zilongwang/ReadingBank huggingface dataset:
loose” (Stamper, 2011, p. 6). The “Battle in Seattle,” as the protests came to be known, with lootings, fires, and overreaction by police was in Chief’s Stamper’s opinion, “a huge the protesters, my cops, the community” (Stamper, 2011, p. 6). Yet even with the example of Seattle and other numerous errors and instances of overreach resulting in part from police militarization the trend continues. Chief Stamper points to continuing distribution of military equipment and training to police, a war mentality fueled by declared wars on terror and drugs, and a SWAT or military approach to every 911 call that creates a government service that is “perpetually at war with its own people” (Stamper, 2011, p. 8). While citizens do appreciate and applaud the daily courage of police officers, most welcome diplomatic and creative policing as opposed to the often brute force tactics of militarized police units. Pulling a false fire alarm to eject an unsuspecting suspect from a building or making arrests by promising foolish fugitives to pick up free tickets to the Super Bowl is always better than aggressively armed apprehension. There will always be situations that call for firepower and military precision; the hope is police everywhere see that as the last option. References Arria, M. (2013, March 4). How Cops Became Soldiers: An Interview with Police Militarization Expert Radley Balko. Motherboard. Retrieved May 11, 2014, from http://motherboard.vice.com/blog/police-militarization-an-interview-with-radley-balko Baker, A. (2011, December 4). When the Police Go Military. New York Times. p. 6.
14. Turn right onto Hollinger Rd (Portions unpaved). 4.6 km 15. Turn slight right onto Bisco Rd(Portions unpaved). 23.5 km 16. Bisco Rd becomes unnamed road(Portions unpaved). 0.5 km
Hopefully by recording how we went about change in this blog, it might somehow help others do the same, who are now where I was this time last year. Good luck with your reading journey, whether it’s wholesale changes or just tweaking a few aspects! It’s a great journey to be on. Mr Jennings
Committees not in control, especially over business planning strategies ‘Denial’ of inspection outcomes Breaches of loan agreement conditions Lack of clear treasury strategy Failure to recognise breaches of payments & benefits requirements (especially in the period after the original payments and benefits guidance lapsed) Failure to identify and manage conflicts of interest Failure of internal controls, internal financial controls; no effective internal audit arrangements Ineffective risk management processes – not embedded in the organisation’s culture ‘Management by settlement agreement’ – as a way of dealing with grievances or ‘clearing people out’, and, with this, inappropriately high settlement payments No clear audit trail for all committee decisions – especially those taken in confidential session Failure to respond with any urgency to the requirements of Regulatory Standards Tick box approach to policies; lack of active programme of policy review or effective policy review process Addressing some myths It may be the case that some whistle blowers may be wrongly motivated, have their own agenda etc., but what matters in the end is what’s true and what isn’t Don’t believe SHR has any kind of agenda to steer HAs towards mergers or partnerships It’s a myth to believe that there’s no connection between governance failures or financial mismanagement and the effectiveness of the housing Association and its services to tenants. 3 The appointee/co-optee’s perspective – Patrick McGrath
foundations [most likely layers] and on them were the names of the twelve apostles of the Lamb.1 Why would the City have a big tall protective wall like that and each gate guarded by an angel unless there were some people outside whom they didn’t want to get in? This is another indication that there will be people outside who are not qualified to enter the City. The names of the 12 apostles are inscribed on the various foundations of the wall and the names of the 12 tribes of Israel are inscribed on the gates. What better way could the Lord immortalize and honor them for their great work in laying the foundation and preparation for the whole Church than to put their names on the gates and walls?A John writes: And he who talked with me had a gold reed [measuring rod] to measure the City, its gates, and its wall. The City is laid out as a square; its length is as great as its breadth. And he measured the City with the reed: twelve thousand furlongs. Its length, breadth, and height are equal.2 The original Greek word translated here in the English as “furlongs” is stadios. In its 1Revelation 21:12–14 2Revelation 21:15–16
level would be close to 20 people per square kilometer. By comparison, the population density of Switzerland—not usually thought of as a crowded place—is 182 per square kilometer! This would mean each occupant in the Heavenly City would have a personal plot of 50,000 square meters, which is about the area of 10 football fields. That’s a lot of space. And this is just the density of the “living quarters,” not the population density of the actual total City. All this is, of course, a little fanciful, as we are not told how the City is going to be divided up with regards to housing, nor do we know how many people will be there. But it is interesting to do the math on things and see just how enormous this place is, and how commodious it will be for our eternal living pleasure. We are told specifically that there is one thing that is not there. “But I saw no temple in it, for the Lord God Almighty and the Lamb are its temple.”1 The Lord obviously has no use for a church building or temple there, and one wonders if they are very useful in the here and now. If the donated money spent on church buildings was instead channeled into missionary work, imagine how much more good would be accomplished. If only today’s churches would follow this heavenly example. 1Revelation 21:22
The VMC Planting Process Overview We’re constantly on the lookout for people who want to have a conversation. Initial connection with Vision Ministries can lead to these conversations, which usually culminate in an assessment process. Even informal/organic new initiatives will have some kind of assessment, and all funded church plants have a more comprehensive and robust assessment process. Our primary assessment approach includes completing the documents we call Vision to Reality, parts 1 and 2. At the end of this process, a decision is made by the plant and VMC whether to continue to partner. If we’re on the same page, we sign the The Agreement (see Appendix B), which includes indicating the degree of agreement with the VMC Statement of Faith, Ministry Values, and The Mission of the Church documents. Differences must be indicated and discussed with VMC to determine whether the church and ministry will be able to work together. From there, we develop a plan for training and coaching, and funding (as determined on a case-by-case basis). VMC also has a Full Service (IN TRUST) Church Planting Package available, which can be used during the “incubation” of the plant, formally under the auspices of VMC (i.e., before it has been incorporated and received Canada Revenue Agency charitable status). It includes all of the following “systems”: Charitable receipting by VMC (in a sense, on behalf of the church plant) On-line bookkeeping system Basic insurance coverage A “VMC in trust for” bank account in the name of the plant Payroll system Optional benefits packages A system for providing licenses to marry for planters in all provinces Note that this Full Service Planting Package is partly funded by a fee of 5% of funds for which receipts are given. Accountability and Coaching While new church plants are by nature diverse, they all have a vulnerability that can benefit greatly from helpful coaching and accountability.
