade Student made minimal or no contribution to large group or individual/small group activity. 0-3 points Student contributed 2 to 3 times to large group or individual/small group activity. 4-8 points Student contributed 4 or more times to large group or individual/small group activity. 9-10 points Resource Exploration 25% of total grade Student gathered less than 25% of required items, and little or no citation information was recorded. 0-14 points Student gathered more than 25% of, but not all, required items, and some citation information was recorded. 15-20 points Student gathered all required items, and all citation information was recorded. 21-25 points Evaluation of Sources 15% of total grade Student provided accurate evaluation of less than 25% of items. 0-7 points Student provided accurate evaluation of 25%-90% of items. 8-13 points Student provided accurate evaluation of 90% of items. 14-15 points Citation List 10% of total grade Student provided accurate citations for less than 25% of items. 0-7 points Student provided accurate citations for 25%-90% of items. 8-13 points Student provided accurate citations for 90% of items. 14-15 points Project 40% of total grade Project has minimal or no representation of content; project includes few or inappropriate Project has more than 50% representation of content; project includes some appropriate and some Project has more than 75% representation of content; project includes appropriate resources; project
36 Select a staff member: 37 More readable – looks like a document, not just page of boxes Select Edit to make updates; Select New to Add staff 38 Select Update when finished 39 Professional Development Under the “Staff” module See list of events Select “Add New” to enter events 40,41 Select an event to see details and to update the event; Attendance is built into the same screen 42 Student Training Reporting Roll up of individual student training and class-based IET 43 Search by ID, Last, First, Provider, or CRN Use this to manually update individual student training records – non-data matched providers 44 Select a record to update: 45,46 If you select Yes, you must enter a certificate type and conferred date, and upload a PDF document 47 Sites Search across the top; functions similarly to Students search 48 Search, Review, Add, and Edit on the same page, not multiple tabs Select a site: Click on Edit to make changes; Fields will open up on the same page 49 Select Update when changes are complete 50 Reporting Use the Quick Guide for Reporting Demonstrate a few key reports Show how the user can add reports to “My Reports” 51 Questions
the 'Search' button (Fig 5.2). Once the class record appears in the list, the information may be edited by clicking the Edit link OR Deleted by clicking the Delete link. Clicking on Delete will give a pop-up message: “Are you sure you want to delete this record?”. A Class may only be deleted IF there are no students assigned to it (Fig 5.2). Fig 5.2 The Class Search page 5.3 Rollover Classes Like Staff Rollover, the Class Rollover feature in GALIS provides the user the ability to effectively copy class information from one fiscal year into a new fiscal year. Classes may also be rolled over within the same Fiscal Year. The user may edit the data that has been rolled (copied) to the new or current fiscal year without changing the data for the initial class. IMPORTANT: Note the Fiscal Year and Local Program in Red above the tabs. The user must be working in the Fiscal Year that the site information will be copied TO (Fig 5.3). A search must be performed to list classes available to be rolled. Class data may be rolled over more than once and will appear in the search results. Once the search results are returned, the instructor, site, room, start/end dates, and title may be edited BEFORE rolling the class over. This WILL NOT affect the actual class, only the copy of the class. The start/end years are changed to reflect dates in the Fiscal Year being copied TO. Select the classes to be rolled by clicking in the Rollover box. Once all desired classes are selected, click Rollover Selected Classes. As a reminder, click Clear Selections to remove any checkmarks in the Rollover box. Clicking Select All will select every class listed. Once all desired classes are selected, click Rollover Selected Classes (Fig 5.3). Fig 5.3 Rolling a class from 2009 to 2009. A green Success message will appear next to class data that is successfully rolled (Fig 5.4). A successful rollover means that data for the selected classes will appear in both the fiscal year that the data was pulled from AND the fiscal year the data was rolled to. The new classes may then be viewed or edited under the Class Search tab for the new fiscal year.