Beine, Michel, Frédéric Docquier, and Hillel Rapoport (2006) Measuring International Skilled Migration: New Estimates Controlling for Age of Entry, World Bank Research Report. Carletto, G. and T. Kilic (2011), Moving Up the Ladder? The Impact of Migration Experience on Occupational Mobility in Albania, Journal of Development Studies, 47, pp. 846-869. Erka Çaro, Ajay Bailey and Leo J. G. Van Wissen (2013), Exploring Links between Internal and International Migration in Albania: a View from Internal Migrants, Population, Space and Place, forthcoming. Hazans, M. (2011), Informal Workers across Europe: Evidence from 30 European Countries. Background paper for: In from the Shadow: Integrating Europe’s Informal Labor. Policy Research Working Paper 5912, World Bank, Washington, DC. IMF, (2013), World Economic Outlook, International Monetary Fund, Washington, DC. OECD (2012), Connecting with Emigrants: A Global Profile of Diasporas, OECD Publishing. Richter, K. and B. Witkowski (2013), Does Growth Generate Jobs in ECA?, Mimeo, World Bank, Washington, DC. Walewski, M. (2011), An Attempt to Measure the Trends in Shadow Employment in Poland and the Transition Probabilities out and into Shadow Employment Using the LFS Data Augmented by the Results of Dedicated Survey Performed by CASE in 2007. Background paper for: In from the Shadow: Integrating Europe’s Informal Labor. Policy Research Working Paper 5910, World Bank, Washington, DC. WDR (2012): World Development Report 2012: Gender Equality and Development, World Bank, Washington, DC. WDR (2013): World Development Report 2013: Jobs, World Bank, Washington, DC. World Bank ( 2010) : Albania—The New Growth Agenda: A Country Economic Memorandum”). World Bank (2011): Migration and Remittances Factbook 2011, Second Edition, World Bank, Washington, DC. World Bank (2012a): In from the Shadow: Integrating Europe’s Informal Labor Market, by Packard, Koettl and Montenegro, World Bank, Washington, DC. World Bank (2012b): Golden Growth, Restoring the lustre of the European economic model, World Bank, Washington, DC. World Bank (2013a), ECA Employment Monitor, World Bank, Washington, DC.
first on website) Profile-holders must be over 18, guardians can make bookings on behalf of minors (e.g. smoking, food, luggage space) Shows other people looking for same journey Savings calculator Internal messaging system insurance) Includes a service fee for online payment (mileage fee + payment provider commission + VAT) - seems a minimal price. (e.g. meet in public place, notify friend of plans) Contact users in advance through internal messaging If one party wants to cancel, needs to be resolved through member support team minimal service costs, and highest usage of any platform. Is also a social enterprise. 5/5 9/10 9/10 4/5 4/5 3/5 34/40 Go Car Share App only on iPhone All registered at least 18 If not on Facebook, must be set up separately Intuitive website User profiles (linked to Facebook) Feedback left on journeys for future users Shows journeys happening near to searched if not identical Internal messaging system No compulsory charge for using the site Contribution decided by driver (suggested £0.10 pp per mile) PayPal Does not provide checks on users or ratings but feedback provided Is linked with fb so can find out info about users Optional gender filter Makes recommendations Appears quite high in Somerset No provision by platform Very good. No service charge a big positive factor but app not available on Android and process complicated if not on Facebook 2/5 9/10 10/10 4/5 4/5 0/5 29/40 Also explored Gumtree, Carshare and Carbon Heroes but were not fit for purpose
support at public institutions of education, permitting federal funding for abstinence instructions, and supplying public school teachers to work at faith-based institutions. Perhaps, the most dramatic rearrangement of the church-state order came from the decision issued in Mitchell v. Helms which held that the third assertion of the Lemon Test, prohibiting “excessive entanglement between government and religion” was violable under unspecified circumstances. While the validity of such interactions between government and state were upheld by the judiciary, the legislative branch developed faith-based initiatives as a means for religious organizations to receive federal funding in a bi-partisan effort to reform welfare policy. In the midst of the welfare reform discussions of the 1990s, John Ashcroft, Senator from Missouri also to be appointed Attorney General in the George W. Bush administration, introduced the Individual Accountability Act of 1995, which was the first piece of welfare reform legislation to grant religious organizations access to federally-funded social service grants. Ashcroft’s proposal allowed for faith-based organizations to have complete autonomy over employment, however, they could not deny services to beneficiaries on the grounds of the beneficiary’s religious beliefs. When Ashcroft introduced the bill on the House floor, he made little reference to federal funding for faith-based organizations, a provision referred to as “charitable choice”. He insisted that in matters of social welfare, “Government alone will not solve these problems”, revealing that the primary intention of this bill was to “reduce the bureaucracy”. In order to ameliorate the plight of the poor it should be the work of the “communities and the states” rather than the federal government. Ashcroft advocated both a reduction of the federal government and an approach to poverty assistance which was localized. He is disavowing the centralized, bureaucratic, material approach and suggesting something different from New Deal social democratic conceptions of welfare. He is alluding to the neo-puritan frame to suggest that what poor Americans are in need of is a system
Interest Approach or Motivator: Begin lesson by asking students what they have eaten so far in the day. Have them share with a neighbor all they have eaten. As a class, make a list on the board of one food or drink each person has consumed so far that day. Ask the class to think about where those items came from. Background – Agricultural Connections (what would a teacher need to know before teaching this lesson): All food students eat comes from a farm. All meat, like ham, turkey or cheeseburgers, comes from livestock animals that are often grown in Midwestern states like Iowa. Fruits and vegetables can be grown in many states, and are produced on farms. Iowa’s biggest crops, corn and soybeans, are ingredients in many common lunch and snack foods in the form of corn syrup, corn starch, and soybean oil. In fact, almost everything students eat comes from a farm, with the exception of salt, which is mined. Procedures (outline the main points, step by step activities, and the full content to be presented to students) Day 1- 30 minutes Pass out a copy of the school lunch menu provided to students. Have them look over that day’s items for lunch. Read How Did That Get in My Lunchbox? aloud to students. In groups, have students analyze the lunch menu for the day to determine all of the foods that come from agriculture. Have students decide on the source of foods that are processed, such as the hamburger bun, as well. List student answers on board. Assign each group a lunch item they will research tomorrow on the journey it took to arrive on their lunch tray. Day 2- 30 minutes Have each group visit the assigned YouTube video to watch how their food arrived on their lunch tray. Milk- Potatoes- Buns- Corn- Strawberries- Hamburger- As students watch, they need to write the steps it took for their food to get from the farm to their lunch tray. When they have finished their steps, they will meet with the teacher to go over the steps to make sure they logically make sense (may need to help them include transportation to get from the farm to the mill or factory). As student groups wait to meet with the teacher, they will watch the other videos on how food arrives on their trays.
Snurps band together in little snurp groups to form spliceosomes. How do spliceosomes work? On the figure below, label the following: pre-mRNA, snRNPs, snRNA, protein, spliceosomes, intron, and other proteins. Explain how the splice sites are recognized. What is a ribozyme? What commonly held idea was rendered obsolete by the discovery of ribozymes?
have gotten used to it; it’s kind of like their second home.” This concept of a “second home”, also noted in work with Chinese elders living in nursing homes (Lee, Wu, & Mackenzie, 2002) or thought of as a “home-away-from home” among nurses working in residential care settings (Tuckett et al., 2009), suggests a recognition of “homelike” features experienced amidst non-“home” environments and highlights that the division between “home” and “non-home” may be too simplistic to capture more nuanced experiences. Participants acknowledged that some residents may feel abandoned or a sense of loss when they first enter the LTC residence. As Jill suggested, because new residents are away from their family, community, and social engagements within community, they have a difficult time adjusting to the LTC setting. Similar reports are reflected in previous literature that has found nursing home residents to feel emotional and personal losses as well as a sense of abandonment (Brandburg, Symes, Mastel-Smith, Hersch, & Walsh, 2013; Fiveash, 1998; Nay, 1995). Participants reported, however, that in time residents do adjust to the LTC environment and to everyday routines, and begin to develop relationships within the care setting that promote a sense of familiarity and meaning. Joy stated, “They’ve been here for a long time so they’re comfortable, they’re used to it, it’s their home. They think it’s their home.” Similarly, Anne reported: [Residents’] first reaction, it’s funny, when they first come here because of the building and everything, it’s not their home. The first thing is, ‘I don't like it here, it’s not home.’ But I’ve seen, once they’ve got adjusted, it’s almost like it doesn't matter—for me too—the building doesn’t matter anymore. It’s the faces and the people around you that matter most.