8:00am – 4:30pm Monday, Wednesday, and Thursday 8:30am – 6:30pm Tuesdays Noon – 1:00pm closed for lunch 8:00am – 1:30pm Fridays Services include WIC Program, nutrition services, dental, preventative child health and education, immunizations, physical exams, AIDS education, home health, and more. KCHIP (Kentucky Children’s Health Insurance Program) 1-877-524-4718 KCHIP is a free or low-cost health insurance program for children. KCHIP is for children under the age of 19 who do not have health insurance and whose family income is below 200 percent of the federal poverty level http://kidshealth.ky.gov/en/kchip/ KPAP - Kentucky Prescription Assistance Program Melody Stafford 859-567-2844 Help with prescription drugs (free or reduced cost for income eligible) Together Rx Access 800-250-2864 Offering free prescription savings cards for individuals and families without prescription drug coverage Beringer Drug Store, Inc. 859-567-4601 Fax: 859-567-4674 Tom Beringer, Rph Owner 102 W. Main St., Warsaw, KY 41095 Located on the Courthouse Square 8:30am-7:00pm Monday – Friday 8:30am-3:00pm Saturday Closed on Sundays and holidays RespiMed Home Oxygen & Medical Equipment 859-567-1782 Fax: 859-567-1773 Tom Beringer, Rph – Owner 102 W. Main St., Warsaw, KY 41095 Located inside Beringer’s Drug Store 8:30am – 5:00pm Monday-Friday Closed on Saturdays, Sundays, and Holidays George Zubaty, Chiropractor 859-567-6371or 567- 2310 200 Franklin St., Warsaw, KY 41095 10:00am – Noon 2:00pm – 7:00pm Mon, Wed, & Fri 9:00am – Noon Saturday
Electrical Continuity Confirm electrical connection between anode tie wire and reinforcing steel by measuring DC resistance (ohm,) or potential (mV) with a multi-meter. Electrical connection is acceptable if the DC resistance measured with multi-meter is less than 1 or the DC potential is less than 1 mV. Confirm electrical continuity of the exposed reinforcing steel within the repair area. If necessary, electrical continuity shall be established with steel tie wire. Electrical continuity between test areas is acceptable if the DC resistance measured with multi-meter is less than 1 or the potential is less than 1 mV. Concrete or Mortar Replacement Pre-wet the concrete surface and the anode units to achieve a saturated surface dry condition, and then complete the repair. Do not soak the anode units for greater than 20 minutes. Repair materials with significant polymer modification and/or silica fume content may have high resistivity. Similarly, if bonding agents are used, they shall have suitable conductivity. Insulating materials such as epoxy bonding agents shall not be used unless otherwise called for in the design. Following normal concrete repair procedures complete the repair with the repair material, taking care not to create any air voids around the anode. END OF SECTION
Transfer Course Equivalency Guide Use this checklist to mark the courses taken at . GC (Coding at ) MSU ACCOUNTING (ACCT) ACCT _____ 2301 Financial Accounting 2143 _____ 2302 Managerial Accounting 2243 ART (ARTS) ART _____ 1301 Art Appreciation 1413 _____ 1311 Design I 1113 _____ 1312 Design II 1123 _____ 1316 Drawing I 1313 _____ 1317 Drawing II 1323 _____ 2316 Painting I 2313 _____ 2326 Sculpture I 2523 _____ 2346 Ceramics I 2613 _____ 2356 Photography I 2013 All other ARTS courses ELNA BIOLOGY (BIOL) BIOL _____ 1322 Nutrition and Diet Therapy I 1333 _____ 2401 Anatomy & Physiology I 1134 _____ 2402 Anatomy & Physiology II 1234 _____ 2421 Microbiology 2144 All other courses ELNA BUSINESS (BUSI) BUAD All courses ELNA CHEMISTRY (CHEM) CHEM _____ 1411 General Chemistry I 1143/1141 _____ 1412 General Chemistry II 1243/1241 _____ 2423 Organic Chemistry I 2003/2001 _____ 2425 Organic Chemistry II 2013/2011 All other courses ELNA COMMUNICATION (COMM) MCOM _____ 1307 Introduction to Mass Comm. 1233 _____ 2366 Introduction to Film 2213 All other courses ELNA COMPUTER SCIENCE (BCIS, COSC) CMPS _____ 1301 Introduction to Computing 1013 _____ 1305 Business Computer Appl. MIS 2003 All other COSC courses ELNA CRIMINAL JUSTICE (CRIJ) CRJU
There are good prospects for the promotion, protection and enhancement of human rights in The Gambia, a The Gambia’s Constitution on the protection of fundamental human rights is one of the most progressive British West Africa as enshrined in chapter IV of the 1997 Constitution. There are lot of instruments already in place including the Children’s Act, 2005, the Women’s Act, 2010, the Statutory Ban on FMG and early Child marriage; among others. The new Gambia is better poised to ensure that there is now going to be effective remedies for the past human rights failures that The Gambia was recently notorious for. A Truth and Reconciliation Commission is in the making; and similarly, The Gambia Human Rights Commission is being operationalised. Status of implementation of the Community texts The Gambia is committed to the domestication of ECOWAS Protocols and Conventions and continues to monitor the implementation of number of the ECOWAS programmes. Among these include the implementation of the ECOWAS Trade Liberalisation Scheme (ETLS), the Inter-state Road Transit Scheme (ISRT), and ECOWAS protocol on the community levy, the value Added Tax Policy and in the preparation for the implementation of the Common External Tariff (CET). The Gambia in 2017 has started the implementation of ECOWAS Common External Tariff. Prior to the start of the implementation, capacity building in the area of training of Custom officials and Clearing Agents were carried at the national level; the technical constraints in uploading the CET text files is also resolved and as well as proto type server been purchased for the accommodate the CET tariff for implementation. The Government of the Gambia has ratified forty three (43) Community Protocols and Conventions, out of total of fifty four (54). These ratified protocols and Conventions are being implemented by the Gambia. Efforts are being intensified to ratify the remaining Protocols and Conventions. Implementation of the Community Levy The Government of the Gambia is fully compliance to the ECOWAS protocol on Community Levy.
Act No. 36 of 1902. Betting Houses, Gaming Houses and Brothels Suppression Act, 1902. Sections one to four, inclusive, and six, nine, eleven and thirteen and the Schedule. Natal. Law No. 25 of 1878. Law to provide for the Discouragement of Gambling. The whole except sections one, two and three in so far as they relate to betting stands or betting booths. Act No. 3 of 1902. Act to amend the Law against Gambling. The whole. Act No. 31 of 1909. Act to amend the Law relating to Gambling. So much as is unrepealed. Orange Free State. Chapter CXLIII of the Law Book. “Wet Over Loterijen en Sweepstakes”. The whole. Chapter CXLIV of the Law Book. “Wet Over Dobbelarij”. The whole. Ordinance No. 21 of 1902. Police Offences Ordinance, 1902. Sections twelve to fourteen, inclusive, and seventeen and eighteen. Transvaal. Law No. 6 of 1889. “Wet Tegen Hazardspelen”. The whole except section seven (a). Law No. 7 of 1890. “Wet Tegen Het Houden van Loterijen”. So much as is unrepealed. Law No. 1 of 1892. Amendment of Law No. 6 of 1889. The whole. Act No. 38 of 1909. Criminal Law Amendment Act, 1909. Sub-section (3) of section five. South-West Africa. Ordinance No. 13 of 1937. Lotteries Ordinance, 1937. The whole. Ordinance No. 19 of 1952. [Act number substituted by Act 70 of 1968] Lotteries Amendment Ordinance, 1952. The whole. Republic. Act No. 1 of 1927. Natal Gambling Law Amendment Act, 1927. The whole. Act No. 26 of 1933. Gambling Amendment Act, 1933. The whole. Act No. 5 of 1939. Gambling Amendment Act, 1939. The whole.