review. International Psychogeriatrics, 21(2), doi: 10.1017/S104161020800820X Verbeek, H., Zwakhalen, S. M., van Rossum, E., Ambergen, T., Kempen, G. I., & Hamers, J. P. (2010). Dementia care redesigned: Effects of small-scale living facilities on residents, their family caregivers, and staff. Journal of the American Medical Directors Association, 11(9), 662–670. doi: 10.1016/j.jamda.2010.08.001 Wahl, H-W. (2001). Environmental influences on aging and behavior. In Handbook of the Psychology of Aging, 5th edition (Eds. J. E. Birren & K. W. Schaie, p. San Diego: Academic Press. Table 1. Perception of factors that enable or disable a homelike feeling in LTC Enable Homelike Personalization and personal belongings Interpersonal relationships – e.g., getting to know staff as family, feeling a sense of community Enough time has passed to enable adjustment to the residence Feelings of familiarity Disable Homelike Routinized care Institutional design – e.g., communal tub, lack of space Lack of choice in moving to the LTC residence Residents’ cognitive impairment
feels her parents made her feel loved. And she understood, from an early age, that they had a disease that prevented them from giving her more than they did. She misses having her family together. And her father, with whom she is now close, has developed AIDS. Liz says she doesn't feel like she has moved past the events of her childhood, rather they've stayed with her and are part of everything about who she is. She has learned from her experiences and makes use of the lessons. Assignment: Identify the main idea and make a list of the most important points, then write a paragraph summarizing Liz Murray’s story. Checklist for editing your summary: I have… Written my summary in complete sentences – no sentence fragments or run-on sentences Only included the important information Organized my ideas clearly to help my reader follow my summary Used transitions to link my ideas Not included opinion statements Created a beginning, middle, and end Used a consistent verb tense Used all the stages of the writing process Checked my spelling, grammar, and punctuation Approaches the required level 0 – 49% Achieves the required level 50 – 64% Exceeds the required level 65 – 79% Significantly exceed the required level 80 – 100% Knowledge/ Understanding Demonstrates limited knowledge of form of summary Demonstrates limited understanding of text Demonstrates some knowledge of form of summary Demonstrates some understanding of text Demonstrates considerable knowledge of form of summary Demonstrates considerable understanding of text Demonstrates thorough knowledge of form of a summary Demonstrates thorough understanding of text Thinking/ Inquiry Organizes ideas with limited clarity Supports main point with limited clarity Organizes ideas with some clarity Supports main point with some clarity Organizes ideas clearly Supports main point clearly Organizes ideas clearly and effectively Supports main point clearly and effectively Communication Explains ideas with limited effectiveness Uses limited transitions Explains ideas with some effectiveness Uses some transitions Explains ideas with considerable effectiveness Uses clear transitions Explains ideas with a high degree of effectiveness Uses transitions clearly and effectively Application Uses language conventions with limited accuracy and effectiveness Uses the writing process with limited competence Uses language conventions with some accuracy and effectiveness Uses the writing process with some competence Uses language conventions with considerable accuracy and effectiveness Uses the writing process with considerable competence Uses language conventions accurately and effectively all or most of the time Uses the writing process with a high degree of competence
equality can be legislated. Identifying counterarguments gives you a sense of what is at issue for each author And determining what the authors think in relation to one another can help you realize what may be at issue for you. Suppose you are struck by Payne's argument that the term civil rights obscures an equally important issue in African Americans’ struggle for equality: economic equality. Suppose you connect Payne’s point about economic inequality with Takaki’s more-recent examples of racial inequality in the areas of housing, education, and employment. Turning these ideas around in your mind, you may decide that race-based economic inequality in a multicultural society is a topic you want to explore and develop. Worksheet for Writing a Synthesis Author and Source Gist of Argument Examples/Illustrations Counterarguments What I Think Historian Steven F. Lawson, from “Debating the Civil Rights Movement The View from the Nation" Historian Charles Payne, from “Debating the Civil Rights Movement: The View from the Trenches” Ethnic historian Ronald Takaki “Policies Strategies and Solutions” Actions taken by the president, Congress, and the Supreme Court were all vital to advancing the struggle for civil rights. By granting African Americans their civil rights the Supreme Court did not and could not guarantee access to economic equality. Economic inequality urban areas where ethnic minorities live in poverty and squalor. The executive orders, the legislation, and the court decisions that promoted desegregation Continued inequalities between rich and poor Inadequate housing, schools, employment Desegregation cannot be legislated. The struggle was not simply about civil rights, it also was about achieving economic Equality. The executive orders, legislation, and Court rulings that promoted desegregation indicate that there was some attempt to achieve equality. Racial equality has been poverty is an individual problem not a systemic one. I’m not convinced by Lawson’s argument. An interesting argument, but I’m not sure Payne took the best approach by working with definitions. The multiethnic connection makes me want to look into his issue more deeply. FORMULATE THE GIST OF WHAT YOU'VE READ Remember that your gist should bring into focus the relationship among different ideas in multiple texts. Looking at the information juxtaposed on the worksheet, you can begin to construct the gist of your synthesis:
Proline (Pro) Asparagine (Asp) Leucine (Leu) CUA Glutamic acid (Glu) Valine (Val) 2. One of you will play the role of the ribosome and the other one will act as the cytoplasm, which is the source of tRNA and amino acid molecules. For tRNA molecules to function in translation, each tRNA must first be attached to the correct amino acid that corresponds to the anti-codon in that particular tRNA. Cytoplasm: Use the above table to match each model tRNA molecule with the correct amino acid for that particular type of tRNA Note: Each model tRNA molecule only shows the three nucleotides of the anti-codon and the binding site for the amino acid. A real tRNA molecule has many, many more nucleotides in an RNA polymer that is folded in roughly the shape shown in the figure on page 6. Similarly, each mRNA has many more nucleotides than shown in your model. Modeling the Steps in Translation: Note: You will be modeling the actual sequence of steps used by the cell to carry out translation. You probably will be able to think of a faster way to make the protein, but you should follow the sequence of steps described below in order to learn how the cell actually makes proteins. 3. Ribosome: Place the mRNA on the line in the model ribosome, with the first three nucleotides of the mRNA in the position for "codon" and the second mRNA codon in the "next codon" position. Cytoplasm: Supply the tRNA that has the correct anti-codon to match the first codon in the mRNA. Ribosome: Place this tRNA with amino acid in position. Your model ribosome should look like: Use an arrow to indicate the anti-codon in the tRNA and use an * to indicate the amino acid.
Read the lyrics to these spirituals and think about which types of freedom they were singing about. Go Down, Moses When Israel was in Egypt's land Let my people go Oppress'd so hard they could not stand Let my people go Refrain: Go down, Moses Way down in Egypt's land Tell old Pharaoh Let my people go Swing Low, Sweet Chariot Swing low, sweet chariot, Comin' for to carry me home; Swing low, sweet chariot, Comin' for to carry me home. I looked over Jordan, And WHAT did I see, Comin' for to carry me home, A band of angels comin' after me, Comin' for to carry me home. If you get there before I do, Comin' for to carry me home, Tell all my friends I'm comin' too, Comin' for to carry me home. Follow the Drinking Gourd Follow the drinking gourd Follow the drinking gourd For the old man is a waiting For to carry you to freedom Follow the drinking gourd When the sun comes up And the first quail calls Follow the drinking gourd For the old man is a waiting For to carry you to freedom Follow the drinking gourd Follow the drinking gourd For the old man is a waiting For to carry you to freedom Follow the drinking gourd The riverbank will make a mighty good road The dead trees show you the way Left foot, peg foot traveling on Following the drinking gourd Follow the drinking gourd Follow the drinking gourd For the old man is a waiting For to carry you to freedom Follow the drinking gourd The river ends between two hills Follow the drinking gourd There's another river on the other side Follow the drinking gourd Follow the drinking gourd Follow the drinking gourd For the old man is a waiting For to carry you to freedom Follow the drinking gourd
concerning the content of those changes. All this requires a commitment and an active engagement of the citizens. They have to invest their desire and, so to say, love their society. Yet, what precisely they have to love is not known in advance and depends finally on the whimsicality of their wishes and desires. It depends on their groundless love for democracy. That love is democracy’s abysmal base. This kind of democratic love is much closer to the paradigm more eros than the one of agapè. If it is to be associated with a god, then, it is Venus’ little son who cannot stand neither sacrifices not altars, as we have already have learned from Euripides. So, is then Christianity and its agape paradigm incompatible with modern democracy? Not exactly. Of course, Christianity is responsible for the idea of the society united as a body, as it has been the ‘regulative idea’ for more than a millennium of western politics. And that idea, indeed, originates in agapè, in love thought from (an as) satisfaction – love thought from (and as) the shore of eternal truth it longs for. But Christian love is not solely agapè, it has incorporated Greek eros too. And eros fits with one of the core concepts of Christian doctrine, more precisely with the apocalyptic and eschatological condition we humans are in. More exactly does it fit with one of the dimensions implied in these concepts. They claim that we live in the fulfillment of time and, thus, in the satisfied condition of agapè. Yet, at the same time, these concepts say that the eschaton and the apocalypse are still to come and that the world as it is now – including its political system – is under reserve; that nobody knows the truth the Messiah will reveal at the end of time. Here, eros clearly appears as a paradigm underlying Christian tradition as well. Here enters love in its quality of still unsatisfied desire, of unfulfilled messianic expectation. It is not a minor line in the Christian tradition, that, despite its strong line of ascetism, has is at the same time a genuinely ‘erotic’ dimension, living love as groundless desire.
Who are you accountable to? Do you know who your senior management team are? Who are you accountable for? What’s Your Line Management Structure? Who do you discuss your workload with, who allocates you tasks, who do you have your appraisal conversation with?