Nillumbik Planning Scheme Planning and Environment Act 1987 Nillumbik Health and Wellbeing Plan Gambling Regulation Act 2003 Council assesses application based on site context and whether use is appropriate Nillumbik Gambling Harm Minimisation Policy 2016-2021 Council and community groups may make a submission on social and economic impacts to the Commission hearing Council approves or refuses application VCGLR approves or refuses application If refused, the applicant may appeal the decision The matter is heard at VCAT review Applicant or Council can appeal the decision The application is approved, amended or refused Public health approach Although a legal activity, gambling is considered a risky or addictive consumption alongside alcohol and tobacco, and is therefore subject to government regulation. The potential for harm distinguishes gambling from other forms of recreation or entertainment. Gambling is now understood to be a public health issue with outcomes that affect communities, not the sole responsibility of an individual as a consumer. An evidence-based public health approach shares responsibility for population health among individuals, businesses, community groups, corporations and governments, by reducing inequities in access to the resources needed for good health. The public health approach to problems associated with gambling includes ‘upstream’ strategies to prevent harm before it occurs. The prevention or of harm from gambling includes understanding key risk factors, such as: environmental risk factors (e.g. the accessibility and location of gaming machines) social risk factors (e.g. the normalisation of gambling as entertainment; the impact on community cohesion) the safety of gambling products (e.g. ambiguity on gaming machine design features, cost of play, pre-commitment, and responsible service of gambling)
Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7 Trial 8 Trial 9 Trial 10 Round 5 Expected Payoff Round 5 Banker’s Offer Round 6 Expected Payoff Round 6 Banker’s Offer Round 7 Expected Payoff Round 7 Banker’s Offer Round 8 Expected Payoff Round 8 Banker’s Offer Round 9 Expected Payoff Round 9 Banker’s Offer Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7 Trial 8 Trial 9 Trial 10
Linking the Small PLINKO Board and Pascal’s Triangle: Student Discussion Guide Examine the number of paths from starting SLOT B. Draw in all the possible paths a chip can take from B to each ending slot. The paths to SLOT A’ are drawn for you. How many possible paths are there to A’? 3 B’? 6 C’? 3 How does this differ from our earlier probability calculations using the tree diagram/formula? The numbers do not match the numerators of the probability fractions. How well might this process or using a tree diagram work for the large PLINKO board? Why would it or wouldn’t work well? Not well. It would be difficult, if not impossible, to keep track of all of the different paths. How might we use a more efficient way to count the number of possible paths to get to each prize level? Look for patterns to find a mathematical way of counting/computing the total paths. Let’s look at the board a little closer. We can write in the number of paths to get to a certain region in each cell. Then, look for patterns. How were each of these numbers determined? By counting the total number of ways to get to each “diamond cell.”You can also add the two numbers above a cell to get the value for that cell. What patterns do you notice? Answers vary. For most, you add the two number above the cell to get the one below. The exception is the edges. The left and right side are the same (i.e., 1, 2, 1; 3, 6, 3) Are there really only 12 possibilities we need to consider when determining theoretical probability? Why or why not? Consider examining your tree diagram/formula for SLOT B as well.