Does not recognise their own personal and professional development needs. Does not recognise the value of learning and development Ensures that their leadership, clinical and technical competence is continuously developed, looking for opportunities for themselves and others to learn and develop Tends to give limited or inappropriate feedback. Reacts negatively and does not embrace feedback Actively seeks feedback and treats it as an opportunity to learn and improve. Makes sure that they give constructive feedback straight away to help others to learn and improve. Is able to change their behaviours and ways of working as a response to constructive feedback Moans without attempting to change or improve things Is creative in identifying new ways of working that deliver improvements for patients and staff Does not use resources appropriately and is wasteful Always makes sure that resources are used appropriately and not wasted Appraisee: please sign here to confirm your commitment to abide by these effective behaviours yourself and to highlight any ineffective behaviour you observe in colleagues: Section 11: Your Objectives for 2018-19 Successfully meeting your objectives is directly linked to pay progression. This means that if it is identified at your appraisal that you have not successfully met all your objectives, you will remain at your existing A4C pay band point. It is therefore important to clearly understand and agree your objectives. Objective Make sure objectives are ‘SMART’; Are there any resources or training needed for the When will the objective be reviewed/ monitored? When should the objective be What will be the measure of success?
Personal Development Plan activity All Mandatory Training must be completed or booked prior to any other development being agreed and undertaken. Why is this development activity being set? Reference to individual/department/Trust objectives and plans. When should this activity be achieved by? When will this development be reviewed/monitored?
Iron Man 1 to be watched in class. Behemoth/Jekyll and Hyde Home:________________________________________________________________________ Residence:_____________________________________________________________________ Friends:_______________________________________________________________________ Enemies:______________________________________________________________________ Describe Morality and Ethics of the Character: The God
percent of GDP. After reviewing some of the recent efforts to limit or eliminate budget deficits, the remainder of the chapter explores alternative conceptions of responsible fiscal conduct. The budget reforms that have been enacted in recent years have always been presented as improvements and yet the problems they apparently were designed to correct persist. This persistence suggests that what we observe is not some broken process that participants are seeking genuinely to fix but is a process that is pretty much working as we should expect it to work under present institutional arrangements that constitute a democratic system of political economy. To understand why present institutional arrangements might promote a continuing parade of crises requires a reasonable theory of political economy. That theory cannot be grounded in such familiar constructs as systemic equilibrium and median-voter optimization. Chapter 2 sketches an alternative theory of political economy grounded in emergent interaction among political and economic entities. Within this theory, a society and its enterprises resembles an ever changing jumble of pedestrians rushing through a piazza, in contrast to the image of the placid parade that dominates standard political economy. Any effort to describe persistent budget deficits as fiscally irresponsible must confront the Ricardian equivalence proposition, which holds that deficits are just taxation that while deferred to the future is equivalent in present value to the taxes that would have been required to eliminate the deficit. Chapter 3 does not deny the simple arithmetic of Ricardian equivalence, but rather shows why that
Confirm that all opening and closing procedures, reports etc have been completed to ensure that the area is left secure for the next service. Deputise as department’s opening and closing manager on duty. Attend any scheduled meetings necessary. Ensure all storage areas are meticulously tidy and clean to prevent incorrect stock levels. Report in advance low stock levels of all equipment and food commodities. The above is not an exhaustive list of duties and you will be expected to perform different tasks as necessitated by your changing role within the College's organisation and the overall objectives of Lady Margaret Hall. Relationships: Responsible to: Front of House Manager Responsible for: Liaison with: Head Chef and kitchen staff, Catering Manager, Students, staff and other customers, Department Heads, Conference and Events Office Person Specification ESSENTIAL Physically able to complete lifting, walking, or handling of materials. Physical activities such as cleaning rooms, setting out and clearing of tables, arranging furniture, cleaning spillages as and when they occur. Confidence to liaise with other team members and deliver what the client wants. Good communication skills to ensure a knowledge of the catering details required for each service. Able to greet students, organisers, hosts and VIPs and show customers you are giving them full attention. To be aware of the LMH values and work by their ethos. Flexible in terms of working hours Attention to detail Generally IT literate General numeracy DESIRABLE
Corresponding Evidence of Learning Identify physiological reproductive difficulties, disorders, and diseases occurring in men and women Describe treatments for physiological reproductive difficulties, disorders, and diseases occurring in men and women. Core Competency: Think Indicators Assessments Think - employ the facts, formulas, procedures of the discipline Classroom assessment technique - discussion Knowledge recall exam Core Competency: Communicate Indicators Assessments Communicate - employ methods of communication appropriate to your audience and purpose Classroom assessment technique - discussion Knowledge recall exam Students will be able to explain the mechanisms, success rate, and risks of various contraceptive methods. Corresponding Evidence of Learning Identify and describe contraceptive methods Analyze and evaluate contraceptive methods for personal use. Core Competency: Think Indicators Assessments Think - analyze data, ideas, patterns, principles, perspectives Think - employ the facts, formulas, procedures of the discipline Classroom assessment technique - discussion Locally developed multiple choice exam Core Competency: Communicate