Thursday, August 17 – 1:00 p.m. Wednesday, August 16 – 3:30 p.m. Friday, August 18th – 1:00 p.m. Thursday, August 17 – 3:30 p.m. Sunday, August 20th – 1:00 p.m. Friday, August 18 – 3:30 p.m. Sunday, August 20 – 3:30 p.m. The Illinois State Fair is planned for August 10 – August 20 in Springfield, Illinois. Start planning your visit today by visiting our website () and download our free mobile app. ###
Analysis Video Game Narrative- who he him to the fire She ultimately falls in love with Leroy and helped him travel to the ice planet to meet his father. While with his father in the ice planet, Leroy him of an imminent attack from the fire preparation for the war, Leroy was nominated general and Moments before that he is militarily overmatched and called for a truce with the unify planets. After signing the ceasefire, Leroy attacked the fire planet unexpectedly and demolished their army saving only his love, the fire king’s daughter. In the process Leroy learned to control the orb and brought his love back to earth. Target Audience While playing instability you are automatically transported to the year 3050 where you will take form as Leroy. This may draw in gamers of a young age, as well as an older generation because of its “Outer Space” game world. Delivery Platform- Our target delivery platform will be anything that is handheld. The game is small and will perform very effectively on handheld devices. Most teenagers have handheld devices like Nintendo 3ds, cellphones, Wii-U, Nintendo Switch, and Playstation Vita. Our game is multiple choice which is also easy to handle, it doesn’t require many buttons to program. around how world a by He has story a or powers, it but not it. where planets king his her. his orb, his discovers kings daughter,
2. List at least five of the online safety rules that you put into practice while using the Internet on your computer or smartphone. Skip this if your Cyber Chip is current. 1. 2. 3. 4. 5. 3. Create your game. 4. Teach an adult or another Scout how to play your game. Who did you teach?
(Circle the characteristic(s). The answer can be more than one of the options) because… Mohenjo-Daro, Indus River Valley Civilization Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy Social Class Hierarchy in Ancient Egypt Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy
Description Evidence of… (Circle the characteristic(s). The answer can be more than one of the options) This is evidence of ___________________ because… Egyptian Book of the Dead Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy Code of Hammurabi Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy
Description Evidence of… (Circle the characteristic(s). The answer can be more than one of the options) This is evidence of ___________________ because… Egyptian Shaduf Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy Oracle China Religion Job Specialization Cities Government Language Writing System Technology Social Hierarchy
+/-: Evan Fiala (+4) PPG: Braylon Shmyr (13) GWG: Jesse Shynkaruk (7) SV%: Logan Flodell (.911) GAA: Logan Flodell (2.90) Rookie Points: Michael Farren (22) 2016-17 TEAM RECORDS 1-goal games 9-5-5-1 2-goal games 11-6-0 3-plus-goal games 2-14-0 Scoring first 17-3-2-1 Opponent scoring first 5-23-3 Leading after 2 periods 13-1-1-1 Trailing after 2 periods 4-21-1 Tied after 2 periods 5-3-2-0 Overtime Record 3-5 Shootout Record 2-1 Out-shooting opponent 10-3-1-1 Out-shot by opponent 10-21-4-0 Shots are even 2-2-0 vs. BC 2-3-0 vs. US 1-3-0 vs. Central 7-7-3 vs. East 12-13-2-1 Month Games Record Home Road September 3 1-2-0-0 0-1-0-0 1-1-0-0 October 12 6-5-1-0 2-1-1 4-4-0-0 November 13 3-9-1-0 2-3-0 1-6-1 December 11 4-5-1-1 2-2-1-0 2-2-1-1 January 12 6-5-1-0 5-3-1-0 1-2-0-0 February 12 2-1-0-0 2-1-0-0 0-0-0-0 March 9 0-0-0-0 0-0-0-0 0-0-0-0 Totals 72 22-26-5-1 13-11-3-0 9-15-2-1
2016-17 TEAM RECORDS 1-goal games 10-6-6-2 2-goal games 11-6-0 3-plus-goal games 2-16-0 Scoring first 18-4-3-2 Opponent scoring first 5-25-3 Leading after 2 periods 13-1-1-1 Trailing after 2 periods 4-24-1 Tied after 2 periods 6-3-3-1 Overtime Record 4-6 Shootout Record 2-2 Out-shooting opponent 11-3-2-2 Out-shot by opponent 10-24-4-0 Shots are even 2-2-0 vs. BC 2-3-0 vs. US 1-3-0-1 vs. Central 7-9-4 vs. East 13-14-2-1 Month Games Record Home Road September 3 1-2-0-0 0-1-0-0 1-1-0-0 October 12 6-5-1-0 2-1-1 4-4-0-0 November 13 3-9-1-0 2-3-0 1-6-1 December 11 4-5-1-1 2-2-1-0 2-2-1-1 January 12 6-5-1-0 5-3-1-0 1-2-0-0 February 12 3-4-1-1 3-2-0-1 0-3-1-0 March 9 0-0-0-0 0-0-0-0 0-0-0-0 Totals 72 23-29-6-2 14-12-3-1 9-17-3-1
Diagram: Resource: P. Lankford (Personal Communication, May 7, 2009) the pass. Common Errors: Passing to where the receiver was. Not calling for the pass. Not moving into the space in front to receive the ball. Safety Considerations: Ensure the space around the activity is clear e.g. bags etc. are against the wall. Eyes up and watching for other students who are moving around. Allow adequate distance between students to avoid collisions. Questions: Why should you pass in front of the receiver? Why should you call for the pass? Why should you move into the space in front of you? opposite theirs. Progressions: Bounce Passes. Lob Passes. One handed passes. Modifications: Students complete at a walking pace. Move students closer together. Change locomotion for moving between groups. E.g. skipping, hopping. Introduce a second ball. Activity 23: Three Man Weave Skill/concept: passing to space Activity time: 15 min Group size: groups of 3 Equipment: 5 soccer balls, netball or basketball. Diagram: Resource: P. Lankford (Personal Communication, May 7, 2009)opposition). Teaching Points: Firm, flat passes. Pass and move straight away. Call for the ball. Common Errors: Passes going to high. Students passing the ball and then standing still. Students not calling for the ball. Safety Concerns: Ensure adequate space for the drill. Eyes up and watching the ball and other students. Ensure waiting groups are out of the way. Questions: Why should you pass in front of the receiver? Why should you call for the pass? Why should you move into the space in front of you? Description: Students line up in groups of three. The person in the middle starts with the ball. They pass to the student on their left and then run behind them and take their place. The player who received the ball passes to the person on the right and runs behind them to take their place. This continues until the students reach the other end of the court. Progressions: Vary pass type. Complete with 5 students at a time. The last person to have the ball has a shot at the goals. Modifications: Students move at walking pace. Students only move forwards (no crossing behind other students) passing the ball. Students try to take the least amount of passes to reach the other end. Add passive defenders in the middle of the court.
GAME BREEDER’S REPORT & RENEWAL APPLICATION This report is for the year ending December 31, 20 , and is required by Section 26-40 of the Connecticut General Statutes PLEASE PROVIDE YOUR INFORMATION AND SUBMIT THIS FORM AND FEE TO: Wildlife Division, Bureau of Natural Resources, Department of Energy & Environmental Protection, 79 Elm Street, Hartford, CT 06106. NAME: LICENSE NO: TEL#: EMAIL: (for renewal purposes only) STREET: TOWN: ZIP: Date: I wish to renew my Game Breeder’s License yes no I am engaged in breeding for the purpose of: sale pleasure Include in Game Breeders Directory yes no ANY PERSON MAKING A WRITTEN FALSE STATEMENT ON THIS FORM SHALL BE SUBJECT TO ARREST AS PROVIDED FOR IN SECTION 53a-157 OF THE PENAL CODE Game on Hand How was game acquired? (was it purchased, bred, or previously owned? Game on Hand (List Species) Total Number Was it acquired this year? If yes, number acquired, date acq. & from whom (name & address.) Was game reared? Y/N If yes, how many? Number of game on site from last year? Game/Eggs Sold, Given Away or Disposed of During the Year (List Species) Number & Type of Game Sold, Given Away or Disposed of Given/Sold to: (Name) Complete Address Date of Disposition UNDER NEW REGULATIONS SECTION 26-55-6 OF THE CONNECTICUT GENERAL STATUTES, IT IS NO LONGER NECESSARY TO APPLY FOR AN IMPORTATION PERMIT THROUGH THE DEPARTMENT OF ENERGY AND ENVIRONMENTAL PROTECTION FOR PIGEONS, PHEASANT, QUAIL, CHUKARS, OR MALLARDS. PLEASE CONTACT THE DEPARTMENT OF AGRICULTURE AT (860) 713-2505 OR (860) 713-2504 FOR AN IMPORTATION PERMIT OR BIRD PERMIT.