Superman Doomsday Superman Returns Friday, Nov. 02, 2007 In Search of Superman's Inner Jew By Jeffrey T. Iverson/Paris The debate has raged for decades: is he Jewish, Methodist, Kryptonian Raoist? But finally, it's been settled: Superman is definitely... a non-Aryan Protestant. The complex origins of many a comic book character are deconstructed at the engaging and erudite exhibit, "From Superman to the Rabbi's Cat" — through Jan. 27 at the Museum of Jewish Art and History in Paris — which explores the impact of the Jewish experience on the evolution of the comic strip and graphic novel. Comics are serious culture in France, where they were named "the Ninth Art" in 1964 by historian Claude Beylie. Today, the country hosts the preeminent annual international comic
Guidelines on completing the application form General points Please complete the application form in black ink or type. We use this application form to decide whether you will be given an interview so please fill it in very carefully. We can’t interview everyone who applies for a post. CVs Please complete all sections of the application form. Only applications made on the form are accepted, we do not accept CVs alone although you may attach a CV to a completed form to give additional information. Information in support of your application This is probably the most important part of the application form. Selection for interview will be made on how well you demonstrate you meet the criteria in the person specification and job description. Read through the job description and person specification and think of an example (or two examples) from your present or most recent job that show you have the required knowledge/skill/experience. You may also use experience from voluntary work, academic work or hobbies. Say what you were trying to achieve and why. Describe your role, don’t say “we”, say what you did. Say what the outcome was. Did you achieve what you set out to do? Were there any problems and how did you overcome them? Could you have done things differently, with less resources or in less time? If you are unemployed or have been out of paid employment for some time, or have just left school/college/university, you may wish to include relevant experience from voluntary work or education. Do continue on additional sheets if necessary. Referees One referee must be your present or most recent employer. If you are currently self-employed you may use a client as a referee. If you are still in full time education and applying for your first job, please give details of someone in authority from an educational establishment. We will not approach your referees until after we have interviewed you. You may indicate whether we need to contact you before we approach your referee. Criminal convictions
Dear Applicant, Thank you for your enquiry about the post of Front of House Manager (Casual). A little about the company. The Maltings has operated as an arts and community centre for Farnham since the early 70s. There is a core of successful activities – a music and theatre programme, a flourishing programme of performance, workshops, the monthly markets, and film programme. There are a host of community users of the building – University of the 3rd Age, Sugar-craft, Beerex and a range of voluntary groups. Over 400,000 people use the building each year and over the last three years we have significantly increased our turnover and reinvestment in the building. To get a better sense of the range of things we do go to Hopefully the job description will give you a good sense of the main duties of this post. That said we are a flexible organisation keen to ensure that every member of staff has the opportunity to shape the ways in which we operate. We want the Maltings to be a happy, creative organisation. We are looking for somebody who is confident in their abilities, is good on the detail, can respond to opportunities and is keen to take on new challenges. If you want an informal conversation about this post feel free to call Deborah Gallagher, on 01252 745410. To apply please could you fill in the company application form which offers an opportunity for you to describe your experience and interest in this role. And should you decide to apply good luck. gavin stride director Job Description Position: Front of House Manager
Appendix B: College Ready Sample Logic Model Problem Statement: Low-income high students in selected communities attend college at a lower rate than their middle class peers, leading to more limited opportunities, higher rates of unemployment, and lower earnings. Resources Strategies and Activities Outputs Short-term Outcome Long-term Outcomes Impacts What resources are or could reasonably be available? What will the activities, events, etc. be? What are the initial products of these activities? What changes are expected in short-term? What changes wanted after initial outcomes? What are hoped for changes over long haul? -Partnership with 3 public high schools -Community mentors -Local university space for parent meetings -Volunteer college admissions directors for application workshop -Student volunteers for childcare at parent meetings -Local college mentorship program -Peer mentors -Student readiness program (workshops) -Parent education (workshops) -Recruit adequate # of mentors for student cohort -Develop and deliver 12 workshops on college application process; SAT/ACT; FAFSA; college life -Develop and deliver 6 workshops for parents -High interest and attendance at all workshops for parents and students. -Participating students apply to at least one college on time -Parents report increased understanding of the college application process -Students report increased readiness for college -Participating students complete FAFSA forms on time -Participating students are accepted to and attend college, remaining enrolled into the 3rd semester of college -Participating students GPAs above 3.0 at college, into the 3rd semester -Increased parental engagement in participating high schools’ students education -Low-income students in participating communities attend college at same rate as middle class peers -Low-income students in participating communities graduate from college at some rate as middle class peers -Participating high schools see increase in parent and student engagement -Participating high schools state test scores increase by x% Assumptions: College attendance is desired goal for participating communities; high school leaders will remain consistent and support program; parents will show interest and participate in program.