Almond Suite West : (a maximum of 125 people) GameChanger Wellbeing Centre – North Stand, Hibernian FC, Stadium Easter Road Booking Form Event Title Lead Partner name and service/team and organisation details including email Event Lead Contact on the day - Name and email contact details Event Date(s): Event Time Start time: End time: Number of attendees: Do you require tea/ coffee Yes / No If yes, for how many Tables and Chairs required and in what format: Do you require AV/IT equipments for presentation? Yes / No Please attach flyer and/or email of your event for our information Date of booking request: Booked by: Other information you think we should know about your event:
Is there any relationship to the poem’s setting/analysis to today’s society? Give examples. I, too, sing America. I am the darker brother. They sent me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am And be ashamed – I, too, am America. Gallery Walk #5: Scottsboro Case
Key words Rounders BACKHIT BACKSTUMP BALL BASES BAT BATSMAN BATTER BATTINGTEAM BOWLER CATCH DEEPFIELDER FIELDINGTEAM FILEDER FIRSTBASE FOURTHBASE HALFROUNDER INNINGS NOBALL NRA OVERARM PITCH ROUNDER ROUNDERSENGLAND RUNOUT SECONDBASE STUMP STUMPED THRIDBASE UNDERARM Key Stage 3 PE - Rounders Word Search Try to find all 29 words on this board. Brought to you by WordSearchFun.com
Summer Term 2016 Monday Tuesday Wednesday Thursday Friday JUNIOR ONE Games in HP pm Games in HP pm Games in HP pm Games in HP pm Games in HP am Ballet & dance with Miss Kate pm FORM ONE Games in HP pm Games in HP pm Sports LVSC am Games in HP pm Swimming KLC pm FORM TWO Games in HP pm Games in HP pm Sports LVSC am Clubs pm Games in HP pm Swimming KLC pm FORM THREE Games in HP pm Games in HP pm Sports LVSC am Clubs pm Games in HP pm Fencing LVSC pm FORM FOUR Games in HP pm Games in HP pm Games in HP pm Clubs pm Tennis Paddington Rec am Fencing LVSC pm FORM FIVE Games in HP pm Games in HP pm Games in HP pm Clubs pm Tennis Paddington Rec am Team games LVSC pm FORM SIX Games in HP pm Games in HP pm Games in HP pm Clubs pm Tennis Paddington Rec am Team games LVSC pm KLC – Kensington Leisure Centre LVSC – Little Venice Sports Centre HP – Hyde Park Games Kit reminder for Forms One to Six White shorts, white T shirt, green track suit, plimsolls (or lightweight trainers) for indoor sports activities and track shoes for outdoor activities. Junior One Dance Shoes Ballet shoes for Friday please – generally girls like to wear pink and the boys prefer black. Swimming Kit Green swimsuit for girls, green trunks for boys, swimming hat (compulsory) and towel. Children need their sports kit on games days and the kit will be sent home for washing at the end of the week or on other days if in need. Please make sure all clothing items are clearly labelled with your child’s name.
broccoli computer kangaroo elephant banana Japanese calendar November engineer excellent tomato volunteer coconut umbrella Vietnamese animal delicious chimpanzee Activity: Word creator Purpose: To raise students’ awareness of English spelling. Level: Prathom 4-6 Number of participants: 20-30
GAMES AND BLOOM’S TAXOMONY Revised Bloom’s Taxonomy Version Revised Definitions of Terms Associated Verbs Sample Game Activities Example Game Creating Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing Assemble, Construct, Create, Design, Develop, Formulate, Write, Generate, Plan, Produce Building, Building your own game Minecraft Evaluating Making judgments based on criteria and standards through checking and critiquing Appraise, Argue, Defend, Judge, Select, Support, Value, Evaluate, Critiquing, Check Strategy Chess, Stratego, Risk Analyzing Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing Compare, Contrast, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, Organizing, Attribute Allocating Resources Civilization V, Age of Empires, The Sims Applying Carrying out or using a procedure through executing or implementing Demonstrate, Dramatize, Employ, Illustrate, Operate, Schedule, Sketch, Solve, Use, Execute, Implement Role Playing video-based sports games, Red Dead Redemption Understanding Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining Classify, Identify, Locate, Recognize, Report, Select, Interpret, Exemplify, Summarize, Infer, Compare, Explain Puzzle Solving, Exploring Myst, Clue Remembering Retrieving, recognizing, and recalling relevant knowledge from long-term memory Define, Duplicate, List, Memorize, Recall, Repeat, Recognize Matching, Collecting Hangman, Trivial Pursuit
Healthier Work Games With the London 2012 Olympic/Paralympic Games just around the corner, this is an ideal time to encourage people to become more physically active and generally healthier. Take the challenge and be inspired by our athletes to improve your health over the period of the Olympic/Paralympic Games! The Challenge There are a number of challenges you could conduct over the six weeks of the Olympic and Paralympic Games (Olympic Games 27 July – 12 August and Paralympic Games 29 August – 9 September) – the aim is to make your workplace healthier. We’ve designed a fun and simple games package covering physical activity and healthy eating that can be downloaded and tailored to suit your workplace. Pick a country To get started have people pick a country out of a hat (use the list provided). Depending on the number of participants people might have one country each, or teams can be formed starting from two in a team up to 10. You could ask people to research their country, a great way for us all to learn more about the world we live in. Opening Ceremony This is a great opportunity to get everyone on board. Have an event to start the challenge. Everyone could bring in a healthy dish from one of the 205 nations taking part. You could have a healthy morning tea and discuss the benefits of increasing your physical activity. People could also share an interesting fact about the country they have picked. Have a look at some tips on choosing healthier options for morning/afternoon teas and lunches on the of the Healthier Work Website. Have a look at the website for some healthy recipes. Have a look at the website for physical activity ideas. Appoint a Judge Choose a ‘judge’ whose decision will be final. They should follow the guidelines set up, and be fair and impartial.
Games & Sports-Dribbling/ball control-6th and 7th Grade 4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Dribbles with dominant and non-dominant hands using a change of speed and direction in a variety of practice tasks. (S1.M8.7) 3B- Foot dribbles or dribbles with an implement with control, combined with passing in a variety of practice tasks. (S1.M9.7) 3A-I am learning how dribble with my non-dominant and dominant hands while changing speeds and directions. Activities/Resources: Dribble Knockout Cone dribble Pass/Receive Shoot, Dribble, Pass, Dribble Dribble Tag 3B- I am learning how to dribble and pass while maintaining control. 2 Students: 2A- Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks. (S1.M8.6) 2B- Foot dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks. (S1.M9.6) 1 Student performance reflects insufficient progress towards foundational skills and knowledge. Academic Vocabulary: dribbling, control, speed, direction, boundary, critical elements, offense, and defense. Critical Elements for Dribbling: Body Position Control Speed Head Vision on ball Peripheral vison on area around ball Head up Eyes forward Body/Legs Knees flexed Body crouched over the ball Fairly upright (slight lean) Stride position with legs Arms Bent, held close for balance Opposition to stride Action Use all surfaces of feet Keep ball within stride length Avoids contact with others while traveling and dribbling in general space Contact with instep or outside of feet Push ball several feet in front, sprint to catch up Avoids contact with others while traveling and dribbling in general space.