From My Perspective... There’s More to It Than the Individual Preeti Chauhan, PhD My research has diverged significantly from traditional forensic clinical psychology and moved toward a more interdisciplinary model that combines psychology with criminology and epidemiology—or seeing crime from a public health perspective. Each turning point was influenced by a personal interaction with a research participant or by results from prior research. The faces that go with my research questions keep me continually motivated to further understand the problem I am studying. Further, each research question often generates at least 10 additional lines of inquiry helping to continually build my research agenda. Here, I give you details of my path so far, which I am certain will continue to change as my research questions evolve. As an undergraduate at the University of Florida, I was fortunate to work as a research assistant on the MacArthur Adjudicative Competency Study under the guidance of Dr. Jennifer Woolard. One of my responsibilities was to visit juvenile detention centers and conduct structured interviews with adolescents. It was then I learned that those caught in the justice system, especially in the juvenile justice system, are more than just their crimes. When I heard some of the horrifying situations and events these adolescents had experienced, I often thought, “If I had gone through this, I might be here as well.” This helped me understand that many of the adolescents in the juvenile justice system are not bad people, but people that have done bad things—often influenced by their own ill-fated backgrounds. Working on the adjudicative competence study piqued my interest in forensic psychology. My last year as an undergraduate, I obtained a summer internship at the Institute of Law, Psychiatry and Public Policy (ILPPP) at the University of Virginia. I worked with Dr. Janet Warren and learned a great deal about collecting data and managing large data sets. I returned to work at the ILPPP for another
Frontier Central School District School Nurses Nurses Phone Numbers High School Nurses Marianne Eich, RN Sheila Brown, RN Middle School Nurses Sue Andelora, RN Michell Lucidi, RN Blasdell Elementary Nurse Anna Love, RN Big Tree Elementary Nurse Holly Fitzgerald, RN Cloverbank Elementary Adair MacIver Pinehurst Elementary Nurse Amanda Gollnau Southtowns Catholic Beth McCann, RN St. Francis HS LuAnn Starzynski, RN Dawn M. Springer, FNP-BC Medical Director Office High School Rm. 303B EXT 2420 926-1721 Fax 926-1724 EXT 3420 926-1731 Fax 646-2207 EXT 5420 926-1751 or Main Office Fax 823-6153 EXT 4420 926-1741 Fax 464-2111 EXT 6420 926-1761 or Main Office Fax 627-7959 EXT 7420 926-1771 Fax 926-1755 627-5011 Fax 627-5335 627-1200 (540) Fax 627-4610 926-1720 Ext 2091 Fax 646-2188
Frontier (9:30 AM): LECTURE: The Spanish Borderlands Frontier (9:30 AM): LECTURE: Wars for Empire WK5 24 25 Frontier (9:30 AM): MOVIE: Black Robe 27 Frontier (9:30 AM): MOVIE: Black Robe 28 29 30 OCT WK6 1 2 Frontier (9:30 AM): MOVIE: Last of the Mohicans 4 Frontier (9:30 AM): MOVIE: Last of the Mohicans 5 6 7 WK7 8 9 Frontier (9:30 AM): LECTURE: Wars for Empire 11 Frontier (9:30 AM): LECTURE: The New Republic 12 13 14 WK8 15 16 Frontier (9:30 AM): LECTURE: An Empire for Liberty 18 Frontier (9:30 AM): LECTURE: March to Massacre 19 20 21 WK9 22 23 Frontier (9:30 AM): LECTURE: The Dixie Frontier 25 Frontier (9:30 AM): LECTURE: The Great West 26 Homecoming 27 28 NOV WK10 29 30 Frontier (9:30 AM): LECTURE: Pathfinders and Pioneers 1 Frontier (9:30 AM): LECTURE: Texas and Mexico 2 3 4 WK 11 5 6 Frontier (9:30 AM): LECTURE: American Indian Policy to 1860 8 Frontier (9:30 AM): LECTURE: The Civil War in the American West 9 10 11 WK12 12 13 Frontier (9:30 AM): LECTURE: The Great Resumption 15 Frontier (9:30 AM): LECTURE: Making Money in the West 16 17 18
Schedule of Use - Indicate your preferred days and times Club name: Reserve: Facility Usage Days Booking Spaces Team Team Team Team Team 6.30pm - 7.00pm Team 7.00pm - 7.30pm Team 7.30pm - 8.00pm Team Monday Oval 1 e.g u10 Pavilion Change Rooms Tuesday Oval 1 Pavilion Change Rooms Wednesday Oval 1 Pavilion Change Rooms Thursday Oval 1 Pavilion Change Rooms Friday Oval 1 Pavilion Change Rooms Days Booking Spaces Team 8.00am - 10.00am Team 10.00am - 11.00am Team 11.00am - 12.00pm Team 12.00pm - 1.00pm Team Team 2.00pm- 4.00pm Team 4.00pm- 6.00pm Team 6.00pm Saturday Oval 1 Pavilion Change Rooms Sunday Oval 1 Pavilion Change Rooms